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Innovative Education Practices. Volume 2.George Washington Univ., Washington, D. C. NationalAdvisory Council on Supplementary Centers andServices.Bureau of Elementary and Secondary Education(DHEW/OE), Washington, D.C.Oct 7436p.

MF-$0.76 HC-$1.95 PLUS POSTAGECareer Education; Compensatory Education;Demonstration Projects; Early Childhood Education;*Educational Innovation; Environmental Education;Guidance; *Innovation; Mathematics; *ProgramDescriptions; Reading; School Administration; SpecialEducation; Success Factors; Teacher Education;Validity*Elementary Secondary Education Act Title III; ESEATitle III

ABSTRACTThe second volume of Innovative Education Practices

presents descriptions of 84 outstanding projects funded under TitleIII of the Elementary and Secondary Education Act. The projects arein the areas of School Administration; Special Education; Guidance;Reading, Math, and Academics; Early Childhood Education;Teacher/Staff Development; Compensatory Education; Career Education;Environmental Education; and Special Curriculum. Each project hasproduced credible evidence of its cost, effectiveness, andexportability as evaluated in mid-1974 by a validation team from astate other than that in which the project took place. The purpose ofthis publication is to allow a school district to choose from alreadyproven successful practices. More information on any project may berequested. A list, by state, of people charged with administeringTitle III state programs is included. (KKC)

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BEST MCOP! ARE U.S. DEPARTmENT OP HEALTH,EDUCATION a WELFARNATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPROOUCED Ex AcTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS Or VIEW OR OPINIONSSTATED DO N07 NECESSARILY REPRESEW OFFICIAL NATIONAL INSTITUTE OFEOUCATION POSITION OR FOLIC'',

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r--1 InnovativeEducationPractices

Volume II

October, 1974

National Advisory Councilon Supplementary Centers and Services

Suite 529, 42513th Street, N.W.Washington, D.C. (202) 963-3813

Members

Dr. Inez C. Edding.,Chairman832 Kipling DriveColumbia, South Carolina 29205

Mrs. Martha AyersVice Chairman842 Locust StreetGreenville, Illinois 62246

Mr. Arthur BallantineEditor, Durango HeraldDurango, rolorado 81301

Dr. William R. HarveyVice President, Tuskegee InstituteTuskegee, Alabama 36080

Dr. Bill L. JohnsonP.O. Box 97Montezuma, New Mexico 97731

Mrs. Herlinda Chew LeongPrincipal, Los Nietos Junior High SchoolLos Neitos, California 90606

Dr. Elise LestinDirector of Instruction, Elementary and

Middle School CurriculumPenfield Central Schools2590 Atlantic AvenuePenfield, New York 14526

Mr. Arnold NorskovBox 187Albion, Nebraska 68620

Reverend Michael O'Neill, Ed. D.Superintendent of EducationCatholic Diocese of SpokaneP.O. Box 1453Spokane, Washington 99210

Mr. Frank Troy905 Secor RoadToledo, Ohio 43607

Mr. Joel D. ZievSpecial Education DepartmentAdministration BuildingHartford Public SchoolsHartford, Connecticut 06103

Staff

Mr. Gerald J. Kluempke, Executive DirectorMr. Richard N. Frost, Assistan DirectorMs. Polly Parker, Editorial AssociateMr. James A. Ruff, Research AssociateMs. Kathleen Maurer, Administrative AssistantMs. Regina Marchione, Secretary

Casuritent

Mrs. Shirley Boes Neill

Costs of this publication were satisfied with federal funds from the,Elementary and Secondary Education Act, Title Ill. Points of view oropinions expressed herein do not necessarily represent official U.S.Office of Education position or policy. Additional information con-cerning specific projects discussed in this publication may be obtainedby returning the order form at the end of this publication.

CONTENTS

5 Introduction

6 School Administration

15 Special Education

20 Guidance

24 Reading, Mathematics and Acad. ics

34 Early Childhood Education

40 Teacher/Staff Development

45 Compensatory Education

49 Career Education

53 Envkanmental Education

57 Special Curriculum

INTRODUCTIONIn this, the second voiiime of Innovative EducationPractices, we are pleased to present 84 outstanding

projects funded under Title 'II of the Elementary andSecondary Education Act.

The projects deal with varied educational problems.For example, one trains itinerant tutors for teachinglearning disabled children while another rescues teen-aged parolees from penal institutions. Yet all have acommon characteristic. They are su:cessful successfulin terms of doing what they said they would do fortheir target population, whether students, teachers,administrators, aides or parents.

The projects have also produced credible evidenceof their cost and exportability. In other words, anotherschool district or state can approach the project withconfidence that the data reported by the project interms of its cost, effectiveness and exportability factorswere verified in mid-1974 by a validation team fromanother state. The team uses an especially preparedhandbook developed by state and national advisorycouncil members and the staff of state and federaleducation agencies to validate project activities.The ultimate aim is to allow a district with an unre-solved educational need to be able to pick and choosefrom already proven successful practices. In this way,knowledge precludes spending; adoption allowsflexibility to choose from among many approaches.

As chairman of the National Advisory Council onESEA Title III, I have seen first hand the hard workand dedication of project directors, state advisorycouncils, state departments of education and the staffof the U.S. Office of Education as each performed aspecific role in this national effort. Their work has andwill continue to pay off as information on these suc-cessful efforts is disseminated to other districts andstates.

We encourage readers to browse with care amongthe projects. If more information is desired on anyprojects, please use the coupon at the end of thispublication to let us know of your interest. We willforward your request to appropriate project directors.Inez C. EddingsChairman

SCHOOLADMINISTRATION

Validated projects in the area of School Administra-tion reflect the concerns of school districtsactingsingly, with other districts in cooperatives and some-times in an entire-state approach to make schoolsmore effective and productive. A prime example ofwhere such action is necessary occurs with the studentwho drops out, either physically or mentally. UnderTitle III programs, schools are striving to find means ofkeeping students in, and interested in, school.

The means range from alternative schoo! plans andsenior-year transitional plans to flexible modular pro-grams and minicourse offerings. Sometimes change isdemanded as costs skyrocket. Schools are attemptingto beat the dollar squeeze by inaugurating year-ioundplans or trimesters or by joining forces with otherdistricts in cooperative efforts to get the most servicesfor the most students at a reasonable cost. Schooladministra ors are finding out and adjusting to the factthat the old ways require sharpening, especially whenan attempt is made to fit them in with new schooldesigns, such as the open school, or new staffing pat-terns, including the use of instructional teams andparaprofessionals. The key word, then, is transitionalrather than traditional.

PIE (Project to Individualize Education)

A change in the overall learning environment forstudents and teachers is the No. 1 objective of PIE.More specifically, PIE describes itself as a Title IIIproject designed to foster student development ofpositive attitudes toward community, school, peers,teaching and learning through individualized educa-tion. PIE operates as an alternative school-within-a-school, offering individualized programs to 900 stu-dents in grades 7-12. Students are expected to takeresponsibility for their learning by scheduling theirtime on a weekly basis. They select teacher ,dvisors,who provide help and support, keep track of studentprogress and attendance and make contact withparents. Most instruction is carried out with teacher-created or adapted materials, and cou-ses vary inlength from one day to a year. PIE has led to many

Additional information on projects can be obtained by completingand returning the form at the end of this publication.

changes in the school district, including the replace-ment of department chairmen with directors of alter-native schools; the adoption of the teacher-advisorconcept; and more schoolwide emphasis on teacher-student relationships. The innovative aspects of PIEinclude scheduling, horizontal relationships withteachers, individualized approaches and field experi-ences. The validation report noted that the projectstuderts stay in school longer than regular programstudents and have a better attitude toward their peers.Donald A. Price, Project Director, Quincy PublicSchool, 1444 Maine St., Quincy, Illinois 62301 (217)223-8700. Project Number 1

Open Space Education in a Conventional Building

Pi tinfield Junior-Senior High School and Van BurenElementary have developed an open concept school"spirit" while working within the confines of trs2i-tiona: school buildings. Teachers plan new learningunits, and space is set aside in the buildings to accom-mockte independent activities. In junior high, allseventh- and eighth-grade students are included in aBlock Program. Each Block consists of 150 students, a

team of four teachers, one from each of the areas ofEnglish, mathematics, social studies and science, and ateacher aide. A flexible, non-modular schedule al-lowed by the program enables the school to offerstudents a variety of learning activities in these foursubjects during the five hours a day that the Block is insession. During the remaining two and one-half hoursof the school day, students attend classes in subjectsother than the four subject areas listed above. Studentsin grades two through six in Van Buren Elementaryparticipate in the design of learning contracts withtheir teachers. The idea is for each child to feel re-sponsible for the contract. Salvatore F. Scaglione,Project Director, Plainfield Junior-Senior High School,709 Stafford Rd., Plainfield, Indiana 46168 (317) 839-2569. No. 2

Establishment of a Regional Supplemental ServiceCenter

The Northern Regional Service Center was designedto make educators in 665 Northern Indiana schoolsmore aware of the instructional services offered by theState Department of Education and to bring about theadoption of innovative practices by teachers, principalsand superintendents. The Center hired 18 content areaspecialists to carry out three functions with localdistricts. Each specialist was to use a variety of ap-proaches in providing consultative services, inservice

training and in-depth workshops. The Center's serviceswere used by more than 7,000 educators in a one-yearperiod. The Drug Abuse Education Consultant, forexample, worked with 42 five-member community'teams in providing a coordinated attack on drug,problems. More than 155 of the region's teachers wereinvolved in an interdisciplinary environmental educa-:tion program. The validation team noted that the proj-iect has ;net overall goals and has demonstrated the;feasibility of regional services for the State of Indiana.;the team also sites three spinoffs: an increase in inter-,agency cooperation, the development of cross-disci-plinaly projects and the development of close ties'between regional -enter personnel and professional'organizations. Alfred E. Speck, Project Director, SouthBend Community School Corp., 635 S. Main St., SouthBend, Indiana 46623 (219) 289-7904. No. 3

Urban Centers for Quality Integrated Education

Urban Centers for Quality Integrated Education isthe method chosen by minneapolis to merge two pri-mary schools, one with a 56% black enrollment, theother with a 2% black enrollment. Desegregation ofthe schools by pairing them was seen by school admin-istrators as an opportunity to upgrade instructionalprograms at both schools. One school became a K-3center in which a continuous progress program was;put into operation, while the second was designated a'center for students in grades 4-6 with a nongradedstructure. Both schools adopted a staggered bus'schedule, allowing minimum purchase of new buses.Each school broadened the health and social servicesoffered to students, aided by additional staffing pro-!vided with Title III funds. Each school provides tutorial'programs for educable mentally retarded children orthose with special learning behavior problems, andeach holds extensive after- school programs for bothadults and children as a means of building communitysupport. Parents have demonstrated their willingnessto contribute to smooth desegregation by holdingmorning and evening coffee parties to which allparents and the classroom teacher have been invited.Bradley Bentson and Gladys Anderson, Project Direc-tors, Minneapolis Public Schools, 807 N. E. Broadway,Minneapolis, Minnesota 55413 (612) 827-3849 or 827-4689. No. 4

Mora 45-15 Elementary School Schedule

Mora School District decided to keep its elementaryschool open year round when it came face to face withincreasing enrollment, the failure of bond issues andincreasing costs. the Title III project helped the district

plan and implement a 45-15 concept i,t all its phases,starting in July, 1971. Students are divided into fourgroups, with each group attending four sessions, each45 days in length, followed by 15 days of vacation.Only three groups are in attendance at any one time.The project achieved its objectives for Mora, namely:student capacity was increased by 31.2%; the cost forimplementing the 45-15 plan was less than that possi-ble under four other options; elementary students areachieving scores equal tc. or above national norms tpre45-15 scores indicated Mora students actually were be-low national norms); the results of tour questionnaires(to students, parents, teachers, community) indicated amajority of each group favored 45-15. A bonus forelementary students was "Intersession" enrichmentprograms such as arts and crafts or remedial helpmace available during 15-day vacation periods. RichardE. Smith, Project Director, Independent School District#332, 400 E. Maple Ave., Mora, Minnesota 55051 (612)679-3731. No. 5

The K-12 Open School

When an alternative school is filled to its capacity of500 studentswith another 1000 on a waiting listsomething's going right. Furthermore, the nationallyacclaimed K-12 Open School in St. Paul, Minnesota,notes that 77% of the students who originally enrolledwere still in the school after three years. The OpenSchool aims at providing students with learning experi-ences that exceed district standards for courses, ma-terials, people resources and the use of the commun-ity. As far as costs are concerned, the Open Schooloperates at or below the district's average per-pupilexpenditure. Affective dimensions of learning areemphasized; grading, grade levels, required courses,bells and fixed schedules are not. Students are en-couraged to design their own programs and to estab-lish goals and appraise progress, while maintainingacademic achievement levels in reading, math and;vocabulary. Based on achievement tests, personalityassessment instruments, interviews, observation ques-tionnaires and case studies, the following resultsemerge: "Students IAR.ro found to be at about the levelone would expect in reading, somewhat lower in mathand much higher in vocabulary." Attitude towardschool by students was "very positive," which was alsofound to be true with parents. Wayne Jennings, Project,Director, The K-12 Open School, 1885 University Ave.,St. Paul, Minnesota 55104 (612) 647-0186. No. 6

Facilitating Learning Through Systems ModificationMost students at Central High School in Cape

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Girardeau, Missouri, prefer a trimester/modularscheduling plan over the traditional school year. Inaddition, some students experienced significant im-provement in achievement scores as a result of theswitch. None experienced a detrimental effect. Thesetwo conclusions attest to the success of the new sched-uling plan for the 1 250-student senior nigh school,which was in full operation by 1972-73. A majority ofthe teachers also indicated their preference for theplan and more teachers, as well as more students, ex-prEssed positive reactions to the plan as they becameaccustomed to it. Inservice education for faculty mem-bers helped expedite the changeover to modularscheduling, which called for 14 modules per day, each27 minutes in length. Individt al classes were assigned aspecific number of modules (2. 3, 4 or 5) and weretaught for 12, 24 or 36 weeks. The school year wasorganized into trimesters of 60 days in length. As notedby the validation team, the establishment of the modu-lar day at Central High School made more efficient useof staff, which resulted in significant cost effectiveness.Fewer teaching stations were required each trimester,and classroom teachers were able to spend more timewith students on a daily basis, generally with fewerpreparations. Norris E. Johnson, Project Director, CapeGirardeau Public School, 205 Carruthers, Cape Girar-deau, Missouri 63701 (314) 335-9452. No. 7

North Country Education Services

The citizens in 4,000 square miles of the NorthCountry of New Hampshire now have a vehicle forsolving common educational problems -an educa-tional services delivery system. Although the servicesprovided in the way of direct help to pupils and ad-ministrative services are not innovative, the concept ofshared services among politically independent andgeographically fragmented rural areas of the state hadto 'oe proved to be accepted. Title III initiated theproject, which currently provides a centrally 'ocatedmultimedia collection, four speech and hearing thera-pists who travel from school to school, special educa-tion consultants, a school psychologist program incooperation with local mental health agencies, onetraveling repair technician who services multimediaequipment for participating schools, an early child-hood education program which provides ten weeklyinservice workshops for preschool and elemental.),teachers and community relations which is a continu-ous effort program to involve citizens in the identifica-tion and solution of local educational problems. LeonJ. Lakin, Project Director, North Country EducationServices, Railroad and Exchange Sts., Gorham, NewHampshire 03581 (603) 466-2090. No. 8

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Developing a Student-Oriented SeniorElective Program

When increased absenteeism by students and teach-ers gave evidence of boredom and apathy, particularlyamong high school seniors, Rumson-Fair Haven Re-gional High School decided to experiment with analternative program. Setting up an alternative approachfor seniors wa.5 seen as a way to provide for a transi-tional year between traditional high school and thebeginning of college. (Eighty-five percent of Rumson-Fair Haven Regional High School's seniors go on tocollege.) Courses required for college acceptancecould be consolidated into the first three years of highschool, with he fourth year composed of traditionalcourses, minicourses, precepts and independent study.More than 50 new courses of study were written. Inprecepts, small groups of students meet weekly with ateacher advisor who aids students in the selection oftopics for independent study and in solving personalproblems. The results: seniors who participated totallyin the alternative senior program achieved as well asstudents enrolled in a conventional program in theirknowledge and use of social studies concepts and sig-nificantly exceeded the students in the conventionalprogram in their satisfaction with and interest in theireducational experiences. Newton Beron, ProjectDirector, Rumson-Fair Haven Regional High School,Ridge Rd., Rumson, New Jersey 07760 (201) 842-1597.No. 9

Instructional Support System

An elaborate monitoring system to provide a con-start watch and immediate feedback on studentachievement in reading and mathematics is now ineffect for approximately 4,800 K-9 students in Guilder-land, New York. The system provides computer scoringof criterion-referenced measures and reports ofachievemew, by individual students. It stores and re-

: trieves the desired information which is used to evalu-ate p.ograms and to make instructional decisions. Inaddition, longitudinal reports on individual studentsma; be obtained. The project's first tasks were to putin place an objective-based curriculum (rated a plus by

the validation team), accompanied by criterion-refer-enced tests to measure student achievement of theobjectives. Teachers received training in use of thesystem, :And they continuously correct and revise thecurriculum materials in workshop sessions. The educa-tional services unit in Albany provides computer serv-ices, with results available within 24 hours on testscores and reports. The evaluation team reports thatthe outcomes are at least as good as those derived

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under a conventional approach to teaching and test-ing, while adding that "the evaluative results provide amuch more extensive check in the long run on studentprogress than that created by the ordinary classroomteat her," Thaddeus S. Obloy, Project Director, Guild-erland Central School District #2, State Farm Rd.,Guilder land, New York 12084 (518) 456-6200. No. 10

Organizing Resources by Instr.ictional Teams

Project ORBIT emphasizes th ,s a "person pro-gram." By that it means that i_ imary attention isfocused on teachers, paraprofessionals, students,parents, outside resource persons and administrators.ORBIT's goal, as an alternative all-inclusive programavailable to students on a voluntary basis, is to increaseacademic achievement and to improve student atti-tude toward school through a number of means: dif-ferentiated staffing, individualized instruction, inten-sive teacher training and the use of volunteers. Teach-ers work in teams, each one composed of from 6 to 11persons, including two paraprofessionals, and headedby an elected team leader. Students set goals and doself-evaluations, as well as help select the curriculum.Reading and mathematics activities each occupy about45 minutes daily for all students, with the remaii.der ofthe day devcted to core curriculum, minicourses andI-See inquiry centers. Seventh and eighth graders areoffered special studies and elementary students areexposed to or take part in numerous everyday orspecial activities in the community. "By any measure,"the project report notes, "ORBIT students outper-formed control groups in all three ye3:s of the project."Harbison Pool, Project Director, O'Jerlin City Schools,65 N. Pleasant St., Oberlin, Ohin 44074 (216) 774-8117.No. 11

Accountability and Mini-Courses

Change in the curriculum of the Edmond, Okla-homa, Public Schools resulted from the instigation ofmini-courses for seventh and eighth graders. Approxi-mately 1,000 students, 40 teachers and 50 citizensworked together in planning for and implementing themini-courses, with students voting on selected topics.All three groups also participated in the evaluation ofeach mini-course. Persons from the community wereasked to contribute their time and expertise where thechosen topics related to their occupations. The mini-courses ran from one to three days in length andcovered topics such as gun safety, charm school andpre-driver education and safety. Project personnel saythe results of the project "seem to verify that involve-ment in working for a common cause will increase

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lines of communication," Kenneth Elsner, ProjectDirector, Edmond Public Schools, 1216 S. Rankin,Edmond, Oklahoma 73034 (405) 341-2246. No. 12

FOCUS: School Within A School

Day-to-day classroom activities may determinewhether students become dropouts, according toFOCUS. So FOCUS is different. One hundred students,grades 9-12, participate in the project, qualifying onthe basis of criteria such as: they have consideredleaving school; they do not respect or respond toauthority; they have high potential but low produc-tivity. FOCUS's aims are mainly affective, hough itcan be proven that students have made "respectablecognitive growth." FOCUS is a self-contained instruc-tional program designed by students and staff aroundfive activities: communications, analysis (science andmathematics), values (social relationships), realities(economic, political and occupational activities) andelectives. All students must attain competency in read-ing and mathematics skills. They are encouraged towork in the community and in other school settings,e.g., as elementary grade tutors. Concurrently, com-munity volur ?ers become skill area instructors anddiscussion and workshop leaders. Undergraduatestudent teachers work in pairs in FOCUS, lowering

even more the 20:1 pupil/teacher ratio. Th'e program'sbudget is comparable to that of other programs, al-though it uses more teacher-made and student -madematerials and has acquired an extensive array of mediahardware like cameras and projectors. FOCUS is accepted, says the director, as an educationally credibleprogram capable of providing learning experiencescongruent with the needs of all high school students.Ralph T. Nelsen, Project Director, Portland PublicSchools, 2735 N. E. 82nd St., Portland, Oregon 97220(503) 253-4781. No. 13

A Model for Cooperative Dissemination/Utilizationof Promising Products/Programs

The MOD Project

Region 10 Education Services Center in Richardson,Texas, has taken to heart the request of Texas schooldistricts that they be made aware of new educationalprograms and practices. The model for disseminationdeveloped by the Center, with the help of Title IIIfunds, concentrates on awareness activities. Represen-tatives from local districts served by the Center wereinvited to attend an awareness conference which pro-vided information on programs developed by federallyfunded education laboratories in seven areas of con-cern: bilingual and multicultural education, rommun-

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ity-school relations, counseling and guidance, creative

use of leisure time, early childhood education, newmethods of individualized instruction and reading andmathematics. A district interested in pilot testing oneof the selected programs may apply to the ServiceCenter for help in installation. Final selection of par-ticipating districts is made by the Center. A redirectionof federal money forced the education laboratories towithdraw from the intended joint dissemination effort,with the result that the Center independently con-ducted pilot training of school personnel and drew onlocal consultants in testing the model. The validationteam notes that "the model of dissemination devel-oped in this project is an effective mode of increasingawareness levels pertaining to promising educationalproducts/programs." Fred 1. Fifer, Jr., Project Director,Region 10 Education Service Center, 400 E. SpringValley Rd., Box 1300, Richardson, Texas 75080 (214)

231-6301. No. 14

Regeneration: Inner-City School Survival

Inner-city education in Norfolk's oldest high schoolis undergoing some drastic changes to accompany therenovation of a 1910 building. A phase-elective, ncn-graded, flexible modular program has been introducedin the high school. Students select from 800 "phases"consisting of over 350 separate course offerings. Tra-ditional semesters have been replaced by nine-weeksessions. A team of teachers establishes the objectivesfor each course, writes the syllabus and determines thebest mode of instruction, including large-group lec-

tures and demonstrations, interaction classes andlaboratory classes. The amount of time spent in eachclass varies from 30 to 120 minutes. Each student has aminimum of three mods a day (a total of 45 minutes) inunscheduled "gain time," to use at his discretion.Teachers receive preservice and inservice training inteam teaching, working with various size groups ofstudents, helping students profit from independentlearning activities and the new curriculum. The best

aspect of the new modular scheduling program, ac-cording to students, is the with.. variety of coursesoffered, with the second best aspect reported to bethe allowance for gain time. Only 8°/0 of the su.dentssaid they woult: like to "go back to the old programwith the same teachers, classes, study halls and lunchperiods every day," while 78% expressed a desire tocontinue the program as is or with some minorchanges. Hudson G. Dudley, Project Director, MauryHigh School, 322 W. 15th St., Norfolk, Virginia 23517

(804) 441-2448. No. 15

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SPECIAL EDUCATIONSpecial education has come into its own as a top

priority for school districts, due to legislative mandatesto mainstream handicapped children along with em-phasis on providing an equitable, life-serving educa-tion for all children. Early identification of the child'sparticular handicap, as well as the proper prescription,techniques. materials and follow-through constitutespecific hurdles for administrators, specialists, parentsand paraprofessionals. For the child, a program inwhich he can succeed is all important. Validatedprojects in this area attack the problems of childrenwho are classified as handicapped, e.g., those witharticulatory disorders, hearing impairments, visualhandicaps, psychomotor deficiencies, or learning disa-bilities. Title III projects are exploring ways to trainaides, tutors and parents in working with handicappedchildren and to develop learning packages and materi-als for home and school use. Such projects are re-sponding to what appears to be the crux of specialeducation problemsearly identification and actionaction that involves the child's parents, peers andteachers.

A Pilot Project Utilizing Supportive Personnel UsingBehavior Modification Techniques with Articulatory

Disordered Children

School children with speech problems in three Iowacounties are now receiving more attention through anaide program set up with the help of Title Ill. Theaides are trained to work directly with children whohave mild to moderate articulatory disorders, i.e., theysubstitute, omit or distort a Teeclt The projectpermits the speech clinicians normelly employed bythe participating school districts to devote greaterattention to youngsters with more serious speechproblems. The aides travel from district to district,working with children in 20 to 30 minute sessionsunder the supervision of the speech clinicians. Onsuch a schedule, each aide can provide nine to thirteenchildren daily with individualized attention to theirspeech problems. Based on several outside evaluations,the project concluded that aides can be feasibly em-ployed to administer articulation programs to selectedchildren, that waiting lists di -ninish when children areassigned to aides, that the aides can use the mayerialsproduced in conjunction with the project, that morechildren particularly those in fifth grade and above,

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routinely receive the speech therapy they need. Theaide program has become a regular part of the tri-county speech program. The project also found thataides can work with children with language and fluen-cy problems and that they can be used to administerhearing screenings at a greatly reduced cost. KennethD. Barker, Project Director, Tri-County Special Educa-tion Unit, 1340 Mt. Pleasant St., Burlington, Iowa 52601(319) 753-2497. No. 16

Early Childhood Services for Visually ImpairedChildren

"Too little, too late" describes the usual situation en-countered oy the families of the very young, visually-handicapped child. The learning Center turns thissituation around by providing stimulation and trainingfor such children, from infancy to age eight, and byproviding support and instruction to their parents fromthe time they first learn of the child's handicap to thepoint where they can develop realistic expectations forthe child. In the Center and at home, children aretaught basic concepts and daily living skills, and areoriented by pre-academic skills development and lan-guage development. They learn to explore and moveindependently in their surroundings, which improvestheir self-concept. i he Center employs a diagnosticand prescriptive service for children three or moreyears old and a language development program formultihandicapped blind children. One teacher goesinto homes where she teaches very young childrenand a social worker givt.s support and guidance toparents by providing indi idual counseling and classesin behavior management. The Learning Center hasdeveloped a comprehensive curriculum document,with a built-in evaluation strategy. It is designed topromote optimum normal development and it allowsfor individual differences among visually-handicappedchildren. This material is being field tested now andanyone interested in participating should contact theProject Director. Another outstanding contribution isthe effective use of staff in delivering services to thetarget population. The project's greatest service, ac-

cording to parents, has been to remove th4';t" feeling Jfhelplessness and to replace it with one cc positive ac-tion. They note that their families have benefitted fromthe change in attitude. Rosemary O'Brien, Project Di-rector, Rock Creek Palisades Elementary School, 3901Denfeld Ave., Kensington, Maryland 20795 (301) 942-6050. No. 17

Haptic Perceptual Development

A "simplistic set of experiences and exercises" may

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be meaningful in affecting students' academic capa-bility, notes the validation report for this Title IIIproject. Participants in the program are K-2 studentswho are described by their teachers as "having signifi-cant learning deficiencies, coordination problems, hy-peractivity or hypoactivity, emotional instability, shortattention spans," all problems that may be related topsychomotor deficiencies. During the third year of theproject, programs were conducted for groups of 15children in nine elementary schools, with demon-strable success in promoting pupil growth in thepsychomotor domain. Aides trained by the projectdirector work with a o..iximum of thee children at atime. The program is usually set up in a large openarea such as a gym where each child works at a seriesof five stations daily, four days a week. Station 1 em-phasizes activities that improve body image and spatialperception; Station 2 provides activities for improvingdifferentiation of body parts and laterality; Station 3contains balance and posture improvement activities;Station 4 focuses on form perception improvement;and Station 5 involves trampoline activities. The aideskeep track of the children's progress in meeting indi-vidual performance objectives. Because the children inthe program ha% experienced much failure, the aides'responsibility is find an activity that each child cansucceed in and then build on it. Yvonne Wilson, Proj-ect Director, St. Clair County Intermediate School Dis-trict, 1111 Delaware, Marysville, Michigan 48040 (313)364-8990. No. 18

Hard of Nearing Children in the Regular ClassroomChildren with mild hearing impairmentsand their

teachersneed extra help if the children are to profitfrom a regular classroom environment. On that basis,58 elementary children and their teachers in OaklandSchools, Pontiac, Michigan, participated in an experi-mental program that explored the use of wirelessamplifiers, teacher counselor services and audio-visualunits. A four-part audio-visual program, developed bythe project, was made available to teachers andparents in an effort to increase their understanding ofhearing impairments. Children in two of fvur experi-mental groups wore wireless amplifying units through-out the school day. The units were evaluated by com-paring the child's speech discrimination scores undervarious classroom conditions. In 71% of the cases, theunits improved the child's ability to discriminatespeech. Based on its findings, the project notes thatthe "visibility" of the hard of hearing child improves ifthe teacher is provided INA some type of experiencewith deafness. R. Larry Paul, Project Director, Oakland

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Schools, 2100 Pontiac take Rd., Pontiac, Michigan48054 (313) 330-1011. No. 19

Speech and Language Development for TrainableMentaNy Retarded

Appropriate curriculum material is necessary whenteaching speech and language skills to the trainablementally retarded according to the Speech and Lan-guage project developers. The concerr for retardedstudents, who are unable to make their needs known,prompted the initiation of the Title III project. Ateacher's guide and 16 curriculum packets were pro-duced by the Title III staff and field tested in fourschools which conduct training programs for mentallyretarded students. The packet development was basedon work by a therapist in affecting change and identi-fying the causes of change in the behavior of the men-tally retarded. Students receive 20 minutes dailytherapy and results are computed on charts andgraphs for each packet. Adopting schools are providedinservice training in use of the packets prior to in.stallation. The reliability and validity of the projectand the curriculum were certified this year with thevalidation team noting that "the development designproved positive growth with the trainable mentallyretarded in the initial Sidney school and four selectedfield testing schools." Michaela Nelson, Project Direc-tor, Educational Service Ur. . #i #14 1114 Toledo St., Box414, Sidney, Nebraska 69162 :308) 254-4677. No. 20

Learning Abilities Development (LAD)

The "aspiration approach" with emphasis on accept-ing and developing each individual's potential, hasbeen introduced to two adjoining North Carolinasystems as part of a Title II! project. The project focuseson children in grades K-3 who are experiencing severelearning difficulty and who need help in developingtheir ability to perform academic tasks. Teachers aretrained to identify the learning needs of children, toselect and prepare appropriate developmental pro-grams and to evaluate the effectiveness of the pro-grams on each child. Starting with observation of thetasks that are difficult for the child, the teacher countsand records the child's performance and refers to aKey Chart which gives specific references for thatability. She then selects the type of program bestsuited to the child's needs. Activities may includegames, peer work, parent involvement and the use ofaudio-visual equipment. The teacher is responsible forrecording the child's :ierformance of selected tasks.This record (on the Standard Behavior CNart: enablesthe teacher to determine when the child is ready for

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a new and more difficult program. William Seaver,Project Director, P.O. Box 928, Misenheimer, NorthCarolina 28109 (704) 982-9819. No. 21

Northwest Special Education Model

Children who appear to be lazy, unmotivated orintellectually limited mzy actually be learning disabled.This was found to be the case with 38 children ingrades 1-8 in five rural school districts of Burke Countyin North Dakota. As part of the multidistrict's Title IIIproject, specialized remedial assistance is provided tochildren with learning disabilities through directtutorial assistance. Teachers are provided inservicetraining and consultative assistance. Commercialmaterials have been modified or adapted by projectstaff to meet the needs of the learning disabled stu-dent. Itinerant tutors work with each child in 30-minute sessions twice weekly (minimum) and the class-room teachers follow up with in-class instruction. Re-medial sessions are held both in and out of the class-room, but the project emphasizes the need to main-stream the child. The tutor is phased out as the class-room teacher carries out a remediation plan, withconsultative help available at all times. Joan Bonsness,Project Director, Burke Central School District #36,Lignite, North Dakota 58752 (701) 933-2532. No. 22

GUIDANCE ANDCOUNSELING

Validated Title III projects in guidance and counsel-ing usually have a mission to fulfill: reducing the drop-out rate, serving as a counter force to rising disci-plinary cases, serving as a bridge between differentcultural or ethnic groups, helping to ease qualms dur-ing desegregation or helping teachers with studentsthey can't figure out. The methods are just as varied asthe problems encountered by the counselors. Amongthe validated projects, behavior modification tech-niques have been introduced to both school and homein order to provide positive feedback to youngsters. Ina rural town with a largely white population and 45Indian families, bridging the cultural gap was ap-proached by providing free breakfasts for elementarychildren, a community learning and cultural centerand a traveling van. Many of the projects deal withelementary students where guidance services are rareand, according to one project, where the problemshave to do with life adjustment, not psychic mystique.

Guidance Objectives and Learner Success

The Fountain Valley (California) School District setup an elementary school counseling program at Bush-ard School when impelled by stark statistics. Sixty per-cent of the students at one school lived in an area witIthe highest student-police contact rate in the city; 161/4of the students were reading below their ability level.The project conducted parent and teacher workshopsin constructive methods for changing children's behav-ior in four project schools. Rooms were maw availablefor individual and group counseling and they alsoserved as "motivational centers" where students couldpursue special activities. Students set goals under inincentive program which enabled them to earn pointstoward monthly or end-of -.;he-semester trips. Teachersreacted positively to the project, and vandalism at theproject schools decreased by 18% over the previousschool year. Experimental students are making "greatergains in reading than have the control students" withthe average rate of police contact per school consis-tently decreasing, the project report notes. Milo Bibel-heimer, Project Director, Fountain Valley School Dis-trict, Number 1 Lightouse La., Fountain Valley, Cali-fornia 92708 (714) 842-6651. No. 23

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Pupil Personnel Services Demonstration ProjectWhen cross busing became mandatory in the Pinel-

las County, Florida, schools, a pupils' services projectwas set up to make the transition as smooth as possi-ble. In the Child Study Center, one aspect of theproject, referred children receive diagnoses, learningevaluations, sensory evaluations and additional medi-cal, psychiatric or visual evaluations as needed. Ashort-term treatment program and long-term follow-through are arranged. More than 140 children ingrades K-8 received services at the Center in 1973-74,with additional consultation provided to parents,teachers arKI other school personnel. The project'sDevelopmental Play Therapy concentrates on provid-ing group activities that imp-lave interpersonal func-tioning and on selecting adults to supervise playactivities on a one-to-one basis with children whoneed adult models. Twenty-five children benefitedfrom the program in 1973-74. Positive Alternatives toStudent Suspensions, another part of the project,allows the use of preventive and remedial approachesfor students in grades 7-12. Methods include indi-vidual and group consultation with faculty, studentsand parents. A "time-out" room, added to eachschool, provides a nonpunitive, neutral retreat forstudents while they are resolving personal or school-related problems. Ralph E. Bailey, Project Director,School Board of Pinellas County, 1960 E. Druid Rd.,Clearwater, Florida 33701 (813) 821-5268. No. 24

Community Guidance

A Title III project in Alliance, Nebraska, is trying tobridge cultural and educational gaps between a largelywhite community of 7,000 and its largest minoritygroup, 45 Indian families. Need for the project becameintense with the picketing of graduation ceremonies in1971 because not a single Indian had been graduatedfrom Alliance High School in over 30 years. The projectworks with 100 Indian students and their parents.Activities are guidance-oriented and the objectivescenter on the improvement of Indian students' atti-tudes toward education, involvement in the project bythe Indian community and a positive response by allelements of the community. A learning center hasbeen opened for Indian students in the community'sbusiness district. Students play games, take part in edu-cational activities and receive tutoring during after-noon and evening hours. Cultural materials are onhand. A van transports students to a free breakfast pro-gram, which has caused incre,sed attendance by ele-mentary students. Following are other results: sixIndian students were graduated from high school in

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BEST COPY AVAILABLE

two project years, with all in college or planning to go;over 90% of the Indian students indicated positive atti-tudes toward the learning center, school in generaland public school teachers; Indian students were par-ticipating in co-curricular activities; Indian parentshave been involved in decision making by the project'sAdvisory Board and in a Lakota language class at thelearning center. Bill Podraza, Project Director, AllianceCity Schools, 100 W. 14th St., Alliance, Nebraska 69301(308) 762-4334. No. 25

SPOT (Social Problems of Today)

SPOT concentrates on giving students a chance tomove out of their passive, nonparticipating role and tobecome committed and involved through an action-oriented guidance program. Operating in RockwallIndependent School District, SPOT involves studentsin activities that enable them to become studenttrainers with an understanding of effective decisionmaking; of the necessity for interaction, involvementand growth of others; and o: the effects of peer influ-ence. Results of the project indicate that studenttrainers have grown in their own individuality and celf-confidence, in their position in relation to their peergroup and in their willingness to take an active interestin school; that students see, more than ever, the needfor school rules: that relationships with teachers haveimproved, with teachers now considered more iendlyand showing more respect for students. The major un-expected outcome of the project was the developmentof a statewide youth leadership program which was thefirst school project to receive the endorsement of theAmerican Revolution Bicentennial Commission inTexas. SPOT also cosponsored a nationally endorsedBicentennial Project in youth leadership in May 1974,drawing 50 students from six states. Ray Howard,Project Director, Rockwall Public Schools, Rockwall,Texas 75087 (214) 722-5921. No. 26

School-Community Cooperative Guidance Program

Is a guidance and counseling program feasible for anelementary school? If so, what difference will it make?As shown by a Title III project, the answers to bothquestions are overwhelmingly positive. The projectstarted with the assumption that the problems of ele-mentary school children usually have more to do withlife adjustment and school adjustment than withpsychic mystique. The counselor's role included threebasic functions: (1) counseling children in the skills ofsocial interaction; (2) consultingboth getting infor-mation from and giving information to importantpeople in tho child's life, namely, parents, teachers,

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school staff; and (3) coordinating the activities ofvolunteers, students, teachers, community agents andschool administration. The improvement in school-home rapport led the project to conclude that "theextent and variety of school tasks (performed byparent volunteers) seem an overwhelming endorse-ment of our parent involvement thesis." Overall, theproject concluded that "improved educational experi-ences for elementary school children can accrue fromguidance services which facilitate a cooperative work-ing partnership of the school and community." Jean-nette A. Brown, Project Director, Augusta CountySchool Board, P.O. Box 1268, Staunton, Virginia 24401(703) 886-2151. No. 27

DRIVE (Directed Resources in Vocational andEducational Guidance)

Guidance services delivered via two traveling vanshave come to seven rural schools, widely separated interms of miles but united in the quest for an answer toa common need. None of the schools provided guid-ance services to elementary school students prior tothe inception of the Title III project. Two elementaryguidance teachers, who also serve as ci. 'vers of thevans, visit one school per day. They provide studentswith vocational, personal, social and educationalmaterials and conduct individual or small groupcounseling sessions. Services provided to 'eachers in-clude inservice workshops, classroom materials, caseconferences, testing, referral and consulting. All sixthgraders participate in away-from-school awarenesscamp, which depends on the mutual support and as-sistance of business groups, parents, college students,4-H and county extension agents, local teachers andthe school nurse. Eighth graders are bused to the localhigh school for on-the-spot orientation. Individual andstate testing are administered to students in the mobileunit by the counselor or aide, with interpretation ofthe results also provided by the counselor. Lonnie W.Canterbury, Jr., Project Director, Roane County Boardof Education, Box 180, Spencer, West Virginia 25276(304) 927-2400. No. 28

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READING, MATH ANDACADEMICS

Reading, math and academic subjects constitute thebasics for living as well as for learning Their influenceis felt by students from preschool on, and they pervadealmost all Title III projects, under whatever category.Yet much is still being learned about the best way toteach them. Successful projects in the academics seemto exhibit some common elements: each student isconsidered an individual the first requisite for indi-vidualized instruction; students usually are diagmsedand then placed in accordance with their needs; theteacher, as the main influence in whether or not thechild learns basic skills, requires preservice, inserviceand follow-up if she is to succeed; helpers from manylevels, including peers, paraprofessionals, parents,classroom teachers, specialists and administrators,have a part ;o play in successful programs; studentslearn best from materials that interest and motivatethem. Some of the Title Ill projects build on programsthat are already in place and commonly accepted, suchas Right to Read; others set up new or remodeledlaboratories and centers that employ a variety of tech-niques and approaches in an attempt to individualizeinstruction.

The four R's: A Strategy for Self Directed Learning"Striking educational change can be effected by a

comparatively smail district with a relatively small TitleIII grant," concluded the validation team after an on-site examination of the Four R's r-oject. The 2,800student district built on its earlier experiences as apilot school of the Southeastern Education Laboratoryin implementing individualized mathematics and read-ing programs. Ali 500 students in grades 1-5 of WestElementary School are involved in the project whichadapted the Wisconfin Design for Reading Skiil Devel-opment to local needs and developed its own indi-vidualized mathematics program, portions of whichhave been written in ITA (Initial Teaching Alphabet) tocomplement the ITA-based reading appri.. 7h. Thestaff has been reorganized into an upper elementaryand a lower elementary division consisting of fourteams each. Four team teachers, including one teamleader, one aide and approximately 120 students makeup each team. New methods of evaluating and report-ing pupil progress have been introduced to the dis-

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trict. Skil/ grouping is flexible, with regrouping everythree weeks. For the 1971-72 school year, pre and posttest scores revealed that 69 of 110 students (63%) whowere one or more years behind their grade level in theareas of mathematics increased their scores by at leastone year, while 77% (63 of 82 students) increased theirscores in reading by at least one year. Frank Heatherly,Project Director, Cullman City Schools, 222 SecondAve., S.E., P.O. Drawer 887, Cullman, Alabama 35055(205) 734-2233. No. 29

Reducing Pupil Learning Reading Deficits

In operation at the Robert P. Ulrich School, Cali-fornia City, California, is a plan for using oral languageto pace reading growth through five years of skillsduring three years of instruction, thereby increasingthe probability that all children can be taught to readnear their reading potential by the end of third grade.The plan developed from the proposition that allteachers should do what successful teachers do andcan do to replicate successful outcomes. Beyondfundamental and important considerations, there aremany arrangements of learning activities which willlead to success if the teacher continues to grow as adecision maker. Project teachers used a memonicallyorganized management system, on-the-job demon-stration techniques for inservice growth and basic andteacher-made reading materials to produce outcomesin standardized 15-minute units. Early-late overlapscheduling, moderate shortening of the school dayand reassigning teachers from campus duties to in-struction made possible three- to-four-times greaterreading supervision during a single daily reading hour.Children with learning or reading function deficits re-ceived rapid remedial attention in a reading lab fromreading teachers who also had a daily role in the class-room. The project staff maintains that passing childrenfrom single teacher to single-teacher classrooms dif-fuses rather than focuses the responsibility for pupilgrowth. A four-member team working togener witheach class a part of the day (and remaining with chil-dren through the three-year primary experience) is a

reascnable alternative. Norman A. Pear, Project Direc-tor, Mojave Unified School District, 3500 Douglas Ave.,Mojave, California 93501 (805) 824-2853. No. 30

PARADE (Projects Advz.ncing Reading Achievementand Developing Ego-Strength)

Transient students face many difficulties on beinguprooted and transferred to a new school and a newenvironment. Similarly, schools that receive transientsoften experience "coping" problems. Such has been

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the experience of the Air Force Academy School Dis-trict, with more than 60% of its student body comingfrom military families and with the length of a stu-dent's stay averaging three to four years. PARADE'spurpose is to identify, diagnose and correct readingand social adjustment problems of new students ingrades 3-12, so that 75% of the students who neededspecial help can remain all day in the regular programwithin one year. An initial assessment of each student'sreading ability and self-concept is made at the time ofschool registration by means of parent and studentinterviews, standardized reading tests and learner self-concept inventories. If needed, the student is assignedto an educationally handicapped resource room, read-ing laboratory, or small group. Reading or educationalspecialists conduct the special classes in each of theeight district schools. Students receive individual orsmall group instruction, and their progress is followedclosely by project staff during their first months in theirnew schools. Joan Stokes, Project Director, Air Acad-emy High School, U.S. Air Force Academy, Colorado80840 (303) 472-0378..No. 31

Students and Teachers Develop English CurriculumTenth to twelfth grade students in the 98% black

Washington, D.C., public schools, as well as theirteachers, get firsthand experience in reforming their"typical English class" by joining together in settinggoals and objectives for what will be taught and whatwill be learned. Next, they follow through by develop-ing curriculum packages on such skills as descriptivewriting, discussion skills and speaking skills. Studentsbase their input on their interests and experiences asthey read and write stories, poems, plays and essays.Teachers learn to share responsibility and direction forlearning with the class. All share in and learn from thefrequent evaluations of the ongoing activities of thestudents and teachers. After field testing, curriculumpackages are distributed to other teachers in the cityschools. Students and teachers say the cooperativemethod of curriculum development gives both partiesa higher stake in the teaching/learning process and"therefore assures better results." Verna J. Dozier,Project Director, Rm. 30, Lenox School, Sth and GStreets, S.E., Washington, D.C. 20003 (202) 546-0920.No. 32

junior High School Laboratory

For students in grades 7, 8 and 9 at Urbana JuniorHigh, the Reading Laboratory can make a differencebetween success and failure in the balance of theirschool careers. Students spend an hour each day in the

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well equipped lab, working to meet the conditions ofa monthly 'contract," which prescribes the materialsto be used by the student and indicates the amount ofprogress expected. The student's goal is to get 50%closer to his reading potential within one semester.Each student takes responsibility for another conditionof his contract: he agrees to increase the number ofpages read independently by at least 10% weekly. Bydoing so, he receives "credits" which can be used to"buy" paperbacks. During one semester, lab studentsearned an average of two books each. The teacher'srole is one of diagnosing, prescribing and followingthrough with each student. Teacher and student meetweekly to review how much progress has been madetoward the monthly goal. The results: students whowere two years below grade level increased their read-ing level by 1.1 years. Normally, the project directorreports, "si'ch students could be expected to continueto fall behild." Tommie W. Calhoun, Project Director,Urbana Junior High School-Fisher, 1201 S. Vine,Urbana, Illinois 61801, (217) 384-3568. No. 33

Comprehensive Client-Centered Basic Skills andStaff Development Center

The Cedar Rapids Community Schools projectdemonstrates methods of improving reading skills ofstudents in grades 1-4 through two strategies: inserviceteacher training and recruitment of community volun-teers. Teachers are trained in: criterion-referenceddiagnostic testing for word attack skills, ad hoc group-ing techniques, recruitment and training of volunteerreading tutors, positive reenforcement techniques,construction of "skills stations," and independentsmall-group learning alternatives. The project workedclosely with district administrators and teachers fromstart-up and through achievement of smooth opera-tion, with the result that project-developed supporthas significantly upgraded the district's reading pro-gram. Results: students in grades 1-4 showed statisti-cally significant differences in all of eight subtests invocabulary and comprehension; more than 1,300 stu-dents in six demonstration centers made significantmedian gains in word attack skills; teachers haveextended ad hoc grouping techniques to mathematicsand other skills areas in grades 5 and 6, as well as ingrades 1-4; 998 volunteers (up from 301 when the pro-gram started) donated 21,761 hours in three years;volunteer parent coordinators and a part-time paidassistant (funded by the local Junior League) maintainthe volunteer program under the direction of theDistrict Volunteer Coordinator; the inservice structuredeveloped by the project serves as a prototype for

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continuing inservice in grades 1 through 4. A. P. Diaz,Project Director, Cedar Rapids Community SchoolDistrict, 346 Second Ave., S.W., Cedar Rapids, Iowa52404 (319) 398-2112. No. 34

Diagnostic and Educational Learning Center forChildren with Learning Problems

The success of a pilot project for children with learn-ing disabilities has led school officials to triple thenumber of professionals serving such children. Threehundred children previously unserved by the districtwill now receive in-depth treatment The project pro-vides a half-day in-depth intervention program in anaway-from-school center for children with severelearning problems. Teachers work with five to eightchildren in each half-day session, and learning special-ists serve as liaison between the center and regularclassroom teachers. A variety of reading and mathe-matics programs, each using a different mode of learn-ing, is used according to the child's particular needsand abilities. The project provides consultant help tothe teachers of children with moderate learning dis-abilities. A learning specialist supplies resource ma-terials to teachers and, during inservice training pro-grams, teachers observe through one-way mirrors thetechniques used by the learning specialist in workingwith children in the classroom netting. All teachers ingrades K-3 receive inservice training because all learn-ing disabled children spend at least half of each day inthe classroom. All schools in the city, whether partici-pating in the program or not, are offered inserviceand consultant help by the project. Tom Jeschke,Project Director, Des Moines Public Schools, 2720State Ave., Des Moines, Iowa 50317 (515) 265-2180.No. 35

PRIDE (Providing Reading Impetus throughDevelopmental Experiences)

Teachers can be trained to diagnose skill deficiencieswhich affect a child's future reading potential, accord-ing to Project PRIDE. Based on this diagnosis, teacherscan then prescribe appropriate learning experiencesfor the individual child. Working with preschool,kindergarten and first-grade teachers in inserviceworkshops, PRIDE focuses on the following areas:auditory discrimination and memory, classifying, ex-pressive larguage, kinesthetic and tactile, fine andgross motor, spatial relations, and visual discriminationand memory. These areas of skill development in theearly grades are those "which are most significantlycorrelated with subsequent reading failure or success,"according to Project personnel. PRIDE-trained teachershave diagnosed skill deficiencies with 90% accuracy

and have derived prescriptions with 1000/0 accuracy.To do so, however, the project recommends that in-service training be made available to teachers andparaprofessionals to assure that the PRIDE pre-readingmaterials .end diagnostic and prescriptive techniqueswill be adequately understood. The inservice experi-ence also supports the premise that effective change isdependent upon individual involvement. Walter J.

Schumacher, Project Director, Wayne County Inter-mediate school District, 33030 Van Born Rd., Wayne,Michigan 48184 (313) 729-7740. No. 36

Individualizing Instruction in an Elementary SchoolProject PLAN

Winona became one of the first districts to establisha computer-based individualized program in the Statecf Minnesota. Concurrently, it absorbed by consolida-tion the small district of Goodview. The new openspace building at Goodview for grades 1-6 offered a.;hance to design and equip the building totally withinthe concept of individualized instruction. A commer-cially produced system, PLAN (Program for Learning inAccordance with Needs), was chosen by the district asthe means of individualizing mathematics, science,language arts and social studies. PLAN has led to majorchanges in the school program, according to projectpersonnel: an abundance of materials provides manymeans of individualizing; different staffing patternssuch as the use of aides and the team teaching ap-proach have been developed; teachers find their rolemore demanding but "they all agree that they havefound their work to be more enjoyable and satisfying"and that they can individualize instruction with morestudents than normally, aided by the computer serv-ices and the educational aides; implementation ofPLAN at Goodview has led to the adoption of theprogram by two other elementary schools in the dis-trict. Validators concluded that "the variations workedoff the commercial product (PLAN) and the couplingof this program with an open space school is certain:),a unique effort...." They also noted some specialingredients that may have contributed to the pro-gram's success, including "a teaching staff which wasdedicated to this style of education and which washandpicked for the program," plus the district's suc-cessful efforts in providing information to the com-munity. Richard A. Adank, Project Director, WinonaPublic Schools, 166 W. Broadway, Winona, Minnesota55987 (507) 454-3366. No. 37

Jennings, Missouri Learning Laboratory

The Jennings Learning Lab offered learning disabledstudents a chance to upgrade reading and language

skills and to receive guidance and counseling. The 130students served by the project were initially identifiedby classroom teachers. After diagnosis, they were se-lected for participation on the basis of below-grade-level performance in reading and emotional or adjust-ment problems. Each had a "normal" IQ score. Indi-vidualized instruction was provided each student foran hour daily by a diagnostic teacher, who was basedin the school building and assisted by an aide. Variousapproaches were used, and materials were purchasedfrom commercial companies or prepared locally. Theevaluation team noted that the objectives for readingwere surpassed at all levels. The team recommendedthat any project such as the Lab, which adds educa-tional specialists as a supplement to the regular schoolstaff, requires the full knowledge of, support from anda working relationship with classroom teachers, admin-istration and board, if it is to achieve maximum effec-tiveness. Ralph A. Huesing, Project Director, 2300Shannon Ave., Jennings, Missouri 63136 (314) 867-3494.No. 38

Right To Read

A child increases his rate of reading growth if he isplaced on his appropriate reading instructional leveland if specific activities are prescribed for him at thatlevel. This is the basis for the individualized diagnostic-prescriptive reading program recommended by thenational Right To Read program and implemented bythe Glassboro Public Schools as it developed a readingprogram Pre-School 3. The program capitalizes oneach child's specific strengths. A variety of teacher-prepared materials are used. The program stresses thegains to be made when reading is viewed as recreation.A needs assessment was used to evaluate student per-formance, staff development, and parent and com-munity involvement. Staff members are involved in anon-going program of staff development under thedirection of the reading coordinator. Each child re-ceived instruction, after diagnosis, with a variety ofreading materials and techniques chosen by theschool. Over the three year period that the projectwas funded by Right To Read, the children who par-ticipated increased their reading instructional level onthe average of 1.5 years in an eight-month instruc-tional period. Nicholas Mitcho, Director of Adult andContinuing Education, Glassboro Public Schools, N.Delsea Dr., Glassboro, New Jersey 08028 (609) 881-2290. No. 39

Academic Advancement ProgramThe merger of two New Jersey school districts for

the purpose of racial integration caused the systems to

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come up with an alternative to the traditional ways ofteaching mathematics and grouping by ability. UnderAAP, approximately 370 junior and senior high ,choolstudents in the merged districts now follow an indi-vidualized, performance-bawd instructional program.Diversity and flexibility are key words in the approach.The program for senior high students is remedial whilethe junior high program serves students of all ability!eve's. Under AAP's "mastery learning" policy, stu-dents are given a clear definition of what they are ex-pected to learn and at what level of competence. Theyuse commercial textbooks and a wide variety of "con-sumables," which are reassembled into a skills se-quence. Students may take varying amounts of time tocomplete assignments, allowing fa horizontal as wellas vertical movement. The project offers teachers a"very precise management system" to keep track ofstudents' progress and an innovative student reportsystem for parents. The project's aim was for 60% ofthe participants to increase their average !earning ratein mathematics by at least 25%. Sixty-seven percent ofthe students actually did so. Joseph H. Dempsey,Project Director, Morris School District, 40 Mills St.,Morristown, New Jersey 07960 (201) 539-8400. No. 40

Espanola Reading Centers

The Espanola Reading Centers present an excep-tional departure from "the typical reading project" ina "typical community." The students identified forremedial reading at the two centers, located at Es-panola and Sombrillo Elementary Schools, are "under-achievers." They fall below individual anticipatedreading levels, although not necessarily below age andgrade standards. The community is tri-cultural (82°/0Spanish surnamed, 12% Anglo, 6% American Indian)and located in a poverty stricken area. The class size ateach center is limited to 30 students, with each studentparticipating in the diverse and individualized activitiesfor an hour daily, four days a week, for a full year.Students are scheduled in small groups of two toseven, with frequent opportunity for personal tutoring.One teacher and one aide are responsible for allactivities, as well as liaison with classroom teachersand parents. One of the project's innovations is theuse of Eldon Ekwall's learning ratio formula for evalua-tion purposes. The project shows positive gains inreading achievement (average gain: 1.43 years) and instudent attitude toward learning (rated "significant" byevaluators). Much of the success is attributed to thehighly personalized student/teacher relationshipsmaintained by the teachers in the project. RobertVigil, Project Director, Espanola Municipal Schools,

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P.O. Box 249, Espanola, New Mexico 87532, (505) 753-2253. No, 41

Individualizing Instruction: Placing LearningAhead of teaching

When administrators of the Florence Public Schoolsfound limitations to newly adopted multilevel elemen-tary programs and a multiphase secondary program,they pinpointed individualization as the way the dis-trict could achieve more success with more students.Major weaknesses cited in the district's program in-cluded the use of the same instructional material andmethods for all children in the same level and thelimited opportunities for students to make responsibledecisions toward becoming self-directed learners.Under a Title III grant, the district established learningcenters and stations where students could work towardprecisely stated goals. Students make out their ownweekly plan sheets, select activities and do a self-evaluation of their progress. Staff training includessummer workshops, monthly inservice training andvisitations to exemplary school programs. In each ofthe three centers, two at the elementary level and onejunior high, a team of two teachers and an aide shareresponsibility for directing instruction and manage-ment. All centers contain a variety of instructionalmaterials, including many that are made by staff mem-bers. The validation team notes that although statisticalfindings are limited, they do suggest "a positive effect,particularly in language arts." Louise T. Scott, ProjectDirector, Florence Public Schools, 109 W. Pine St.,Florence, South Carolina 29501 (803) 669-4141. No. 42

Project Success

This project concentrates on providing successfulexperiences to educationally handicapped children inthe elementary gradesthose who are far below theirexpected learning level in the basic skills. Students areidentified for inclusion in the program with projectdeveloped materials, followed by a weekly classroomassessment to guarantee continuing success. Thosewho fall below the "success" level are reinstated inassistance programs. The assistance comes from alllevelsteachers, high school tutors, peer tutors, aidesand parents through the use of specially developedand packaged instructional and motivational programs.Based on the nature and severity of the student'sdeficit learning, tutoring and motivational activitiesrange from 10 minutes to three hours per day andfrom two weeks to the entire year. The project reportsthat up to 100 students receive one-to-one tutoringeach day, and "for most of the students, the tutoring

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session is the best part of the day." Doug Strayer,Project Director, North Kitsap School District, Route 4,Box 846, Poulsbo, Washington 98370 (206) 779-5405.No. 43

Hosts

HOSTS (Help One Student to Succeed) is a K-12 andadult reading project based on the strategy used in thenational Right to Read program. Each student is givenan individual diagnos;s and prescription on enteringthe program, which aims at improving reading abilityin the areas of vocabulary, comprehension and read-ing rate. Over 200 community volunteers and suppor-tive agencies the "heart" of the program help read-ing specialists and teachers fulfill the prescriptions byassisting with daily instruction, often by providingone-to-one tutoring. Under the HOSTS technique, thereading specialist becomes a "building consultant"responsible for conducting workshops on individual-ized reading techniques. Reading resource centersoffer a wide variety of A-V equipment and printmaterials, many of them chosen by students, readingteachers, other staff and parents. At least one of thecenters is open two nights a week, year-round toaccommodate adults and students. Criterion-refer-enced tests are an integral part of the project. BillGibbons, Project Director, Vancouver School District,5802 MacArthur Blvd., Vancouver, Washington 98661(206) 694-1705. No. 44

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EARLY CHILDHOODEDUCATION

Some critics of early childhood education commentthat the programs serve but one purpose: they get thechild out of the home and away from mother for a fewhours a day. Most validated Title III projects in earlychildhood education, however, tend to draw themothers and sometimes the fathers into an active rolein their child's education. By asking or requiringparents to contribute their time as aides, material-makers, advisors and tutors, many projects have beenable to make parents more aware of how they can helpin their child's early development. Parent participationis also an effective means of lowering the adult/student ratio in the classroom, thus freeing the teacherto give individual attention where it is needed. Manyprojects prepare special materials and learning kits foruse of the parents at home in reinforcing concepts andin making maximum use of everyday activities andmaterials as learning tools. In one project, the parentis the official teacher and the home is the officialclassroom.

Community Child Development ProgramA typical Eskimo village of 400 persons Akiachak

is the setting of a Title III project designed to teachmothers how to provide their children with learningexperiences at home. The project works cooperativelywith the University of Alaska and the Public HealthService as well as parents and other community mem-bers. Each participating mother and her child meet atthe child demonstration center with project staff three

times a week. The mother learns how to perform alearning task while her two, three or four year old at-tends backup activities with associate teachers. Follow-ing instruction, the mother practices the task with thechild at home. Once a week the mother and childrenattend a group session where they are shown motordevelopment tasks. Mothers have shown a new, moreconcerned attitude about their children's education

due to their participation. They also have learned howto make many of the instructional materials from arti-cles commonly found in the home. "Community par-ticipation is superior," says the project report, notingthat the village council donated the community build-ing for the center and that it financially supports a pro-

gram for four year olds modeled after this project. S.William Benton, Project Director, P.O. Box 347, Bethel,

Alaska 99559 (907) 543-2745. No. 45

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Multiage Grouping in Early Childhood Education

Is it feasible to include four year olds in a regularschool program? That is what 27 classes in the SanDiego City Schools are trying to find out under a TitleIII project that started at Belle Benchley School. Morethan 800 four year olds across the city participate inclasses that also include kindergartners and firstgraders. The program's specific objectives are betterachievement in reading and math for children, higherscores in their social growth and attitudes and signifi-cantly higher scores in individualization of instructionby project teachers. The teaching strategy of providingindividualized instruction within a friendly, non-threatening environment receives impetus and en-couragement from the project's practice of involvingin the classroom many parents, student tutors fromwithin the same class and older students ranging fromfourth grade through college, aides and other adultvolunteers. The teacher maintains responsibility forinstruction, which takes place individually and in smallgroups. The class moves to the floor or outdoors orinto the community for many learning activities, whichencourages freedom of movement and communica-tions, self-direction for the children and a flexibleschedule. Each teacher chooses the materials sheneeds to meet the needs of her particular class, withinbudget restrictions. Each child receives an individualdiagnosis of need through private conferences withthe teacher and by criterion-referenced testing.Teachers arrange learning experiences according tothe child's strengths and interests, and some teachersenter into learning contracts with individual students.Kenneth Hensell, Project Director, Belle BenchleyElementary School, 7202. Princess View Dr., San Diego,California 92120, (714) 287-1421. No. 46

Added Dimensions to Parent and Preschool Education

This suburban Denver project builds on the beliefthat children need a prekindergarten experienceonethat involves their parents. It encourages parents towork in the centers and to serve on advisory councilsto the 24 centers, which serve more than 2,700 childrenaged three and four. In addition, teacher aides payhome visits, where the Denver Developmental Screen-ing test (DDST) is administered to the child during thefirst visit. If testing indicates the child is lagging behindin personal, social, language, gross or fine motordevelopment, an individualized program is set up. Thechild's hearing and vision are tested with another partof DDST later in the school year. Two special learningclasses accommodate children who can function onlyin a structured group situation. The project put to-

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4

gether a Plays Materials Lending Library that enablesparents to borrow and use educational materials intheir homes. Senior citizens and high school studentsare encouraged to participate, along win, the chil-dren's parents, in providing the best, all-round begin-ning to the prekindergartne-s' educational experience.Betty Benjamin, Project Director, Jefferson CountyPublic Schools, 809 Quail St., Lakewood, Colorado80215 (303) 237-6971. No. 47

A Model Early Childhood Education Program

A Title III project in Mississippi, a State with no pro-vision for public kindergarten, has made some inroadsin gaining statewide support for the concept of earlychildhood education. Four and five year olds enrolledin the New Albany project attend a formal program inthe morning and supervised activities in the afternoon.A spacious, open-space center was inherited by theproject when it was abandoned in the wake of de-segregation. The project provides an 8-1 student-adultratio due to the heavy use of paraprofessionals, whojoin the teachers as peers during inservice training.The paraprofessionals free the teachers to work withsmall groups, and they also administer a number oftests to the children, under the supet vision of theschool psychologist. The curricular approach used inthe project moves away from rote learning. Instead, asreported by the validation team, it encourages a highdegree of physical and perceptual freedom for thestudents, allowance for individual differences, varyingdegrees of structure in the activities and responsibilityby the children for their actions. The project de-emphasizes absolute standards of achievement. Thevalidation team was impressed by the amount andquality of preservice and inservice training, which hasresulted in "strong theoretical understanding" on thepart of teachers, interns and aides. The University ofMississippi la given immeasurable help in the way oftechnical assistance and training resources, the valida-tion team slid. Pam Whittington, Project Director,New Albar , City Schools, 420 Apple St., New Albany,Mississippi 38652 (601) 534-7614. No. 48.

Parent-Child Early Education Program

Ferguson-Florissant School District believes thathome and school must work together to provide forthe intellectual stimulation of children as young as agefour. As a primary part of its Title III program, thedistrict also stresses the early identification and treat-ment of educationally disadvantaged children, includ-ing the handicapped. Over 730 children approxi-mately 80% of the four year olds in the districtwere

36

enrolled by the third year of the project. Childrenattend school on Saturday for three hours in fiveelementary schools. During the week, teachers visit thechild in his home and the parent is provided home ac-tivity guides for subsequent follow-up teaching. Par-ents also assist with small group instruction in theSaturday sessions. Consultants are available for specialassistance to handicapped children and their parents,both at home and at the school. Specialists providehome teaching for children with varying handicappingconditions. Staff members receive intensive preserviceand weekly inservice training in child development,diagnostic, task analysis prescriptive teaching, learningto work with parents and techniques for modifying be-havior. The preschool program has caused majorchanges in the district's kindergarten program, wherethe preschool components are continued. Results:more than 85% of the students gained eight or moremonths in mental age during a seven-month period;more than 75% gained eight or more months in lan-guage age; and 70% attained eight months or more inperceptual age. Children with the lowest enteringscores made the greatest gain and maintained thesegains in achievement tests given in kindergarten andfirst grade. Marion M. Wilson, Project Director, Fergu-son-Florissant School District, 655 January Ave., Fergu-son, Missouri 63135 (314) 521-2000, Ext. 462. No. 49.

Maplewood-Richmond Heights Title Ill Pre-School

With four of every ten children in its grades 1-5functioning below national norms, Maplewood-Richmond Heights School District saw a need to focusattention on education for youngsters of pre-kinder-garten age. The preschool program calls for childrenand their parents to work together in preparing forentrance into kindergarten. Following preserviceinstruction, each parent is :Asked to work in the centerfor a total of two days during one month of the schoolyear. The additional help enables the center to providemore individual attention to each of the 150 four yearolds enrolled in the six hours per week program.Working in the preschool gives parents a better under-standing of the thrust and purpose of the program,plus it provides them with a greater feeling of ade-quacy in carrying out learning activities with their ownchildren at home. Parents also get involved by attend-ing afternoon and evening forums and, in some cases,by constructing preschool materials. Children movethrough five learning centers during the two sessionsper week, with the time devoted to each varyingaccording to the needs and interests of each child.New concepts are introduced to groups of five or six,

37

am those needing additional instruction are re-introduced to the concept with different media and aless complex method, either individually or with oneor two other students. Mrs. Marie Downey, ProjectDirector, Maplewood-Richmond Heights SchoolDistrict, 7539 Manchester, Maplewood, Missouri63143 (314) 644-4400, Ext. 45. No. 50

St. Edward Preschool

The kindergarten teacher in small, rural St. Edward,Nebraska, noticed a "definite difference" ;n the stu-dents entering her class in the fall. The reason? At theage of four, the children had been enrolled in the TitleIll preschool project. As kindergartners, the childrentended to be more mature, more adjusted to a formalschool situation, more ready to perform tasks. Teach-ers also noticed that parents became more involved inschool activities, not only those of their preschoolersbut of their older children, too. Each four year oldreceives health examinations as well as pretests to de-termine school readiness. Teachers and volunteersmake many of the preschool materials; the adult-student ratio is low (2 to 8) and parents and highschoolers assist in the classroom and on field trips.Curriculum guides are being written by teachers ingrades 1-6 for the first time, due to the presence andeffectiveness of preschool and kindergarten guides.Erma J. Umbarger, Project Director, St. Edward PublicSchool, St. Edward, Nebraska 68600 (402) 678-2282. No..,1.

Success Through Identification andCurriculum Change

The Sapulpa, Oklahoma, community has been drawninto a highly structured early childhood educationprogram initiated because of the larger than usualnumber of educationally disadvantaged children in thedistrict (up to 33%). The project counts heavily on thesupport of community agencies, volunteers and aidesand a community steering committee. Major emphasisis given to the identification of each child's strengthsand weaknesses prior to entry into kindergarten, andsubsequent development of individualized programs.Curriculum change, teacher retraining and paraprofes-sional training have all been part of the project'sstrategy. Eight Home Learning Kits, developed by theproject, contain manipulative devices and other ma-terials to develop gross and fine motor skills, to length-en the child's attention span, to teach him to followdirections and to give him practice in problem solving.Children work with parents in mastering exercises, ex-changing the kit for another in a few weeks. Earlychildhood education specialists have conducted train-

38

ing for all K-2 teachers and their aides. On the Metro-politan Readiness Test, 89% of all kindergarten pupilsachieved a total score of 45 or more by the end of theyear, and 95% of the students raised their scores onthe Purdue Perceptual Motor Survey by at least 50%,thus exceeding two key objectives of the project. SueHaile, Project Director, Sapulpa City Schools, 1 S.

Mission, Sapulpa, Oklahoma 74066 (918) 224-3400. No.52.

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TEACHER/STAFFDEVELOPMENT

Validated projects in teacher/staff development tendto deal with previously untaught techniques that holdpromise of increasing student achievement. Two suchtechniques are behavior modification and classroommanagement. Some val,dated projects deal with aspecific need, newly recognized as falling within therealm of the classroom teacher. To illustrate: a NewJersey project teaches classroom teachers how toprovide physical education to handicapped children.In other projects, teachers learn how to diagnose andprescribe for mainstreamed special education students.The projects generally avoid the one-shot approach.Instead, many monitor the teacher's performance inthe classroom and provide consultant help until skillsare mastered. Enabling teachers to see themselves ina classroom setting, via videotape, sometimes holds thekey to increased teacher competency. Other projectsrequire the teacher to demonstrate competency in aparticular learning situation, under the watchful andhelpful guidance of a trained instructor or peer. In onewell received effort, a new competency based teachereducation program was tested in an inner-city schoolby tearer candidates and their professors. An addi-tional benefit accrued when a new reading and mathcontinuum was developed by the project.

Equal Opportunity in the Classroom

How much a child learns is directly related to howmuch the teacher thinks the child is capable of learn-ing. This theory is the basis for a teacher inservicetraining model for Los Angeles County teachers of allgrade levels. Teachers participate in five three-hourworkshops, which can be conducted with or withoutaudio-visual materials. They learn how a child's rateof learning differs, depending on the amount ofattention, feedback and interaction occurring betweenteacher and student. Following the workshops, theteacher tries out the prescribed interactions in theclassroom, under the observation of a trained peer.Over a total of 'It'. hours, the observer notes how theteacher interacts with specific students: those heregards as high achievers as opposed to low achievers.The observations are recorded on the spot and latercomputerized. The project reports positive results:after training, teachers directed as much attention tothose perceived as low achievers as to high achiever:

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children in experimental classes made "significantlygreater gains" in reading than those in comparisonclasses; and "both high and low expectancy childrenappeared to benefit from the project." Sam Kerman,Project Director, Los Angeles County Education Cen-ter, 9300 E. Imperial Hwy., Downey, California 90242(213) 922-6168. No. 53

IMPACT: Instructional Model Programfor All Children and Teachers

Classroom teachers can be trained to use certainspecial education techniques in dealing with the childwith learning or behavior problems. These diagnostic/prescriptive procedures allow them to particularlymeet the needs of three types of students: the childwho for some reason does not progress scholasticallyin school, the child with limited intellectual develop-ment and the child with behavior adjustment problemswhich prevent him from functioning effectively. Therationale is that there are many special children whocould profit more from the ge.ieral education class-room atmosphere of normality. Also, there are manychildren in the general purpose classroom who do nothave learning or adjustment problems severe enoughto warrant placement in a special education programbut who do require special accommodations in orderfor their needs to be met. The teachers are trained inthe use of this comprehensive system through attend-ance at a 'five day workshop series, viewing of demon-stration classrooms and receipt of the IMPACT Box,the project's principal resource tool. Teachers makeassessments, write programs and organize their class-rooms with the guidance of an experienced consultant.Eight demonstration centers exemplifying the IMPACTmodel are set up in diverse cultural and economicareas of Berrien County. Evaluations indicate that theIMPACT model when presented to teachers in awell-organized workshop system, combined with regu-lar follow-ups, can result in significant changes inteacher classroom behavior and in the improvement ofbehavioral and academic problems on the part of thestudents. Elaine Weckler, Project Director, BerrienCounty Intermediate School District, 711 St. JosephAve., Berrien Springs, Michigan 49103 (616) 471-7715.No. 54.

Project APT (Application of PsychologicalTheory in the Classroom)

In contrast to the national picture of shrinking en-rollments, rural Merrimack School District experienceda four-fold increase in student population in ten years.During the same time span, the ranks of experienced

41

teachers in the system decreased, leaving many newteachers who expressed two key concerns: behavioralproblems and student motivation. In an effort to helpthe teachers, APT developed inservice training inbehavioral management, with emphasis on the affec-tive domain. In a ten-week course, teachers concen-trate on principles of reinforcement, classroom man-agement, writing objectives and task analysis. Teachersare videotaped in their classrooms as they apply thenew techniques and they view the tape in an indivi-dual conference with the course instructor. Together,the teacher and the instructor determine what changesthe teacher should make in managing the class. Asteachers are trained, they become resource teacherswho help with the next inservice training. Studentsin the class are involved in planning rules, choosingreward alternatives and selecting their own goals.Parents also have been successful in applying theprinciples of positive reinforcement to children athome. All but 3 of 70 participants have been able tosuccessfully program at least two of their students,and many teachers were programing entire classes bythe end of a course. Preliminary findings regardingthe change in student attitude toward school, as aresult of APT's approach, are highly positive, sayproject staff. Helen F. Evens, Project Director, Merri-mack School District, McElwain St., Merrimack, NewHampshire 03054 (603) 424-3121. No. SS.

Project ACTIVE (AN Children TotallyInwolred Exercising)

The State of New Jersey is preparing to offer a wellrounded education including physical educationto handicapped children in a regular school setting.Project ACTIVE is facilitating the effort by offeringpreservice and inservice training programs for physicaleducation, special education and recreation teachersand by providing individualized physical educationprograms for children with developmental or medi-cally oriented problems. More than 170 participantsfrom 28 school districts were certified in implement-ing programs for the handicapped in two school years.Each teacher learned how to prescribe tasks for child-ren with any of the following handicaps: physicalfitness or motor problems, mental retardation, learningdisabilities, postural abnormalities, nutritional defici-encies, communications disorders or motor disabilities.The teacher training program is competency based,

allowing the instructor to teach the teachers/enrolleesin a practical setting where gaining experience is partof :he learning process. The project has also developeda "Teaching Model Kit" which shows the teacher how

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to involve the handicapped child in the physical edu-cation program, and the particular procedures to befollowed in individualizing instruction to meet thehandicapped child's disability. Thomas M. Vodula,Project Director, 'ownship of Ocean School District,Dow Ave., Oakhurst, New Jersey 07755 (201) 229-4100.No. 56.

Project Turn-About

Professors and students at Western WashingtonState College joined "the real world" of 525 innercity elementary students at Garfield ElementarySchoolwhere all tested a newly developed compe-tency-based teacher education program. A diagnosticprescriptive approach was employed by the clinicalprofessors and certified staff in a team setting toimprove pupil learning in the basic subjects, specifical-ly in reading and math, and in attitudes towardsschool. Each team includes one professor (from thecollege or from the Everett School District), a graduatestudent, elementary teachers, interns, and laboratorystudents, providing a ratio of about one adult to eightchildren. The clinical professors and certified staffbecame diagnosticians; the other members of the clin-ical team helped carry out the teaching prescriptions.During the first three years of the project, the clinicalprofessors taught elementary students as well ascollege students and were accountable for actualpupil learning on a day-to-day basis. Accountabilityextends to the college students as well. Candidatesfor graduation must demonstrate high level compe-tencies in diagnosis-prescription-evaluation and insupervision and leadership, in addition to regularrequirements. An individualized reading continuumand a math continuum have been tested, redesignedand installed in grades 1-5. Additionally, a personalizedopen space curriculum has been provided to kinder-garten age pupils in which diagnosis is coupled withprescriptive teaching using parent help in individu-alized teaching situations. Evaluations show that pupilsmade gains particularly in reading and math, and allgraduate students completed the master's program.Individualized (personalized) learning experienceswere provided to pupils and to college students. Themajor conclusion is that "college and district per-sonnel working together, can effect significantchanges in the curriculum and organization of aschool." Arthur L. Hoisington, Project Director, Gar-field Elementary School, 23rd and Pine, Everett, Wash-ington 98201 (206) 342-7431. No. 57

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Intermediate School District Cooperativefor Handicapped Student.'

The Cooperative for Handicapped Students repre-sents the first attempt within the State of Washingtonto deal with the needs of "educationally handicappedchildren" on a multidistrict level. Three strategies areused: each teacher identifies materials that are criticalto successful teaching/learning in a particular subject;each teacher is taught how to determine a student'slevel of skill, so that instruction can be geared to in-dividual need and competence; each teacher is pro-vided instruction within her own classroom in reme-dial teaching strategies, classroom management sys-tems, data analysis procedures and techniques forworking successfully with paraprofessionals. A trainingteam of Title III personnel also ensu, es on-the-spotconsultation for teachers in the design and productionof individualized sequences for children with learningdeficiencies in reading, math and spelling. All teachersparticipate in the project on a voluntary basis, and allnew teachers receive assistance as they learn to assessstudents' skills and behaviors. David E. Cupp, ProjectDirector, Intermediate School District #114, Box 155,Federal Building, Port Townsend, Washington 98368(206) 385-2055. No. 58.

COMPENSATORYEDUCATION

Compensatory education ventures, exemplified byvalidated Title III projects, deal with high risk stu-dents who require much attention over a long periodof time. Some children are deemed behind almostfrom the moment of birth, which has critical implica-tions for the child's later success and completion offormal education. The child's attitude, often failure-oriented, seems to affect those who come in contactwith him, including his teachers. To combat such re-actions, some projects concentrate on improving theteachers' attitude toward low achievers, in addition totraining them in compensatory methods. One com-pensatory program, for children as young as three andone-half, follows through on a program in which thechildren were enrolled at age one; others coordinatetheir activities with Title I and Head Start. Althoughcommunity and parent involvement are deemednecessary, individt:31 and intensive attention to thechild's multifarious needs deserves prime considera-tion.

Communication SkillsPrimary Level

The startling fact that Louisiana "had a higher pro-portion of illiterate white population than any otherstate and a higher proportion of illiterate black popu-lation than any other state except one" prompted fiveparishes to join their efforts to combat illiteracy. TitleI needs assessments in the five parishes had identified"the removal of language deficits" as the single mostimportant educational priority. With the help of TitleIII funds, the parishes designed and tested the fiveseparate components of the Communication SkillsProgram: individualized diagnostic and instructionalprocedures for students in grades 1-3; teacher trainingin the use of multimedia equipment; student-to-student tutoring; the employment of instructionalaides to lower the adult/pupil ratio and parent trainingin language development at home. The main objec-tives of the program are to offer the child an individu-alized program and to support his efforts by involvingpeers and parents. Polley Renshaw, Project Director, St.Bernard Parish School Board, Chalmette, Louisiana70043 (504) 271-2533. No. 59.

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Program for Low AchieversMathematics (PLAM)

"An alarming number of students" (more than 3,000)at the junior high level in four Louisiana parishescould not meet minimum achievement standards inmathematics and were considered to be low achievers.PLAM tackled the problem by providing teacherswith inservice training and by identifying and de-veloping appropriate learning materials. The year-long inservice training concentrated on understand-ing and motivating the low achiever; identifyingactivities that would be compatible with the lowachiever's experiences; and using appropriate methodsand techniques. The materials used in the classes,many of them developed by the project staff, aremulti-level and r-,r high interest to students. They in-clude games, puzzles, manipulative devices, tapes andfilmstrips. A series of mathematic booklets emphasizethe basic mathematics skills needed by students intheir daily :de. Students spend at least 45 minutes dailyin mathematics instruction, either individually or insmall or large groups. The evaluation team ascertainedthat student gains were significant during 1972-73, i.e.,the experimental group's gain was 38% more than thecontrol group's for the 75-84 IQ group and 70% morefor the group with an IQ of 85 or above. The secondaim of the project to improve teacher attitude inworking with low achieverswas also achieved. DaleFrederick, Project Director, Lafayette Parish SchoolBoard, P.O. Drawer 2158, Lafayette, Louisiana 70501,(318) 232-2620. No. 60

Robinson Environmental Centers

Many students in Robinson Elementary, one of theoldest and largest central city schools in Akron, Ohio,were "turned off" by the basically traditional teach-ing style being offered in the late 1960's. A locally-conducted needs assessment suggested that theunique needs of these youngsters could best be metwith a revamped instructional program. A Title Illproject was used to help underwrite such a compre-hensive revision. The project called for new ap-proaches in the use of staff and school facilities, curric-ulum development, modification of pupil behaviorand parent and community involvement. A major goalof the project was accomplished with completion ofa curriculum that accents relevance, involvement and"action" in the areas of language arts (where thestudent spends 50% of his day), correlated math/science, fine arts, practical arts, home arts and move-ment education. The findings of the project indicatethat "although the program did not overcome total

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class achievement lags (for the grade 2-4 students se-lected to participate in the project for three years), thereading and math scores of an important number ofchildren improved." Attitudinal surveys of parents,pupils and teachers also support the intervention pro-vided by the program. The validation team reportedthat the various elements, as combined and interre-lated by the project, "do, in fact, result in increasedperformance on the part of the learner." Brian G. Wil-liams, Project Director, Robinson School, 1156 FourthAve., Akron, Ohio 44306 (216) 253-9717. No. 61.

Pre-Kindergarten Prescriptive Teaching Program forDisadvantaged Children with Learning Disabilities

In the poorest area of Fargo, North Dakota, wherethe populace has the least education and the lowestincome, a Title Ill project is attempting to reduce thedeficiencies of the most needy four year olds. Ninetyprekindergartners who were sdected with screeninginstruments and techniques developed by the project,attend class for 21/i hours daily, fnur days a week. Afteran initial two-week adjustment period, children arepretested with project-developed criterion- referencedtests designed to mea e specific skills. The test re-sults and ongoing dia6riostic testing determine the ir-structional program to be followed by the child and thelearning disabilities to be overcome. Paraprofessionalsmaintain control of the classroom while teachers work

in 10-15 minute sessions with individuals or smallgroups. Learning centers provide an outlet for thechild to do some exploring on his own. A speechpathologist works in the classroom or in a separateroom with individuals and small groups of childrenand also writes prescriptions for the teachers tofollow. Parents participate in the program through avolunteer Community Advisory Council, parent night

programs, individually scheduled parent-teacher con-ferences and twice-weekly parent seminars. Accord-ing to the validation report, the project has been suc-cessful in "bringing the lowest achievers in the lowestachievement areas to a point that is comparable withthe rest of the city of Fargo." In many instances, acooperative decision is made with Headstart and thechild's parents to place the child iri a local programto continue his progress. Robert Hunton, ProjectDirector, Fargo Public Schools, 1104 Second Ave. S.,Fargo, North Dakota 58102 (701) 235-6461. No. 62.

The Cognitively Oriented Urban Prekindergarten

The Cognitively Oriented Urban Prekindergartenworks with disadvantaged prekindergartners to buildon one advantage experienced by the children each

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was enrolled in an infant development program(PRIDE Project) starting as young as 12 months of age.The prekindergarten's objective is to prevent educa-tional regression and to follow through on what thechild experienced and learned during two years in theinitial project. the prekindergarten serves as a transi-tional program to provide the children, aged 42 to 51months, with the additional cognitive growth and pre-academic skills they will need to compete in the formalschool system. The program is organized around twocurricula with differing emphases. Activities in theacademic curriculum include reading, mathematics,science, social studies and health and safety, whilethose in the general curriculum include art, music,small and large motor exercises, classroom operations,colors, shapes, left to right progression and time andspace concepts. The children rotate among variouscontinuously-operating individual and small group!earning activity sessions. The project stresses thatchildren learn best by doing. Children experienceda mean gain in mental age of about three months forevery month in the program. Other gains in languageand social development were also evidenced. Thevalidation team concluded that the project couldaccomplish the same results with students who hadnot been exposed to an earlier enriched program.Russell A. Dusewicz, Project Director, West ChesterEducational Development Center, 110 W. RosedaleAve., West Chester, Pennsylvania 19380 (215) 436-2835.No. 63.

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CAREER EDUCATION

Students who participate in validated Title III proj-ects in the area of Career Education are learning whatthe world will require of them after they leave theclassroom. Such projects are often triggered whenschool administrators look for ways to reduce dropoutrates or discipline problems. In most cases, the projectstry to supplement "awareness" activities with "hands-on" experience, starting as early as elementary grades.The approaches vary from one elementary schoolwhere children were given the opportunity of viewingall aspects of work through minicourse offerings to ahigh school where students became highly responsiveand involved in an industrial arts revival. One project,in preparing educationally handicapped children forthe world outside of school, also provided training incitizenship and home responsibilities. The communitytakes on increased importance as exposure to andwork with local businesses, industry and professionsbecome key elements in career education programs.

Secondary Exploration of TechnologySET Project

Industrial arts has undergone a revival in threeKansas school districts. With the help of Kansas StateCollege of Pittsburg and Title III, the three districts:Burlington, Independence and Shawnee Mission,joined together to develop curricula which reflectedmodern industry and technology. During the project,the districts' industrial arts teachers received inservicetraining in modern technology. More than 750 stu-dents in grades 7-12, both boys and girls, participatedin the curricula in daily lab sessions. Due to theproject's impact, Burlington expanded its industrialeducation offerings from woodworking and draftingfor 21% of the students to 30 courses enrolling 71%of the students. Independence offered industrialeducation courses for the first time to seventh andeighth graders. The greatest unanticipated outcomehas been the project's impact on college and univer-sity training programs for industrial arts teachers inKansas, notes the director. The project has also had amajor impact on the curricula model developed by theState Vocational Education Division. Harvey Dean,Project Director, Kansas State College, Pittsburg,Kansas 66762 (316) 231-7000. No. 64.

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Preparation and Counseling for theWorld of Work

Rather than considering elementary school as a placeapart from the world of work, Fort Benton ElementarySchool now brings work into the classroom, enablingstudents to get firsthand experience in various careerareas. Through the use o! minicourses developed bythe Title III project, a child not only becomes aware ofwhat it takes to make it in the world of work, but hegets a chance to produce a tangible product. Eachstudent participates in ten minicourses ranging fromarts and crafts to culinary arts to outdoor living educa-tion and personal banking, which include about 110activities. The student is assigned an activity such asthe construction of a terrarium as part of horticulture.The activity usually requires from two hours to severaldays' work. Activities are taught by the minicourse in-structor, homeroom teacher and junior-senior highschool students. As activities are completed, the voca-tional counselor relates them to careers by usingcoordinated activities and he also conducts regular,scheduled group counseling and individual counselingsessions. Each classroom teacher follows up the mini-course experience by integrating career concepts intobasic classroom curriculum, giving the entire school acareer education orier.tation. As a result of the successof the minicourses in grades K-6, a series of 40 offer-ings were incorporated into the junior high curricu-lum. Another spin-off has been the increased use ofguidance and counseling services by students andteachers, along with a sharp decrease in disciplinarycases. Ray Grande, Project Director, Fort BentonSchools, Fort Benton, Montana 59442 (406) 622-3213.No. 65.

Vocational Guidance and Counseling ProgramA Title III project in Ashland, Nebraska, emphasizes

the use of the community as a vocational resourcefor students who are preparing for work. The projectserves students in grades 7-12 in a community where60% of each graduating class does not go on to col-lege. The program's approach is to develop careerawareness and career preparation for students by en-couraging classroom teachers to incorporate careereducation into the curriculum; to put together aDevelopmental Appraisal for each student; and tointroduce students to community resources and citi-zens. A Developmental Appraisal is prepared foreach tenth grader based on materials that will helpunderstand him and his occupational tendencies, andincludes suggestions for growth and development.Each student selects an Impact Grc Jp composed of a

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teacher and one or two persons from the communityto help him explore career opportunities. In turn, theImpact Group works with the project in guiding thestudent to appropriate persons in local business and

industry. lide educational significance of the project.according to the validation team, is that "teachershave become more student-oriented and the studentsare aware of this." Larry C. Bartek, Project Director,Ashland-Greenwood Public Schools, 1842 Furnas St.,

Ashland, Nebraska 68003 (402) 944-3650. No. 66

Project WORC

Students who are deemed educationally handi-capped, ranging in age from 12 to 20, are receivinghelp in making a transition from school to work underthe four-phase approach used in Project WOkC. Thestudents, with IQ scores ranging from 60 to 89, arereferred to the project when they cannot profit from astrictly academic curriculum. Based on an individualdiagnosis, students receive an individual prevoca-tional or vocational plan. They begin at one of fourlevels: prevocational, for grades 7-9, including an in-troduction to occupational education, citizenship re-sponsibilities and home skills as they relate to voca-tional and everyday life situations; exploring vocations,for grades 7-9, which gives the student practice andexperience in developing occupational and vocationalproficiency; on-the-job-training, for grades 10-12, in a

job training station on or off campus part-time or fullday; and employment, for grades 10-12 and post-highschool, when the student is ready to obtain and holda job, while maintaining acceptable adult behaviorpatterns. Robert D. Engler, Project Director, Educa-tional Sep - Unit No. 11, P.O. Box 485, Holdrege,

Nebraska 6 49 (308) 995-6291. No. 67

Occupational Education for Non-CollegeBound Students

Grade 7-12 students are obtaining saleable skillsin an agricultural area of Oregon where 30% of thestudents formerly dropped out or ended their formaleducation upon graduation from high school. As acooperative effort of the Malheur County Schools,

Title III and the State Department's Career Educationprogram, five high schools, two junior high schoolsand one community college joined in assessing theirofferings, as compared to those requested by students.Facilities were adapted, instructors shared, offeringsbroadened and costs cut in initiating new course of-ferings. Ten new classes were offered, including threein mechanics, two clerical labs, two building tradecourses and one each in electricity, marketing and

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welding, with some classes extending into the evening.Follow-up with high school graduates indicated that50% of the respondents who had spent one year in theproject were working, with 34% in jobs related to theirhigh school program. Twenty-four percent had re-ceived advanced skill training in a vo-tech field and15% were pursuing vo-tech programs related to theirhigh school programs. Another evaluation study with135 students indicated "positive improvement ingracies and attendance" and a noticeable decrease indiscipline problems. Sam Banner, Project Director,Malheur County Intermediate Education District,P.O. Box 156, Vale, Oregon 94918 (503) 473-3138. No. 68

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ENVIRONMENTALEDUCATION

Schools and communities develop friendlier, morecooperative relationships when they come together fora common causethe improvement of the environ-ment. In the validated projects on environmental edu-cation, the community usually became the main re-source, offering sites, volunteer field trip leaders andother means of support. Some projects chose to lookat the big environmental picture, and developedcurriculum materials on topics such as increasingpopulation, pollution or the balance of nature. Otherswere more concerned with what was happening intheir own backyards, rivers, streams and marshes.One district set up an outdoor lab as a means of up-grading its science and social studies; other schoolsoffered environmental studies and projects tospecific grade levels.

Broad Spectrum EnvironmentalEducation Program

Environmental education is not a passing fad, butthe development of a new and better way of life. Thatbelief forms the basis for operation of the Center forEnvironmental Learning in Cocoa, Florida. The Centercontracted with 30 classroom teachers, serving in"Environteams," to develop multi-disciplinary andinterdisciplinary materials 'or use in elementary andsecondary sc.,aols. The materials focui on the localarea, which has experienced tremendous growth andan appreciable reduction in the "quality of land, airand water environment" due to the proximity of CapeKennedy. All materials were pilot tested for six weeksunder the supervision of teachers who received in-service training in their use. The primary packagesconsist of 60 student activity and teacher cards center-ing on an explanation of the environment for K-3students while the 50 intermediate cards delve intothe environment and environmental problems forstudents in grades 4-6. The units for secondary stu-dents deal with the ecosystem and its relationshipto change; ecosystems investigated include the barrierbeach, the freshwater marsh, the estuary and the city."These instructional materials appear to be effectivein resolving learner needs in the area of environmentaleducation," the validation team noted. Marjorie Ebers-bach, Project Director, Center for Environmental

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Learning, Bevard County School Board, 705 AvocadoAve., Cocoa, Florida 32922 (305) 636-6543. No. 69

Upper Mississippi River KO-Center"We always leave a place better than we found it"

a fitting motto for this seven district cooperative inenvironmental and outdoor education. The ECO-center serves as the coordinating unit for the districtswhile providing an environmental resource facilitywith a reference center for K-12 teacher and studentuse. Community involvement and environmentalawareness activities also are coordinated through theCenter. Among the curriculum reform movementstaking place in the cooperating school districts arethe following: inservice training of 200 classroomteachers; identification and development of arearesources for field experiences; development of theBluffville Outdoor Education Site, an 80-acre portion ofa school farm, as a study area of forest, prairie, marshand stream; production and testing of curriculum aidsfor area teachers; and dissemination of a monthlynewsletter on environmental education and activitiesfor district teachers. The ECO-Center's approachprovides fifth and sixth graders with firsthand knowl-edge of the environment through one-day field tripsto local sites. High school students may pa- ticipate ina one-week credit course called Operation Awareness,in which the students spend a week on a canoe-camping-backpacking expedition in or around theMississippi backwater area. Dennis Etnyre, ProjectDirector, ECO-Center, Thomson, Illinois 61285 (815)259-3282. No. 70

Topeka Environmental Education ProjectThe Topeka Environmental Education Project has

received a big boost from both classroom teachers andthe public, which has resulted in greatly improvedschool-community relations. Based on input from theCommunity Council, three broad topics were identi-fied for curriculum development: planning for in-creased population, pollution and balance of nature.Materials were developed by the project's elementary,secondary and special education specialists, througha sequence of activities which required integratingenvironmental concepts with the regular instructionalprogram, getting input from students, teachersand special resource groups, conducting classroomand field trip experiences and identifying and usingcommunity resources. The project staff trained teach-ers to use the materials and also trained 50 corn-m ;pity volunteers to lead small groups of childrenduring field tripsan integral and necessary part of the

54

project's approach to environmental education. Theproject reciprocates for help received from the com-munity by supplying informatiun and materials andconducting workshops tor youth and adult civicgroups. Donald French, Project Coordinator, Topekapublic Schools, Instructional Resource Center, 1601Van Buren, Topeka, Kansas 66612 (913) 232-9374. No. 71

Cooperative Environmental Education Project

Sixth graders and their teachers were given theopportunity to learn about the environnent and todevelop positive attitudes toward improving the en-vironment under a Title III project approved for aconsortium of nine schools. Operating out of a newlyestablished Environmental Education Center, projectstaff conducted three ten-week sessions for sixth-grade teachers and their classes. Each school wasvisited by staff specialists in order to plan for appro-priate activities at each school. Project staff have alsocompiled environmental education programs. Testsadministered to participating students and teachersshowed the students increased their knowledge andappreciation of the environment while teachersshowed positive change in attitude and in teachingbehavior. Larry Liggett, Project Director, EnvironmentalEducation Center, 13 Veteran's Dr., Oteen, NorthCarolina 28805 (704) 298-3706. No. 72

Project 1 -C-E(Instruction-Curriculum-Environment)

All teachers are encouraged to incorporate environ-mental concerns as a natural part of all grades and allsubjects by Project I-C-E. As a regional effort with anaudience of 53 public school districts and 122 non-public schools, I-C-E involves 7,500 teachers, 165,000students and the community through the followingactivities: environmental education guides for allK-12 subjects; an environmental resource materialscenter of films, filmstrips, simulation games, kits,records and tapes to teachers, business community orsocial groups in the area; consultation services andidentification of community resources by projectstaff; training and outdoor workshops for teachers;suggestions for the improvement of teaching andcurriculum planning; university or college programsfor student teachers, interns or methods classes; a

monthly newsletter. In approaching curriculum inno-vation, I-C-E recommends the use of episodes (minia-ture lesson plans). The episodes can be modified bythe teacher in accordance with his ecological trainingor experience, the type and scope of curricular im-provement being sought and the local situation. All

55

curriculum guides were tested and revised as needed.The project calls for total involvement of the com-munity in its activities, and the services of an environ-mental education specialist to all schools. Robert J.Warpinski, Project Director, Cooperative EducationalService Agency #9, 1927 Main St., Green Bay, Wiscon-sin 54301 (414) 468-7464. No. 73

Outdoor Laboratory to Develop Communal,Ecological and Scientific Experiences

In Puerto Rico's San German School District, aTitle III project has led to improved teaching and en-riched learning in sciences and social studies in grades6-8. The method has been one of establishing an out-door laboratory and providing the district's four sci-ence and social studies teachers with adequate materi-als and technical assistance in the use of the facility.Ten governmental agencies have been tapped foradvice in development and implementing the project.Activities have centered on the interrelationshipbetween plants, animals, air and water. Specifically,students are offered studies in aquatic life, in differenttypes of grasses in Puerto Rico, in how a weatherstation works, in the identification and labeling ofplants and in other activities relating to nature. Teach-ers in the district report improved school disciplineand attendance due to the impact of the project. DavidMa lave, School Superintendent, Department of Edu-cation, Dr. Veve St., San German, Puerto Rico 00753(809) 892-1790. No. 74

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SPECIAL CURRICULUMValidated projects categorized as "Special Curricu-

lum" are considered special for several reasons. All,try to provide something a little different forstudent, in addition to the three R's. Many of the stu-dents who serve as the target population for theseprojects may be considered special because of theircreative talents in the arts. Others are special be-cause they need a secure atmosphereone that offersdirection, freedom, understanding and warmth be-fore they can tackle an academic curriculum. Specialcurriculum projects sometimes enable the student tospend as much time in the community as he does informal classes; other projects enable the teacher totry new methods and techniques or perhaps to replacethe "traditional" textbooks with audio-visual materialsor teacher- and student-made instructional materials.Because the approaches are generally new to the parti-cular school system, the teachers learn as much as thestudents. In the process, some curricular approachesand materials are abandoned, others are encouragedand expanded to other parts of the school system.

Talents Unlimited

Talents Unlimited is designed to help teachersrecognize and nurture multiple talents in all children,including those of productive thinking, communica-ting, forecasting, decision making and planning, aswell as in academic areas. The project operates fromArlington School, the inservice center for MobileCounty Public Schools. The program is a structuredattempt to implement and evaluate, in elementaryclassrooms, the multiple talent theory of Calvin Taylor.Included are replicable models for teacher training,instruction and evaluation. The project's generalobjectives are to upgrade the instructional programby helping teachers develop understanding skills andattitudes related to everyday multiple talents; toimprove students' talent while enhancing their self-concept and academic achievement; and to developthe models necessary for implementing a talent de-veopment program in the classroom. Sara C. Waldrop,Project Director, Arlington School, 1107 ArlingtonSt., IV o bile, Alabama 36605 (205) 438-9709. No. 75

A Cultural Approach to the Teachingof Social Studies

Seventh graders rve shortened the distance be-

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tween ancient Mesopotamia and modern Mont-gomery, Alabama, through a revised social studies cur-riculum. Students depart from the "read the textbookand answer the questions at the end of the chapter"approach used formerly. Five Student Learning Units(SLU's) were developed by seventh-grade teachers dur-ing three summer institutes. Concurrently, the teach-er learned how to teach the cultural approach, whichtraces each civilization according to man's activitiesin six categories: political, social, religious, intellec-tual, economic and aesthetic. Students are providedmany resources in addition to the SLU's, including:supplemental library materials, maps in the form oftransparencies, slides of important works of art, listen-ing stations and tapes of appropriate instrumentalmusic. "Skills in criticil thinking are more likely tobe developed through the use of this method," ac-cording to one teacher. Thomas A. Bobo, ProjectDirector, Montgomery Public Schools, Box 1991,Montgomery, Alabama 36103 (205) 269-9111 ext. 230.No. 76

Learning Musk as a Language

Although the Muscogee County School Districtheld that all children should be taught music, thequestion of the appropriate method was unanswered.This Title III project tested four different methods inthe district's schools to find out which would have

greater payoff in musical "literacy" (the ability toappreciate, understand, perform, compose and listencritically to music). Students received music instruc-tion twice weekly, with emphasis on one of the meth-ods: Comprehensive Experience, which allowed stu-dents to sing, listen and play various instruments;Creative Experiences, in which students explored andcreated music in a lab setting; Instrumental Experi-ences, starting with grades K-1; and Vocal MusicExperience (the Kodaly system). Two other approacheswere dropped midway: one using ETV and anotheremphasizing only listening skills. The projectreport noted that musical achievement, as measuredby MAT, generally has been improved significantlyby the project. "However, there has not been a con-sistent tendency for certain of the project groups toproduce superior results on all tests." Another test ledan evaluator to conclude that project schools aresuperior to control schools both in achievement andattending behavior in the classroom. George R. Corra-dino, Project Director, Muscogee County School Dis-

trict, 1532 Fifth Ave., Columbus, Georgia 31901 (404)

324-6487. No. 77

Operation Bruce (Pontoon III)

Seventy-seven high school students, identified aspotential dropouts and those who were often truant,were given the chance to select, carry out and evaluatetheir own curriculum under an alternative schoolprogram in Marion, Indiana. Students moved to atotally different learning environment one that al-ternated school work with community involvement.Students completed their academic requirements inmathematics, language arts and social studies in half-day sessions in two classrooms in the high schoolbuilding. During the rest of the day, they could takeother academic studies, participate in any extracurri-cular activities or participate in volunteer communityactivities or work programs. The students, as a group,were responsible for providing their own direction andcarrying out their own discipline. Results: parents be-came more involved in their children's education; thedropout rate for the project group was comparable tothe total school population and five times better thanthe control group; attendance improved to the pointof being identical to the total school population rate;students volunteered for 12,000 hours of service activi-ties and earned $23,000 in work release programs. Al-though the project met resistance within the school,the director reports that it has had a marked effect onthe traditional curriculum. A somewhat similar projecthas already begun for low-ability students and manyfaculty members are beginning to explore the possi-bility of individualizing instruction, the director notes.Gary 1.. Phillips, Project Director, Marion CommunitySchools, 750 W. 26th St., Marion, Indiana 46952 (317)664-9051. No. 78

Project DEEP (Diversified EducationalExperiences Program)

Some very real problemsincluding a 35% dropoutrate, a 15% absentee rate, many failures in requiredcourses and the adoption of a desegregation planbrought Project DEEP into existence. As perceived byDEEP, secondary teachers need additional trainingin urban teaching skills and students need the optionof alternatives in required academic subjects. DEEPrecommends that required academic subjects, primari-ly Social Studies and English, be taught in an openmanner, away from the regular classroom, by teacherswho have been trained to deal on a high trust/risklevel, and a one-to-one, give-and-take basis withstudents. The students work with media in settinggoals and carrying out projects that meet their owninterests, plans, learning, imagination and creativity.Enrollment in such a class is voluntary; 1,500 students

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participated in 50 DEEP classes taught by 43 teachersin one year. Results: the average absentee inDEEP classes was 8.9%, while average rate for the highschools overall was 12.4%. Similarly, the dropout ratedeclined. In the high schools overall, the dropout rateranged from 12.37% to 13.04%, but in DEEP classes, thedropout rate was 7.78% to 8.39%. Ralph Parish, ProjectDirector, Murdock-CITE, 670 N. Edgemoor, Wichita,Kansas 67208 (316) 683-4640. No. 79

Institute for Political and Legal Education

How much do high school students know aboutvoter education, state, county and local governmentand individual rights? Not enoughwhich led to thefunding of the Institute for Political and Legal Educa-tion. The Institute draws students and teachers from 14New Jersey schools in urban, rural and suburban dis-tricts, and provides an alternative approach for accredi-tation in Social Studies. Project-developed manualsgiving information and instruction on unique facets ofstate government are supplemented by simulationgames, surveys, community projects, audio-visual ma-terials and internships. Outside trainers come into theclassroom to inform students on topics such as cam-paign techniques and lobbying. Full-day seminars bringtogether large groups of students and resource peoplein particular areas, e.g., state government, campaign-ing/canvassing, individual rights, etc. A unique featureof the program is the fact that the community is viewedas a classroom, in that the Institute attempts to utilizevarious resources in the community. After acquiringa level of understanding of the process, students internor do field study work in local and state agencies, andeventually possess the ability to undertake locallyinitiated projects to affect their community in a posi-tive manner. Barry E. Lefkowitz. Project Director, Box426, Glassboro-Woodbury Rd., Pitman, New Jersey08071 (609) 589-3410. No. 80

Providing Educational /Vocation:) Opportunities

This Title III project in Tacoma gives 12- to 15-year-old parolee from juvenile institutions a stable base forentrance into a regular school program in place ofreturn to the institution for "bad" behavior. Theproject, which is integrated into a "stable" juniorhigh, admits students on a space available basis. Of19 students during 1973-74, 11 were parolees. Theothers were students who exhibited delinquent-typebehavior or those in need of highly individualizedassistance. Project personnel first try to establish afeeling of stability for the students, many of whomcome from foster of group homes. Learning proceeds

in a group situation, with students working on in-dividually assigned projects, grading themselves andlearning responsibility within the atmosphere of a"healthy family relationship." Parents and other adultsare encouraged to physically join in the group. Lackingthat, project personnel go with troubled students totheir homes to talk out problems. One-to-one com-munication between students and many adults is en-couraged, as is the "mothering" by aides in their dayto day work with the youngsters. Results: the rate ofparole revocation during the 1973-74 school year wasreduced by almost 600/0 over the 1969-70 level forsimilar students. Only 1 of 11 junior high paroleeswas recommitted to a correctional institution. Former-ly the rate would have been as high as two-thirds. Stu-dents gained nine times their expected reading rates,i.e., 3.02 years growth compared with an anticipatedthree months. And the number of deviant behaviorratings was decreased by one-third. Daniel M. Barkley,Project Director, Stewart Junior High School, 5010Pacific Ave., Tacoma, Washington 98466 (206) 475-6600.No. 81

Wide Horizons

In Wide Horizons, senior high school students re-ceive credit when they meet predetermined objec-tives which include the completion of courses thatrequire them to interact with the local community.Activities are varied, as are the community sites. In-cluded are business, governmental agencies andcultural, historical and geological sites. More than 500citizens have been involved, from initial project plan-ning to serving as mentors for the students. Teacherscoordinate activities of citizens and students and holdweekly meetings with students to discuss progress andneeded changes. Classroom work takes the form of in-dividual conferences, demonstrations, large grouplectures and films. Students in a Wide Horizons ex-perimental group spent from 15 to 32 hours per tri-mester in contact with adults, compared with fourhours per trimester by students in a control group.Nick LeCuyer, Project Director, Yakima Public Schools,104 N. 4th Ave., Yakima, Washington 98902 (509) 248-3030. No. 82

Studio Study Center for Creatively Gifted Students

The Studio Study Center caters to one group of stu-dentsthose who are special by virtue of their crea-tive talent. The idea behind the Center is to channelsome of the students' special talent in the direction ofactive participation in the arts (painting, sculpture,prose and poetry, architecture, drama, music and

61

dance). Students were chosen for the program on thebasis of their own and their teachers' suggestionsand a test to determine creative thinking. Up to 10minicourses were offered each six-week period, withstudents free to participate in a maximum of four.Instructors were drawn from the community, andstudents and staff were encouraged to develop closeworking relationships, with much one-to-one instruc-tion. Students are introduced to great artists througha daily assembly program featuring slides, records orpresentation of the artists' works. Exhibits, openhouses, an annual catalogue of students' creativewriting, as well as weekly TV program, "The PurpleCows," were all used by the project to disseminateinformation to the community. The Center activitiesoverflowed into the regular school curriculum, withthe introduction of 50-minute microcourses for allstudents offered by Center personnel. Richard S.Williams, Project Director, Yakima Public Schools, 104N. 4th Ave., Yakima, Washington 98902 (509) 248-3030.No. 83

LaboratorY: Teaching of the Guitar byMulti-Media Audio-Visual Aids

Playing the guitar is now much simpler and morewidespread among students at Luis Munoz RiveraSecondary School, where interest in the instrumentruns high. Prior to the project, one teacher wasteaching guitar to 15 students, while 60 others werewaiting to get into the course. With a small grant fromTitle III and other local and state funds, the teacherinstituted a new type of programmed lessons whichfeature audio-visual materials. Students are able topractice independently and to play back their per-formance on the electric equipment. The equipmentalso enables the teacher to monitor individual studentperformances without disturbing the rest of the group.The lessons, all written in English, provide an oppor-tunity for the students to enrich their vocabulary andto improve their reading skills. The validation teamattested to the validity of the audio-visual method ofteaching guitar and sampled its effectiveness by lis-tening to student performances, both individually andin groups. Brunilda Lugo De Cruz, Project Director,School Superintendent's Office, Lajas, Puerto Rico00667 (809) 892-1452. No. 84

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ESEA Title III

Title III of the Elementary and Secondary EducationAct of 1965 provides funds to local schools for the pur-pose of stimulating innovation and change in educa-tional practices. Funds are made available to the stateson a formula based on the number of school-agechildren in each state. Fifteen per cent the appropri-ated funds for Title III are administered directly by theU.S. Commissioner of Education.

Since 1965, more than 6,000 projects have beenlocally designed, funded and developed at a cost ofmore than one billion dollars. Many of these projectswere taken over by local school districts at the termi-nation of the usual three-year federal funding period.

On the basis of an assessment of its needs, each stateencourages the development of projects which offercreative approaches to meeting these needs. A stateadvisory council then recommends to the Chief StateSchool Officer those project proposals which are con-sidered worthy of Title III funding. Criteria for approvalof projects emphasize that the project be innovativeor exemplary, that the educational objectives bemeasurable, that the projects be soundly planned andeconomically feasible and that they be worthy of dis-semination and replication.

The following people are charged with the responsi-bility of administering Title III within the United StatesOffice of Education:

Mr. Robert Wheeler, Acting Deputy Commissioner, Bureauof School Systems, U.S. Office of Education, 400 MarylandAvenue, S.W., Room 4111, Washington, D.C. 20202 (202)245-8626.

Mr. Thomas Burns, Acting Commissioner for State andLocal Programs, U.S. Office of Education, 400 MarylandAvenue, S.W., Room 2079, Washington, D.C. 20202 (202)245-8148.

Dr. Lee Wick line, Director, Division of SupplementaryCenters and Services, U.S. Office of Education, 7th and DStreets, S.W., Room 3682 ROB, Washington, D.C. 20202(202) 245-2257.

The following people are charged with the responsi-bility of administering the state programs:

Alabama: Mr. Billy Mel lown, Coordinator, Title Ill, ESEA,State Department of Education, Montgomery, Alabama36104 (205) 269-7357

Alaska: r. Ron Bedard, Director of Instructional Services,State Department of Education, Juneau, Alaska 99801 (970)586-5255

63

Arirona: Mr. Fred Sughrue, Director, Title III, ESEA, StateDepartment of Public Education, Arizona State Building,1688 W. Adams Street, Room 720, Phoenix, Arizona 85013(602) 273-1333

Arkansas: Mr. Fay Bohannon, Coordinator, Title III, ESEA,State Department of Education, Arch Ford EducationBuilding, Little Rock, Arkansas 72201 (501) 371-1245

California: Ms. Ann Upton, Coordinator, Title 111, ESEA, StateDepartment of Education, Sacramento, California 95814(916) 445-9317

Colorado: Mr. Charles D. Beck, Jr., Coordinator, Title III,ESEA, State Department of Education, Denver, Colorado80203 (303) 892-2238

Connecticut: Dr. Roger Richards, Title III, ESEA Consultant,Office of Program Development, State Department ofEducation, Hartford, Connecticut 06115 (205) 566-5287,Ext. 2931

Delaware: Mr. Atwood F. Badman, Coordinator, Title III,(SEA, State Department of Public Instruction, Dover, Dela-ware 19901 (303) 678-4633

District of Columbia: Mrs. Bernice Tillett, 1411 K Street, N.W.,14th Floor, Washington, D.C. 20004 (202) 737-1845

Florida: Mr. Leo Howell, Coordinator, Title III, (SEA, Depart-ment of Education, Tallahassee, Florida 32304 (904) 488-7128

Georgia: Dr. Will Atwood, Coordinator, Title III, ESEA, StateDepartment of Education, 250 State Office Building, Atlanta,Georgia 30334 (404) 617,-2566

Hawaii: Dr. Phillip Ige, Assistant Superintendent for Instruc-tional Services, Office of the Superintendent, State Depart-ment of Education, Honolulu, Hawaii 96804 (808) 944-7110

Idaho: Mrs. Helen Werner, Coordinator, Title III, ESEA, StateDepartment of Education, Boise, Idaho 83702 (208) 384-2186

1111noh: Dr. L. Ar hur Safer, Director, Title III, ESEA, StateDepartment of Public Instruction, Springfield, Illinois62706 (217) 782-3810

Indiana: Mr. Donald Treibic, 120 West Market, 10th Floor,Indianapolis, Indiana 46204 (317) 633-4355

Iowa: Dr. Harold W. Hulleman, Coordinator, Title III, ESEA,State Department of Educational Instruction, Des Moines,Iowa 50319 (515) 281-5274

Kansas: Mr. Phillip Thomas, Coordinator, Title III, ESEA, StateDepartment of Education, Kansas State Education Bui'120 East 10th Street, Topeka, Kansas 66612 (913) 296-3128

Kentucky: Mr. Richard L. Winebarger, Coordinator, Title III,ESEA, State Department of Education, Frankfort, Kentucky40601 (502) 564-4375

Louisiana: Mr. Samuel Medica, Coordinator, Title III, ESEA,Federal Programs, State Department of Education, BatonRouge, Louisiana 70804 (504) 389-6211

Maine: Mr. Edward DiCenso, Coordinator, Title III, (SEA,State Department of Education, Augusta, Maine 04330(207) 289-2475

Maryland: Mrs. Frances S. Meginnis, Title III, ESE,' StateSupervisor, State Department of Education, P.O. Box 4717Friendship Airport, Baltimore, Maryland 21240 (301) 796-8300

Massachusetts: Mr. Robert Watson, Acting Coordinator, TitleIII, ESEA, State Department of Education, Boston, Massachu-setts 02111 (617) 727-5750/5742

Midtigan: Dr. Eugene Paslov, Coordinator, Title III, ESEA(Acting), State Department of Public Instruction, Lansing,Michigan 48902 (517) 373-1806

Minnesota: Mr. Gregory J. Waddick, Assistant Commissioner,Division of Planning and Development, State Department

of Education, St. Paul, Minnesota 55105 (612) 296-3885Mississippi: Mr. W. 0. Best, Coordinator, Title III, ESEA, State

Department of Education, Jackson, Mississippi 39205 (601)354-6886

Miasmal: Mr. Tom Odneal, Assistant Director, Title III, (SEA,State Department of Education, Jefferson City, Missouri65101 (314) 751-3468

Montana: Mr. Harley R. Ruff, Supervisor, Title III, ESEA, StateDepartment of Public Instruction, Helena, Montana 59601(406) 449-2059

Nebraska: Mr. Jack Baillie, Coordinator, Title III, (SEA, StateDepartment of Education, Lincoln, Nebraska 68509 (402)471-2017

Nevada: Mr. James Costa, Director of Federal Programs, StateDepartment of Education, Carson City, Nevada 89701(702) 882-7161

New Hampshire: Mr. John B. Nay, Coordinator, Title III, ESEA,64 North Maine Street, Second Floor, Concord, New Hamp-shire 00301 (603) 271-3481

New Jersey: Dr. Evelyn Ogden, Coordinator, Title III, ESEA,State Department of Education, 1000 Spruce Street, Trenton,New Jersey 08625 (609) 292-6035

New Mexico: Ms. Diane Caron, Director, Title Ill, ESEA, StateDepartment of Education, Santa Fe, New Mexico 87501(505) 827-5267

New York: Dr. Bingham Parkin, Coordinator, Title III, ESEA,State Department of Education, Albany, New York 12224(518) 474-2382

North Carolina: Mrs. Von Valletta, Coordinator, Title III,ESEA, State Department of Public Instruction, Raleigh,North Carolina 27602 (919) 829-7018

North Dakota: Mr. Glenn Dolan, Coordinator, Title III, ESEA,State Department of Public Instruction, Bismarck, NorthDakota 58501 (701) 224-2274

Ohio: Mr. Richard Dragin, Coordinator, Title III, (SEA, StateDepartment of Education, 781 Northwest Boulevard,Columbus, Ohio 43212 (614) 469-3825

Oklahoma: Mr. Grover Bratcher, Coordinator, Title III, ESEA,Department of Education, Will Rogers Building, Room 310,Oklahoma City, Oklahoma 73105 (405) 478-0880

Oregon: Mr. Jack Allen, Coordinator, Title III, ESEA, StateDepartment of Education, 942 Lancaster Drive, N.E., Salem,Oregon 97310 (503) 378-3074

Pennsylvania: Mr. James Blair, Coordinator, (SEA, Title III,State Department of Education, Harrisburg, Pennsylvania17126 (717) 787-7135

Rhode Island: Mr. Richard Harrington, Coordinator, Title III,ESEA, State Department of Education, Providence, RhodeIsland 02908 (401) 277-2617

South Carolina: Mr. Joseph C. Pate, Coordinator, Title III,(SEA, State Department of Education, Rutledge Building,Columbia, South Carolina 29201 (803) 758-2911

South Dakota: Mr. Robert Putnam, State Director, ESEA, TitleIII, Division of Elementary and Secondary Education, Pierre,South Dakota 57501 (605) 224-3395

Tennessee: Mrs. Patsy Guenther, Coordinator, Title III, ESEA,Division of Instruction, State Department of Education,Nashville, Tennessee 37219 (615) 741-2421

Texas: Dr. James Clark, Director, Title III, (SEA, Texas Educa-tion Agency, Austin, Texas 78711 (512) GR5-2031

Utah: Dr. Kenneth Lindsay, Coordinator, Title III, ESEA, StateDepartment of Public Instruction, Salt Lake City, Utah84111 (801) 328-5431

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Vermont: Mrs. Patricia Townsend, Acting Title III Coordina-tor, State Department of Education, Montpelier, Vermont05602 (802) 828-3124

Virginia: Colonel Francis T. Phillips, Supervisor, Title Ill,(SEA, State Board of Education, Richmond, Virginia 23216(703) 770-3178

Washington: Dr. Richard Mould, Coordinator, Title III, ESEA,State Department of Public Instruction, Olympia, Washing-ton 98501 (206) 753-3220

West Virginia: Mr. Clemit Humphreys, Administrator, Title Ill,(SEA, State Department of Education, Charleston, WestVirginia 25305 (304) 348-2699

Wisconsin: Mr. Russell Way, Coordinator, Title III, ESEA,State Department of Public Instruction, Madison, Wisconsin53702 (608) 266-2459

Wyoming: Mr. Alan Wheeler, Coordinator, Title III, ESEA,State Department of Education, Cheyenne, Wyoming 82001(307) 777-729S

Guam: Mr. Leroy J. Hirst, Coordinator, Title III, ESEA, Depart-ment of Education, Agana, Guam 96910 ( ) 777-5310

Puerto Rico: Mrs. Sara M. Lopez, Director of EducationalDevelopment, Urban Industrial, Department of Education,Hato Rey, Puerto Rico 00919 (809) 764-3445

Virgin islands: Mrs. Mavis Brady, Coordinator, Title III, ESEA,Department of Education, Government of the VirginIslands, P.O. Box 630, Charlotte Amalie, St. Thomas, VirginIslands 00801 (809) 774-0807

Trust Territory of the Pacific Islands: Mr. William Foster,Coordinator, Title III, (SEA, Department of Education,Trust Territory of the Pacific Islands, Saipan, MarianaIslands 96950

Bureau of Indian Affairs: Mr. Gordon Gunderson, ChiefBranch of Special Programs, Division of Educational Assis-tance, Bureau of Indian Affairs, Room 201, 5301 CentralAvenue, N.E., Albuquerque, New Mexico 87108 (602) 843-2427.

American Samoa: Mr. Si li Atuatasi, Coordinator, Title III,ESEA, Department of Education, Pago Pago, AmericanSamoa 96920

66

School Administration1. Quincy, IL2. Plainfield, IL3. South Bend, IN4. Minneapolis, MN5. Mora, MN6. St. Paul, MN7. Cape Girardeau, MO8. Gorha-n, NH9. Rumson, NJ

10. Guilder land, NY11. Oberlin, OH12. Edmond, OK13. Portland, OR14. Richardson, TX15. Norfolk, VA

Special Education

16. Burlington, IA17. Kensington, MD18. Marysville, MI19. Pontiac, MI20. Sidney, NB21. Misenheimer, NC22. Lignite, ND

Guidance and Counseling23. Fountain Valley, CA24. Clearwater, FL25. Alliance, NB26. Rockwall, TX27. Staunton, VA28. Spencer, WV

Reading, t 4alhematicsand Academics

29. Cullman, AL30. Mojave, CA31. U.S. Air Force

Academy, CO32. Washington, DC33. Urbana, IL34. Cedar Rapids, IA35. Des Moines, IA36. Wayne, MI37. Winona, MN38. Jennings, MO39. Glassboro, NJ40. Morristown, NJ41. Espanola, NM42. Florence, SC43. Poulsbo, WA44. Vancouver, WA

Early ChildhoodEducation

45. Bethel, AK46. San Diego, CA47. Lakewood, CO48. New Albany, MS49. Ferguson, MO50. Maplewood, MO51. St. Edward, NB52. Sapulpa, OK

Teacher/StanDevelopment

53. Downey, CA54. Berrien Springs, MI55. Merrimack, NH56. Oakhurst, NI57. Everett, WA58. Port Townsend, WA

Compensatory Education59. Chalmette, LA60. Lafayette, LA61. Akron, OH62. Fargo, ND63. West Chester, PA

Career Education64. Pittsburg, KS65. Fort Benton, MT66. Ashland, NB67. Holdrege, NB68. Vale, OR

Environmental Education69. Cocoa, FL70. Thomson, IL71. Topeka, KS72. Oteen, NC73. Green Bay, WI74. San German, PR

Special Curriculum75. Mobile, AL76. Montgomery, AL77. Columbia, GA78. Marion, IN79. Wichita, KS80. Pitman, NJ81. Tacoma, WA82. Yakima, WA83. Yakima, WA84. Lajas, PR

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& .:111 *

Innovative PracticesNational Advisory Council425 13th St., N.W., Suite 529Washington, D.C. 20004

As a service to the projects and the reader, the Na-tional Advisory Council will be pleased to forwardyour request for additional information to the direc-tors of the projects you circle. Requests should be sub-mitted prior to February 1, 1975 and limited to fiveor fewer projects. Allow 30 days for response.

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