DOCUMENT RESUME

AD 087 998 CS 000 919

TITLE SEL Pathways to Better Schools--An In-ServiceTraining Program. Number 3.

INSTITUTION Southeastern Education Lab., Atlanta, Ga.SPONS AGENCY Office of Education (DHEW), Washington, U.C.PUB DATE Mar 70NOTE 95p.; For related documents see CS 0001917-918 and CS

000 920 through CS 000 923

EDRS PRICE MF-$0.75 HC-$4.20DESCRIPTORS Economically Disadvantaged; Educational Finance;

*Educational Planning; Elementary Education;*Inservice Teacher Education; *Program Development;*Program Proposals; *Rural Education; Eural SchoolSystems; Secondary Education

IDENTIFIERS *Elementary Secondary Education Act Title III; !SEATitle III ,

ABSTRACTThis guide contains materials which are designed to

assist rural school systems in assessing educational needs, insystematically planning strategies to develop an inservice teachereducation program, and in applying for Title III funds. Included areinstructions for a survey and an inventory of needs, suggestions forthe allocation of resource according to needs and establishment ofpriorities, and ways to implement the program. The information aboutthe content and organizatidn of a written Title III proposal isprogramed and divided into two major divisions: the case commentaryappears on the lefthand side of each page and the illustrative caseappears on the right. Contents include: "Statistical Data";"Abstract," which contains a sample one-page proposal abstract; "TheCommunity"; "Statement of Need"; "Objectives"; "Procedures";"Emphasis"; "Planning"; "Participation of Nonpublic School Children";"Evaluation"; "Dissemination," which suggests the use of pressreleases as a means of publicizing educational programs;"Qualifications of Professional Personnel"; "Facilities, Equipment,and Materials"; "Subcontracting"; and "Tax Effort." (RE)

I I

] ATING IT. POINTS OF VIEW OR OPINIONS

DUCE D EXACTLY AS RECEIVED FROM

STATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OF

THIS DOCUMENT HAS BEEN REPRO

THE PERSON OR ORGANIZATION ORIGIN

EDUCATION POSITION OR POLICY.

U.S. DEPARTMENT OF HEALTH,

NATIONAL INSTITUTE OFEDUCATION & WELFARE

EDUCATION

Co

/SEL PATHWAYS TO BETTER SCHOOLS

Oci

I an in-service training program

NUMBER 3 IN SEL PATHWAY SERIES

SOUTHEASTERN EDUCATION LABORATORY / ATLANTA, GEORGIA

SU. BOARD OF DIRECTORS

Dr. H. Titus Singletary, Jr.President

Dr. William A. HunterVice-President

Dr. Jean A. BattleTreasurer

Dr. Truman M. PierceImmediate Past-President

Dr. Kenneth W. TidwellExecutive Secretary

Mr. Joseph T. Amisano

Mrs. Dorothy Baylor

Dr. John R. Beery

Dr. J. Clyde Blair

' Dr. Leander L. Boykin

Mr. Ulysses Byas

Dr. Joseph Crenshaw

Mr. Jack D. Gordon

Mr. Clyde W. KimballChairman, Regional Council

Mrs. Fannie Nelson

Dr. J. A. Williams

SEL PATHWAY SERIES

1. Comprehensive Planning Guide

2. Organization forInstruction Program

3. In-Service Training Program

4. Reading Program

5. Dropout Reduction Program

6. Preschool Training Program

7. Communication SkillsProgram

March 1970

Southeastern Education Laboratory3450 International BoulevardAtlanta, Georgia 30354

(404) 766-0951

This document was produced by the Southeastern EducationLaboratory, a private non-profit corporation supported inpart as a regional education laboratory by funds from theUnited States Office of Education, Department of Health,Education, and Welfare. The opinions expressed in thispublication do not necessarily reflect the position orpolicy of the Office of Education, and no official en-dorsement by the Office of Education should be inferred.

ACKNOWLEDGEMENTS

Many persons, agencies, and institutions have

contributed invaluable knowledge to the staff members

of Southeastern Education Laboratory during the prepara-

tion of this second generation SEL Pathway Series.

Special thanks go to those original five school systems

without which the first set of materials would not have

been possible; particularly significant were the sug-

gestions made by administrators and school personnel

located at Twiggs County, Georgia; Williamsburg and

Fairfield Counties, South Carolina; and Claiborne and

East Tallahatchie Counties, Mississippi.

Consultants who have offered many excellent suggestions

regarding the content of the second generation Pathway Series

programs include M. S. MacDonald, Rosemary Wilson, Jarvis

Barnes, William Kirby, John Goode, Henry Gentry, John Adams,

W. 0. Best, Robert Egbert, Joe Johnston, Cliff Youngblood,

Ruth Farmer, Bernard A. Kaplan, Will Atwood, Edward C. Martin,

William White, Sidney Cooper, Gary Ashley, Estelle Howington,

Bob Aaron, A. J. Comfort, Paul Halverson, Charles K. Frenzen,

Jule Sugarman, and Billy Mellown. These persons represent

a cross-section of opinion that is essential in creating mater-

ials of this kind. Consultants who assisted in preparing the

Comprehensive Planning Guide include Paul Orr, Doyne

Smith, and Robert H. Hatch.

The staff members of SEL who were directly respon-

sible for the development of the Pathway Series at various

times during the past eighteen months include Robert E.

Nelson, Edward G. Barnes, W. P. Sprayberry, Edward J.

Storey, William F. Coulton, and former staff member,

Walter D. Branch. All these persons deserve commendation

for the fine work they have done on the Series.

Dr. Kenneth W. TidwellExecutive Director

TABLE OF CONTENTS

Page

INTRODUCTION viii

HOW TO USE THIS DOCUMENT xv

ILLUSTRATIVE CASE 1

STATISTICAL DATA 1

Project Information 4

Budget SummarySchool Enrollment, ProjectParticipation Data, andStaff Members Engaged 5

Personnel for Administration andImplementation of Project 6

Number of Persons to be Served . . . 7

NARRATIVE 8

I. ABSTRACT k 9

Objectives 9

Procedures 9

II. THE COMMUNITY 10Population 10Location 11

III. STATEMENT OF NEED 12Educational and

Cultural Facilities. . 12Determination of Need 13Rationale 14Financial Inadequacy 15

IV. OBJECTIVES 16General Objectives 16Specific Objectives 16

V. PROCEDURES 19Objective 1 19Objective 2 19Objective 3 20Objective 4 21Objective 5 21

Page

VI. EMPHASIS 24

VII. PLANNING 26Participation 26Planning Methods, Procedures . . . 27State Assistance 27Planning Grant 27What the Funds Provide 28Phasing Out Federal Support 28Related Services andActivities 28

VIII. PARTICIPATION OF NONPUBLICSCHOOL CHILDREN 30

IX. EVALUATION 32Design 32Instruments 33Evaluation Cost 34

X. DISSEMINATION 36

XI. QUALIFICATIONS OFPROFESSIONAL PERSONNEL 38Positions, Salaries,Assignments 38

Responsibilities andMinimum Qualifications 38

Project Staff 40

XII. FACILITIES, MATERIALS,AND EQUIPMENT 41Nature and Location 41Equipment and Materials 41Other Sources 41

XIII. SUBCONTRACTING 43

XIV. TAX EFFORT 45

FINANCIAL DATA 48

ASSURANCES 60

REVIEW OF RELATED RESEARCH 65

SUPPLEMENTARY BIBLIOGRAPHY 71

vii

INTRODUCTION

Background of SEL Path

Since the inauguration of the various Title programs

implemented under the Elementary and Secondary Education

Act of 1965, many school systems which needed federal

assistance have not obtained funds. Although there are

various reasons for this failure, many of the rural

isolated school districts which have a majority black

school population simply lack the manpower and resources

with which to assess needs and to construct plans that

will be funded. The Southeastern Education Laboratory

received a special contract with the U. S. Office of

Education in April 1968 to lend technical assistance

to certain rural isolated school systems and to determine

how the Laboratory might develop materials and strategies

that would bring all available resources to bear on

local educational problems to these and other economically

poor districts.

. Discovering Pathways the First Year

Based upon the experiences gained by working closely

with five school systems and reviewing the Coleman Report1

1James S. Coleman, and others, Equality of EducationalOpportunity. A report prepared for the U. S. Department ofHealth, Education, and Welfare, 1966.

and subsequent reoorts such as the Summary Report2,

which identified common needs and problems among many

rural isolated systems in the Southeastern United States,

the Laboratory developed seven illustrative Title III

programs. Five of these programs were funded and

became operational. SEL staff members monitored the

projects and, in some instances, participated in evaluation

phases during 1969. After one year of operations, staff

members met with local and state Title I and Title III

officials from Georgia, Alabama, South Carolina, Mississippi,

Florida, and Tennessee to determine how the original

illustrative programs could be improved.

Second Generation Pathways to Better Schools

Suggestions for improving the original seven programs

focused upon the difficulties encountered by local school

officials in assessing needs and resources prior to

selecting strategies. Several consultants stated that

local proposal writers sometimes construct programs for

which no trained personnel are available for implementation;

others select strategies which are inappropriate to the

actual needs of the school system. It was concluded that

2A Summary Report of Six School Systems. A report

published by the South Florida School Desegregation ConsultingCenter, School of Education, University of Miami, Coral GableE,Florida, 1968..

the second generation Pathway Series should include

materials which would assist local school planners in

assessing their needs and systematically planning

strategies to meet these needs. The Comprehensive

Planning Guide, Number 1 of the SEL Pathway Series, was

created to serve this purpose. The Guide includes

(1) instructions for a survey and an inventory of needs;

(2) suggestions for allocation of resources to needs and

establishment of need priorities;, and (3) ways to plan for

program action. By using the Guide, together with other

sources of information, local school personnel can readily

identify strategies that will aim to ameliorate a major

educational problem. It is recommended, therefore, that

this Guide be used prior to using any other Pathways in

order to determine precisely what programs are necessary

in problem solving.

**The six others-Tn the Pathway Series are second

generation programs which deal with particular problems

identified in the Summary Report. They are illustrative

in nature and are intended to suggest ideas to local

planners about the content and organization of a written

Title III proposal. Each program is presented according

to the Title III format of the PACE Manual so that the

information contained in the Pathway Series is programmed

for the reader. The information is divided into two

major divisions: (1) Case Commentary and (2) Illustrative

Case. The Case Commentary appears on the lefthand side

of each page. The content is intended to be instructive

concerning each section of the Title III proposal format

and the topic under consideration. Elements include:

A. Title III Guidelines

A brief summary of major points included in the

state guidelines for Georgia, Alabama, Florida,

Mississippi, and South Carolina;

B. Suggested References

Sources of information and research studies

pertinent to the topic of the Illustrative Case

and to the section of the Title III format under

consideration;

C. Ideal Statement

A statement pertaining to the proposal outline

in which suggestions are made that are intended to

enhance the quality of the content; and,

D. Critique

A brief commentary which identifies major

strengths and weaknesses of the Illustrative

Case and remedies which could have been employed.

The Illustrative Case appears on the righthand side of

the page in each of the Pathway Series programs and is an

actual Title III proposal which has been funded or

submitted for funding. The proposal illustrates how one

xi

local school system presented its needs, strategies, outcomes,

and evaluation plans. The illustration appears as it was

originally submitted for funding except for certain editorial

changes considered necessary for clarity and consistency.

Some portions also have been omitted for the sake of brevity,

and the names and places in the Illustrative Case have been

changed to preserve anonymity.

It is hoped that the packaged SEL Pathways to Better

Schools Series will be useful from the initial planning stage

to the summative evaluation report. Although the present

Series more nearly approximates this ultimate goal, it is by

no means perfect and awaits further testing before additional

work can be done. The total program includes:

1. Comprehensive Planning Guide

2. Organization for Instruction Program

3. In-Service Training Program

4. Reading Program

5. Dropgut Reduction Program

6. Preschool Training Program

7. Communication Skills Program

Pathways are Suggestive Rather than Exemplary

A few words of caution need to be made about using the

Pathway Series. It should be pointed out that the content

of the illustrative proposal and the suggested references

and statements made about each section are intended to

xii

suggest rather than to dictate how a proposal should

be written or strategies should be employed. The

selected proposals are used only as examples; they

demonstrate both superior and inferior qualities. Since

each school system has problems and resources which

are unique in each instance, it is probable that most

of the information contained in the illustrative Title III

proposal will not have direct application to most

other school systems. Hopefully, the information

will suggest the type of content which is necessary

and the critique will serve to assist the planner in

making the presentation of his own plan qualitatively

and quantitatively better.

The information contained in the SEL Pathways

to Better School Series is not intended to replace

the use of state guidelines manuals or other materials

required by state education departments, or the

assistance of state department of education officials

in planning. Rather, rural isolated school systems are

encouraged to acquire as much assistance as they can

to insure successful planning and implementation.

With this information in mind, it is hoped

that many rural isolated school systems can employ the

SEL Pathway Series in the manner in which they were

intended: to assist in alleviating education disadvantage-

ment in the Southeast and the nation.

Dr. Kenneth W. TidwellExecutive Director

xiv

HOW TO USE THIS DOCUMENT

The SEL Pathways to Better Schools: An In-Service

Training Program is used to best advantage in conjuaction

with the state Title III guidelines manual and other

resources after a careful assessment of needs, priorities,

and resources has been accomplished. Since the construction

of a proposal is actually the culmination of a planning pro-

cess that may have begun many months or a year prior to

actually writing a proposal, the potential user of this

document should have obtained and used either No. 1 of the

SEL Pathway Series, the Comprehensive Planning Guide, or

other planning assistance.

After a review of the Title III guidelines manual for

the state in which the school district is located, all of

the needs, objectives, strategies, outcomes, and other

information developed in earlier planning should

be matched with the sections of the Title III format

in which specific information is required. Once the minimal

requirements have been met quantitatively, the program

selected from among the six programs offered in the Pathway

Series can be employed. By reading the Illustrative Case

(an actual proposal) on the righthand side of each page, the

planner can see how a proposal was presented by one school

system. By reading the Case Commentary on the lefthand

side of each page, the planner can gain a broader understanding

of general requirements and can find suggestions about where

more information can be obtained; ideas about developing

statements that will enhance the presentation of selected

information; and critical comments regarding the strengths

and weaknesses of the Illustrative Case.

With these insights, the planner can begin to expand,

delimit, and polish the ideas that were originally written

under each section of the format. Hopefully, the infor-

mation contained on the lefthand side of the Pathway program

will direct the planner in such a manner as to insure that

all sections of the proposal are tied together empirically.

Particular attention should be given to those sections in

which needs, objectives, strategies, outcomes, and evaluation

are discussed. The organization of these sections to allow

adequate monitoring and evaluation activities is often as

important as the strategy selected tc be employed.

Although it is doubtful that any planner will have or

need all of the sources of information contained in the

Suggested References section, these sources were selected

because they provide direct insights into problems which

typically occur during the actual writing of a proposal.

There are many other excellent sources which may be used.

Since the Southeastern Education Laboratory has a vital

interest in the improvement of education in the Southeast

xvi

and the nation, there is a three-part mailer on the following

page which will serve to keep SEL informed about the appli-

cation of this and other documents in the Pathway Series.

The reader is encouraged to fill out the card specified for

each phase of planning and implementation. This will enable

the Laboratory to evaluate the Pathway Series.

xvii

PHASE I - Planning (Fill out after using PATHWAY for initial planning)

r--1 I found this document useful during planning in the fpllawing ways:

I did not find this document useful.

I wish to contact someone at Southeastern Education Laboratoryregarding suggestions I have for improving this document.

I wish to contact saneone at SEL about assisting us in planning.

Name

TitleAddress

PHASE II - Draft of Proposal (Fill out after us PATHWAY for constru rofosal)

I found this document useful during the proposal writing stage inthe following ways:

I did not find this docOment usefU2.

n I wish to contact someone at SEL regarding suggestions I have for*Proving this:document.

Ell I wish to contact saneone at SEL about reading -and reacting tothis draftpf the proposal.

NanaTitle.

Address

PHASE III - FUnding & Implementation (Fill, out after recei woe tance orrejection of the proposa

r--1 The proposal as written was rejected on

fl

The proposal was funded and implementation will begin

The Pathways were helpful

The Pathways mere not help

I wish to contact someoneimproving this document.

I wish to contact someonepersons who can assist in

(date) .

(date)'.

in constructing an acceptable program.

ful.

at SEL regarding suggestions I have for:

at SEL about assisting or recommendingimplementing this program.

Name

Title

Address

Southeastern Education Laboratory3450 International Blvd.Suite 221Atlanta, Georgia 30354

Southeastern Education Laboratory3450 International Blvd.Suite 221Atlanta, Georgia 30354

Southeastern Education Laboratory3450 International Blvd.Suite 221Atlanta, Georgia 30354

STATISTICAL DATA

CASE COMMENTARY

Statistical Data

A. Title IIIGuidelines

Alabama, Florida,Mississippi, and South Carolinahave made substantial changes inthe format of Part I (StatisticalData) of the project proposal.Florida's format is simplifiedand is by far the easiest toread. The arrangement of therequired items of informationpresents a much less formidableobstacle than did the earlierPACE Manual. Georgia adoptedthe familiar PACE Manual Part Iwith only minor changes in theheadings. Mississippi, likeFlorida, has rearranged and sim-plified the information re-quireu in its Part I (Statis-tical D,ta) and has color codedthat portion of the guidelinesfor easy identification.Alabama has revamped all sec-tions (persons served) toinclude considerably more de-tail of a different nature insome sections (D and .E.,) andless detail in other sections(A, B, and C). In summary,it may be said that the Statis-tical Data section of the guide-lines for each of the five statesrequires essentially the sameinformation, but different for-mats are used in organization.Any proposal should refer toapplicable Title III guidelines.

B. Suggested References

1. Applicable state Title IIIguidelines.

2. A Manual for Project Appli-cants and Grantees, TitleIII, Elementary and Secon-dary Education Act, rev. ed.

2

ILLUSTRATIVE CASE

(Statistical Datafollowing.)

CASE COMMENTARY

PACE -- Projects to AdvanceCreativity in Education.Washington: GovernmentPrinting Office, 1967.

C. Ideal Statement

The StatisticalData portion of the proposalshould identify in statisticalterms: (1) the target popula-tion, (2) the project staff,(3) cost categories by instruc-tional areas, (4) certainancillary services, and (5) thecontext for project endeavors.

D. Critique

The statisticaldata provided is sufficient inamount and clarity. However,agencies preparing a proposalshould consult applicablemanuals for any changes in theinformation required.

3

ILLUSTRATIVE CASE

OE 4351 111.60DEPARTMENT OF HEALTH, EDUCATION AND WELFARE

OFFICE OF EDUCATIONWASHINGTON D.C. 20202

ESEA TITLE III STATISTICAL DATAElementary and Scondaby Education Act of 1965 (P.L. 89-10)

41JDOET BUREAU NO. 61.8600APPROVAL EXPIRES 6/!0/66

PROJECT NUMBER ST ATE CODE COUNTY CODE REGION CODE STATE ALLOTMENTTHIS SPACE FOR

U. S.O. E. USE ONLY

SECTION A - PROJECT INFORMATION1. REASON FOR SUBMISSION OF THIS FORM (Check one)

AaINITIAL APPLICAT 93N FOR T1TL E APPLICA'T'ION FORIII GRANT OR RESUBMISSION B CONTINUATION GRANT

CQEND OF BUDGETPERIOD REPORT

2. IN ALL CASES EXCEPT INITIALAPPLICATION. GIVE OE ASSIGNEDPROJECT NUMBER

3. MAJOR DESLA:PTION OF PROJECT:(Check one only)

A I I INNOVATIVE C

B EXEMPLARY

ADAPTIVE

4. TypEts) OF AcTiwITY(Check ntore)

Afl PLANNING OF

PROGRAM

PLANNING OFCONSTRUCTION

CONDUCTINGC PILOT ACTIVITIES

0 El OPERATION F REMODELINGOF PROGRAM

E El CONSTRUCTING

S. PROJECT TITLE (5 Words or Less)

In-service Training in Interpersonal RelationsS. BRIEFLY SUMMARIZE THE PURPOSE OF THE PROPOSED PROJECT AND GIVE THE ITEM NUMBER OF THE AREA OF MAJOR

EMPHASIS AS LISTED IN SEC. 303, P.L. e9.10. (See instrur lions)

The purpose of the project is to improve interpersonal relations

among a total school staff.

ITEM NUMBER

7. NAME OF APPLICANT (Local EducationAgency)

Sassafras CountyBoard of Education

3. ADDRES3 (Nienber, Street, City,, tam Code)

Box 337Port Hebron, Tappan 34512

9. NAME OF COUNTY

Sassafras10. CONGRESSIONAL DISTRICT

Third

I1. NAME OF PROJECT DIRECTOR

to be named

_12. ADDRE'4 (Manlier, Street, City, State, ,p PHONE NUMBER

AREA CODE

13. NAME OF PERSON AUTHORIZED TORECEIVE GRANT (Please type)

H. C. Gulliver

14. ADORE iS (Number. Street, City, State, Zip Code)

Box 337Port Hebron, Tappan 34512

PHONE NUMBER

AREA CODE--- ,

IS. POSITION OR TITLE

Superintendent of Sassafras County Schools

SIGNATURE OF PERSON AUTHORIZED TO RECEIVE DRAW DATE SUBMITTED

3/1/70

5

SECTION A ContinuedWtrgl THE NUMBER OF EACH

CONGRESSIONAL DISTRICTSERVED

17,A. TOTAL NUMBER OFCOUNTIES SERVED 1

111. LATEST AVERAGE PER PUPIL ADAEXPENDITURE OF LOCAL EDUCA.TION AGENCIES SERVED

s 281.00B. TOTAL NUMBER OF

LEA'S SERVED 1

C. TOTAL ESTIMATEDPOPULATION IN GEO-GRAPHIC AREA SERVED 10 000

SECTION B TITLE III BUDGET SUMMARY FOR 1PROJECT Include amount from Item 2e below)

1. PREVIOUSOE GRANT NUMBER

BEGINNING DATE(Abnth, Year)

ENDING DATE(*nth, )ear)

FUNDSREQUESTED

A. Initial Application orResubmission 4

..

1 7/1/ 6/30/ $52,001.0

B. Application for FirstContinuation Grant 7/1/ 6/30/ $35,000.0i

C. Application for SecondContinuation Grant I 7/1/ 6/30/ $30,000.0

D. Tata! Title III Funds......., ,

. , rI I I

E. End of Budget Period Report 1' ,, .

2. Complete the following items only if this project includes construction, acquisition, remodeling, or leasingof facilities for which Title I// funds are requested., Leave blank if not appropriate.A Type o/ function (Check applicable boxes)

1 REMODELING OF FACILITIES 2 LEASING OF FACILITIES 3 ACQUISITION OF FACILITIES

4 CONSTRUCTION OF FACILITIES 5 ACQUISITION OF BUILT -IN EQUIPMENT

9 1. TOTAL SQUARE FEET IN THEPROPOSED FACILITY

2. TOTAL SQUARE FEET IN THd FACILITYTO BE USED FOR TITLE III PROGRAMS

I

C AMOUNT OF TITLE III FUNDSREQUESTED FOR FACILITY

$

0

SECTION C SCHOOL ENROLLMENT PROJECT Pi.RTICIPATION DATA AND STAF MEMBERS ENGAGED

1.PRE.

KINDER.GARTEN

KINDER.GARTEN

GRADES1. 6

GRADES7. 12 ADULT OTHER TOTALS

STAFF MEM.BERS ENGAGEDIN IN-SERVICETRAINING FOR

..PAWEiT,A School

Enrollmentin Geo.aphic

Area Served

("Public : .

(21Non-public

191 191 .

B

PersonsServedbyPmiect

("Public 150

(Non.public

0440

Enrolled,.. afeem,.. .

C

AdditionalPersonsNeedingService

(1) Public

I 7/p.i.,public

(3)No

Enrolled

2. TOTAL NUMBER OFPARTICIPANTS BY RACE(Appl i cable tofigures given initem IB above/

WHITE NEGRO AMERICANINDIAN

OTHERNON=WHITE TOTAL

30 119 1 150

6

SECTION C. continued3. RURAL/URBAN DISTRIBUTION OF PARTICIPANTS SERVED OR TO BE SERVED BY PROJECT

RURAL METROPOLITAN AREAPARTICIPANTS FARM NON -FARM CENTRAL-CITY

PERCENT OF TOTAL NUMBERSERVED 74 26

NON. OTHER URBANCENTRAL CITY

SECTION D. PERSOMPIIL FOR ADMINISTRATION AND IMPLEMENTATION OF PROJECT1. F ERSONNEL PAID BY TITLE III FUNDS '

TYPE OF PAIDPERSONNEL

REGULAR STAFF ASSIGNEDTO PROJECT

FULL-TIME P ART.TIME2

FULL-TIMEEQUIVALENT

3

A. ADMINISTRATION/SUPERVISION

B. TEACHER:

PRE - KINDERGARTEN

(2) KINDERGARTEN

GRADES L4

(41 GRADES 7.12

OTHER

C. PUPIL PERSONNEL SERVICES

D. OTHER PROFESSIONAL

E. ALL NON-PROFSSIONAL

F. FOR

BYALL CONSULTANTS PAID

TITLE III FUNDS1.1 TOTAL NUMBER

RETAINED 5ummume,

2 PERSONNEL NOT PAID BY TITLE III FUNDS

NEW STAFF HIREDFOR PROJECT

FULL -TIMEFULL -TIME

PART -TIME EQUIVALENT5

2

.111MINIM

2

1(2.) TOTAL CALENDAR

DAYS RETAINED 16

TYPE OF UNPAIDPERSONNEL

REGULAR STAFF ASSIGN EDTO PROJECT

NEW STAFF HIREDFOR PROJECT

FULL -TIME PART -TIME2

FULL -TIMEEQUIVALENT

3

FULL -TIME4

FULL-TIMEPART-TIME EQUIVALENT

S

A. ADMIN1 ST RATION/SUPERVISION 6 1

, B. TEACHER:PRE-KINDERGARTEN

(2) KINDERGARTEN

(3) GRADES 1 TO G

Nq GRADES 7.12

13) OTH ER

C.

D.

E.

F.

PUPIL PERSONNEL SERVICES

OTHER PROFESSIONAL

ALL NON-PROFESSIONAL

FOR ALL CONSULTANTS NOT 1.1 TOTAL NUMBERPAID BY TITLE III FUNDrZims, RETAIN ED

(2.) TOTAL CALENDARDAYS RETAINED 15

7

SECTION E - NUMBER OF PERSONS SERVED OR TO BE SERVED AND ESTIMATED COST DISTRIBUTIONTOTAL NUMBER SERVED OR TO BE SERVED ONPUBLI

PUPILS IN.CLUDED (7)

TIMATEDESTIMATEDCOST

(8)

MAJOR PROGRAM OR SERVICES PRE-KII)

IC

(21

I-11

(3)

T-1214)

ADULT(3)

OTHER(0

I. EVALUATIVE PROGRAMSA Deficiency Survey (Area Needs)

B Curriculum Requirements Study(Including Planning for Future Need)

C Resource Availability andUtilization Studies

2 INSTRUCTION AND/OR ENRICHMENTA Arts (Music, Theater, Graphics, Etc.)

B Foreign Languages

C Language Arts (English Improvement)

D Remedial Reading

E Mathematics

F Selifle Interpersonal

G Social Studies/HumRelationsanities 52,00

H Physical Fitness/Recreation

I Vocational/Industrial Arts

J Special-Physically Handicapped

K Special-Mentally Retarded

L SpecialDisturbeel (Incl. Delinquent)

M Special- Dropout

N Special-Minority Groups

3. INSTRUCTION ADDENDAA Educational TV/Radio

B Audio-Visual Aids

C Demonstration/Learning Centers

0 Library Facilities

E Material and/or Service Centers

F Data Processing..-6......4. PERSONAL SERVICES

A Madical/Dental

B Social/Psychological

5. OTHER

NARRATIVE

CASE COMMENTARY

I. Abstract

A. Title III Guidelines

The abstract meets mini-mal requirements established byAlabama, Florida, Georgia,Mississippi, and South Carolina.It is a one-page descriptionof program objectives and pro-cedures.

B. Suggested Reference

Krathwohl, David R. How toWrite A Research Proposal.Syracuse: 1966. (Mimeo-graphed). [Copies may beobtained for $1.00 (75 for10 or more) from SyracuseUniversity Book Store,303 University Place,Syracuse, New York, 13210.]

C. Ideal Statement

An abstract should in-clude a concise statement ofthe needs attacked by the pro-gram and specifications of theprogram:

1. clientele2. location3. duration4. objectives5. procedures.

D. Critique

This abstract identifiesclientele, objectives, and pro-cedures. However, the locationand the duration of the projectare not included. The statementof program objectives and pro-cedures meets the minimalrequirements established bymost state guidelines.

9

ILLUSTRATIVE CASE

I. Abstract

A. Objectives

The intent of this projectis to maintain, under the condi-tions imposed by desegregation, aschool climate where teachersand students can interact in asecure, wholesome, and growth-producing manner. To do that thefollowing objectives were framed:

1. To deepen teachers'awareness of their own feelingsand the feelings of others.

2. To reduce teachers' andstudents' mutual apprehensions.

3. To acquaint teacherswith desegregation plans.

4. To train teachers in aprogram of human behavior andmutual health for teachers.

5. To acquaint teacherswith the needs and behavior ofchildren.

B. Procedures

Teachers will be given anopportunity to understand eachother as individuals in a positivelystructured way. The3j, will be ex-posed to the culture and life styleof the Negro race and will betrained in a program of humanbehavior and mental health for ele-mentary school children. Inaddition, teachers will becomeacquainted with the school dis-trict's plan for desegregation andits implications for the school towhich the teacher is assigned.

CASE COMMENTARY

II. Community

A. Title III Guidelines

State guidelines mini-mally require an estimation ofthe population in the area to beserved, the ratio of that area'spopulation to that of the state,and a state map showing the loca-tion of the area to be served.Each state also requires a listof local education agencies andcounties to be served.

B. Suggested References

Not applicable.

C. Ideal Statement

Beyond minimal require-ments, this section should includea brief description of the com-munity including schdol populationtrends and distribution and asocioeconomic profile of the areaserved by the project. In short,this section should provide adescription of the context with-in which the project will operate.

D. Critique

The description of thecommunity in this proposal meetsthe minimal requirements estab-lished by state guidelines. Italso provides a limited socio-economic profile and a map (notincluded here) showing the loca-tion of the county in relation-ship to the state and popula-tion centers. However, it isfelt that population trendsshould be included and populationdensities noted on the map used asa supporting document.

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ILLUSTRATIVE CASE

II. Community

A. Population

The population of thestate of Tappan is 2,300,000.. Ap-proximately 10,000 live in Sassa-fras County, the geographic areato be served by this project. The

population represents less than ahalf of one percent of the totalstate population. There are 3,163school children in Sassafras County,consisting of 2,676 Negro and 487Caucasian students. Thus, 84 per-cent of the school children areNegro.

Sassafras County is acounty unit school district thatis considered rural and isolated.The median family income is approx-imately $1,450. The economy of thecounty is primarily agricultural.Principally because of the poor so-cial and economic conditions pre-vailing in the county, the schoolsystem is considered to be veryeducationally disadvantaged.

Four attendance centersprovide education in the schoolsystem. These schools are:

1. Rudeyard Elementaryand High School, Grades 4 - 12,housing 1,662 Negro students with55 teachers;

2. Pitlochery ElementarySchool, Grades 1 - 3, housing 503Negro students with 15 teachers;

3. Patterson ElementarySchool, Grades 1 - 8, housing 227Negro students with 8 teachers;

4. Port Hebron Elementaryand High School, Grades 1 - 12,housing 472 Caucasian and 116Negro students with 32 teachers.

CASE COMMENTARY

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ILLUSTRATIVE CASE

The legal authority forthe school system is vested in anelected school board and an ap-pointed superintendent of schools.At the present time the schoolboard consists of five Caucasianmembers. It is anticipated thatNegro representation on this boardmay result from the next schoolboard election.

B. Location

Included is a map showingSassafras County and its geographi-cal location with reference toother counties and major populationcenters in the state of Tappan.This project is designed to serveSassafras County only.

CASE COMMENTARY

III. Statement of Need

A. Title III Guidelines

State guidelines forAlabama and Mississippi areidentical in that they requirea brief statement of need, anexplanation of need priority,and evidence that the communityis aware of the needs.

Florida and Georgiarequire a description of theeducational facilities and re-sources, a listing of needs ofpeople in the area, and a state-ment of how the priority wasdetermined. A description ofthe financial inadequacy of thearea to be served as compared toother areas in the state is alsorequired. South Carolina's re-quirements are basically likethose of Florida and Georgia butdiffer in sequence and wording.

B. Suggested References

1. A Manual for Project Appli-cants and Grantees, TitleIII, Elementary and Secon-dary Education Act, rev. ed.PACE -- Projects to AdvanceCreativity in Education.Washington: GovernmentPrinting Office, 1967.

2. Southeastern EducationLaboratory. ComprehensivePlanning Guide. No. 1 ofSEL Pathways to BetterSchools Series, Atlanta:The Laboratory, 1970.

3. "How 'Much Are StudentsLearning? A Report Pre-pared by the Committee onAssessing the Progress ofEducation. Ann Arbor,1968.

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ILLUSTRATIVE CASE

III. Statement of Need

A. Educational andCultural Resources

Both educational andcultural resources are limited inSassafras County. The theaters,zoos, recreational facilities, andother resources usually associatedwith population centers are totallylacking in the county. HarborMuseum, a modest effort to pre-serve relics from the days ofsailing vessels, is the onlypurely cultural endeavor in thecounty. Port Hebron has theonly public library in the county.The nearest large centers ofpopulation are Hackville andMettrick which lie approximately45 miles to the northeast andsouthwest respectively from PortHebron, the county seat. Thestate capital is 70 miles to thenortheast.

A Head Start programis currently reaching many of thefive-year-olds in the county anda private day nursery is availableto the limited number of childrenwhose parents can afford it.The public health center offersmuch needed-services, but manyresidents are not aware of theseservices and do not take advantageof them.

A private school wasorganized when desegregation be-came imminent and now accomodates200 students in grades 8 - 12.The public school system consistsof the four attendance centerslisted in Section II-A. DaktonA & M, an all-Negro collegelocated in the extreme southwesterncorner of the county, is the onlyinstitution of higher learning inSassafras County.

CASE COMMENTARY

4. "Prospective Changes inSociety by 1980," No. 1 ofDesigning Education forthe Future Series; eds.Edgar L. Morphet andCharles 0. Ryan. AnEight State Project.New Ynrk: Citation Press,1969.

5. Commission on ElementarySchools, Evaluating theElementary School, A Guidefor Cooperative Study, 1964ed. Atlanta:Southern Association ofColleges and Schools, 1969.

6. Evaluation Criteria, 4thed. National Study ofSecondary School Evaluation,Washington: GovernmentPrinting Office, 1969.

C. Ideal Statement

A statement of needprovides the basis for allstrategies, procedures, andoutcomes and should include:

1. documentation of a needsassessment program

2. an array of needs and.resources

3. a confrontation of needsand resources

4. assignment of prioritiesto needs.

D. Critique

The statement ofneed quoted here not only meetsminimal requirements but alsomeets the requirements outlinedby the Ideal Statement. Notethat an array of resources(A & D), needs assessment (B),formulation of needs to re-sources (D), and assignment of

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ILLUSTRATIVE CASE

B. Determination of Need

The Division of EqualEducational Opportunity, UnitedStates Office of Education, re-cently supported a study of sixlocal school systems: two inMississippi, two in Georgia, andtwo in South Carolina. The studywas conducted by the Universityof Miami in cooperation with sixother major state universities,and it identified and describedthe educational problems commonto six rural isolated school systemswith more than 50 percent Neg;:opopulation. This study, betterknown as the Summary Report, wasbased on the assumption that prob-lems common to the systems studiedwould be typical of those existingin 242 similar school systems inSouthern and border states.

At the request of theSassafras County Board of Educa-tion and Supperintendent, a taskforce met with the local educationcouncil. The purpose of themeeting was to determine if theneeds identified in the SummaryReport were representative ofSassafras County. The task forcewas composed of representativesfrom the superintendent's office,State Department of Education,Desegregation Center at the stateuniversity and Southeastern Educa-tion Laboratory. The educationcouncil, consisting of membersfrom civic, business, social, andprofessional organizations, had athand the results of a local educa-tional need survey. Discussionrevealed that the needs listedin the Summary Report coincidedwith those revealed by the localsurvey. The local educationcouncil reviewed the resourcesavailable and in so doing realizedthe impossibility of meeting allthe needs simultaneously. The

CASE COMMENTARY

priorities to needs (B) areincluded.

The Illustrative Casedoes not include footnoteddocumentation of the SummaryReport referred to in thissection. The Summary Reportmentioned is A Summary Reportof Six School Systems, publishedby the South Florida SchoolDesegregation Consulting Center,School of Education, Universityof Miami, Coral Gables, Florida,1968.

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ILLUSTRATIVE CASE

council then elected to establisha priority listing of needs. Thelist of needs in order of importancefollows:

1. In-service training2. Preschool training3. Follow-through training4. Reading skills improvement5. Communication skills improve-

ment6. Reorganization7. Dropout reduction.

Elimination of a dual school systemweighed most heavily in the delib-erations of the education council.Impending staff desegregationprompted the council to assignfirst priority to in-servicetraining in interperE4nal relations.Desegregation of sturients, designedto occur simultaneously, was like-wise a factor.

The education councilof Sassafras County recommendedunanimously that the Board ofEducation approve and implementthis in-service training proposalas a first step in improving educa-tional opportunities in SassafrasCounty.

C. Rationale

The in-service trainingproject is believed to be thebest approach to improving educa-tional opportunities because itwill mitigate the concern upper-most in the minds of both Negroand white people. In-servicetraining will provide the systemwideorientation to problems brought onby desegregation. Moreover, itwill reduce the fears and appre-hensions entertained by the staffsand ultimately by the studentsof both races. It is believedthat attention must be given tothe basic problems of desegregation

CASE COMMENTARY

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ILLUSTRATIVE CASE

in this school system. Estab-lishing a base of understandingand mutual concern between staffsand students of different races

' is the first step in any programof improvement where desegregationis a factor.

D. Financial Inadequacy

The inability of SassafrasCounty to provide an adequateeducational program may be traced toseveral factors: (1) Tappan statelaw provides that a maximum of 25mills may be levied at the locallevel for school purposes, exclu-sive of bonded indebtedness;(2) property in Sassafras Countyis assessed at 45 percent of itstrue market value; and (3) theeconomy of Sassafras County producesa per capita income of only $1,080annually.

The Board of Education isalready utilizing the entire 25mills and does not have authorityto increase the millage. The assess-ment ratio of 45 percent representsa strong local effort in comparisonto the rest of the state and theregion.

So long as the county'seconomy is based on pulpwood andcattle, there is little hope foran increase in per capita income.The same may be said for the cur-rent expenditure of $281 per pupil.

In summary, SassafrasCounty is making strong financialefforts to provide an adequateprogram but is unable to do so. Thefinancial resources available to theschool system are consumed in pro-viding the substandard program nowin effect. Any improvement mustcome from resources outside thosenow available for school use.

CASE COMMENTARY

IV. Objectives

A. Title III Guidelines

Alabama and Mississippiguidelines require that each ob-jective be listed, be describedin detail, and include the changesanticipated from program activ-ity. Florida and Georgia differfrom these only in their require-ments that objectives berelated to the needs previouslylisted. South Carolina requiresthat the objectives be listedin measurable terms and berelated to the needs previouslylisted.

B. Suggested References

1. Mager, Robert F. PreparingInstructional Objectives.Palo Alto, Calif.: FearonPublishers, Inc., 1962.(Publication may be ob-tained for $1.75 fromFearon Publishers, 2165Park Boulevard, PaloAlto, California.)

2. McAshan, H. H. WritingBehavioral Objectives.Gainesville: Florida Edu-cational Research andDevelopment Council, 1969.(Publication may be ob-tained for $1.00 per copyfrom J. B. White, ExecutiveSecretary of FERDC, Collegeof Education, Gainesville,Florida.)

3. Popham, W. James. "SelectingAppropriate EducationalObjectives." Los Angeles:Vimcet Associates, 1967.(This set of filmstripsmay be obtained fromVimcet Associates, P. 0.Box 24714, Los Angeles,California).

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ILLUSTRATIVE CASE

IV. Objectives

A. General Objectives

The purpose of this pro-ject is to improve the teaching-learning environment in SassafrasCounty Schools.

B. Specific Objectives

1. To deepen each staffmember's awareness of his ownfeelings and those of others.

2. To provide teachers ofdifferent races with the oppor-tunity, under positively structuredcircumstances, to interact so as toreduce their mutual apprehensions.

3. To provide teacherswith: (a) a common orientation todesegregation plans and communityexpectancy and (b) the plan forthe impending school year.

4. To introduce elemen-tary teachers to a program inhuman behavior and mental health.

5. To provide teacherswith an understanding of the needsand behavior of children in thedesegregated school setting.

CASE COMMENTARY

4. , Elliot W. Eisner,How FaJ. Sullivan, andLouise L. Tyler. Instruc-tional Objectives. No. 3In AREA Monograph Series onCurriculum Evaluation.Chicago: Rand McNally andCompany, 1969.

5. Assistance in writing be-havioral objectives may beobtained from:

a. Southeastern EdUcationLaboratory, Atlanta,Georgia

b. Project Ideals,Gainesville, Florida

c. EPIC Evaluation CenterTucson, Arizona.

C. Ideal Statement

Statements of objec-tives should include elementswhich reflect present needs, thedesired change, and, to some ex-tent, the manner in which theobjectives will be measured. Thestatement of objectives shouldinclude:

1. the doer2. the overt behavior

desired3. given conditions under

which behavior occurs4. performance under the

conditions given.

D. Critique

Under A, the generalobjective is used to establisha problem area. A generalizedgoal is used primarily as apoint of departure from whichmore specific behavioral objec-tives may be developed.

The specific objectives(B) do not meet the standardsset forth in the Ideal Statement.The objectives are not stated in

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ILLUSTRATIVE CASE

r 18

CASE COMMENTARY

terms of what the learner isto do and there is no statementof measure or minimal standardsof performance specified. Theseobjectives should be termed"Program Objectives" ratherthan Specific Objectives. Abehavioral objective at theprogram level might be statedas follows:

To help teachers andadministrators to (1) deepenawareness of their own feelingsand the feelings of others,(2) enhance appreciation of theirown potentials, and (3) improvetheir attitudes toward theschool environment as measuredby the gains achieved in pre-post test scores of the Indexof Ad'ustment and Values andOrganizational Climate Descrip-tion Questionnaire and by dataobtained from "Teacher ReactionForms" 1 and 1-A developed bySoutheastern EducationLaboratory.

A program objective -such as this is immediatelyusable for developing objectivesthat specify the performancelevels desired.

The specific objectiveslisted under B are affectiveand are not easily measured.The proposal would be strengthenedby objectives that call forspecified instruments.

ILLUSTRATIVE CASE

CASE COMMENTARY

V. Procedures

A. Title III Guidelines

Alabama, Florida,Georgia, Mississippi, andSouth Carolina require thatthe procedures be stated se-quentially. Alabama andMississippi require in additionthat the reasons for selectingthe procedures be stated and thatboth the content and method'sof instruction be described asrelated to achievement of objec-tives. Alabama and Mississippispecify continuing assessmentof programs and use of theresultant information- indetermining project direction.South Carolina requires andAlabama desires (when possible)that a schedule be submittedof dates and major events inthe project.

B. Suggested References

1. A Manual for Project Appli-cants and Grantees, TitleIII, Elementary andSecondary Education Act,rev. ed. PACE -- Projectsto Advance Creativityin Education. Washington:Government Printing Office,1967.

2. Alexander, William M.,A Working Paper on Organ-ization for Instruction,Chapter IV. Preparedfor Project Ideals throughFlorida Educational Re-search and DevelopmentCouncil, March 1967.

3. Goodlad, John, Planning andOrganizing for Teaching,Washington: NationalEducation Association, Pro-ject on Instruction, 1963.

ILLUSTRATIVE CASE

V. Procedures

A. Objective 1

19

Programmed materials willbe used by 60 pairs of SassafrasCounty teachers to alert them totheir own feelings and those ofothers during a ten-day summerworkshop. The workshop will bescheduled for the two weeks imme-diately prior to school opening.Materials for 10 sessions weredeveloped by the Human DevelopmentInstitute (HDI) and structured sothat the feelings of the partici-pants are elicited and supported.The material encourages acceptanceof the feelings manifested andpromotes reciprocal responses.Twelve hours will be scheduled forcompletion of the HDI materials.Introductory, midway, and follow-upsessions are scheduled with theparticipants. Completion of thecourse is scheduled to occur afterschool starts. The initialsession will be used to introduceteachers to the purpose, format,and schedule of interaction ses-sions. A second meeting will beheld after five sessions to answerany questions and to encouragecompletion. A final meeting willbe used for subjective evaluation.Each teacher will be paired withanother faculty member from thesame school.

B. Objective 2

Every teacher in the work-shop will be participating in HDItraining so that the program iscommon to all. In addition, thesessions will be held in comfort-able and secluded physicalsettings where distractions areat a minimum. The material pro-vides opportunities for interaction,between two persons only, onmaterials of mutual concern.

CASE COMMENTARY

4. "Planning and EffectingNeeded Changes in Education,"No. 3 of Designing Educationfor the Future Series, eds.Edgar L. Morphet and Charles0. Ryan. An Eight StateProject. New York: Cita-tion Press, 1969.

5. Parker, J. Cecil. "Guide-lines for In-Service Educa-tion," National Society forthe Study of Education Year-book, LVI, Part I, 1957,pp. 103-126.

C. Ideal Statement

The Procedures sectionshould contain the sequence ofactivities and practices inwhich specified content, method,and techniques are expected toachieve the objectives pre-viously stated. Alternativeprocedures should be reviewedand noted and the sequencesshould be expressed in writtenform and as a chart whichdepicts the path of action.

D. Critique

In the IllustrativeCase, the procedures are directlyrelated to the specific objec-tives. This technique enablesthe reader immediately to asso-ciate the procedure with itscorresponding objective. Ingeneral, the content, method,and techniques are outlinedfor the stated objectives.

The section on Proce-dures would be considerablystrengthened by a specificsequencing of events, includingdates. Also, a chart which pre-sents the project goal shouldbe included. An exposition ofthe alternate procedures should

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ILLUSTRATIVE CASE

Initial contact will be establishedat a luncheon where teachers ofdifferent races assigned to agiven school will become acquainted.

Caucasian and Negro teacherswill be provided with an opportunityto learn about each other's culturethrough (1) a panel discussioninvolving Caucasian and Negro stu-dents and (2) discussion betWeenCaucasian teachers and Negroparents and between Negroand Caucasian parents at grade leveland at school staff sessions.Scheduled dialogue with theirrespective principals will provideteachers of a different race withan opportunity to express certainapprehensions under favorableconditions. Classroom control,grading, and extracurricular func-tions in a biracial context will bediscussed with principalsand consultants. Opportunitiesto discuss professional and socialconcerns with fellow teacherswill be provided in informalsettings as well.

C. Objective 3

Principals will receivea thorough briefing from the super-intendent on systemwide desegrega-tion plans prior to the opening ofthe workshop. The school system'steachers will receive a similarbut less detailed briefing fromthe superintendent on opening dayof the workshop. Following thesuperintendent's presentation (inwhich official posture is communi-cated) of desegregation plans,principals will hold thefirst of 10 staff sessionsdevoted to implementing the pla-.-1Qfor the impending school year.

CASE COMMENTARY

be included, together with amore specific justification ofthe procedures selected.

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ILLUSTRATIVE CASE

D. Objective 4

The large and small groupsessions will be used to introduceand explain a program in humanbehavior and mental health. Thebasic program rationale and struc-ture will be explained in aplenary session to all 59 elemen-tary school teachers and theirprincipals. Subsequent grade levelmeetings will be used to introducetangible materials and to explorealternate ways of incorporatingthe materials into the instructionalprograms.

E. Objective 5

Both elementary and highschool teachers will have the bene-fit of two core courses daily duringthe workshop:

1. "The Dynamics of RaceRelations"

2. "Psychology in aDesegregated School."

The first course is intendedto develop understanding andskill in working with an inter-racial staff and student body. Thecontent is based on the historicalbackground of the Negro in America- -his economic, political, and legalstatus,..and his cultural, artistic,and religious life.

The second course is intendedto generate an understanding of thedifferences teachers will encounterbetween middle class and disadvan-taged children in terms of language,motivation, aptitudes, behavior,and achievement. Research inthese areas will be shared withteachers as will successful copingstrategies.

CASE COMMENTARY

22

ILLUSTRATIVE CASE

Use will be made of thefollowing materials availablechrough Southeastern EducationLaboratory:

a. Human DevelopmentInstitute materials

b. A program in HumanBehavior and MentalHealth designed byRalph Ojemann

c. A human resource fileof consultants

d. Organizational andstaging assistance forthe workshop (localsystems may use theirown resources to pro-vide field trips,parent participation,and student reactions.)

A schedule for a typicalday in the workshop follows:

*8:30 - 9:30 The Dynamics ofRace Relations

9:30 - 10:10 Coffee Break

10:10 - 11:10 Grades meet/elemen-tary content areasmeet/high schoolteachers meet

*11:10 - 12:10 Psychology ina DesegregatedSchool

12:10 - 1:15 Lunch

*Core Programs

CASE COMMENTARY

23

ILLUSTRATIVE CASE

1:15 - 2:15 School staffsmeet separately

2:15 - 3:15 Unscheduled time(InteractionAnalysis Tape)

3:15 - 4:15 Question/answersession withconsultants

Interpersonal relationssessions will be scheduled through-out the day for pairs of teachers.The workshop schedule will revolveso that no pair of participants inHDI will consistently miss anycore course.

The details of scheduling andworkshop composition are reservedfor local boards of education whoalone can adapt this model programto their local needs.

After the workshop, follow-up activities will extend across theschool year and, like the workshop,will be planned to accommodate localconditions.

CASE COMMENTARY

VI. EMphasis

A. Title III Guidelines

Alabama and Mississippido not require a section onEmphasis. Mississippi guide-lines state in Chapter I that"priority [is given] to inno-vative ana exemplary pro-grams." Alabama's ProtectProspectus and StatisticalReport ZSection A) provide forapplicants to indicate whetherthe project is innovative,exemplary, or adaptive.Georgia and Florida guidelinesare identical in their require-ments for a description inthe Narrative section of howthe project is innovative,exemplary, or adaptive. In theinitial application both statesmake room for project emphasisto be indicated. South Carolinadoes not mention an Emphasissection in the Narrative butdoes require an indication inthe Statistical section.

B. Suggested References

1. Applicable state guidelinesobtainable from the statedepartments of education.

2. A Manual for Project Appli-cants and Grantees, Title III,Elementary and SecondaryEducation Act, rev. ed,PACE -- Projects to AdvanceCreativity in Education.Washington: GovernmentPrinting Office, 1967.

C. Ideal Statement

The Emphasis sectiondefines and justifies thedescriptor, i.e. innovative,exemplary, or adaptive, used in

24

ILLUSTRATIVE CASE

VI. Emphasis

This in-service project wouldprovide services vital to any pro-gram of educational improvethentwhere desegregation is imminent.The services to be provided areaimed at improving the climate inschools for staff, students, andparents.

Local educational leadershipelected to employ interpersonalrelations training as the beginningpoint for its program of improve-ment. Successful conduct of thistraining will lay the ground workrequired to continue a program ofimprovement. Application of HumanDevelopment Institute materials toschool in-service training hasalready been tried and provensuccessEul in three schools. TheOjemann materials were designedexplicitly for elementary schoolstudents and require no adaptation.

While the materials and methodssuggested herein may be new toSassafras County, they have beenused elsewhere. For that reasonthe project is described asadaptive.

CASE COMMENTARY

identifying the proposal.

D. Critique

This section justifiesthe descriptor as being adaptive.However, Title III guidelinesindicate a preference for inno-vative or exemplary projects;therefore, the reader is en-couraged to concentrate onthese two categories. Astrong case can be presentedfor this project as innovative.It could be described as acombination of procedures intro-duced in a setting that hasnot functionally incorporatedit before.

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ILLUSTRATIVE CASE

CASE COMMENTARY

VII. Planning

A. Title III Guidelines

Alabama and Mississippirequire a description of (1) thepast or future planning; (2) par-ticipation of other agencies,public and private, and of schoolpersonnel; (3) the resourcesneeded to implement the program,including personnel, time, equip-ment, facilities, and money.Georgia and Florida require es-sentially the same information,but specify descriptions of:(1) state agency help inplanning, (2) any planninggrants, (3) how federal supportwill be phased out, and (4) howproject funding supplementsrather than supplants localfinancial support. SouthCarolina requires only a de-scription of the planning thattook place in designing theproject and the people and agen-cies involved. All five statesrequire letters of commitmentfrom agencies involved.

B. Suggested References

1. Applicable State TitleIII Guidelines.

2. A Manual for Project Appli-cants and Grantees, TitleIII, Elementary and Secon-dary Education Act, rev.ed. PACE -- Projects toAdvance Creativity inEducation. Washington:Government PrintingOffice, 1967.

3. "Planning and EffectingNeeded Changes in Education,"No. 3 of Designing Educa-tion for the Future Series,eds. Edgar L. Morphet andCharles 0. Ryan. An Eight

26

ILLUSTRATIVE CASE

VII. Planning

A. Participation

1. Sassafras County wasassisted in planning this inter-personal relations project by theDesegregation Center at the Univer-sity of Tappan. Dr. Tom Semischof the Center envisaged the pro-ject as a vital factor in thedesegregation process. The Sassa-fras County Health Department wasasked for assistance by its mentalhealth division but was unable toprovide any professional assis-tance. Mrs. Otelia Hadaway, thepublic health nurse in SassafrasCounty, did, however, volunteer toact as liaison between the localproject and the state health office.The local Head Start director, Mr.James Sosbee, attended planningsessions and asked to be keptapprised of project results. Dr.Jonathan Rank, a professor ofpsychology at Dacton College, andDr. Semisch were among the firstwho conceived interpersonal rela-tions as a base for improving theschools. The education council inSassafras County conducted aneducational survey with the. counselof Dr. Rank and the cooperation ofthe superintendent. As a resultof the survey, interpersonal rela-tions became the first priority inimprovement plans. Mr. Jay New-combe, a local electrician, servesas chairman of the education coun-cil.

2. The questionnairesubmitted to teachers by theeducation council solicited a rankorder of needs to improve educationin the county. Classroom teachersattended the planning session in-volving the task force and thecouncil and were appointed to theadvisory committee for this pro-ject. Teachers at both elementary

CASE COMMENTARY

State Project. New York:Citation Press, 1969.

C. Ideal Statement

Planning identifiesneeds, establishes objectives,and projects the resources,relationships, and evaluationrequired to operate the project.

D. Critique

The Planning sectionof a proposal is important indeveloping a successful projectand in obtaining federal fundsfor the project. In the Illus-trative Case, some weaknessesin reporting should be pointedout. For example, the proposalmeets minimum requirementsfollowing the guidelines pre-cisely, but it simply statesthat much planning took placerather than presenting whatactually did take place. Also,in A-1, the composition of theeducation council was not pre-sented nor was a description ofthe group surveyed. In A-2,it is stated that the educationcouncil submitted a questionnaireto teachers soliciting a rankorder of needs, but a statementof the ranking of needs was notincluded here. It should beevident in the proposal thatthe teachers identified inter-personal relations as the firstpriority. Under B, the designmentioned should be includedand the procedures for obtaininginput from all levels should bespecified. It cannot be over-emphasized that the prest,-.ntationof solid evidence of comprehen-sive planning is vital to thesuccess of a proposal. Suchevidence is lacking in this Illus-trative Case.

27

ILLUSTRATIVE CASE

and high school levels will receivein-service training.

B. Planning Methods,Procedures

The project described isthe first step in a long-term effortat educational improvement. Thedesign incorporates input from alllevels of the community and schoolhierarchy as well as institutionsof higher learni.ng. A review ofsimilar efforts under conditionsbrought on by desegregation re-vealed: (1) a scarcity of suchprograms and (2) a base of mutualunderstanding and concern among amajority of program participantswherever success occurred.

C. State Assistance

The Tappan State Depart-ment of Education was invited tojoin the deliberations betweenthe task force and the educationcouncil. Mr. Vester Farmer repre-sented the state department in thedeliberations at Port Hebron andwas instrumental in making thisproject conform to Tappan's specifi-cations.

Additional service from thestate department will be availablefor monitoring and evaluation.Assistance has been committed fordissemination as well.

D. Planning Grant

Planning of this proposaldid not occur under an ESEA grant.

1 F. Hill and M. Feeley, (eds.)Affirmative School Intevration,Beverly Hills, California: SagePublications, 1968.

CASE COMMENTARY

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ILLUSTRATIVE CASE

E. What the Funds Provide

The funds sought forthis project will be used to paythe salaries of a project directorand a secretary. Office equipmentand furnishings will be inclUdedin the cost along with a pro ratashare of the utilities for theoffice. The superintendent hasarranged to provide office spacefor the program.

The funds sought will alsobe used to purchase the materialsand texts used in the in-serviceprogram. Project funds will beused to underwrite the cost of apresession workshop in Port Hebronand to underwrite the cost ofsubstitute teachers.

In summary, the moniesrequested will be used to launchthe first phase of a long-rangeprogram of educational improvement.

F. Phasing Out FederalSupport

Phasing out of the fed-eral money will occur in a programdifferent from that envisaged inthis proposal. The proposal underconsideration is seen as anecessary prelude to any educationalimprovement program in SassafrasCounty and is seen terminated atthe end of one year insofar asformal interpersonal relationshiptraining is concerned. In-servicetraining in content area, however,will constitute the subject forcontinuation request.

G. Related Services andActivities

Sassafras County has aTitle I program which thus farhas been used to (1) providelunches to needy children,

CASE COMMENTARY

29

ILLUSTRATIVE CASE

(2) employ additional teachers forthem, and (3) purchase certainequipment and materials for dis-advantaged children. While localeffort is being exerted out ofproportion to ability, it is stillnot sufficient to keep the educa-tional program current and commen-surate with needs, nor does theinfusion of Title I money make foran adequate program.

The fact of impendingdesegregation serves simply to adda potentially explosive variable toan education situation alreadyfraught with other problems. Theuse of federal funds for this pro-posal will enable Sassafras Countyto take the first step in a long-range program of improvement.Without federal assistance, theprogram cannot get underway sinceall available funds are now beingused to maintain the current pro-gram. Subsequent federal fundswill be used to upgrade teachertraining in content and skillareas.

CASE COMMENTARY

VIII. Participation of Non-public School Children

A. Title III Guidelines

Neither Alabama norMississippi includes a sectionon private schools in theNarrative portion of the pro-posal. Both, however, requirein the Planning section thatthe applicant show how theproject will benefit childrenand teachers in private non-profit schools and that plansfor private school participa-tion be documented. Florida,Georgia, and South Carolinadevote a section to privatenonprofit schools. Floridaand Georgia require that anyarrangements relative to theloan of project equipment bedocumented as to basis andterms for such loans. OnlySouth Carolina requires thatplanning participation by non-public school personnel bedescribed.

B. Suggested References

1. Applicable State Title IIIGuidelines.

2. A Manual for Project Appli-cants and Grantees, TitleIII, Elementary andSecondary Education Act,rev. ed. PACE -- Projectsto Advance Creativity inEducation. Washington:Government Printing Office,1967.

C. Ideal Statement

When required, thesection on Participation ofNonpublic School Children isexpected to delineate any

30

ILLUSTRATIVE CASE

VIII. Participation of Non-public School Children

At present there is only onenonpublic school and a private daynursery within the boundaries ofSassafras County. The privateschool was established in order toavoid the desegregation requiredof public schools. Under such cir-cumstances, it is not likely thatthe services provided by this pro-ject will be attractive to thestaff of the private school.

The day nursery is forchildren of four years of age andunder and its one teacher hasindicated she could not take thetime to participate.

CASE COMMENTARY

involvement of nonpublicschool personnel and studentsin the project.

D. Critique

The case presentedhere aocuments attempts toinsure that students in non-public schools may receivebenefits from the proposal. Itshould be understood by a pro-spective proposal writer thatstudents in nonpublic schoolsshould be served when possibleby a Title III grant. The pro-posal is strengthened ifstudents at nonpublic schoolsreceive direct benefits.

31

ILLUSTRATIVE CASE

CASE COMMENTARY

IX. Evaluation

A. Title III Guidelines

Alabama, Florida,Georgia, and Mississippi requirea description of the mehods,techniques, and procedures to beused in assessing the degree'to which objectives of the programare met. They also require anestimate of the costs ofevaluation and a descriptionof the instruments to be usedin the evaluation. Mississippirequires an explanation of"how the evaluation procedureis built into the proposed pro-ject activities." SouthCarolina specifies processevaluation and requires assess-ment on a continuing basis, aswell as product evaluation. InSouth Carolina, a descriptionis required of the means "usedin obtaining qualitative andquantitative measures of theextent to which objectivesare achieved." That statealso requires a descriptionof measuring instruments andan estimate of cost.

B. Suggested References

1. Cook, Desmond L. ProgramEvaluation and ReviewTechnique, Cooperative Re-search Monograph No. 17,Washington: GovernmentPrinting Office, 1966.

2. Sullivan, Howard J.,"Objectives,. Evaluation andImproved Learner Achievement,"Instructional Objectives,No. 3 of AERA MonographSeries on Curriculum Evalu-ation, Chicago: RandMcNalley and Co., pp. 65-9.

32

ILLUSTRATIVE CASE

IX. Evaluation

A. Design

Teachers will be admin-istered one of several instrumentsdesigned to assess attitudes andbeliefs. The instruments will begiven on a before-and-after basisto both the workshop participantsand their counterparts in the highschool. Differences in scores onthe two tests will be examined todetermine if the training was re-sponsible for the difference. Inaddition, teachers will be asked torecord their reactions to facultymembers and their reaction to theHuman Development Institutematerials and the conditions underwhich the materials were used.

Teachers of differentraces will be observed to deter-mine the frequency of casualassociation during "free" time atschool and'after-school socials.Principals will be asked to recordtheir observations of contactbetween teachers of differentraces.

Students will be asked torespond to three different in-struments that are part of theirtraining programs. The instrumentsare part of the training programin human behavior. In addition,an achievement test battery willbe administered in early May to50 elementary school childrentrained in understanding humz--,1behavior. The results will becompared with those of anothergroup of 50 matched by age, sex,race, and ability but withoutbenefit of the training. Againthe differences in scores will beanalyzed to determine the impactof the training.

CASE COMMENTARY

3. Applicable State Title III-Guidelines.

4: A Manual for Project Appli-cants and Grantees, Title III,Elementary and SecondaryEducation Act, rev. ed.PACE -- Projects to AdvanceCreativity in Education.Washington: Governmen.EPrinting Office, 1967.

C. Ideal Statement

Evaluation consistsessentially of assessing thedegree to which the targetpopulation acquires the behaviorand capabilities specified inthe objectives. Changes inlearner behavior are thegrist of evaluative activitiesin education.

D. Critique

The evaluatioa)&signpresented here describes methods,techniques, and proceduresused in assessing the degree towhich the objectives of the pro-gram were met. The primary prd-blem here is that the objectiveswere not stated in terms of thebehaviors to be exhibited bythe target population. A clearstatement of behavioral objec-tives is the key to a goodevaluation. The design of theevaluation would be improved ifspecific instruments were re-lated to its correspondingobjective.

Under A, student eval-uation is specified, but noobjective is stated for students.Also, responses from the stu-dents used as a control groupmay be contaminated by improve-ments in teacher behavior re-sulting from the interpersonal

33

ILLUSTRATIVE CASE

Students will also beobserved to determine the fre-quency and duration of contactsbetween students of differentraces during play, group work,lunch time, and other schoolactivities. Teachers will beasked to record their observationsof student contact with studentsof another race.

B. Instruments

Several tests are listedfor assessing the effects ofinterpersonal-relations trainingwith teachers. Any of the severaltests listed under teachers may beused to indicate effects of thetraining. The same may be saidof those listed under students,but the lists are not to be con-sidered as limiting the evaluator'schoice of instruments.

- 1. Teachers

a. Rokeach - Scale of Beliefs(RSB)

b. Organizational Climate De-scription Questionnaire (OCDQ)Halpin and Croft

c. SEL Form 1 - User reactionform for H.D.I. materials

d. SEL Form 1A - School FacultyReaction form for H.D.I.materials

e. F Scale

f. Observation Checklist(Teacher)

CASE COMMENTARY

relations program.

Finally, it should benoted that only by conjecturecan the evaluation design pre-sented here provide sufficientinformation to determine ifthe objectives were met. ASpreviously stated, an evalua-tion can be effective only ifthe objectives are properlystated.

An example of gooddesign for evaluating a pro-posal is outlined by theTennessee State Departmentof Education in Design forTennessee Assessment andEvaluation of Title III,E.S.E.A. The informationbelow makes clear many of theevaluation problems to be dealtwith in buidling evaluationprocedures into a proposal:

Phase I - Status EvaluationDefine operational context.Assess current status.Identify educational needs.Identify problems under-lying educational needs.

Establish appropriatebaseline data.

Phase II - Planning EvaluationSet broad goals on findings

of Phase I.State objectives opera-

tionally.Specify strategy alterna-

tives.Identify design alternatives

for-implementing strategy.Determine means of measure-

ment.Develop judgmental criteria.Assess capabilities ofcarrying out specificstrategy and design.

34

ILLUSTRATIVE CASE

2. Elementary students

a. Problems Situation Test

b. Social Causality Test I

c. Social Causality Test II

d. Cooper Smith Self-EsteemInventory

e. Observation Checklist(Student)

f. Stanford AchievementBattery

C. Evaluation Costs

It is estimated that thecost of evaluating this projectwill be as follows:

Consultant services - $450

Test materials andadministration 450

Scoring - 500

$1,400

CASE COMMENTARY ILLUSTRATIVE CASE

Phase III - Operational EvaluationDevelop or select measure-ment instruments.

Make periodic observations.Maintain record of events

and activities.Analyze data.Feed back data.Identify design defects orpotential causes offailure.

Phase IV - Final EvaluationCollect data for total

program.Analyze data concerning pre-post status and changemeasures.

Interpret data in terms ofjudgmental criteria.

Formulate recommendationsfor re-cycling, furtherimplementation, modifi-cation, revision.

Disseminate results as partof the evaluation.

35

CASE COMMENTARY

X. Dissemination

A. Title III Guidelines

Alabama and Mississippirequire a description of provi-sions for publications, con-ferences, visitations, and othermeans of dispersing informationabout the project, along withan estimate of the cost ofdissemination. Both Alabamaand Mississippi place dissemi-nation under Planning in theirguidelines. Florida andGeorgia require the sameinformation, but devote a majorsection to dissemination.South Carolina also allots asection to dissemination and re-quires that it take placeinitially in the geographicalarea served by the project andsubsequently in other areas.South Carolina also requirescost estimates.

B. Suggested References

1. A Manual for Project Appli-cants and Grantees, TitleIII, Elementary andSecondary Education Act,rev. ed. PACE -- Projectsto Advance Creativity inEducation. Washington:Government PrintingOffice, 1967.

2. Applicable State TitleIII Guidelines.

3. National School PublicRelations Association,1201 16th Street, N.W.Washington. D.C. 20036

C. Ideal Statement

Most dissemination plansfail to include strategies for

36

ILLUSTRATIVE CASE

X. Dissemination

A vital concern of the plannersof this program is that of sharing 4

the results of program activities.It is recognized that deliberateefforts should be undertaken toassure effective dissemination ofinformation if the program is toachieve the goal of wide implemen-tation of successful practices.Therefore, dissemination of infor-mation, already recognized as aprimary element of the proposal,will be undertaken in innovativeways as well as in more traditionalones.

Written reports of activitiesand descriptions of educationalmodels will be submitted to theDivision of Instruction, TappanState Department of Education, fordistribution throughout the state.Conferences, workshops, andmeetings with interested personnelwill be held to disseminate infor-mation and results of the program.It is believed, however, thatinformation alone is not an effec-tive modifier of institutionalizedbehavior.

Perhaps the most effectivedissemination is the person-to-person sort where a successfulpractitioner communicates directlywith one who wants to improve.

The proposed program is intend-ed to encourage person-to-personcontact and to provide, throughthe Southeastern Education Labor-atory, consultative services to241 other rural isolated schoolsystems.

In addition, it is believedby the planners of this projectthat perhaps the best and onlytruly effective dissemination is.that which involves the replication

CASE COMMENTARY

measuring the success of infor-mation programs. Very often,dissemination efforts arecarried out by the projectdirector. This person isnot always the one who candevote the attention requiredfor such efforts to be con-sistent, timely, and successful.Careful planning, periodicevaluation., and competent per-sons in charge of disseminationshould be specified in thissection.

The best and onlytruly effective dissemination isthat which results in thereplication of good practicesin new situations.

D. Critique

The dissemination sec-tion of this proposal is agood example of a realisticattempt to cause others toadopt the in-service trainingprocess and programs proposedin this grant. This proposalwould be strengthened by adescription of the conferences,workshops, and meetings to beheld, and identification ofthe personnel expected toattend these sessions. Themost effective disseminationtechnique may well be, as issuggested in this section, aperson-to-person confrontationbetween the successfulpractioner and the one whodesires to improve.

37

ILLUSTRATIVE CASE

of good practices in new situations.Thus, dissemination efforts andprocedures will be directed pri-marily towards developing thein-service training process andprograms outlined in this proposal.

CASE COMMENTARY

38

XI. Qualifications of Professional'Personnel

A. Title III Guidelines

Alabama and Mississippiguidelines dictate that (1) thenumber of personnel by position,job description, and qualifica-tions be included along with (2)the time, the location, and con-ditions under which consultantswill work. (Both states place thisinformation under Planning).They require resources, a descrip-tion of the assistance sought, andthe relation of the consultant toregular staff members. Floridaand Georgia require informationin addition to that above, i.e.salaries, length of service, per-cent of full-time involvement, adescription of the responsibilitiesand the minimum acceptable quali-fications for each position.Florida and Georgia also requirethat this section reflect the em-ployment status, i.e. commitment,of professional personnel namedin the contract. South Carolinarequires information on threeclasses of project employees:(1) professional, (2) consulta-tive, and (3) nonprofessional.In each case, number of personnelneeded, job descriptions, and dis-tinction between sources of pay-roll funds is required.

B. Suggested References

1. Applicable State Title IIIGuidelines.

C. Ideal Statement

Project objectives es-tablish the qualifications ofprofessional personnel.

ILLUSTRATIVE CASE

XI. Qualifications of ProfessionalPersonnel

A. Positions, Salaries,Assignments

The personnel needed to be-gin, develop, and administer an in-service training program in a schoolsystem that is being desegregatedwill need skills and sensitivitiesthat do not lend themselves toenumeration. Suffice it to say thatthe basic ingredient is an innateregard for the worth of human beingsand the ability to interpret theirbehavior in a positive manner.

The first summer workshopand subsequent ones will requirethat the director possess organiza-tional skill as well as technicalcompetence. Following is a list ofpositions needed to carry out theprogram including the summer work-shop and follow-up activities.Salaries are higher than salariesnow in effect in Sassafras County,but this higher scale is necessaryto attract the right people for thejob.

Position Salary

1. Director $10,0002. Assistant 9,0003. Consultantsa. Workshop

2@ $65 per day2@ $75 per day1@ $100 per day

b. School Year$65 per day

Assignment

Full timeFull time

10 days3 days1 day

15 days

B. Responsibilities andMinimum Qualifications

1. Director

Educational Requirements: Workbeyond Master's Degree prefer-red; Master's Degree required.

CASE COMMENTARY

D. Critique

The Illustrative Casemeets the requirements of thestate guidelines with one excep-tion; that is, the requirementsfor nonprofessional personnelare not included.

39

ILLUSTRATIVE CASE

,;91.IMNW

Salary Range: Master's Degreeplus, $11,000--13,000; Master'sDegree, $10,000--12,000.

Experience: Minimum of 10 yearsor equivalent; elementary, highschool area, or central officestaff. Administrative experiencemay be substituted. Must showevidence of successful humanrelations in past experiences.

Duties: Plan; organize staff;develop, coordinate, and evaluatethe project.

. Assistant for Research

Educational Requirements:Master's Degree preferred,Bachelor's Degree required.

Salary Range: Master's Degree,$10,000--12,000; Bachelor'sDegree, $9,000--11,000.

Experience: Minimum of fiveyears or equivalent in elementarygrades, high school subject areasor central office staff. Re-search experience required.Must be able to demonstratecompetency with basic statis-tical methods.

Duties: Plan, develop, and eva-luate the in-service trainingproject; develop evaluativedesigns and instruments.

. Consultant

Educational Requirements:College degree in field ofcurrent specialization. Consul-tants may come from univer-sities, private industry,business, or research founda-tions. The emphasis is onapplied competence.

Salary Range: $65.00 per day to$100.00 per day.

CASE COMMENTARY

40

ILLUSTRATIVE CASE

Teaching Experience: Five yearsminimum; applies to all workshopconsultants and to those who areemployed for the school year.

Duties: Two consultants willconduct a core course apieceduring the summer workshop. Thecourse lasts 10 days. Dr. RalphOjemann will be engaged for threedays to explain the Ojemannmaterials. Dr. Herman Obermannwill likewise be engaged topresent interaction analysis andDr. Charles Galloway will beengaged for a day to explainnonverbal communication and itsimplications.

C. Project Staff

At present, the directorand his assistant for research arenot known. However, inquiry isunderway at the University of Tappanand at a number of more remotecolleges to identify and generateapplications from qualified appli-cants. The local staff is likewisebeing carefully scrutinized forpotential leaders. Consultantshave been and will be selected onthe basis of their demonstratedcompetence in an area that relatesdirectly to interpersonal relations.

CASE COMMENTARY

XII. Facilites, Materials,and Equipment

A. Title III Guidelines

Florida and Georgiarequire that the nature, location,and ownership of program facili-ties be described. Terms of anyleases are to be indicated and allnew equipment and materials forthe program are to be justified.Facilities and equipment providedby other than project funds shouldbe explicated to indicate effortsto support the project from otherresources.

B. Suggested References

1. Applicable State Title IIIGuidelines.

2. A Manual for Project Appli-cants and Grantees, TitleIII, Elementary and Secon-aaFy Education Act, rev. ed.PACE -- Projects to AdvanceCreativity in Education.Washington: GovernmentPrinting Office, 1967.

C. Ideal Statement

Every project worthyof funding needs a physical baseof operation for both programand staff where day-to-day opera-tions occur, are recorded, sup-ported, and enhanced.

D. Critique

This case adequatelymeets state requirements for thiscategory. It is recommended thatthe amount of local funds used torenovate the facility be includedin C. The amount of local fundsexpended may be considered as anindication of the importance at-tached to the project by the

41

ILLUSTRATIVE CASE

XII. Facilities, Materials,and Equipment

A. Nature and Location

Office space will be pro-vided by the local school system forboth the director and his assistant.No cost to the project is anticipatedfor physical space. The officespace will be located in a renovatedsection of an abandoned school build-ing. The usual office equipment andmaterials will be placed in theoffices as will workshop materials.Plans include space for small groupmeetings in the same building as wellas space for a secretary. Projectfunds will be used to defray thecost of utilities.

B. Equipment andMaterials

The project director andhis assistant will need to maintainthe files of materials, correspon-dence, survey results, and evaluationdevices. They will need communica-tion links with the superintendentand with each school via telephoneand will need a "base of operations"where they can be reached and wherethey can function in their respec-tive roles. The space will becomeeven more important as committeesare given assignments related to theproject and as content area trainingreplaces interpersonal relations.

Meetings of the workshopgroup will be held at Bentley Ele-mentary School in Port Hebron.

C. Other Sources

Funds from local sourcesare being used to renovate the spaceto be used by the director, hisassistant, and their secretary.Efforts to use additional funds fromother sources are not being made

CASE COMMENTARY

superintendent and the schoolboard. However, many small ruralsystems do not have resources todivert from a lower than minimalbudget.

42

ILLUSTRATIVE CASE

because the county is unable todivert any further resources withoutcrippling the school program.

CASE COMMENTARY

XIII. Subcontracting

A. Title III Guidelines

Alabama, Florida,Georgia, Mississippi, and SouthCarolina treat the section oncontracting exactly alike. Allthe states require that the fol-lowing information be provided ineach instance of contracted ser-vices:

1. Name and kind of agency withwhich the contract will bemade.

2. Dates of contract (expirationdate must not be later thanthat of Title III grant).

3. Type of contract, e.g. fixedprice, cost reimbursement,cost sharing.

4. Funds to be paid under thecontract.

5. Services to be provided.6. Responsibilities to be re-

tained by the applicant forthe control and supervisionof the subcontracted services.

B. Suggested References

1. A Manual for Project Appli-cants and Grantees, TitleIII, Elementary and SecondaryEducation Act, rev. ed. PACE-- Projects to Advance Crea-tivity in Education.Washington: GovernmentPrinting Office, 1967.

2. Applicable State Title IIIGuidelines.

C. ideal Statement

Subcontracting is per-mitted when the service to beperformed (1) is neither appro-priate for nor within the capabili-ties of the project staff and (2)

is approved by the commission.

43

ILLUSTRATIVE CASE

XIII. Subcontracting

No subcontracting is antici-pated for this project for theinitial funding period. The twosubsequent years in which emphasiswill shift from interpersonal re-lations to content areas mayresult in negotiation of a con-tract with the University ofTappan for evaluation. In theevent a subcontract becomesnecessary, an amendment will besubmitted which reflects thesubcontract.

CASE COMMENTARY

D. Critique

Frequently Title IIIapplicants have subcontracted theevaluation task, sometimes afterrealizing that the evaluation sec-tion was so poorly done that itwas impossible to determine therelative success of the project.It is recommended that if evalua-tion is subcontracted that it notbe due to lack of complete de-velopment of the evaluation sec-tion.

44

ILLUSTRATIVE CASE

CASE COMMENTARY

XIV. Tax Effort

A. Title III Guidelines

Alabama, Florida,Georgia, Mississippi, and SouthCarolina require that the appli-cant provide answers to the follow-ing questions if special consi-deration is desired because oflocal inability to meet criticaleducational needs:

1. What percent of the legalmaximum tax rate is the cur-rent school tax levy in yourdistrict?

2. What percent of the actualvalue of property in your dis-trict is the assessed value?What is the average percentfor your state?

3. What percent of the averageper pupil expenditure inyour state is the averageper pupil expenditure inyour district?

4. Does your district have anunusual amount of nontaxableproperty? If so, please ex-plain and list any specialmonies provided.

Alabama, Georgia, andMississippi require additionalinformation specifying (1) thephasing out of federal support,(2) the services and activitiesduring the past three years thathave been related to the pro-posed program, and (3) theassurances that federal fundswill not be used to supplantfunds already available. Florida'sguidelines include additionalquestions aimed at the applicant'sneeds as related to national needs.

45

ILLUSTRATIVE CASE

XIV. Tax Effort

Information regarding TaxEffort for this proposal is locatedunder Section III, Statement ofNeeds.

CASE COMMENTARY

B. Suggested References

1. "The Economics and Financingof Education," No. 5 ofEmerging Designs for EducationSeries, eds. Edgar L. Morphetand David L. Jesser. An EightState Project. New York:Citation Press.

2. High Schools in the South, AFact Book, Chapter 2.Nashville: Division of Surveysand Field Services, Center forSouthern Education Studies,George Peabody College forTeachers, 1966, pp. 7-20.

C. Ideal Statement

When reasonable localefforts have failed to producesufficient resources for an ade-quate education program, stateand federal resources should bemade available to insure it.

D. Critique

Failure of the appli-cant to include a statement ontax effort implies that specialconsideration is not desired andfurther that the school districtis in fact able to meet its cri-tical educational needs. Suchimplications are not likely to bethe case with rural isolatedschool systems for which thesemodels were designed. One exam-ple of a presentation of localtax effort and ability follows:

1. Degree of Tax Effort

a. Present tax levy is25 mills (excluding specialbond issues).

b. (1) Property assessmentin Fairfield is 45 percent oftrue value. (2) The averageassessment for the state ofSouth Carolina is 20 percentof the true value.

46

ILLUSTRATIVE CASE

CASE COMMENTARY

c. The average per pupil ex-penditure in Fairfield Countyis $281, which is approximately83 percent of the state averageof $339.

d. The amount of nontaxableproperty, other than churchesand hospitals, is nil.

2. Ability to Meet CriticalEducational- Needs

a. The school district atpresent has no preschoolprogram.

b. The pupil-teacher ratiofor the elementary schoolsis 29 to 1 and for the secon-dary schools is 27 to 1.

c. Total enrollment for eachof the last seven years is asfollows:

1962-63 2,9851963-64 2,9451964-65 2,9541965-66 2,9331966-67 2,9251967-68 2,9151968-69 2,890

There have been no large orsudden changes in enrollment.However, average daily atten-dance has increased 3 percentover the past seven-yearperiod.

d. For the present enrollmentand staff, the school facili-ties are not overcrowded.

e. No building has beendeclared unsafe.

47

ILLUSTRATIVE CASE

ILLUSTRATIVE CASE

FINANCIAL DATA

PROPOSED BUDGET SUMMARY

/

For Title III P. L. 89-10 Funds

(one summary for each proposed grant period)

Name and address of applicant

Sass

afra

s C

ount

y Sc

hool

Sys

tem

Grant period would begin

July

1, 1

9--

and end

June 30

19--

Expenditure Accounts

Acct.

Salaries

Contracted

Services

Materials

& Supplies

$300

.00

Travel

Equip-

ment

Other

7.xpenses

Total

$24,100

No.

Professional

Non-

Professional

1 Administration

100

$19,000.00

$4,8

00.0

0

2 Instruction

200

$14,

105.

006 055.00

3,726

$23,

886

3Attendance

300

4 Health Service

400

Pupil Transportation

5 Service

500

6 Operation of Plant

600

585.

585

Maintenance of

7 Plant

700

8 Fixed Charges

800

1,444.00

365.00

1,809

9Food Services

900

400.00

50.

450

Student-body

X10 Activities

1000

,

11 Community Services

1100

12 R

emod

elin

g12

00Capital Outlay-

13 E

quip

men

t onl

y12

301,171

1,171

3.4

TO

TA

L$3

4,54

9.00

$ 5,

165.

00$

6,75

5.00

3,72

6-

1,17

1.$

635.

0C$5

2,00

1

EXPENDITURE ACCOUNT NO.

100 - Administration

Name and Title,

Purpose, or Item

Expense Class

Project

Time

Quantity

Salary, Rental

or Unit Cost

Local Funds

Budgeted

Amount

Full

Part

Salaries Professional

Project Director

X12 mos.

10,000

$10,000

Assistant for

Research

X12 mos.

9,000

9,000

Non-Professional

Secretary, Book-

keeper

X12 mos.

4,800

4,800

Materials and Supplies

Office Supplies

(See attached)

300

Total Budgeted Amount

$24,100

EXPENDITURE ACCOUNT NO.

100 - Administration

Name and Title,

Purpose, or Item

Expense Class

Project Time

Quantity

Salary, Rental

or Unit Cost

Local Funds

Budgeted

Amount

Full

Part

Materials & Supplies

Office Supplies:

Typing paper, bond,

(8 1/2 x 11)

14 reams.

1.19

16.66

Letterhead, bond

(8 1/2 x 11)

6 rms.

2.04

12.24

Paper, tissue. 2nd

sheets (8 1/2 x 11)

15 rms.

.43

6.45

Carbon, 100/bx.

(8 1/2 x 11)

8 bxs.

.92

7.36

Stamped envelopes,

500/bx.

4 bxs.

31.20

124.80

Plain envelopes, 500 /b x.

3 bxs.

1.54

4.62

Pens, ballpoint BIC

med.

1 1/2 dz.

.33

.49

Pencils, #2

11 dz.

.19

2.09

Paper clips

10 bxs.

.04

.40

Rubber bands

5 bxs.

.22

1.10

Mailing envelopes

(11 1/2 x 14 1/2)

5 bxs.

2.00

10.00

Erasers, typewriter

w/br

12

.08

.96

Ruler

1.18

.18

Stapler

11.64

1.64

Staples

6 bxs.

.27

1.62

Staple remover

1.24

.24

Continued on next page

EXPENDITURE ACCOUNT NO.100 - Administration

Name and Title,

Purpose, or Item

Expense Class

Project

Time

Quantity

Salary, Rental

or Unit Cost

Local Funds

Budgeted

Amount

Full

Part

Scotch tape

5 rolls

.16

.80

Stencils

1 quire

1.45

15.95

Ditto

2 bxs.

2.24

4.48

Calendar (complete)

12.95

2.95

Duplicator paper

(8 1/2 x 11)

0 rms

.67

6.70

Mimeo paper

(8 1/2 x 11)

0 rms.

1.34

13.40

Telephone Index

14.50

4.50

Steno pads

2.12

1.44

Stamps

5 rolls

6.00

30.00

Corr. fluid, stencils

5 btls.

.35

1.75

Folders (8 1/2 x 14)

6 bxs.

1.48

8.88

Mimeo ink

5 tubes

1.30

6.50

Folders (8 1/2 x-4)

0 bxs.

1.18

11.80

TOTAL BUDGED AMOUNT

$300.00

EXPENDITURE ACCOUNT NO.

200 -

Name and Title,

Purpose, or Item

Expense Class

Project

Time

Quantity

Salary, Rental

or Unit Cost

Local Funds

Budgeted

Amount

Full

Part

Professional

Stipends for 120

teachers to attend

summer workshop in

X10 days

per

teacher

$8.00 per

day

$9,600.00

Sassafras County

Substitute teachers for

60 pairs of regular

teachers to complete 6

training sessions in HDI

X840 hours

$2.00 per

hour

1,680.00

In-Service Consultants

for Workshop - 2 @ $65

per day for 10 days;

20 days

$65.00

1,300.00

2 @ $75 per day for 3

days

6 days

$75.00

450.00

1 @ $100.00

per day

for 1 day

1 day

$100.00

100.00

School year - 15 days

15 days

$65.00

975.00

@ $65.00 per day

TOTAL

$14,105.00

EXPENDITURE ACCOUNT NO.

200 - Instruction

Name and Title,

Purpose, or Item

'Expense Class

.

Project

Time

Quantity

Salary, Rental

or Unit Cost

Local Funds

r-

Budgeted

Amount

Full

Part

Project Director

12,000 mi.

.08

$960.00

In-state Travel

10 days

$16 per diem

160.00

Assistant,

6,000 mi.

.08

480.00

In-state Travel

8 days

$16 per diem

128.00

Out-of-state Travel, 2

round trips to Atlanta

$104.00

208.00

$104.00 - 1 round trip

86.00

to St. Louis $86.00 - 2

round trips to Washing-

ton, D. C. $242.00

8 days

242.00

$16 per diem

484.00

128.00

Consultant Travel

8 round trips from

Atlanta @ $104.00

832.00

1 round trip from Des

Moines, Iowa $160.00

160.00

Total

$3,726.00

EXPENDITURE ACCOUNT NO. 200

- Instruction

Name and Title,

Purpose, or Item

Expense Class

Project Time

Quantity

Salary, Rental

or Unit Cost

Local Funds

Budgeted

Amount

Full

Part

Materials and Supplies

HDI Programmed Sets

60 sets

$15.00

$900.00

Social Causality I Tests

4 pkgs.

20.00

80.00

Ojemann Classroom Books

60 sets

75.00

4,500.00

& Student Materials

Ojemann Teacher Hand-

books & Therapy Quiz

60 sets

7.00

420.00

HDI Reaction Forms 1

1 pkg.

15.50

15.50

& 2

Organizational Climate

2 pkgs.

20.00

40.00

Description Question-

naire

Problems Situation Test

1 pkg.

12.00

12.00

Rokeach's Scale

of Beliefs

6 pkgs.

6.25

37.50

.__

Total

$6,005.00

EXPENDITURE ACCOUNT NO. 600 - Operation

of Plant

.

Name and Title,

Purpose, or Item

Expense Class

Proje

t Time

Quantity

r

Salary, Rental

or Unit Cost

Local Funds

Budgeted

Amount

Full

Part

Other Expenses.

Telephone Installations

3$15.00

$45.00

Monthly Service, 1

12 mos.

15.00

180.00

Phone, 2 Extensions

Long Distance

12 mos.

20.00

240.00

Postage

12 mos.

10.00

120.00

Total

$585.00

EXPENDITURE ACCOUNT NO. 800 -

Fixed Charges

Name and Title,

Proje t Time

Purpose, or Item

Full

Part

Expense Class

Quantity

Salary, Rental

or Unit Cost

Local Funds

Salaries Retirement (3%)

Social Security

(4.6%)

$23,800

23,800

Budgeted

Amount

$ 714.00

1,095.00

Total

$1,809.00

EXPENDITURE ACCOUNT NO. 900

Food Service

Name and Title,

Purpose, or Item

Expense Class

Project

Time

Quantity

Salary, Rental

or Unit Cost

Local Funds

Budgeted

Amount

Full

Part

Other Expenses

Meal for each of 150

Workshop participants

150 plates,

napkins,

cups

.33 1/3

$ 50.00

Materials and Supplies

Meat, Two vegetables,

Salad, Dessert,

150

servings

$2.70

405.00

Beverage

Total

$455.00

EXPENDITURE ACCOUNT NO.

1230 Capital Outlay (Equipment Only)

Name and Title,

Purpose, or Item

Expense Class

Project

Time

Quantity

Salary, Rental

or Unit Cost

Local Funds

Budgeted

Amount

Full

Part

Equipment only

Electric typewriter

1365.00

$ 365.00

Executive Desk

2160.00

320.00

Executive Chair

255.00

110.00

Secretarial Desk

1182.90

182.90

Secretarial Chair

141.90

41.90

4-Drawer File Cabinet

275.60

151.20

Total

$1,171.00

ILLUSTRATIVE CASE

AC

ASSURANCES

61

ILLUSTRATIVE CASE

ASSURANCES FOR INITIAL APPLICATION

THE APPLICANT HEREBY GIVES ASSURANCES TO THE UNITED STATES COMMISSIONEROF EDUCATION THAT:

1. The applicant has the necessary legal authority to apply for andreceive the proposed grant. [Attach a copy of substantiatingdocument(s)];

2. The activities and services for which assistance is sought underthis Title will be administered by or under the supervision ofthe applicant;

3. In planning the program proposed in the application, there hasbeen and, in establishing and carrying out that program, there willbe participation of the appropriate cultural and education resource(s)of the area to be served;

4. Any Binds received under this grant shall not be used to supplantfunds normally budgeted for the planning of services of the sametype;

5. The applicant will comply with Title IV of the Civil Rights Actof 1964 (P.L. 88-352) and all requirements imposed by or pursuantto the Regulations of the Department of Health, Education, andWelfare (45 CFR Part 80) issued pursuant to the title, to the end,that no person in the United States shall, on the ground of race,color, or national origin, be excluded from participation in, bedenied the benefits of, or be otherwise subjected to discriminationurier any program or activity for which the applicant receivesFederal financial assistance from the Department. [Theassurance of compliance (HEW 441), or court order, ordesegregation plan previously filed with the United StatesOffice of Education in accordance with the Department ofHealth, Education, and Welfare Regulations applies to thisapplication.]

6. The project will be operated in compliance with PublicLaw 89-10 and with the Regulations and other policies andadministrative issuances by the commissioner, includingsubmission of such reports as may be required;

7. Copies of this application have been authorized by thegoverning body of the applicant, and the undersignedrepresentative has been duly authorized to file thisapplication for and in behalf of said applicant, andotherwise to act as the authorized representative ofthe applicant in connection with this application.[Attach copy of authorizing document(s).]

62

ILLUSTRATIVE CASE

I, H. C. Gulliver , do hereby certify that all of thefacts, figures, and representations made in this application,including all exhibits and attachments hereto, and hereby madea part of this application, are true and correct to thebest of my knowledge and belief.

DATED: March 31, 1970 Sassafras County Public Schools(Legal name of applicant)

BY 14(Signature of rized representative)

Superintendent of Schools;Representative's Title)

NOTARY PUBLIC: Subscribed to before me this

March 1, 1970 Port Hebron Tappan(State)Tnty)

NOTARYPUBLIC SIGNATURE OF NOTARY PUBLICSEAL

(:)Ii4dDATE NOTARY'S COMMISSION EXPIRES January 1, 1972

ILLUSTRATIVE CASE

CERTIFICATE

I, H. C. Gulliver, Superintendent of the Sassafras

County Public Schools, Port Hebron, Sassafras County, Tappan,

hereby certify that in a regular meeting of the Board of

Education of the Sassafras County Public Schools held on

January 1, 19--, the superintendent was duly authorized to

submit a proposal requesting federal funds under Title

III of Public Law 89-10, to implement the program entitled

In-Service Training in Interpersonal Relations. This program

will be located in the Sassafras County Public Schools in

the state of Tappan. It is further certified that this record

may be found on the minutes of the Sassafras County Board of

Education dated January 1, 19--, appearing on page 273 of

Minute Book Number I.

WITNES. my signature this 1st day of March, 1970.

63

H. C. Gulliver,' SuperintendentSassafras Coun v Public Schools

64

ILLUSTRATIVE CASE

LEGAL AUTHORITY TO APPLY FOR GRANT

Excerpts from Charter and Related Laws, Sassafras County, Tappan,Title 6. Education, Chapter 1, Administrative Provisions, 1965.

Sec. 6.1.1. Maintenance of free public school system. (p.197)

The Sassafras County Board of Education is hereby empowered tomaintain a system of public schools, as established by law in said county,which shall be free to all children within the county.

Sec. 6.1.2. Board of Education - Composition, election, term. (p.198)

The Board of Education of Sassafras County shall consist of onemember from each of the eight districts of the county, who shall be aresident of the district and in addition thereto there shall be electedone member from the county at large. The said members shall be electedat the same time members of the County Commission are elected and shallserve a term of four years or until their successors are elected andqualified. Such members must be elected by a majority vote of the county.

Sec. 6.1.8. Same - Control of funds; supervision and government ofschools. (p.200)

Said board shall have the sole control of the aistribution anddisbursement of the apportionment made each year and shall not exceed,in their expenditures or contracts, the total of the yearly apportion-ment. All payments therefore shall be made as provided by existingCharter provisions. Said board shall be held responsible for the pro-per use, disposition and expenditures of the funds, so appropriatd, andshall have the sole authority to fix salaries of the officers, employees,and teachers in the public schools, the purchase of supplies therefore,the furnishing thereof, insuring the same, and paying the premiumstherefor, and to take such other steps as may be needed in the preser-vation and protection of all property in their charge, provided thetotal amount so expended does not exceed the yearly apportionment.

Said board shall elect and have control over the superintendent,officers, teachers, and employees of the public schools, and shallhave the exclusive supervision of the government of said schools,free and independent of any existing or future ordinances of theCounty Commissioners, subject only to the requirement that allrules passed by said Board shall be reasonable and in conformitywith the Constitution and laws of the State of Tappan. Said boardshall cause accurate minutes of all its proceedings and an accuraterecord of all expenditures to be kept, both of which shall beopen to the inspection of the public at reasonable hours.

ILLUSTRATIVE CASE

REVIEW OF RELATED RESEARCH

Editor's Note: Although the following section is technicallya bibliography, the PACE Manual and many state guidelinesentitle this sectionwReviiT(Tff Related Research," the titlegiven in this Illustrative Case. Agencies preparing aproposal should consult applicable manuals for the correctform for bibliographical presentation.

ILLUSTRATIVE CASE 66

A. Single Volume Works

Amidon, E. J. and N. A. Flanders. The Role of theTeacher in the Classroom, rev. ed. Minneapolis:Association for Productive Teaching, Inc., 1967.

and J. B. Hough, Interaction Analysis, Research, Theoryand Application. Boston: Addison Wesley, 1967.

Black, Millard H. "Characteristics of the CulturallyDisadvantaged Child," Human Dynamics in psychologyand Education, Selected Readings. Boston: Allynand Bacon, 1968, pp. 503-513.

Combs, A. N. The Professional Education of Teachers.Boston: Allyn and Bacon, 1965.

Dubois, William E. B. The Souls of Black Folk: Essaysand Sketches. Greenwich, ConneHrEat: FawcettPublications, 1961.

Green, Robert Lee. "After School )Integration - What?Problems in Social Learning," Human Dynamics inPsychology and Education, Selected Readings. Boston:Allyn and Bacon, 1968, pp. 513-523.

Hill, Roscoe, and Malcolm Feeley (eds.). AffirmativeSchool Integration. Beverly Hills, California:Sage Publications, Inc., 1964.

Riesmann, Frank, and others (eds.). Mental Health of thePoor. New York: The Free Press of Glencoe, 1964.

Stodolsky, Susan S., and Gerald Lesser. Learning Patternsin the Disadvantac.,1d. Harvard R & D Center onEducation Differences, Reprint No. 6. Cambridge,Massachusetts.

ILLUSTRATIVE CASE

B. Multivolume Works and Series

Aptheker, Herbert. Documentary History of the Negro Peoplein the United States, 2 vols. New York: CitadelPress, 15317-

Purkey, W. W. The Self and Academic Achievement. FloridaEducational Research and Development Council, ResearchBulletin, Vol. 3, No. 1. Gainesville:' Universityof Florida.

67

ILLUSTRATIVE CASE

C. Government Documents

Coleman, James S., and others, Equality of EducationalOpportunity. Washington: Government Printing Office,1966.

National Education Association. In-Service Educationof Teachers, Research Summary 1951-66. Washington:Government Printing Office, 1966.

U. S. Commission on Civil Rights. Racial Isolation in thePublic Schools, Vol. 1. Washington: GovernmentPrinting Office, 1967.

68

69

ILLUSTRATIVE CASE

D. Other Sources

Soar, R. An Integrative Approach to Classroom Learning.Public Health Service, Final Report No. 7-R11MH02045.Philadelphia: Temple University, 1966.

70

ILLUSTRATIVE CASE

E. Periodicals

Carter, R. S. "How Involved Are Marks Assigned by Teachers?"Journal of Educational Psychology, 43:218-228, 1962.

Christensen, C. M. "Relationships between Pupil Achieve-ment, Pupil Affect-Need, Teacher Warmth, and TeacherPermissiveness," Journal of Educational Psychology,51:169-175.

Davidson, H. H., and G. Lang. "Children's Perception of-'heir Teachers' Feelings toward them Related toSelf-Perception, School Achievement, and Behavior,"Journal of Experimental Education, 29:107-118,December 1960.

Stendler, C. B. "Building Secure Children in OurSchools," Childhood Education, Vol. 25, No. 5, January1949.

CASE COMMENTARY

SUPPLEMENTARY BIBLIOGRAPHY

Editor's Note: The entries in this section appear inthe Case Commentary Narrative. They have been categorizedand alphabetized here for the convenience of those usingthis document.

72

CASE COMMENTARY

A. Single Volume Works

Center for Southern Education Studies. High Schools in theSouth, A Fact Book. Nashville: George Peabody Collegefor Teachers, 1966.

Goodlad, John I. Planning and Organization for Teaching.Washington: National Education Association, Projecton Instruction, 1963.

Krathwohl, David R. How to Prepare a Research Proposal.Syracuse: Syracuse University, 1966.

McAshan, H. H. Writing Be:iavioral Objectives. Gainesville:Florida Research and Development Council, 1969.

Mager, Robert F. Preparing Instructional Objectives. PaloAlto, California: Fearon Publishers, Inc., 1962.

Southern Association of Colleges and Schools. Evaluatingthe Elementary School, A Guide for Cooperative Study,1964 ed. Atlanta: The Association, 1969.

73CASE COMMENTARY

B. Multivolume Works and Series

American Educational Research Association. AERA MonographSeries on Curriculum Evaluation, Nos. 1, 2, and 3. Chicago:Rand McNalley, 1967.

Morphet, Edgar L., and Charles 0. Ryan (eds.). ProspectiveChanges in Society by 1980. No 1 of Designing Edu-cation for the Future Series. An Eight State Prjct.New York: Citation Press, 1969.

. Planning and Effecting Needed Changes in Education.No. 3 of Designing Education for the Future Series. AnEight State Project. New York: Uria-EIFE-15-riii7r969.

and David L. Jesser (eds.). The Economics and Fi-nancinv of Education. No. 5 of Emerging Designs forEducation Series_. An Eight State Project. New York:Citation Press, 1968.

Southeastern Education Laboratory. Comprehensive PlanningGuide. No. 1 of ma Pathways to Better Schools Series.Atlanta: The Laboratory, 1970.

74CASE COMMENTARY

C. Government Documents

Cook, Desmond L. Program Evaluation and Review Technique.Cooperative Research Monograph No. 17. Washington:Government Printing Office, 1967.

National Study of Secondary School Evaluation. EvaluativeCriteria. 4th ed. Washington: Government PrintingOffice, 1969.

Projects to Advance Creativity in Education (PACE). AManual for Project Applicants and Grantees, Title III,Elementary and Secondary Educaa Act, rev. ed.Washington: Government Printing Offne, 1967.

CASE COMMENTARY

D. Other Sources

Alexander, William M. A Working Paper on Organization forInstruction. Prepared for Project Ideals throughFlorida Education Research and Development Council,March, 1967.

Committee on Assessing the Progress of Education. "HowMuch Are Students Learning?" Ann Arbor, 1968.

Popham, W. James. "Selecting Appropriate EducationObjectives." Los Angeles: Vimcet'Associates, 1967.(Filmstrips).