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TITLE I...IN ACTION, A REVIEW OF PROJECTS IN WASHINGTON

STATE, 1965-1966.WASHINGTON OFF. STATE SUET. FUD. INSTR., OLYMPIA

PUB DATE APR 66

1

- ECRS PRICE MF-$0.25 HC-$2.12 51P.

DESCRIPTORS- *COMPENSATORY EDUCATION PROGRAMS, *REMEDIAL

PROGRAMS, *ELEMENTARY SCHOOLS, *COMMUNICATION SKILLS:

*GUIDANCE PROGRAMS, READING, WRITING, ORAL COMMUNICATION,

INSERVICE TEACHER EDUCATION, DROPOUTS, EVENING CLASSES, STUDY

CENTERS, HEALTH PROGRAMS, MIGRANT CHILDREN, PROGRAM COST:..

WASHINGTON, ESEA TITLE 1

EIGHTEEN COMPENSATORY EDUCATION PROGRAMS IN WASHINGTON

STATE FUNDED UNDER TITLE I OF THE 1965 ELEMENTARY AND

SECONDARY EDUCATION ACT ARE BRIEFLY REVIEWED IN THIS REPORT.

TO A GREAT EXTENT THESE PROGRAMS (MOSTLY FOR ELEMENTARY

SCHOOL STUDENTS) PROVIDE REMEDIAL WORK IN READING, WRITING,

AND ORAL COMMUNICATION. MANY ARE ALSO CONCERNED WITH

REMEDIATION IN MATHEMATICS, SCIENCE, SOCIAL STUDIES, AND

OFFER GUIDANCE AND COUNSELING. OTHER PROGRAMS OFFER INSERVICE

TEACHER EDUCATION CLASSES, EVENING CLASSES FOR HIGH SCHOOL

DROPOUTS, AFTERNOON STUDY CENTERS, A HEALTH IMPROVEMENT

PROGRAM, AND A PROGRAM FOR MIGRANT °ARM CHILDREN. THE

DESCRIPTION OF EACH PROGRAM IS ACCOMPANIED BY A NOTE

SUBSTANTIATING THE NEED FOR IT, A BRIEF DISCUSSION OF

EVALUATION PLANS, AND THE PROGRAM'S COST. (LB)

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FOREWORD

Title I of the Elementary and Secondary Educa-tion Act, provides educators of this State, aswell as the Nation, an opportunity to develop:imaginative programs specifically designed tobenefit educationally disadvantaged boys andgirls.

We are generally gratified by the caliber of-project designs which are being submitte&by local 1

educational agencies in this State. We areaware that this places a tremendous burden onmany of you, but feel that the results will morethan justify the additional time required toassemble Title I Projects.

In an effort to familiarize you with some ofthe kinds of projects and project designs beingdeveloped throughout Washington-State, we areenclosing a brief resume of a' few sample pro-jects.

An attempt has been made to include projects ofvarying sizes in terms of allotment and popula-tion. We hope that these may be helpful to youas you design your project application for 1966-67.

April, 1966 Louis Bruno

State. Superintendent ofPublic Instruction

`ItitamaannaciasisNSWOMMERMUSWEVERMiszawneseauswimant,

INTRODUCTION

The analysts of 540 projects submitted underTitle-I:Of the Elementary and:Secondary Educa-tion- Act of 1965.. reveals thata major concernofischool administrators:is toprovide:the ed-ucationally disadvantaged child-with the basicskills of learning to insure his success-inlater years. The largest percentage of thereviewed= projects :involVes remedlalwork incommunication' skills:. reading4 writing:and-oral ,work. , Remedial work in subject 'areas,such. at -math, .science and social studies-is:beingf provided in'many 'of the project. applicl=tions.

With Title I, the concept of the "school" willtake on new meaning. In some areas, sthools'.will open-in the morning to provide breakfastand4certain,physical education activities tochildren.,. Extended school hours in.the after-noon and evenings will allow the implementwt-';

tion of intensified study and special tutoringprograMs.- Further,. projects will:-continue in--to.the summer. malting the school'term year.round.

The major thrust of these programs will bene-fit children in the early school years. Pro-gams especially designed for elementary child-ren are most numerous. In addition to communi-cation skills, school systems are inauguratingnew programs in guidance and counseling for theelementary schools.

Title I has helped to establish a new resourcein educational personnel--the teacher aides.In several projects, teacher aides and other

sub-professional personnel were employed toassist regular school teachers by reading tochildren, by correcting papers and by many othertasks. A first year projection nationally isthat some 180,000 additional certificated per-sonnel will be employed in projects generatedwith Title I funds, thus adding to the problemsof critical shortage in various classes of skill-ed personnel.

Many school administrators believe that the cul-tural barrier which exists between teacher andstudent must be broken before the educationalprocess can function effectively.

Many districts are proposing inservice programswhich offer courses which deal specifically withthe culturally disadvantaged child in additionto more courses which concern new approaches ingeneral teaching methods.

,

District

Clover Park

Edinonds

Evergreen

Federal Way

Kent

LakeWashington

Marysville

Othello

Pullman

Puyallup

Seattle

South Kitsap

Spokane

Table of Contents

Title Page.

Afternoon & Evening 1

Study Centers

Evening High School 3

Development of Communications 5

Skills

Comprehensive Program in 7

Remediation

Remedial CommunicationSkills Development

10

Migrant Workers Project: 13

A Varied Approach

Tulalip Elementary ProgramRemediation

Health Improvement

Remedial Reading

Program for ImprovedCurricular Opportunities& Increased Home-SchoolCommunications

Program Overview

Summer School Program

Program Overview

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22

24

26

30

32: f

1District

Tacoma

Title

Program Overview

Page

3434

Vancouver Inservice Education Classes 38for Teachers, in Reading

Wapato Language & Communications 40Skills Development

Wenatchee Evening Classes for High 42School Droponts, and SocialWorkers to do Home Visiting

CLOVER PARK

NEED

The need for disadvantaged students to blaveavailable an atmosphere that is conducive tostudy, where there is readily available ref-erence and recreational

reading material aswell as tutorial assistance in various sub-ject areas.

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SUBSTANTIATION(Base-line Data)

Since 1962, the average percent of studentturnover has been 25%, which shows the tran-sient nature of the population. Achievementtests, administered to these students show agreat number of them to be below grade level.The incidence of referral to special servicesfurther substantiates the need for a moreindi',idualized approach to these youngsters.

TITLE

Afternoon and Evening Study Centers.

DESCRIPTION

Three elementary, three junior high and twohigh school libraries will operate two even-ings a week for two hours each evening.

The junior and senior high school librarieswill be staffed by a librarian and a certif-icated teacher, the elementary school willhave a librarian only. The teachers employ-ed for this project are employed oa the

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basis of their training' in specific areas.

The main focus is on math, science, English

and social studies. In each secondary cen-

ter one day a week a math-science specialist

is assigned while the other day the emphasis

is on English and social studies.

Parents are taking advantage of the oppor-

tunity especially in the area of modern math.

EVALUATION

Records will be kept of students using the

evening study centers. An evaluation will be

made of the progress of students using this

facility on 'a regular basis. "Before" Wand

"After" achievement records will be compared.

Questionnaires will be given to teachers to

determine the effectiveness of this project

on participants. Attendance Will be compar-

ed.

COST

$4,791,00

EDMONDS

NEED

A high school program for educationally dis-advantaged people who have dropped out ofschool and now want an evening program wherecredits and eventually a diploma can be ear-ned.

SUBSTANTIATION(Base-line Data)

Grade transcripts df those interested in theprogram show consistently low grades, espec-ially where reading was a factor.in success.Eighty percent of those interviewed blamedpoor reading skills for their lack of suc-cess and interest. A substantial number ofdropouts were identified who exhibited aninterest in such a program. A survey of em-ployers indicated that a high school diplomawas minimal in terms of re-trainability.The California Reading Test will be adminis-tered to all entries.

TITLE.

Evening High School

DESCRIPTION

An evening high school which is tuition freehas been established at Edmonds High School.Over 300 applied for admission to this pro-gram. Because the allotment for this pro-ject was pre-determined and could not bealtered, only 200 candidates could be

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accepted. Intehsiveinterview sessions wereheld with each applicant to gather backgroundinformation.

=A tentative schedule including the' f011owingcourse's -was established! f lEtiglithv His-tory; WOrl d': Hi s tory Conteniporary Problems ,

--Algebra I St:II, BiolOgy,'.arid Typingf. Alter-ations in offerings have been made to' ih-clude more required courses, reading purses,bookkeeping and office practi WashingtonHistory and health.

Professional counteliiig'Servicesare avail-able to all' enrollee's, so that occupationalas well as scholastic. : -areas calf be explored.

-The majority = of participants are between 19and 24years of age.

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EVALUATION

A carefill follow-up study will be 'made ofparticipants-. ',Extensive recordt-kept . TherCalifornia Reading Test, Form 14,and the Sequential Testt of Educational- Pro-gress will be administered at the close ofthe session. The results of these tests willbe compared to base-line data.

COST

$13,000

EVERGREEN SCHOOL DISTRICT #114

NEED

The most pressing needs are student communi-cation skills (reading, listening, speaking)smaller groups, elementary guidance andcounseling to improve the reading of educa-tionally disadvantaged children.

SUBSTANTIATION(Base-line Data)

According to the results of the Iowa BasicSkills Test given to a selected, group ofstudentss a very large number were belowgrade level in language and work-studyskills. A substantial number of these stu-dents had IQ's of average or higher.

TITLE

To Develop Communication Skills forEducationally Deprived Children. Grades1-12.

DESCRIPTION

Twelve teacher aides and four certificatedpersons have been employed full time by neEvergreen School District. Two teacher aideshave been assigned to each building. Underthe supervision of the certificated person-nel, they will function in a supervisoryand clerical capacity, in both the libraryand the classroom to allow more individual-ized instruction.

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Each of the four certificated'persons has astrong remedial background and is used in alibrary situation where she can offer smallgroup instruction in remediation. In addi-tion, at the secondary level, two special

"'sections have been established Which consistofdisadvantaged youngsters. TheSe boys and1-7girls will receive spetial instructiOn =in thecommunication skills.

EVALUATION

Presently available achievement test recordswill-be used as base-line-data for evalua-tion of the effects of total program. Sub-sequent testing each year with the sameachievement battery Will provide comparisondata. In addition, academic and attendancerecords of pupils in the project schools willbe compared to assess the impact of the pro-gram.

COST

$27,468.74

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FEDERAL WAY ;

NEED

To work intensively with the educationallydeprived to improve their skills in all ofthe basic subject matter and social areas.To work at length to improve student atti-tude toward learning.

SUBSTANTIATION(Base-line Data)

The results of the Iowa test of Basic Skillsrevealed a large number of itidents who werebelow the 25th percentile. The DifferentialAptitude Test results indicated that a sub-stantial percentage of the students scoredat the 25th percentile or below.

In examining the dropouts in the one highschool in the district, it was noted thatthere is a large number of educationally de-prived students in this group.

TITLE

Comprehensive Program in Remediation for Ed-ucationally Deprived, to Include- Reading,Math, Social Studies, and Related Areas suchas Health and Medical.

DESCRIPTION

The basic philosophy of this program is bas-ed on the following concepts: (in this ord-er)

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1. The teacher is the key to improved inst-ruction.

2. Knowledge of environmental factors rel-ative to disadvantaged youth must be a'factor. ;.

3. Proper utilization of materials and equip-.- z* merit'is essential.

Five master teachers -have been selected towork with 15 intern teachers in five sec-tions of educationally disadvantaged youfig-sters. There will be approximately 17 young-

. sters in each section who have been identi-fied as needing remediation..A.he tectionswill be distributed in this manner: '

1 K-33 4-61 secondary

The emphasis will be plaCed on remedial read-ing, Othough other areas will be included.

In the morning the master teachers and theintern teachers will be working directly withyoungsters in a lab situation. In the after-noon, the intern teachers will participatein an institute of structured college classesin cooperation with the Auburn School Dist-rict and Seattle University. This institutehas been designed especially to train teach-ers to teach educationally disadvantagedyouth.

Subjective analysis and teacher discussionof student problems will be conducted eachday in order to better assist students in

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their adjustment.

Each intern teacher will receive a stipendof $75.00 per week, tuition, and books.Sixteen quarter hours of credit will begiven, which may apply toward the 5th year.Each intern teacher will be assigned to aproject school in 1966-67 and will be in-volved in educating disadvantaged young-sters.

EVALUATION

The present test results and anecdotal ma-terials will be used as a- starting pointand will continue to-measure the growth ofthese students throughout their school pro-gram. The growth in theproject schoolswill be watched closely as-it is contrastedwith the other Schools. It is'anticipatedthe improvement will be-in evidenteat theend of the summer session with these stu7dents. The district expects to measure 'ob-jectively in the subject matter areas atthe'end of the session. This program willcontinue during the next two years and im-provement will be measured periodically.

The students involved will be tested at-theoutset with a standardized instrument and re-tested at the conclusion, wit" the same:orsimilar instrument, a longitudinal evaluation

COST

$33,505.38

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NEED

KENT

Stronger remedial communications skills,pro-

gram, especially reading in grades,K-12.

SUBSTANTIATION.(Base-line Data)

A comparison of reading Comprehension Achie-

vement Age (Gates Reading Survey-Form M1958)

and total mental age of 619 fifth grade stu-

dents (UM-C-1963) made in 1965, showed

that a substantial percentage were below

.grade level. An examination of the SCAT and

,STEP scores :given to sophomores of 1966,

1967, and 1968 (projected) showed consider-

disparity.between the average (mean-

-.converted) Reading scores and Average Ver-

bal Aptitude scores.

TITLE -_

Remedial Communication Skills Development.

DESCRIPTION

Six schools were selected for this Title I

,pilot, project. Four elementary schools were

selected, representing three different types

of population: two were K-3, one was 4-6,

and one contained K-6. These schools were

provided with remedial reading teachers who

have had training and experience in this area.

These remedial instructors work with indivi-

duals and small groups; they will also work

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with teachers in classrooms. At the secon-dary level, reading laboratories were de-veloped. Library services will be providedto both the elementary and secondary schoolsto supplement the program.

A non-public school in the district willprofit from this project in that a remedialreading instructor will periodically visitthat building and providesmall-group in-struction

supplemented with appropriate ma-terial. Lay help and librarianservices arealso provided.

As an extension of this program, a summerinstitute will be held for teachers of dis-advantaged youth. This will be a four weekworkshop in cooperation with Seattle PacificCollege. One hundred students are going tobe involved in this session which will begeared toward improvement of instructionfordisadvantaged youth.

EVALUATION

The Gates Reading Survey will be adminis-tered at the elementary level. Gains inreading skills will be compared to expectedgains according tonational-grade equiva-lent norms, and to previous school districtgains prior to initiation of the project.

At the secondary level, standardized read-ing tests will be administered at the be-ginning of the project to accumulate base-line datas and at theconclusion. Com-parisons will be made.

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110 SUBSTANTIATION(Base-line Data)

NEED

LAKE WASHINGTON SCHOOL DISTRICT

Each year in November about 25 or 30 young-sters leave the Lakelashington'Schools Andmigrate to Texas with their parents who gothere for the seasonal vegetable harvesting:In April they return and during the four-,and a half to five months. that they areaway, exposure to educational experiences isminimal.

The need is to provide these boys and girlswith specific educational opportunitieswhile they are in attendance, and during thesummer which will allow them to progress ata rate more closely approximating theirability.

A substantial number of sophomores are read-ing below the median for 8th graders. Acomparison of Sequential Tests of Education-al Development taken in the 6th grade, andIQ tests taken in the 6th grade, show thatof the large number of students, two or moregrade levels behind in reading, almost threefourths of them had IQ's in the normal rangeand could become adequate readers with in-dividualized instruction. The severity ofthe needs of the educationally handicappedis compounded by the fact they they areliving in an area of generally higher stand-ards. It is their comparison with localstandards that destroys their motivation

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and causes, them tcybecome dropouts; therate of dropout was cited.

TITLE

Migrant Workers Project. -*A Varied Approach

DESCRIPTION it

This program would provide, on a partday basis, auditory, verbal and academic,instruction, as well as cultural exposurefor about 25 Spanish speaking children, ar-ranged on a two quarter basisspring-summer.Included in the project are:

1. -Self contained classrooms to provide in-dividualized instruction for alienatedyouth.

2. Field-trip program to widen their back-ground of first-hand experience..

3. A summer library program, to provide themwith an opportunity to read and enjoybooks apart from the pressures of theschool curriculum.

4. A full-time nurse for every project areaschool to concentrate on improving ab-senteeism caused by health problems.

5. Industrial orientation classes to pro-vide them with information about theopportunities available to them in theworld of work.

6. Small supervised study classes where theymay receive assistance with homework andinstruction in how to study.

7.. A family counseling center operating athours convenient to working parents.

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8. After hours, Saturday, and summer class.tes for dropouts and students unable tofit into the regular program.

9. A physical education program in the ele-mentary schools; an attempt will be madeto involve these,studentsAn local sum-mer recreational activities.,

It is planned to expand this program to in-clude the fall quarter of the 1966-67 year.

EVALUATION

Pre-testing at the beginning of the projectand periodic testing during the project willbe done to determine the gains in readingand related skills.

Enrollment records will, indicate, if thesestudents are helped enough to make it possi-ble for them to be successful inF high school.

Teacher observation of the role these stu-dents play in heterogenous classes-and soc-ial worker reports will provide data for asubjective analysis of the effectiveness ofthen project.

COST

$15,144.00

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MARYSVILLE SCHOOL DISTRCTTULALIP.ATTENDANCE AREA

NEED

Remedial instruction' in basic study areasincluding free summer school. Additionalteachers to reduce class size.

Better health services including more nurs-ing personnel.

Better library services - more speech ther-apy.

SUBSTANTIATION(Base-line Data)

The project area, Tulalip Elementary School,commonly scores lower'in all %,,aas of theSequential Test of Educational Progress thandoes any of the other elementary schools inthe district. An analysis of a frequencydistribution of STEP Test Scores of theTulalip Elementary Fifth Grade, recentlyshowed that a substantial numLr of theclass scored below the national median inreading and in arithmetic. When the Metro-politan Readiness Test Scores of the 1965Tulalip first grade were compared with atypical first grade in another elementaryschool, it was found that while only asmall percentage of the typical class scoredbelow the 50th percentile, a large percent-age of the Tulalip 1965 first graders andTulalip 1964 first graders scored below the50th percentile. Attendance records show a

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higher percent of absenteeism rue to ill-ness than any other elementary school in thedistrict. Also, an inspection of excuseswid health records shows a much higher in-ctdence of scabies and lice.

Using available criteria, a substantial num-ber of potential dropouts have been identi-fied at the junior high school. In 1960,out of a group of Indian students who hadstarted in the first grade 11 years before,73 percent had dropped out of school. Ac-cording to Welfare survey, a large percent-age of the students who had dropped out ofschool during the past three years are stillunemployed.

The speech therapist presently has a case-load of almost twice the number of studentsrecommended by the American Speech and Hear-ing Association, considered to be a maximumcase load.

TITLE

Tulalip Elementary Program - Remediation

DESCRIPTION

A multi-pronged approach, reducing class sizein kindergarten and grade one of project areaand providing more adequate library service.Health habits, as they apply to nutritionand cleanliness will be provided by a nursewho has been hired. A vitamin program will1e included. Also, through home visits anattempt will be made to provicie parentswith fundamental awareness of proper health

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habits.

Remedial instruction in all areas, especial-ly reading, will be stressed.

Teachers will have greater opportunity towork on positiveattitude formation in stu-dents.

Release librarian to work with teachers asan instructionalresource person and also

develop independent reading program for pu-pils.

EVALUATION

The Metropolitan Readiness Tests will begiven to first graders in the fall of 1966.Many of these youngsters will have been inthe' kindergarten program for a full year,one-half of which comes under the reducedpupil load per teacher of the project. Itis expected that pupils will score higheron the readiness test than they would havewithout the project.

The Ginn Reading Test was given in Januaryof 1966 to first graders. It will be re-administered again in September, 1966, andin May of 1967, to measure improvement inreading skills.

Health records will be maintained through-out the program and it is hoped thatdemonstrated application of health habitswill reduce cases of scabies and malnutri-tion. It is hoped that school attendancewill increase due to healthful practices

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1and living and positive

A questionnaire will beend of each school yeardetermine their opinionof the total program.

COST

$12,920.00

attitude formation.

distributed at theto the teachers toof the effectivene!

OTHELL 0

To reduce absenteeism (of migrant farm child-ren) primarily due to minor health problems.

SUBSTANTIATION(Base-line Data)

Alarming figures are cited on absenteeism,together with the causes. The causes in-clude head-lice, scabies, impetigo, ring-worm, and pinkeye. Standardized test re-sults are cited which show definite needsin such areas as reading, physical fitnessand mathematics.

TITLE

Health Improvement

DESCRIPTION

Two part-time nurses aides have been employ-ed (one is Spanish speaking) to work withthe school nurse in an intensive program ofhome visitation. These communicable dis-eases, plus a substantial amount of head-lice are causing students to miss a greatdeal of school. Thr2 nursing staff willtreat each case, in cooperation with thecounty health officer, with the very latestmedication. They will visit the home andinform parents of the danger, instruct themin preventive measures, and provide themwith medication. Follow-up visitations willbe made periodically to insure success.

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31

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EVALUATION

Attendance figures on these 100 studentswill be compared on a before-after basis.Teacher observations, grade point averagesand standardized testing will bemused forcomparative purposes.

COST

$2,000.00

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PULLMAN

NEED

To provide remedial reading instruction ingrades 3 through 6.

SUBSTANTIATION(Base-line Data)

Using the results of standardized readingtests, together with the results of Intelli-gence tests, 121 students were identified aspossessing average or above average ability,but who were reading below grade level. Thisevidence was further substantiated throughsubjective evaluation by the teachers.

TITLE

Remedial Reading

DESCRIPTION

1

One full -time remedial reading teacher andone part-time consultant have been employed I

to work with individuals and small groups. r

Special materials and equipment were pur-chased which supplemented this instruction. 1

Special attention will be given to the inte-gration of the remedial teaching with class-room activities, co the development of goodattitudes toward reading, and to the im-provement of pupil readir comprehension,work attack skills and fluency for generalreading for pleasure and specific content.

1

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EVALUATION

Continuous evaluation will be conducted bythe staff which will be subjective in na-ture. In addition, re-testing with all orsome of the base-line instruments will bedone. Results of the subjective and objec-tive evaluation will be compared to base-line data.

COST

$10,311.00

'e

PUYALLUP

NEED

To improve curricular offerings fir low ac-

ademic oriented students.

SUBSTANTIATION(Base-line Data)

The results of the California Reading Test

showed that there were a substantial numberof secondary students who had scored two

years below grade level. A survey of the

ability scores attained by these youngsters

on a standardized instrument showed that

more than 50 percent of them had average or

above average intelligence.

Attendance figures were cited.

Involvement in Pierce County Court by Puy-allup students has risen 50 percent in 1965.

Current involvement of parents as evidenced

by attendance at school functions "Back to

School Night," etc.

TITLE

A Program for Improved Curricular Opportuni-

ties and Increased Home-School Communications

for Educationally Deprived Youth.

DESCRIPTION

and assigned 30 as to free eleven teachersThree new teachers were employed in January

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for one or two periods each day. Theseeleven instructors are involved in classes

\made up of disadvantaged youngsters. Under

the direction of Dr. Dohn Miller of CWSC,these educators have been making home visitssince the early part of February. Thesevisitations take place during their released

) time The purpose of this project is not1

only for the involvement of parents, but forbackground information relative to the needsand interests of disadvantaged youngsters

1, which can be inculcated into a more realis-1 tic educational program geared toward the.

vocationally-oriented students.

EVALUATION

Achievement tests will be re-administered inthe spring, attendance figures will be kept,parent attendance at school functions willbe recorded, involvement of Puyallup stu-dents in Pierce County Court will be noted.These will be compared with base-line data.

.r In addition, student and parent attitudeIevaluations will be made.

S:)COST

$31,500.00

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11111.11AMINISII

THE SEATTLE SCHOOL DISTRICT PROPOSAL

1

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UNDER TITLE I OF THE ELEMENTARY AnD SECONDARYEDUCATION ACT OF 1965

The Seattle School District proposes a plan,the implementation of which will affect theschool, home, and community.

THE SCORE SCHOOL PROJECT

The major compcnent is described as the SchoolCommunity Organization for Realization by Edu-cation (SCORE). In essence, this project willcall for the development of greatly improvedprograms and services to meet the educationalneeds of the public and non-public schoolchildren residing in these areas. The intentis not to build a separate school districtbut rather to focus, within the frameworkof the existing organization, upon the uniquecharacteristics of the disadvantaged.

PROJECTS SUPPORTIVE TO "SCORE"

"MADRONA" SUMMER SCHOOL

An instructional program for the involvementof approximately twelve hundred elementaryschool children in a summer program is in-cluded. This project, involving the parti-cipation of Seattle Pacific College, SeattleUniversity, and the University of Washington,will provide a summer educational program ininstructional units of five pupils The pro-gram is designed to accept the educationallydeprived children at all elementary gradelevels and work toward improvement of achieve-1ment in basic skill areas. In addition, en-

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1SUMMER WRITING WORKSHOP

richment classes, field trips, and an out-door education program is included.

A summer teacher training program will in-volve a teacher training component with par-ticular emphasis upon the pre-service train-ing of approximately one hundred teacherswho will be new to the disadvantaged areaschools. Teacher training will involve ac-ademic classes and actual teaching experi-ence with the children of thesummer schoolproject._

A summer ,curriculum study and developmentprogram will be part of the total summer ef-fort by the Seattle School District. Ap-proximately sixty experienced elementaryschool teachers and principals will make anintensive study of the existing arithmeticand reading programs, study promising newtrends, and make appropriate recommenda-tions. Specialists in such areas as read-ing, arithmetic, and the, upgraded schoolconcept will serve in this part of the pro-gram. ,

A summer writing workshop for the developmentof instructional materials in the disadvant-aged area secondary schools is also includedin this proposal. Members of the regularschool staff will be employed during the sums.*

mer months to work with curriculum specialistsin the development of improved instructionalmaterials.

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LEARNING DIAGNOSTIC AND REMEDIATION CENTER

A learning diagnostic and remediation center isincluded in the Seattle School District propo-sal. Children identified as having difficultyin learning will be referred to this center,and a thorough evaluation of each child will bemade Each evaluation will include psychometricbatteries; social work evaluation; screeningfor speech problems; medical survey; and, ifappropriate, psychiatric study. Staff for thiscenter will include psychologists, social work-ers, remedial reading teachers, speech thera-pists, audiologists, a pediatrician, a psychia-trist, and an opthomologist.

ADDITIONAL PROJECTS

SHELTERED WORKSHOP

A sheltered workshop, including a work experi-ence program for mentally retarded children, isproposed. This proposal is designed to providea workshop experience for pupils with IQ's of75 or below Youngsters accepted in this pro-gram will )egin with an educational programspecific ily designed for the purpose of produc-ing vocationally competent adults.

EXPANDED SUMMER WRITING WORKSHOP

An expanded summer writing workshop for the de-velopment of instructional materials for disad-vantaged area secondary schools is planned.

TUITION FREE SUddER SCHOOL

A tuition free summer school program, an en-

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I

n

largement of the regular summer school, is pro-posed. Basically, children in areas peripheralto the central area will have the opportunityto attend summer school classes designed to im-prove achievement in basic subject matter areason a tuition free basis. This tuition freeprogram will be made available to qualifiedelementary scnool students in areas not servedby the "Madrona" summer school project.

1 RECREATIONAL PROJECT

A recreational program involving two of thethree junior high schools located in the disad-vantaged communities is proposed.

*41

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SOUTH KITSAP

NEED

Educationally deprived students need addi-tional social, cultural, =and academic exper-iences to increase their knowledge and un-derstanding in arts and humanities as well asin all other curriculum areas.

SUBSTANTIATION(Base-line Data)

A five month study provided data about thecharhcteristics and needs of the economic-ally, educationally and culturally deprivedchildren in the South Kitsap School District.The sources of data were:

1. Stanford Achievement Test results indi-cated substantial percentage of studentsscored below grade level in the areas ofreading, math, science and social sci-ence.

2. County Health Department statistics3. Teacher observation4. Student questionnaire5. Dropout data

TITLE

Summer Program for Under Achievers andEducationally Deprived Youngsters

DESCRIPTION

To provide for the educationally and cultur-ally deprived student, many and varied learn-

-30-

ing activities and experiences during thesummer school program. Enrollment. will beon a voluntary basis. Learning by doing isthe philosophy being followed. in curriculumdesign in the following areas:

Reading improvement, math, music, science,physical fitness, arts and crafts,-typing,power mech., library and children's litera-ture.

To provide experiences in subject areas thatstudents do not participate in during regu-lar school year.

Field trips with transportation in school,buses will be used to visit public and pri-vate facilities. School, public, and commu-nity facilities in this district will beused.

1 This program is designed for high student3 interest and participation. The. experiences) designed in the summer program' will enrich1

i

and enhance the climate for learning.

EVALUATION

Same methods of testing and obServing willbe used to evaluate the results of this pro-gram that were used to determine the need.

I

Data comparison is very important in the

i

conduct of any program and it is intendedthat this information will be used dill-gently to continually improve educatiun.

(

$24,,675.09

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ti

TITLE I, 81-10SPOKANE SCHOOL DISTRICT NO. 81

Under the provision of Title I, 89-10,-SpokaneSchool District No. 81 has planned an integratedprogram for their disadvantaged children whichhas three different phases; reading improvement,elementary school counseling and cultural grow-th opportunities.

Project I is designed as a reading improvementproject which will emphasize language growthfor 2500 pupils in grades one to twelve, butwith the greatest emphasis in the elementarygrades. Eighteen professionals plus ninety-two fnon-professionals will be hired under this pro-gram.

Project II is designed to provide counselingservices to the students of the elementaryschools located in the disadvantaged areas ofthe city. This would provide a service forsome 12,000 pupils. Twenty-eight professionals'would implement this program.

Project III, cultural growth opportunities,would provide opportunities for creative experiences in art, music, drama, literature andphysical education, through neighborhood cen-ters at elementary,junior and senior high

school levels. Eighteen professionals plusforty-five other persons would work in thisprogram. At the neighborhood centers schoolservices will be provided both during the regu-lar school day and for an extended school day.A very extensive summer scho)1 program is beingcontemplated for this coming summer.

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These programs were planned by committees com-

posed of consultants, teachers and principals,

and with representatives from the local non-

public schools. The three planning committees'

activities were coordinated by an over-all

coordinating committee which included represen-

tatives from the local community, the non-public

and the public schools. It is expected that

through these three important avenues the edu-

cati onal impact will be sufficiently great to

enable the children from disadvantaged areas in

Spokane to become an effective part of the

school's regular program.

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PRIMARY

The detailedment Proing

as

TACOMA

NRICHMENT PROGRAM

description of the Primary Enrich-gram might best be provided by consider-

s three major aspects; the team teachingpect, the school level team aspect and the

area level team aspect.

The Teaching Team Aspect

In order to facilitate the individualizing ofinstruction, in order to heighten the possibility of positive personal contacts, and in orderto free teachers of non-professional duties toachieve these objectives, the Primary EnrichmentProgram has a teaching team aspect. Essential-ly, the teaching teams involve the addition ofone teacher and one teacher aide for every threteachers currently employed in grades kindergarten through three in the fourteen elementaryschools in the areas of concentration. Theseteaching teams, consisting of four teachers andan aide, would function within existing schoolclassrooms and facilities. The purpose of theteaching team approach is not so much to reduceclass size as much as to make possible innova-tive approaches which individualize instructionWith teaching teams, for example, it will bepossible for one member of the team to work in-tensively with a group of four or five childrenin reading, while another teacher in the teamcarries out instructional activities with therest of the group. Similarly, the teacher aidecould provide supervisory assistance to child-ren in their art projects in cooperation withthe teacher. Finally, the teaching team ap-proach would make possible some rescheduling

-34-

and reorientation of the teachers within theteam so that instructional activities might becarried out with children during non - school day

hours.

' As will be noted in the following descriptionsil of the school level teams and the area level

teams, teaching teams may encompass more than asingle elementary school. This sharing of staff

)

across school boundaries is perceived as assist-ing in the process of horizontal articulation.

The School Level Team Aspect

As was indicated in the description of theteaching team aspect, the Primary EnrichmentProgram groups together, in certain ways, the14 elementary schools in the so-called areas ofconcentration. The first grouping of'theseschools has been into school level clusters.In terms of pupil population, each of theseclusters consists of approximately 550 studentsenrolled in grades kindergarten through three.Within each of these clusters, as was pointedout earlier, teaching teams are formed on thebasis of one additional teacher and a teacheraide for each three teachers presently employ-ed. In addition, however, each school levelcluster will have attached to it a school level

team. Each of these teams consists of a full-time librarian, a full-time physical educationteacher, a full-time nurse and a full-time

counselor. This team of four will be attachedprimarily to the 550 children enrolled in gradeskindergarten through three in each of six clus-

ters.

Since each of these school levels will have 'at-

itached to it a team of four specialists, the to-tal additional personnel required for the fullimplementation of the school level team aspectis 24. In addition to the team of four, eachschool level cluster will have attached to it anassistant principal who will report to the ele-mentary school principal involved, providing ad-ministrative assistance so that adequate educa-tional leadership can be provided to both theschool level team and the teaching teams in the

cluster. In order to provide educational lead-ership to the six teams, a total of six assist-

ant principals is required.

Finally, each school level team will have as-signed to it a clerical aide who will assistthe team in the preparation of learning mater-ials and in exercising control over learning

materials.

The objective of the school level team aspect isto bring to children those services which willmeet on a more continuous and sustained basistheir physical, educational and personal needs.Involved also in the school level team aspectof the program, is the expectation that the ef-forts of these specialized teachers will raisethe level of performance of the classroom teach-ers in the teaching teams in these specialized

areas. Finally, the schedule of duties for theschool level team will be arranged so that par-ticipation by private school children in theprograms mounted by the personnel in these teams

might be maximally feasible.

Area Level Teamitspect

At its next highest level of organization, the

-36-

Primary Enrichment Program combines two schoollevel clusters to form an area level cluster ofelementary schools that is serviced by an arealevel team.

Where the school level team serves a pupil po-pulation of approximately 1100. This arealevel team consists of eight professional mem-bers and one clerical aide. The eight profes-sional members of the area level team includean instructional resources specialist, health

) education teacher, reading teacher, art teach-) er, music teacher, speech therapist; psycholo-) gist and social worker; In a more specialized

way, the area level team has as its objectivemeeting the needs of the 1100 children at gradeskindergarten through three in its area. Spe-

cial note should be taken of the degree to' whichI the art teacher and music teacher in particulari will contribute to the broadening of the cul-

tural horizons of the children. Flexibility inthe scheduled duties of all members of the arealevel team will make possible the provision ofthese specialized services during non-schoolhours. In addition, as is the case with theschool level team, the establishment of an arealevel team makes maximally feasible the parti-cipation of private school children.

A Summer Program is being planned which wouldbe geared to disadvantaged junior high schoolyouth.

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1

*ve- W7,47,1:70!

VANCOUVER

NEED

Special remedial helplearning.

SUBSTANTIATION(Base-line Data)

in the basic area of

Confel,Inces were held with principals, deans,counselors, librarians, teachers. Test rec-ords were studied; records of scholasticachievement were compared; attendance recordswere analyzed, and cumulative folders werestudied. Evidence gathered from these sour-ces was submitted in detail to substantiatethis nee

TITLE

In-SRea

DESC

ervive Education Classes for Teachers ining

RIPTION

This project is planned to give 44 teachersthe basic technique for the teaching of adevelopmental reading program. Two compe-tent professional instructors have been em-ployed to conduct in-service meetings one day(Saturday) a week, two hours per day for fourmorths. Appropriate supplies and materialswill be purchased which will supplement thisinstruction. Realizing that many teachersdo not have the training to recognize or meiwith reading problems, this project is de-signed to help the classroom teacher streng-

-3P-

011.111.1.0~1Mt MACONISINVIIAIMILNIVAMMINVAMMONIOXZWINIZIMWASXra

i/

rA-AK-5cf.ty,YrTipvrifp.

then her skills in the area of remediation.Two sections have been established--onedeals with remediation--the other with de-velopmental.

EVALUATION

Achievement test results in-Reading%ind inBackground of Information will be studiedfor comparison at the conclusion 'of testingin the late spring of 1967 to determineexpected growth. A comparison of the lowachievement test scorers to below averageclassroom grades will be made' again. Teach-

er- devised simple, yet valid techniques for

finding out what students -'can daarid'what

they do when they read willi.e., opehbook' test (acquiring differentreading/comprehension activities to give in-sight into students' ability .to use the textfor different purposes); a series 'of precis -.(based on .magazine articles or other shortselections, graded in difficulty, to giveInfoftation~cin when students begin to lose

their pot4er to cope With vocabulary con-cepts);, direct Observation-of students atwork (assignments which require spotting awriter's principal -thesis andieiti evidenceto determine students' ability to skim and

to use other screening devices).

COST

$662.87

1

SUBSTNTIATION(Base-line Data)

WAPATO

NEED

I

Children from the economically and cultur-ally deprived homes have had a limited amountof experience and are unable to express them-selves effectively. The need is to.streng- 1

then the language backgrounds of.these child- fren and improve their comprehension and com- I

munication skills.

I

About 75% of this area is within the confines!of the Yakima Indian Reservation. Engl!sh isjnot spoken in many of these homes. The me- 1

dian number of school years completed by per-)sons over 25 years of age is 8.6 years in 1

the Wapato area Only 25% of this popusatio0has completed four years of high school.

Test results verified the fact that achieve-ment in the language area was low, The ,Tropout rates were cited. The number of student_in this group who continued their educationbeyond high school was extremely low.

TITLE

Language and Communications Skills Develop-ment.

DESCRIPTION

Special reading teachers were hired to work 1

-40-

(in an informal climate) with children whohave learning problems. They will also workindividually with students. Teacher aideshave been hired to relieve teachers of cler-ical tasks and to assist them in providingmore individualized instructs,,!:. Special-ized materials and equipment were purchasedwhich enabled the teachers to use a morevaried approach. Diagnostic testing wasconducted so that specific difficultiescould be attacked.

Inservice sessions are planned during theregular year and during the summer to streng-then the teachers' capabilities and under-standing in working with disadvantaged youth.This project is interrelated with the totalprogram being conducted in Wapato. Otherareas of concentration include Counselingand Guidance: Library and Teacher Aides.

EVALUATION

Achevement tests will be used to measuregrowth. Teacher made tests and teacherobservations will be analyzed in determin-ing outcomes. Attendance and drop-out stu-

)dies will be made periodically to evaluateeffectiveness of the project.

COST

$41,841.00

Jr

-41-

.1.1

NEED

WENATCHEE

The need for individuals to have the oppor-tunity to complete high school and to pre-vent future dropouts.

SUBSTANTIATION(Base-line Data)

Dropout rates were cited. A follow-up studyidentified about 90 individuals who could beclassified as dropouts. Employer surveysindicated that completion of high school wasa definite factor in occupational success. Unemployment figures were cited. Statistical dafrom standardized test results was presentedwhich showed areas of weakness. Attendancefigures were analyzed.

TITLE

I

1

Evening Class for High School Dropouts andSocial Workers to do Home Visiting

DESCRIPTION

A flexible evening high school program willbe offered two days a week for identifieddropouts. Intensive testing and counselingservices will be offered. Some of these in- i

dividuals may be returned to the regularschool program working toward their gradua-tion requirements. Vocational offerings willbe available on a limited basis to increaseemployability. Course offerings include:

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I

t

"..,?ZiwwW440KRY317.77e4 :Pt

English, Math, Social 'Studies, Bookkeeping,Typing, Office Machines and Reading Improve-ment. Occupational counseling will be anintegral part of the total project. Great-er attention will be paid to working withpotentil dropouts on an individual basis.Social workers will work with the schooland the _home in resolving problems whichcould lead to dropout. It is planned tocontinue the evening school through the sum-mer.

EVALUATION

Credits will be given on completed course 11work. Student-teacher-counselor-parent-employer opinions will be sought, regard-ing the effectiveness of the program.Standardized achievement test results willbe analyzed. Dropout and attendance fig-ures will be compared.

COST

$18,395.00

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Prepared under Supervisionof the

State Office of 'Public Instruction

LOUIS BRUNOState Superintendent

RICH BOYDCoordinator of Federal Projects

Division of Curriculum and Instruction;J:

NELS HANSONCoordinator of Federal Programs

DR. CHESTER BABCOCKAssistant Superintendent forCurriculum and Instruction

Public Information and PublicationsDOROTBEE BROWN

Publications ProductionLOrTS STEIN, JR.

Art DirectionTED REDDINGTON JR.

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