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AUTHOR Mackelduff, Eleanor; And OthersTITLE Content Analysis Schedule for Bilingual Education
Programs; Brentwood Bilingual Education Project.INSTITUTION City Univ. of New York, N.Y. Hunter Coll. Bilingual
Education Applied' Research Unit.spors AGENCY Office of Education (DHEW), Washington, D.C. Div. of
Bilingual Education.PUB DATE 24 Jun 72NOTE 42p.
EDRS PRICE MF-$0.65 HC -$3.29DESCRIPTORS *Biculturalism; *Bilingual Education; Cognitive
Development; *Content Analysis; Curriculum Design;*Educational Finance; Elementary Grades; English;Junior High School Students; Learning Theories;*Mexican Americans; Program Costs; ProgramEvaluation; Self Esteem; Sociolinguistics; Spanish;Student Grouping; Tutoring
IDENTIFIERS Brentwood Union School District; California; *ProjectBEST
ABSTRACTThis content analysis schedule for the Brentwood
Bilingual Education Project of Brentwood, California, presentsinformation on the history, funding, and scope of the project.Included are sociolinguistic process variables such as the native anddominant languages of students and their interaction. Information isprovided on staff selection and the linguistic background of projectteachers. An assessment is made of the luration and extent of thebilingual component, and the methods of second language teaching ingeneral. Included is an analysis of materials, student grouping,tuto.,ng, curriculum patterns, and cognitive development. The reportalso ascasses self-esteem, learning strategies, the bicultural andcommunity components, and means of evaluation. Attached to the reportare a description of the project area, a statement of need, a list ofobjectives, and a report on the parental/community involvement.(SK)
FILMED FROM BEST AVAILABLE COPY
C .12 y l,ft,D4i /
PROJECT BEST Sr"-K+1.4,0 ocl C-14.Bilingual Education Applied Research Unit
N.Y.C. Bilingual Consortium
Hunter College Division
695 Park Avenue
N.Y.,N.Y.10021
CHECK (.DOCUIOITS READ FOR CONTEIIT =LYS'S SCHEDULE
VoNIA VERIFIED By P120,1EcT
1,/, Initial Proposal
0.°' 2nd Year Continuation
3rd Year Continuation (on separate C.A.S.)
Give Dates and Note if Evaluation is included in continuation.
Evaluation design I
Interim evaluation
Final evaluation
Pre-audit
Interim auditjj&pa, ma
Final auditi 170
1st year 2nd year 3rd v ^.nr
U.S DEPARTMENT OF WITH. EDUCATION I WILIAM
Of Fla Of EDUCATION
THIS DOCUMENT HAS IIIN MPITOOUCID EXACTLY AS RECEIVED FROM 1111
M1SON 01 016AWIATION 01161NATIN6 IT POINTS Of VIEW 01 OPINIONS
STATED DO NOT NECESSARY MINOT Of FICIAl OFFICE M EDUCATION
POSITION 01 POLICY.
Project BestBilingual Education Applied Research Unit
Hunter College, 695 Park Ave., N.Y., Er. 10021
CONTENT ANALYSIS SCHEDULE FOR B1LINGUALEDOCATION' PROGRAMS
TABLE OF CONTaNTS PAGE
PROJECT IDENTIFICATION0.1 Project Number 10.2 Name of Project 10.3 Address of Project (number and street) 10.4 City and Mate of Project 10.5 State (checklist) 1
1.0 PROJECT HISTORY, FUELING AND SCOPE-1.1 Year Project Began under Title VII 1
2.0 FUNDING2.1 Funding of Bilingual Program, Prior to Title VII 12.2 Year Prior Funding Began 12.3 Student Level (Elementary or Secondary) in Prior Bilingual Progrma 12.4 Source of Prior Bilingual Progrma Funding 12.5 Concurrent Funding of Program (s) if Cooperating with Title VII Program 12.6 Student Level (Elementary or Secondary) involved in Concurrent Progrma
Cooperating with Title VII 12.7 Source of Concurrent Funding 12.8 Total Title VII Grant (first year) 1
3.0 UNIVERSITY Involvement with Project 14.0 SCOPE OF PROJECT
4.1 Number of Schools Involved 24.2 Students - total number 24.3 Students - grade level, number of classes, and number of students by grouped
grade levels 24.4 Mom-graded classes 2
PROCESS VARIABLES5.0 STUDENTS (sociolinguistic)
5.1 Students' Dominant and Native Language and Cultural Affiliation (chart) 25.2 Cultural or Ethnic Identification of Target Students 35.3 Ethnic Identity of English Mother Tongue Students 35.4 Students' Native Language if Different from Dominant Language 35.5 Students' Dominant Language and &tent of Bilingualism 35.6 Recruitment of Students 45.7 Proportion of Eta Pupils in Project Area 45.8 Community Characteristics 45.9 Socio-Econami3 Status of N-EMT Participating Students 45.3)Socio-Economic Status of ENT Participating Students 45.11Proportion of Migrant Students in Project 4
6.0 SOCIOLINGUISTIC SURVEY6.1 Existence of Survey 46.2 Groups Included in Survey 46.3 Language Dominance by Domains and through Various Means of Communication 46.4 Determination of Students' Language Dominance (if not in Survey)
0.3 Address of Project (number and street) 10.4 City and State of Project 1
0.5 State (checklist) 1
1.0 PROJECT HISTORY, FUNDING AND SCOPE1.1 Year Project Began under Title VII 1
2.0 FUNDING2.1 Funding of Bilingual Program, Prior to Title VII 12.2 Year Prior Funding Began 12.3 Student Level (Elementary or Secondary) in Prior Bilingual Program 12.4 Source of Prior Bilingual Program Frinding 12.5 Concurrent Funding of Progroa(s) if Cooperating with Title VII Program 12.6 Student Level (Elementary or Secondary) Involved in Concurrent Program
Cooperating with Title VII 12.7.Source of Concurrent Funding 12.8 Total Title VII Grant (first year) 1
3.0 UNIVERSITT Involvement with Project 14.0 SCOPE OF PROJECT
4.1 Number of Schools Involved 24.2 Students - total number 24.3 Students - grade level, number of classes, and number of students by grouped
grade levels 24.4 Non-graded classes 2
PROCESS VARIABLES
5.0 STUDENTS (sociolinguistic)5.1 Students' Dominant and Native Language and Cultural Affiliation (chart) 25.2 Cultural or Ethnic Identification of Target Students 35.3 Ethnic Identity of English Mother Tongue Students 35.4 Students' Native Language if Different from Dominant Language 35.5 Students' Dominant Language and Extent of Bilingualism 35.6 Recruitment of Students 45.? Proportion of EMT Pupils in Project Area 45.8 Community Characteristics 45.9 Socio-Economic Status of NaMT Participating Students 45.30Socio-Economic Status of. LIT Participating Students 45.11Proportion of Migrant Students in Project 4
6.0 SOCIOLINGUISTIC SURVEY6.1 Existence of Survey 4642 Groups Included in Survey 46.3 Language Dominance by Domains and through Various Means of Communication 46.4 Determination of Students' Language Dominance (if not in Survey) 56.5 Survey Includes Determine ;ion of any Inter-language in Community 56.6 N-) fl Parental Attitudes toward Language Maintenance or Shift 56.7 ENT Parental Attitudes toward Second Language Learning 56.8 Student Attitudes toward Native and Second Language Learning 56.9 Commdmity Attitudes toward Maintenance 56.3)Survey's Impact on Program 5
7.0 STAFF SELECTION7.1 Linguistic Background of Project Teachers 57.2 Linguistic Background of Project Aides or Paraprofessionals 67.3 Dominant and Native Languages Used by Bilingual Teachers 67.4 Dominant and Native Languages Used by Aides 67.5 Cultural Affiliation of Teachers, Aides, Project Director and Evaluators 67.6 Selection of N.ENT Teachers from Local Community 77.7 Proportion of Teachers and Aides of Same Cultural Background as N-EMT Students 77.8 Teacher Qualifications (Training Prior to Project) 7
8.0 STAFF DEVELOPMENT8.1 Areas of Training for Teachers and for Paraprofessionals 78.2 Stated Goals of Teacher Training 78.3 Methods of Teacher Training . 88.4 Provision of Time for Joint Lesson Planning (Teachers and Paraprofessionals) 88.5 Provision for Paraprofessionals to Receive Credit toward Certification 8
8.6 Role of Paraprofessionals 88.7 Personnel Training Project Teachers and Paraprofessionals 88.8 Extent of Bilingualism aLI Biculturalism of Personnel Training Staff 88.9 Period When Training Is Provided 8
PAGE
8.10 Extent of Training 8
8.11 Proportion of Teachers Attending Training 8
9.0 TEACHERS' ATTITUDES9.1 Assemaent of Teachers' Attitudes 8
10.0 STAFF PATTERNS10.1 Kinds of Staff Patterns 9
10.2 Staff 9
10.3 Pupils per Class 9
10.4 Aides/Paraprofessionals per Class 910.5 N-EMT or Bilingual Aides/Paraprofessionals per Class 910.6 Methods of Providing Special Aid to Pupils Having Most Difficulty in Learning 9
11.0 INSTRUCTIONAL COMPONENT - DURATION AND EXTENT OF BILINGUAL GCMPONENT
11.1 Duration of Bilingual Education (Policy) 9
11.2 Projected Duration of Project Instruction through N-ENT Language (in years) 9
11.3 Grade When Second. Language Learning Is Introduced 911.4 Projected Linking of Current Project to Future Bilingual Program 10
11.5 Projected Duration of Second Language Learning for English DominantStudents 10
11.6 Projected Duration of Learning in Native Language for N-E Dominant
Students 10
11.7 - 11.9 Instructional Time in and through their Native Language forN-Dff Students vho Are Non-English Dominant 10
11.10 - 11.12 Instructional Time in and through their Native Language (N-EMT)
for pupils vho are N-EMT/E Dominant 10
11.13 Program Type - One Way ii .
11.1 - 11.16 Instructional Time in and through Second Language for EEC Students 11
11.17 Mixed or Separate Language Usage by Teacher and Aide in Classroom 11
12.0 METHODS OF SECOND LANGUAGE TEACHING 11-1213.0 Dt1CDUNT AND SECOND LANGUAGE SKILLS SEQUENCE
13.1 Sequential or Concurrent Learning of Listening, Speaking in Both Languages 1213.2 Relation of Reading and Writing to Listening, Speaking 1213.3 Determination of Listening, Speaking Proriciency 1213.4 Relationshi) of Learning Native and Second Language Feeding Skills 1213.5 Period Reading Is Introduced 1313.6 Determination of Reading Readiness 1313.7 Projected Grade for Grade Level Reading in Dominant and Second Language 13
13.8 Projected Grade for Grade Level Academic Achievement in Second Language 1314.0 INTEGRATION OF SECOND LANGUAGE LEARNING WITH OTHER LEARNING 1315.0 TREAIMENT OF CHILD'S LANGUAGE 14
16.0 MATERIALS16.1 Reading Materials - Types 14
16.2 Reading Material in Child's Dialect 1416.3 Materials and Techniques for Second Language Learning 1416.4 Sources of Materials in Language other than English 1516.5 Specific Bilingual/Bioultural Materials Used 15
17.0 STUDENT GROUPING17.1 Mimed or Separated by Dominant Language 15
17.2 Sise of Groups 15
17.3 Criteria for Grouping 1.5
18.0 TUTORING18.1 Student Tutoring
. 15
18.2 Paraprofessional Tutoring 15
18.3 Parent Tutoring 1618.4 Training of Parent Tutors 16
19.0 CURRICULUM PATTERNS 3.6
20.0 COGNITIVE DEVELOPMENT20.1 In Early Childhood 16
16
. ation of Bilingual Education Policy 911.2 Projected Duration of Project Instruction through N-EMT Language (in years) 911.3 Grade When Second Language Learning Is Introduced 911.4 Projected Linking of Current Project to Future Bilingual Program 1011.5 Projected Duration of Second Language Learning for English Dominant
Students 1011.6 Projected Duration of Learning in Native Language for N-E Dominant
Students 1011.7 - 11.9 Instructional Time in and through their Native Language for
N-EMT Students who Are Non -- English Dominant 1011.10 - 11.12 Instructional Time in and through their Native Language (N- MT)
for pupils who are N-EMT/E Dominant 1011.13 Program Type - One Way 1111.24 - 11.16 Instructional Tine in and through Second Language im EMT Students 1111.17 Mixed or Separate Language Usage by Teacher and Aide in Closer= 11
12.0 METHODS OF SECOND LANGUAGE TEACHING 11 -1213.0 DOMINANT AND SECOND LANGUAGE SKILLS SEQUENCE
13.1 Sequential or Concurrent Learning of Listening, Speaking in Both Languages 1213.2 Relation of Reading and Writing to Listenf.ng, Speaking 1213.3 Determination of Listening, Speaking Proriciency 1213.4 Relationship of Learning Native and Second Language Reading Skills 1213.5 Period Reading Is Introduced 1313.6 Determination of Reading Readiness 1313.7 Projected Grade for Grade Level Reading in Dominant and Second Language 1313.8 Projected Grade for Grade Level Academic Achievement in Second Language 13
14.0 INTEGRATION OF SECOND LANGUAGE LEARNING WITH OTHER LEARNING 1315.0 TREATMENT OF CHILD'S LANGUAGE 1416.0 MATERIALS
16.1 Reading Materials Types 1416.2 Reading Material in Child's Dialect 3416.3 Materials and Techniques for Second Language Learning 1416.4 Sources of Materials in Language 'then than English 1516.5 Specific Bilingual/Bioultural Materials Used 15
17.0 STUDENT GROUPING17.1 Mimed or Separated by Dominant Language 1517.2 Size of Groups 1517.3 Criteria for Grouping 15
18.0 TUTORING18.1 Student Tutoring 1518.2 Paraprofessional Tutoring 1518.3 Parent Tutoring ,
1618.4 Training of Parent Tutors 16
19.0 CURRICULUM PATTERNS 1620.0 COGNITIVE DEVELaR4OFF
20.1 In Early Childhood 1620.2 In Later Grades 16
21.0 SELF ESTEEM 1722.0 LEARNING STRATEGIES 1723.0 BICULTURAL COMPONENT
23.1 Type 1723.2 Cross-Cultural Amareness 1823.3 Decreasing Ethnocentrism 1823.4 Extent of Learning About N.EMT Culture 1823.5 Definition of American Culture 18
24.0 CCEMUNITI cowmen24.1 Bilingual Libraries 1824.2 Ethnic Studies Library 1824.3 Program Dissemination to Community .
, 1924.4 Methods Used to Seek Community Involvement in Formulation of Program Policies 1924.5 Methods Used to Keep Program Informed About Community 1924.6 Means by which School Is Open to Community 19
25.0 IMPACT EVALUATION 19-2026.0 EVALUATOR'S ROLE 2027.0 EVALUATION PROCEDURE 20
Developed by Marietta Saravia ShoreCoordinator, BEARU
(bilingual education applied research unitproject b.e.s.t.n.y.c. consortium on bilingual education
page 1
0.1 Project No. 8 I
1)013 VERIFIED by Projec_i-
CONUNT ANALYSIS SCHEDULEFOR BILINGUAL EDUCATION P,:OGAAAS
of Project Erer ni %PO 11.314!II%i rEI icic11 ov Bt:0.2Wane Cti QC+
2esearch Assistant ,E.Macke.ta
0.3 Address of Project ark,viiliocoOd
0.4 el act Ses_ovNci St.13,-evtiv400(1, C.o.t it14,si-3
.05 STATE
1-Alaska2-Arizona3-California4-Colorado5-Connecticut6-Florida7-Guam8-Idaho9411inois10-Indiana
11-Louisiana12-ilaine
13-1assachusetts14-Michigan15-Montana16-New Hampshire17-New Jersey18-New hexico19-New Yor:c
20-Ohio
1.0 7,DJECT HISTORY, FUNDING AND SCOPE1.1 Year Project began under Title VII:
see 97 - 1965Project 07 - 1970No. 17 - 1971
2.0 FUNDING (hark all that apply)2.1 1-Any P-10:: funding of BILINGUAL program, if Title 2.1 0
VII continues or expands that program0-no prior funding mentioned
21 -0:dahoma
22-Oregon23-Pennsylvania2.4 -.hods Island
25-Texas26-Utah27-Vermont28-Washington29-Wisconsin30-Other (specify)
0.5
1.1 Ti
2.2 Year prior funding began
2.3 Prior bilingual prqgram involved:1-early childhood ipre P r K)
2- elementary studeas (grades 1-6)
3-secondary students (grades 7-12)0-not specified
2.4 Source of prior bilingual program funding:1-local 4-university2 -state 5-federal (specify)________3-foundation 6-other (specify)
2.5 1- CONCURRENT fuftding of program(s), if cooperatingwith Title VII program .
0-no concurrent fundi le do ed
2.2 _II:.
2.3
2.4
2.5
0.3 4...1,:trer4f.: of Project r vki00..1110%,._ it,o al O 4+ t..1
.05 STATE
1-Alaeca2-Arizona3- California
4-Colorado5-Connecticut6-Florida7-Guam8-Idaho9Illinois10-Indiana
Bre-v.i wood, Co, 9 LisT3
11-Louisiana12 ;wine
13-11assachusetts14-Hichigan15-Hontana16-New Hampshire17-New Jersey18-New hexico19-Peu Yor::
20-Ohio
1.0 PI:OJECT HISTOZ, FUNDING AND SCOPE1.1 Year Project began under Title VII:
see 97 - 196SProject 07 - 1970No. 17 - 1971
21-0::lahona
22-Oregon23-Pennsylvania24--hode Island25- Texas26-Utah27-Vernont28-11ashington29 -Wisconsin
30-Other (specify)
2.0 FUNDING (fiat: all that apply)2.1 1-Any P_IO'f. funding of BILINGUAL program, if Title
VII continues or expands that program0-no prior funding mentioned
2.2 Year prior funding began
2.3 Prior bilingual prqgram involved:1-early childhood Pre N r X)
2-elementary students (grades 1-6)3-secondary students (grades 7-12)0-not specified
2.4 Source of prior bilingual program funding:1-local 4-university2-state 5-federal (specify)_________3-foundation 6-other
2.5 1-00NCURRENT funding of program(s), if cooperatingwith Title VII program
0-no concurrent funding mentioned
2.6 Concurrent program cooperatirg with Title VII involves:1-early childhood (pre N h)2-elementary students (grades 1-6)3-secondary students (grades 7-12)4-teachers0-not specified
2.7 Source of concurrent funding, if cooperating with Title VIIprogram:1-local 4-federal (specify)2-state 5-other (specify)3-university S-found= tf.-n
2.8 Total Title VII grant (first year only)
2.9 Total funds for concurrent program(s) cooperating withTitle VII (aInt
111111,
3.0 1-If a UNITALSITY is worl:ing with the Title VII program,specify which:
0-none
0.5 __Z._
1.1 q7
2.1 0
2.2 _JCLAL
2.3 _ta:11:
2.4
2.5 0
2.6 ..y) Q.
2.7
page 2-L4:01 SCOPE of PaOJECT
4.1 Numbers of schools involved in Title VII program: 4.11-one 4-four 0-not specified2-two 5-five3-three 6-other
4.2 Total number of students in 2rograa A.First year
51_42.14,g-0 Cori 2..11,_4.2 A 422
E.Second year B 35:6 -C. Third year
4.3 Grade level of students in program; number of classes pergrade and total number of students by grouped grade levels(by second year)
Number of Number of 4.3 PokGrade ClassesPS-PreSchoolK-andgtn
TOTAL NO. students PS and
1-grade 12 -grade 2 40%,"s*3- grade 3 - - - oi."10% r.o..4-t 0 IAAgrade 4Wgrade 5 aci6-grade 6A 5tk... TOTAL students gr. 1-6 56
4.4 1-All classes graded2-All classes ungraded
3-Some classes ungraded
If ungraded, specify ages or grades grouped together: 4t55.0 P.IOCESS VASABLES - STUDENTS (Sociolinguistic)
5.1 Students Dominant and Native language interaction and
cultural affiliation (Indicate number of students in eachcategory and specify cultural affiliation in box)(Circle any information which is inferred and write W.)
Grade PlAAP98_, A 367-grade 7 B8-grade 8 121:9-grade ., .....____.B _____JOTAL students gr. 7-9
10-grade 1011-grade 1112-grade 12C __TOTAL studente gr. 10-12
Illon:-.4-1,"1ish. Dominant. 4.clish pc:pip:Int 5.01. Tont-aoMil
glish . N-E Dom - NWT II.. -Dom NEUT IN
Ifother Tongue.
2. TotalEnglishilother-Tongue...
41
I Total Non -: glishDominant: 3.....)71e./g
NE dm:.14-nIT
`0
112 E-Dom - EHT
E don 10. 33f;VEIT
119..
I 5.. .170A
lL
EiT
II1
112 -50,II Total English Totc.1 2-Dom Al4 .USX
Dominant;A4-1340XII= II?
noe disccepaoe b..4-witrt xria yr. +o-1-0 cartel Io
anu total nuLl ex
(by second year)Number of
Grade ClassesPS-PreSchool
31 stLucnts
K-KndgtnPSK TOTAL NC. students PS and I:
1-grade 12-grade 23-grade 3grade 4
Wgrade 56-grade 6A .5ti..TOTAL students gr. 1-6 St
0....1.-
4 +5*vo..440 rt
a444% ra44-
4.4 1-All classes graded2-All classes ungraded
3-Some classes ungradedIf ungraded, specify ages or grades grouped together:91Y
5.0 P.10CFSS VA_UABLES - STUDENTS (Sociolinguistic)5.1 Students Dominant and Native language interaction and
cultural affiliation (Indicate number of students in eachcategory and specify cultural affiliation in box)(Circle any information which is inferred anti write I1 F.
grade
Grade7-grade 78-grade 89-grade /
TOTAL students gr. 7-C
Number ofClasses__
14.3 PS1C
A.
C__
10-grade 1011-grade 1112-grade 12C TOTAL students gr. 10-12
4.4 -3
Von-aiLlish Dorzinant TITT ilyLlish Dominant 5.0
ILE-Dom - NMIle Total N -E Dom - METNon - English
Bother Tongue.
2. TotalEnglishilother-Tongue.
I Total Non-EnglishDominant: 47...0!,4,
II
I0
1
1
NE dol... I14-11IT
donNEB 1/1
Total English Totca :-Dom 13;14Daninant:A413XII= III+ 112
"°41- ds.ciepeogy be.4-ef ) .. .r t a yr. +0+6.1 in4e c ait 1121
i'v**Pc+ (c6 cowl 4413 4-erbsA glum kb,/ Pre ie c4 (2`0bee-alcde04.-+ to rAt vrAkr. .
air,lish Dominant
N-E Dom II-DE &Dom PI -an
Non-English ; maple: a native Spanish speakeLothar. Tongue 1 who uses Spanish in most contacts
though he may imow English
rI N-E Dam - Ela
English Iltcample: (rare) a native .;nglishBother Tongue (speaking Puerto -dean child,
!born in New Yor:, uho returnsto Pu-rtc .ico and Deco; :es
!Spanish dominant
Example- a native Spanishspeaker who uses Spanish only infamiliar contacts, and Englishin all others school, work.
xanples: 1)a native E. speaking
acculturated American who mayor :.,4y not know a second lang.
2)a native E. speakingNexican-Auerican child who has a:Animal receptive knowledge ofSpanish, but has a Latin cultureaffiliation
r
t
TN: Brn;132,7JOD.)ODD -r+
PnOJECT
Description of Project 2.rea
The Brentwood Union School District serves childrenin a 60 square. mile area of eastern Contra Costa County.This is an agricultural area with 1060 students attendingtwo schools of the district: Brentwood Elementary, kinder-garten through grade 4 and Edna Bill ::lementary, grade 5through S.
The Brentwood Union School District has a highincidence of children from low-income families. 'lore than224 of the school population receives welfare assistance;this count does not include the 11% of the enrollmentrepresenting the children of migrant farm laborers' fam-ilies. lore than 40% of the student population is fromSpanish surname families and, of this particular group,nearly half are from homes in which no English is spoken.The majority of children from these homes do not have a
functional ability in the Znglish languagli.
Statistical data for the past six years indicatethat there has been a steady increase in the number ofSpanish surname children enrolled in the school and a
corresponding increase in the number of Spanish speaking
children without a functional skill in the English lan-guage. The majority segment of this increased Spanish
-1-
surname population is containea in the families in their
first or second fear residence; having :just dropped out of
the agricultural, zigrant farm la:3or stream.
Because of this continuing change in the character
of the population of the region, there is a critical need
to make adjustments in the educational program which will
prepare the school cystam to m. et the impact of this
change. The details of this neeC for chango are reflected
in item II of this narrative.
5.2 Cultural or Ethnic identification of target s s . programby number E,re, of each:
Indigenous Americans:
page 3
Number Per Cent of if inferred,Total Students check (V)Al Navajo A1 e
6)o. .. o.A.A2 Cherol :ee A2 m AP Mo . .A3 Other (specify)
10........e13 ...---...........A TOTAL No. of American Indian A
......... . 50
Americans of other ethnic bae:grounds:
B1 Ilexican-American B1157.B2 Puerto-2.ican B2B3 CubanB4 Other Spanish-American
( specify)
B TOTAL No. of Spanish-speaking Americans
C Portuguese-AmericanD Franco-AmericanF Chinese-AmericanG EskimoH 2ussianJ Other
I TOTAL number of N-SIT targetstudents
.--...-
157
- a...I .0.1..
5.3 Ethnic identity of English mother tongue students other than targetpopulation, if specified, by number and per cent.
E2
II TOTAL number of I= studentsother than target population
.D1
D2
5.4 Students' native language or mother tongue if DIFFEZENTfrom their dominant language.
5.4..-1 ....(specify)132aiTIW. .;1111Zialct
PiffMAPA11604YA;APAlleaP PI :4W. FPFPigt1-English....404.."i 4V% . .10.. .azo2-Spanish
..... a 0
5.5 Students' Daminant Language and Extent of Bilinrmalism Sege YemLoAr CMG
L1 ilexican-AmericanB2 Puerto-24=nB3 CubanD4 Other Spanish-American
(necify)B TOTAL No. of Spanish-
speakin Americans
C Portuguese-AmericanD Franco-American
Chinese-AmericanG Eskimo
1SP. %XI
I TOTAL number of N-Z1T targetstudents
5.3 Ethnic identity of English mother tongue studentspopulation, if specified, by number and per
21
cent.
other
. E2 E2
II TOTAL number of :21T studentsother than target population SD r'
5.4 Students' native language or mother tongue if DIFFEZNTfrom their dominant language.
(specify)
Wferent Native LanguvaDA11419.11.t..1P.PV:9414.1-Ehglish2-Spanish ......
5.5 Students' Dominant Language and
'Dominant language ! Numberof students in program Studen
Number
E English r3A American
IndianNavajoCherokee
A3 KeresanOther (spec.),'.
s Spanish .11Portuguese
BC
DFaH .
FrenchChineseEskimo.ussianOther (spec.)::
notspec.
. . .
than
1134A13p:r.
target
Per geAt,a ..1./. . .
Ye CbIPt-t,errt. of Bilingualism S e * atebr C&gPI
3 ...- , JA. .
1311
of ifonoling 'limber of students B.:lingualto any extantis
1o. 0 not .only listeningspeahingspec., comprehension fability
P1 w :No.
. . .
40. .5'14
kik eA101) 5
STuDEOTS Itimo4ANT LA NGU A GEArlo sy.Te Or Of -Z. L. efkLASIYI
I. 3TATEZI.I..02 IIEED
A. The extort of the bi-lin7ual problem in the Brentwood
Union School District may be specifically stated as:
1. Over 40% of the total resident enrollment is
comrised of students having Spanish surnames.
2. In addition to the 4011 Spanish surname popula-
laticn, 110 of the total enrollment is composed
of migrant students, all of whoa are from Span-
ish language homes.
3. Approximately f the total enrollment has no
34-
ralglish language facility whatsoever.
4. Coupling resident with migrant non-English speak-
ing students, there is an impact upon the school
district of/of the student population with
no English language facility.
B. The following statistical data reflect the number of
students from non-English speaking homes who are
classified as being from low-income homes:
150 or 155-160 students are both non-English
speaking and from low-income (under $3,000
annual income) families.
Yra
C. The Brentwood Union School Zistrict has tuo elementary
schools: Brentwood raementary (N-4) and Samna hill
(5-8). For puroses.of this project, ;:rent-looa Llemen-
tary has been des-rjnated as the target school. This
school has a slightly higher concentration non-
English speaking students.
Target School: Brentwood El.ementary
Total Enrollment: 602
aesident Spanish Surname: 270
:ligrant Students: 74
Total :Ton-Lnglish Speaking: 103
4page
5.6 :recruit cent of Students; 5.6 00 - not specified
1 - English Mother Tongue and Non English ilother TongueStudents are required to participate in the bilingual program
2 Only N-ErrIT are required to take program III's participationis voluntary
Both EET and 1I-MIT nartioilation is voluntarY- Students selected atcorming to some crlteria-of project (in addit on to
5.7 Proportion of E- ,om pupils in project area: see Chart C 5.7languay
n.sr.not specified on the caart
5.8 Community Characteristics (mar:: ally that apply) 5.8(% if more than cne category, indicate percen for each)
1 inner city-ghettolbarrio2 major city3 small city, :own or suburb ti4 rural, farm5 other (specify)
Areservation
H "lk% .9 A. Socio-economic status of tr..ENT participating students 5.9 A. _IV 0(indicate specific percent of low SES)
B. Average family income, if mentioned I SS E. __115_n.s. _not specified
tA VN a ti"' i 3, 0005.10 Socio- econonomic status of MT participating students 5.10 _n_s_
(indicate specific percent of low SES on the blank)n.a. -not applicable (no EHT)00 -not specified 7 ady/
5.11 Proportion of migrant students in project
n.s. -not specified(Indicate specific percent)
11 6
6.0 SOCIOLINGUISTIC SWITEY
5.11 S
e/f6.1 Project states that a sociolinguistic survey: 5.1 I .111./.0
I for II for II11-Eid group 2,1.72 wcorp
1 was made2 will be made
am.
0 not mentioned
6.2 If a sociolinguistic survey was or will be made,mark all groups included;
I N -] 4T II Era1 parents2 children3 teachers
4 caamunity5 others
(specify)
so..... . . .
mul..
6.2 III
6.3 Language douinance of N -11T groups (chec:: A__parents, 13..children, C, teachers;will be determined by the extent each language is used in different domainsthrough various means of communication.e.g. specify extent des r4lItiv
.
...;omunity characteristics (aar...: ally taat ap-oly)ifMore than one category, indicate percent for each)
1 inner city-ghetto,barrio2 major city3 small city, town or subur15. ---/4 rural, farm5 other (specify)
reservation
A. Socio- econoric status of If-ENT participating students(indicate specific percent of low SES)
B: Average family income, if Lentioned I S'Sn.a. _not specified
e.,1- J 30005.10 Socio-econonamic status of MT participating students
(indicate specific percent of low SES on the blanh)n.a. -not applicable no ENT)00 -not specified 7 CA
5.11 Proportion of migrant students(Indicate specific percent)n.s.-not specified
6.0 SOCIOLINGUISTIC SIFVEY
in project
It VP
6.1 Project states that a sociolinguistic survey:
1 was made2 will be made0 not mentioned
5.8
5.3A. 110 'Xs
5.10 _n_s_
5.11
5.1 I .1.AlioI for II for II
-r-:1.1.;a1 Ai group T g:;:oup
...
6.2 If a sociolinguistic survey was or will be made, 6.2 I _DA:.mar:: all groups included: II
I N-EMT II LIZEparents
2 children3 teachers
4 community5 others
(specify)
6.3 Language douinance of N-ENT groups (chee.: A....parents, D...children, C....teachers;will be determined by the extent each language is used in different domainsthrough various means of communication.e.g. specify extent descriptively: never, sometimes, always 6.3 A t"I'Ot.
USE NON-ENGLISH LANG. USE ENGLISH
MUMS:1 Home2 Church3 School
4 Vor:;.
5 Socializing.......................
6 Neighborhood7 film -TV -radio
agaswa...
. . . . . .....
9 Others8 ilagazinesnew'q
..........
1
.. .....
(specify)
cer t Po S ON° ot ci L5'64 c.:} A tZ111 CA
pa:c 56.4 If not, included in survey, how was student's language dominance 6.4
determined? I IIN-ZIT
1-inferred by use of surname2-established by formal testing of students3-assessed by informal means (specify how)4-not mentioned hou lanGua:e dalinance wasdetonet
: (check all that apply)if an interlanguage existsa mixture of two languagessystem of communication for
6.5 lzglainguistickuryezA,Jaclagles.An analysis to determinein the community, (e.g.,which serves as a singlea group of people).1 -y's
0-no
,sciolin sw:vo: includes itc: :c covering:
6.6 11 -MIT parents' attitudes toward maintenance ofN-EIT in particular domains of use or completeto English1-yes0-no
child'sshift
6.7 a:IT parents' attitudes toward their children's learningof the N-22IT language1-yes0-no
6.8 Children's own attitudes regarding the second languagethey are learning and the speakers of that language1-yes0-no
6.9 If not included in survey how were parental and/orcommunity attitudes toward N-FIT maintenancedetermined?1-will not be assessed
2-will be assessed, method not specified3-has been or will be assessed by method other than
sociolinguistic survey (specify how)
6.10 1-After sociolinguistic survey is made, how does it influenceprogram? ( specify) (e.g. transfer or maintenance instructionalprograms)
0-not mentioned
7.0 STAFF SELECTION
6.10_ n .o
7.1 Linguistic background of project teachers, by number in each category:(indicate non-English language in each box)
Language dominance not specified if
a group of people).1-yes0-no
51.72V0-: includes itcyc covering:
6.6 E-ZiT parents' attitudes toward maintenance of child'sN-ZIT in particular domains cf use or complete shiftto English1-yes0-no
6.7 EX parents' attitudes toward their children's learningof the N-FIrr language
1-yes0-no
6.8 Children's on attitudes regarding the second language 6.8_ r1.$01.they are learning and the speakers of that language1-yes0-no
6.9 If not included in survey lion were parental and/or 6.9. 11.52.community attitudes toward N -MIT maintenancedetermined?1-will not be assessed2-will be assessed, method not specified3-has been or will be assessed by method other than
sociolinguistic survey (specify how)
6.10 1-After sociolinguistic survey is made, how does it influence 6.10 rckprogram? ( specify) (e.g. transfer or maintenance instructionalprograms)
0-not mentioned
7.0 STAFF SELECTION
7.1 Linguistic background of project teachers, by nulber in each category:(indicate non-English language in each box)
Language dominance not specified (if any information is notHother tongue not specified specified, cross out thatnot specified whether monolingual or bilingual heading and caaplete the
rest of the chart)
A-411plinaual B-Bilin 7.1No. P1 II E Dom.
I ..
II .E Dom..__O_____.:,...........0___
II AI B
NEMT N= , tiz
EMT Nr.. Nr.: 0 , II B
-v.-/ Bpom -------0.-----,II A1 NEmir N..... 0 i N=
..."--- 1 ........
, ---1 .. _ S10111140- Ili B J... jil 0A Total Number B Total Numbermonolingual Bilingual
Total auberof Teachers
N
AB IgoN
7.2 Linguistic background of nroJect aides(indicate non-English language in each
1. Language dominance not specified
2. Mother tongue not specifiedNot specified whether monolingual
I N-E Dom
II E Dom24T
II E Dom1 N...Eur
A Monolingual
page 6
or paraprofessionals, by number:box)
(If any information is notspecified, cross out that
or bilingual heading and complete therest of the chart)
B Bilingual
0
0
0
0
0
I
I. Total Number B Total NumberMonolingual Bilingual
7.2I AI B
II AII BII AII
1B
1
N Total Numberof aides orparaprofessionals
1 0 0
7.3 Laneuage(s) used br bilingual progrma teachers:(Hark all that apply)
No. %
11111,
L-0-.0
AB .1 UM%
p ts
7 . 3 aip is AttAit
1-Bilingual teachers teach in only one language
1a-Bilingual teachers who teach in only one language teach in theirdominant, language, whether that is their native or second language.
Bilingual teachers who teach in only one language teach in theirnative language:
lb-only if native language is also their dominant language1c-even if native language is not their dominant language1-0-not specified
2-Bilingual teachers teach in both their native and second language,regardless of which is their dominant language.
0-language(s)used by teachers not specified
7.4 Lan no -r41 cd4or, or parap:Tiouionals' 7.4
p Atria'Dark all that apply
1-Bilingual aides instruct in only one languagela-Bilingual aides who instruct in only one language teach in
their d nant lauguage, whether or not it is their native language.t'ilingurl -mac. es who instruct in only ono lane. teach in their native lang.:lb-only if nativc, 1Lnguago is -lso their dcninant 1;.ngu-ge1c-..v,z. if nativc: language is not their dominant language1-0 not specified
2-Bilingual aides instruct in both their native and second language,regardless of which is their dominant language.
0-language(s) used by bilin 1 -)..c _ _d -s ct nocifi
II E DomIT
II E Dom1 N-Er
%Sr
00
1
A Total Number B Total NumberMonolingual Bilingual
7.3 ikneuage(s) used by bilingual agaLk_ratcachel-s:(Nark all -that apply)
N Total Numberof aides or
paraprofessionalsi 0 0
7.3
g
1-Bilingual teachers teach in only one language
la-Bilingual teachers who teach in only one language teach in theirdominant language, whether that is their native or second language.
Bilingual teachers who teach in only one language teach in theirnative language:
lb-only if native language is also their dominant language1c-even if native language is not their dominant language1-0-not specified
2-Bilingual teachers teach in both their native and second language,regardless of which is their dominant language.
0-language(s)used by teachers not specified
7.4 Languages) used by bilingual )1oInzil orpamzpfoopiwals- 7.4Warkall that apply pir Auitx-1-Bilingual aides instruct in only one language1a Bilingual aides who instruct in only one language teach in
their dominant language, whether or not it is their native language.eilingual7066aho instruct in only one 1cmg. teach in their native lang.:lb-only if native ltalguaGo is -lco their dcninant 1-ngu-se10-Jvn if native language is not their dominant language1-0 not specified
2-Bilingual aides instruct in both their native and second language,regardless of which is their dominant language.
0-language(s) used by bilingual in, .1.,%1,1:1d::s not o?ccified
7.5 Cult a. aff tio er de- c ect di ector and ev= uato snumber and percent Nark all that apply Specify cultural affiliation.
A. Teachers No. % B. Aides No. % C. Prof. Director D. Evaluator(s)No.
Ito M.A., j. lb° M, A.
=Inf.
ism11111110
0-not specified
OWN/ .01111
100..rge
0.6 i.e.a.c.ber
1° cchs rlob
red roTn)
.ges INIMMIN
7,6 Selection of N -HIT teachers from local co unit0 -not specified
Nuaber of N-niT program teachers from local connnunityand % ___of total N-r'3 IT teachers.
pace 77.6 Nn o.5 %
7.7 Number and....WProportion of teachers and aides of sane
7.7 lo.JID. aft. 0 . 0. 00. .01. .0.na .0 0 0.-. 00 /a 04000 0. 000D- /0 .04 .0 I: 40 /0
cultural bac4gr -EIound as NIT students: I 10"b
indicate specific percent on the blan:, or B L.
A = teachersB = aides
if specified descriptively,1-few2-some3-many
4..most
5-more than half0-not specified
7.8" Teacher Qualifications - Training and a:Terience prioaL -irojectTiadicate number of teachers with each qualification, 7.bi
if given)n. s . -qualifications not sp c if ied
0-previous courses not specified1. teacher must meet a specified level of language proficiency on a
standardized proficiency test of the non-English language throughwhich (s)he will instruct
2. teacher must meet a specified level of communicative competence inthe non-English language determined by a structured interview/fluency
__previous teaching through B-21T (in country where it is a native/native-
language, in Peace Corps) PciP;d1oetence
1 gie4....V.Iprevious teaching in local al-es/live in the comaraity Parr5.. __courses in N -SIT language structure and usag9/ linzuistibs or trainin(6.. courses in N-E literature/' or literacy in Spailieh
7. VI must be bilingual8.._ any previous education through h-MIT/content of courses learned through9.___ _courses in teaching ESL/audio lingual approach10.___ courses in methods of teaching N-EIT language/language development11.__ courses in methods of teaching content (e.g. math)in N-EIT
12._____certification in ESL/or experience teaching ESL13.____ certification in teaching N-,E ilT
14.__. _cross cultural courses15..____ courses in the cultural heritage, values, deep culture of N-T or16.. other oualifications specify travel
Ccs1:VvI-v c r.QA o.k rest trtdr
1) ho h prOvi tc4 s%-0.f8.0 STAFF DEMORIENT 8.1 A
0-No staff training mentioned8:.1 The project is offering training. for *.lcnerp A. For B. For Para-
ank for plc:wrote s si.onale the s Teachere professionals(mark all that apply)
n.s.-Training indicated, but nature not specified1-English as their second language2-The teat'- of Lhglish as a second3-X as the' ,econd language
4-The teaching of X as a second language
B
..46 40 00.01.
5-more -Liar. has:,0-not specified
7.8" Teacher Qualifications - Training and exPerience -3rojectrIndicate number of teachers with each qualification, .6
if given) '1 5
n.s.-qualifications not spcified0-previous courses not specified
1. _teacher must meet a specified level of language proficiency on astandardized proficiency test of the non-Englir.h language throughwhich (s)he will instructteacher must meet a specified level of corrraunicative competence inthe non - English language determined by a structured intervielf/flimtcylve_
3.___previous teaching through 11-31T (in country where it is a native'I I lihelanguage, in Peace Corps) reAtart
4._Yllarevious teaching in local ares/live in the coitataity Prerr+eiSirce5.____courses in N-HIT language structure arid usagEl li-nguistibs trainin'0. courses in N-E literatur9' or literacy in Spapisli7. %/1,-a:st be bilingual8._ any previous education through k,-ZIT/content of courses leamed through9.___s)urses in teaching ZSL/aud.io lingual approach10. __courses in methods of teaching N-ZiT language/language development11.___courses in methods of teaching content (e.g. raath)in N-3IT12.__certification in ESL/or experience teaching 2SL13.____ certification in teaching N-31T1l,..____ cross cultural courses15.. _courses in the cultural heritage, values, deep culture of N-31T orl.. ether oualifications, specify travel11. _L. 1 Ccsictv-v. to, c r4LA 4:1A reltkire-ct
8.0 STAFF DEM.,OPIIENTho -Pr o4
8.1 AB
0-No staff training mentioned8.1 The project is _offering, training for tefichers A. For B. For Para-
and /or .p_er.a.professionaJA in the ,followinrs.;cep.s:Teacjaers professionals(raark all that apply)
n.s.-Training indicated, but nature not specified1-English as their second language2-The teaching of "ilhglish as a second language.3-X as their second language__4-The teaching of X as a second language__5-I lethods of teaching other academic subjects6-liethods of teaching other academic subjects
in 'X languageD.. .r,v...-50.%-.11/4 (...411-404r0AAram: C.%No °I
f 0 -1-t.t..1 civ)c..ts of ° tr ° frk-°417:t:3.2 Stated goals of teacher training are: 8.2 II Students
N-EMI II EMY1-Understandin.,!. of socio-cultural valuell . and piactices oa2-Cross-cultAiral training3-Sensitivity to ethnocentricism and ii1102iSt ic snobbery4-huareness ol the social-emotional development of5-Strategies for accomodating the different learning
styles of.6-Strategies for cognitive development of7-Strategies for reinforcing the self- esteem of8-Methods of cross-cultural teaching or teaching thebicultural component9-Formulation of pupil performance objectives10-Methods of evaluation of pupil performance objectives
List specific courses if given (or Xerox and attach)
- V.v.% ckr. rNok *op- r.oct, I -Pi 031-.3? re.s ohoNpr cob r. am 5 o,..6 t -LCc- tNNe...14.ociot ea yl
8.3 Methods, of Teacher Training: Nark all that apply)page 8
8.3 h 5 .
1-courses
2-experiential, teaching supervised by master teacher3-workshops where teachers offer suggestions to each other4-use of video-tapes of teachers for feedback on how they are doing5-cross-cultural sensitivity training, t-groups6-interaction analysis (e.g. Flanders system)7-other (specify)
8.4 Project Dro:vide-eeeAciantld paranroff2g2n- 8.4 .(!)gp10.121.nt121pon planning: 1-yes 0- not mentioned
8.5 Project nr_oyjqfepga2gtoreceiionye_souxLesredit 8.5toward eventual certification: 1-yes 0-not mentionedHow?
Paracrofessional's role:
1-teaching whole class2-teaching small groups3-tutoring individually4-clerical5-contributing to bi:ultural componenthow ?
6-liaison with parents--IWMWM.
8.E i'VS,
8.7 alining-LX2roject tgachersancl_PASQVI'essionals is_giMa4: 8.7(mark all that apply)
0-not specified1-University faculty2-project's Hastoe Teachers3-project's teachers
4-other (specify)
A for teachers B for aides
4TINA 11 rVtli I S
" taki e..e..h A era-1,42rVv.
no. %who 8.81 11$8.8 Number and Pronortionnnel giying teachertakillila_
AX1:1-bilingual2-bicultural3 -N -EUT (specify background)
8.9 Trainm_a2ERYI424)1-during a summer session2-during the academic year3-other (specify)
8.10 Z:tent_of training:
A1-approxinately equivalent to acolleg.': course
2 -more tan one course3-less than one course4-other (specify)
B (indicate no. of hours)
5 weekly6 monthly7 bi-monthly
8.11 Number and Proportion of teachers Attending_training: 8.11
czn Of
11 J
8.5 project provides for paraprofelliongp to remove course credit 8.5toward eventual ce tification: 1-yes 0-not mentionedHow? ;specify
8.6 Paraprofessional's role:
1-teaching whole class2-teaching small groups3-tutoring individually
4-clerical5-contributing to bi:ultural componenthow ?
6-liaison with parents
8.E
hral...ailflMra2Xdageigagle1.94.1M2-1M: 8.7 klicak.A for teachers B for aides
8.7 Training_ for _project teac
(mark all that apply)0-not specified1-University faculty2-project's Master Teachers3-project's teachers
4-other (specify)
....
8.8 Number and Proportion of personyin
1-bilingual2-bicultural3 -N -iiT (specify background)
8.9 TER1RINLAIL2Mided:1-during a summer session2-during the academic year3-other (specify)
8.10 Fatent of training:
A1-approrimately equivalent tocolleg.:, course
2-more tan one course3-less than one course4-other (specify)
8.11 Number and Proportion ofor:
0-not specified1-100%2-more than 75%3-50-74%4-25-5Z5-1-24%
9.0 TEACHERS' ATTITUDES
-4-roAr:vsts liar--no. %
8.81 ins
3___
gt.1,acher training_ who
B (indicate no. of hours)a 5
6 monthly7 bi.qaonthly
8.9 ,__11.11
8.10
6-7
112.
te401911Lii::ttAPARL-ASAininR: 8.11 (k. 0 ;1/1,if specified descr!ptively, indicate:
4-r.o,.; TN6 -most
7mny8-few pr c1/4 eCk reA61t49-other (specify)
9.1 loalmNoslatUtudes are as emed: (Mark all that apply)0-not mentioned
1-to N-E21T language or dialect2-to N-EMT students - expectations of achievement3-to N-BiT culture
4-prior to participation in bilingual project5-after project training6-after participation for a period of tiae in project
7-through a questionnaire8-other (specify)
9.1
pace 910.0 STAFF PATTE:11S
10.1 Stalf..2gttems: (marl: all that apply)10.2 Staff: 10.1 I
1-bilingual teacher2-ESL teacher
3-bilingual coordinator4-aides or paraprofessionals
5-consultant psychotherapistor guidance counselor
6-other. (ppecigy)
tAa t10.3
0-not specified1-team teaching
2-cluster teaching3-shared resource teacher4-other (specify)
sae tefof q a
10.3 Aygram_miber og pupils per clasA:0-not specified
miama.giwyd OD.
10.2 _Lill) 7
10.4 Average number0.4_4022972402E9fe.PAPIAlks per 91.11.M:0-not specified
10.5 A.Y.a.agluamalzer,_.olikra-Msalilizigalaillas lar para.-OTAPPAADA1M12141..A1M:
0-not specified
10.6 012..4.1.0&....t.P
4.0.21311.:
1-individually2-in small groups0-not specified
10.4 1 _
10.5
mils paving most difficulty in_leargra 10.6 CI-115
by: 3-teacher
4-special remedial teacher5-paraprofessional6-parent tutor
7-older student tutor8-peer tutor9-not specified10-no special help given
11.0 INSLZUCTIONAL CO 1)010111 - DUaATION .111.1 "Z.ZTELIT OF BILINGUAL COIIPONMT S s )(en ox11.1 Duration of Bilingual Education (policy) I II IIl ..sr1Arg01-1AROA1214119._BAlgaill.0 J11.2.1.7q-Vam: i DON E(mark all that apply)
IIBMT0-not specified hoer long1-as the alternative language of learningfor as long as desired
2-as the medium of instruction for specialsubject natter (e.g. cultural heritage)
3-only for the length of time necessary forthe acquisition of sufficient English topermit learning of academic content ut anacceptable level in English
11.2 lipw_Aapyyealls...d.p_ep..22:pategtortirralfornstructionfog, Ar:4;T group throPia.h
11:-Attr;PACLultlie.:to. 9911ti1.11.1P.?
0-not mentioned
13 :don
NEL!
Qvecfion 11.1 "LeNAA-rv.a-44 a rt ca Co rAP one-Wt-
III. OBJLICTIVLS
A. For the purposes of this project, the Brentwood Llemen-
tary School will serve as the :Jasa for this program.
In this school, a specially designed 3rd and 4th grade
combination class will serve as the program focus.
Therefore, the objectives noted below are specifically
for application in this 3rd and 4th grade classroom.
(Program 0:)jectives - Long manse]
1. To demonstrate the feasibility of a completely
iii-lingual elementary school instructional
organization as basic district policy.
2. To promote community bi-linguality in keeping
with the current ethnic transition.
3. To increase the opportunities for full student
participation and acceptance in each of the two
dominant ethnic and language cultures of the
community.
[Program Objectives - Immediate]
3. To increase the participation of both ethnic
groups in joint school/community activities..
2. To sharply increase the awareness of all staff
. members to the emerging need for modifications
in the instructional patterns in keeping with
-5-
Ov.ectio n %IA Tr% aksrun_i; 6 rtoa Cort pontvd
III. OBJ2CTIVLS
A. For the purposes of this project, the Brentwood Llemen-
tary School will serve as the .lase for this program.
In this school, a specially designed 3rd and 4th grade
combination class will serve as the program focus.
Therefore, the objectives noted below are specifically
for application in this 3rd and 4th grade classroom.
(Program Objectives - Long aange]
1. To demonstrate the feasibility of a completely
bi-lingual elementary school instructional
organization as basic district policy.
2. To promote community bi-linguality in keeping
with the current ethnic rransition.
3. To increase the opportunities for full student
participation and acceptance in each of the two
dominant ethnic and language cultures of the
community.
(Program Objectives - Immediate]
1. To increase the participation of both ethnic
groups in joint school/community activities..
2. To sharply increase the awareness of all staff
. members to the emerging need for modifications
in the. instructional patterns in keeping with
-5-
SIP
s44 . 40%0 je 1
the growing :A-cultural character of the
community.
3. To reduce the negative effects of segregation by
providing integrated ethnic and racial exneri-
ences for students, their parents, the school
staff, and the community.
[Instructional Objectives - Terminal Performance)
1. To promote among all target students a reason-
plc-
able fluency in the Lnglish and Spanish language.
. 2. To create cultural and social understandings
through daily playing, studying, and sharing of
experiences.
3.. To increase the academic competencies of migrant
children in reading, mathematics, and language
facility.
[Instructional Objectives - Interim Performance]
1. To demonstrate a continuous increase in oralla-ada
language proficiency in the two languages, i.e.,
a. to use complete sentences in conversations
b. to speak distinctly and clearly
2. To demonstrate an increasing ability to communi-
cate ideas orally in the tm languages, i.e.,
a. to give directions
flo
4
b. to answer questions
c. to ask questions
d. to create =1 e;:press thoughts
3. To demonstrate an increasing ability to translate
verbal instructions from ore language (English or
Spanish) into the other when presented in either
oral or written form.
-7-
v
asp
V. UTILIZATIOA OF aasimucL r.U) liAT2nIALS
A. C::isting District Procframs in :A.- Lingual education
1. An E.s.n.A, Title I migrant program admniztere0
through the 2egional Office for :.rea III -D of
the California Plan for :UT:ant Lducation.
2. Employment of 8 hi-lingual teachers' aides to
assist regular classroom teachers and the reading
specialists orking with primary and intermediate
students from non-English speaking homes and who
are having difficulty ith reading and other
language arts studies.
to. os* peAtms
3. Utilization of 30 hi-lingual high school students
to spend one hour per week as tutors of Spanish
speaking students in grades 1 to 4 in all
curricular areas.
4. Utilization of three partially hi-lingual reading
specialists at 302 of their time in order to
assist in the reduction of the impact of non-
English speaking students upon the school.
-14- 0.
11.4...M.e..mitegt_:_vskie.ct3d11 =Pisa.prmakat the indicated grade level,:. (indicate. specific grade.)00 0 not grades
code: (if no filT).cpocified .1..3 4-6I :-.1; DONII 3-.()Q1 -ill Z:-D021/NENT__
code: 13=College or University (Other professional14=Federal, State, or Private Vocational Job
pace 10
14 Voc.7-5 10-12 13- collage training
training) 11.4 Itraining II
Li :317:11.5 ,
ra `-11.5 Second ).s.nLuake Sc r_ Aiglish dominant_ stlidents.
projected through grade:00 if 0 not gradesno Ziff specified 1 2 3 4 6 7 8 9 10 11 12code:
II MITIII N-2-12/1,1 Dora
11.6 b.eamting.in_ their native language for Pcpz.aigask clognp.nt 11.6students is zslectedthrouLh de:C=not specified/Grade 1 2 3 4 6 7 8 3 10 11 12
11.7 The amount of instructional time in and th2ough their native languageper lay for N-ZtiT students who are N-E dominant is
code: 0=not specified Math s = science ss = social studies11.7 11.8 11.3lan. per day Total Nin. per Subjects taught % of time per day ofof instruction day of any in native lang. instructiotApligh.lizzia _instctjan.... . tl:r.oug12.,11-7Pr E _...;Pre Li. . .
...,....... ........... ....,... . .0 Ai ./. .111......
LIi ... .. ................... ... . ......... . .. .. cm . am. Ili. O.* .4.. . .... .. e a. ..... . .... Al II. . ..... 4.4. ... ....... ........ . - ...
I
1! . 2
. 3.. s .. .1'15 S -hS 4 i'.t5...A*111.
g "4JI
5 64Ork S -1.t.414 cke.47
12 1.2
LAS-cci-..... ...A
11.10 The amount of instructional time in and through their native languagefor N-7..171 students who are English dorainant is:
code: 0 = not specified N.. = not applicable, no N-EiT, E don students11.10an. per dayof instruction
Total iiin. perday of any
pr.ona.11.-Za. . . . .....
11.11 11.12Subjects taught % of time per day ofin native lang. instruction
. . ...................
11.5 Sesopd dpAinapt stusignts insP2.1019.cteAtollE.11. grade:
00 if 0 not gradescode : no za specified 1 2 3 4 C) 6 7 8 9 10 11 12
II FAIT
11.5 I 53
1k N-EiVE Dorn
11.6students is rojectecl_throuah de:
C=not specified/Grade 1 2 3 4 6 7 8 S 10 11 12
. .
11.6
11.7 The amount of instructional time in and thzough their native languageper lay for N-FAIT students mho are N-E dominant is
code: 0=not specified m=math s = science ss = social studies
11.7 11.8 11.9Tan. per day Total Min. per Subjects taught % of time per day ofof instruction day of any in native lang. instructialUrsalearilrf 4n&tructjai_
ire -- --?re E --,
J
11
1211.10 The amount of instructional time in and through their native language
for N- -ZIT students who are English daainant is:
. . -
a E r 4IN cx.t.O. .lkS-t.d:
..12
code: 0 = not specified N.A. = not applicable, no N-EliT, E don students
PreK1
2
45
6
7
.
101112
11.10lan. per dayof instruction
tlumiGb. . .
'
.......ArvS.
t ..... _ PIS.. ........
.. ...... ....... .....
Total ifin. per
day of any. . Inixtrislattork
!
4
IN.s1.,.....11,65... .....'
............ .......
11.11
Subjects taughtin native lang.
i
.
4 h,S.i....... h.S.
.
. .....
11.12% of time per day ofinstruction
throP141)177117.......;Pre K
1
: 2
' 4 VIIS.. ..
5 n .5 . . .
1 6,
I 7
.... 9. ..
perm 1111.13 174porp.p..is.one.-15ty - only nan-English 1;other Tongue 11.13
students (including N -E IT-Ziglish dominant). Enelfshliother tongue students do not receive instruction ina second language
0-no English ilother tongue students2- 2 way -Males= the second language
11.14 The amount of instructional time in and through their second languagefor pupils who are native speakers of English is:
code: 0 = not specified N.A. = not applicable, no Ehglish 11T students
11.14 11.15 11.16Ian. per day Total min. per Subjects taught % of time per dayof instruction day of any in second lang. of instructionthroulgh N-III T instruction
thr011001:4q41......i
I.
,
el
..
Pre Z11
,
.56
t'N. .
......
.....
......
I-. .4PreK ;
1
2
3 h5 h55
.....1,......... ...4e ........4 ... !.
1
6
..
.
. .
...L..... .... ... .......... . . .7 i f
8 ....... ... ._ .. ....... . .8c c
iII. . ... ... ...... .1Q
10
11 I.
I 111 .. ..... .
......
12.1 i 12
11.17 I Ligesi _or_ sepprato. ),ApKua.g.e usage. by_ .teegter...and/or. aide. 11.17 ___()__in the classroom (mar:: all that apply)
0-not specified
1-languages are never miffed by either the teacher, aide or thepupil in any one class period; only one language' is used.
2-the second language is used exclusively by the teachersaideand pupils du.cing at least one portion of the school day.
3-the teacher uses one language exclusively within a class period;pupils.are allowed to use either native or second language.
4-the teacher uses only one language; however, the aide or para-professional uses another during the sane class period; studentsmay use either.
5-the teacher reinforces any conversation initiated by the childthrough the use of whichever language the child has used at the time.
6-constant switching from one language to another by teacher duringlesson.
7-the teacher use
. .
PreK
2
-IL. ,iel ov 1:tal ran. rei: :..,...:,je,t- 1,-4b:::. , ..,f t:.:,.. ,...1)
of instruction day of any in second lang. of instruction
through N-EiiT instruction through N-arr
..3 .b5 .... . ...h5
6Nil
4 ,r
78
't
!
C ,i10
1
i........1
11.17 llimst or separate )arcuace wage. by teacher ...and/or aide. 11.17in the classroom (mar:: all that apply)
0-not specified1-languages are never mixed by either the teacher, aide or thepupil in any one class period; only one language is used.
2-the second language is used exclusively by the teachersaideand pupils during at least one portion of the school day.
3-the teacher uses one language exclusively within a class period;pupils.are allowed to use either native or second language.
4-the teacher uses only one language; however, the aide or para-professional uses another during the sane class period; studentsnay use either.
5-the teacher reinforces any conversation initiated by the childthrough tie use of whichever language the child has used at the time.
6-constant switching from one language to another by teacher duringlesson.
7-the teacher uses English and the paraprofessional then translatesthe sane material for N -3iT pupils.
8-other (summarize)
6- SeevNi.ON 0..vNa grt; skN 00-4_ ,5e_a i-LrD.A11.01/4A.A-
i-ANt_. 4:\
12.0 EETHODS OF SECOND LANGUAGE TEACHING
(iee: all that apply; some projects may use a combination 12.0of methods)
1-Audio-linagal habit skills or behavioral approach. bnphasison communication. Includes contrastive analysis of sounds(units) in both languages by teacher and students, studentre)itition of tapes and/or fluent teachers' model sentencepatterns until responses are automatic. Structural drills anddialogues are systematically presented. Includes direct as-sociation between object and word in second language in asecuence of patterns learned in complete sentences. Inductive-generalizations drawn from examples.
2-7.MPPYPAgPnAk-ePOWYPLP2PYP.411.Acquiring an understandina of the structural e-.terns orgrammatical rules of a language.
rig P
page 12
2a-inductive -generative approach: through listening to communication,perhaps of peers, and attempting t4e new language in situations whichcall for the student to generate sentences - test his understanding.(the way native language is accuired)Includes direct association between object, picture or action andword in second language.
2b-deductive - the cognitive code approach: through initial formalstudy and analysis of grammatical structures, then applying them throughexamples, i.e. answering questions, or transforming affirmative sentencesto negative, declarative to interrogative, active to passive.
TranslationFormal study of rules of grammar and translation from first languageto second. &Thesis on reading in second language rather than usingit for oral communication.
13.0 DCMINANT AND SECOND LANGUAGE SKILLS SEQUENCE
AL-11* Language Skills Sequence(*Audiolingual Method: listening, speaking, reading and writing)
I IINon Eng dom Eng dom
students studentsA in dam Bin Ain dam B inlang second lang second
lang lang
0 = not specified(Use not applicable (n.a.) if project has no Eng. dom. students)
13.1 Second language listening-speakingskills are learned:
1-concurrently with lwainaat languagelistening-speaking skills
2-after a specified level of compe-tency achieved in listening-speakingskills in dominant language
3-a specified period of time afterlistening-speaking skills in dominantlanguage taught
L
0.,
13.1 IBIIB I rj-
13.2 IA_13.2 ALN sequence followed:IB
1-Listening-speaking proficiency11)precedes introduction of reading jc. _x_ u %s2-74sading is taught concurrently
with listening-speaking skills3-Learning to read overlaps learningof listening-speaking skills
4-There is some overla bet
11411
Lo negative, ace ara o interroL;at-ve, pELS6J.V.
3-Gragaarethod.Formal study of rules of grammar and translation from first languageto second. EMphasis on reading in second language rather than usingit for oral communication.
13.0 DCMINANT AND SECOND LANGUAGE SKILLS SEQUENCE
AL-11* Language Skills Sequence(*Audiolingual Method: listening, speaking, reading and writing)
I II
Non Eng dom Eng damstudents students
Ain dam Bin A in dam B inlang second lang second
lang lang
0 = not specified
(Use not applicable (n.a.) if project has no Eng. dom. students)
13.1 Second language listening-speakingshills are learned:
1-concurrently with aoninant lancuagelistening-speaking shills
2-after a specified level of compe-tency achieved in listening-speakingskills in dominant language
3-a specified period of time afterlistening-speaking skills in dominantlanguarA taught
.e 4.0
13.2 A121 sequence followed:
1-Listening-speaking proficiencyprecedes introduction of reading Y.,
2-:leading is taught concurrentlywith listening-speaking skills
3-Learning to read overlaps learningof listening-speaking skills
4-There is some overlap betweenlearning to read and to write
13.3 Listening-speaking proficiencydetermined by:
1-ueasure of listening-speakingproficiency
2-informal assessment by teacher
13.4 Second language reading skillsare learned:
1-concurrently with learning to readin dominant language
2-after a speciriea level of dominantlanguage reading competenceachievement
3-a specified period of time afterlearning to read in dominant language(e.g. a specific grade)
4-before learning to read in daainant
language
0...111.0.
LleNa.
13.1124_ plc?
13.2 IA
0 t..X_. 1 1 B 11 1
13.3 IA ___1__
In__ L.
13.4. IB.
In,
rage 13I II
Non Ehg dam Eng dam
PAMPRIPA B A. B
don second don secondlang lang lang lang
13.5 'Reading is introduced:
individuall, when child is readyor aL a specific time during grade: 1
1
0../.. 4...4.
2 ...Das 1. ..3 mama.. Ie..
13.6 7.'eading readiness is determined by:1-test of reading readiness
....a ow
2-informal teacher assessment 1 yaw... 11.41
13.7 Grade level reading is expected:1-in first grade2-in second grade3-in third grade
4-in fourth grade5-in fifth grade
0..11
6-in sixth grade .7-other (specify)
.
13.6IB
IL
13.7 IA h51B
IIAIIB
13.8 Grade level academic achievement (miaths science, etc.) in the 13.8 IB /15SECOND language is expected: Imi-/415
1-in the first grade2-second grade3-third grade
4-fourth grade5-fifth grade6-sixth grade7-other (specify)
14.0 INTE=TION OF SECOND LANGUAGE LEARNING(mark all that apply)
1-Second language learning is only a sep-arate subject for English- speaking stu-dents; the second language is not usedas a medium of instruction for othersubjects.
2-Second language learning is both a sep-arate subject and also a medium ofinstruction for other subjects.
WITH OTHr. LEARNING: 14.0 I hII
I = N-E II = E
dam domstudents students
01111
471 0r
5 14 sgav
13.6 -leading readiness is determinea by:
1-test of reading readiness2-informal teacher assessment
.11=1/
13.7 Grade level reading is expected:1-in first grade2-in second grade
41 .10..
3-in third grade4-in fourth grade
-.11
5-in fifth grade/
6-in sixth grade1111
7-other (specify) mal
13.8 Grade level academic achievement (math, science, etc.) in theSECOND language is expected:
1-in the first grade2-second grade3-third grade
4-fourth grade5-fifth grade6-sixth grade7-other (specify)
14.0 Irk -'CATION OF SECOND LANGUAGE LEARNING WITH OTHER LEARNING:(mark all that apply)
1-Second language learning is only a sep-arate subject for English-speaking stu-dents; the second language is not usedas a ,medium of instruction for othersubjects.
2-Second language learning is both a sep-arate subject and also a Ledium ofinstruction for other subjects.
3-Second language learning is always in-tegrfted with the learning of ooursecontent (such as social studies) or asa medium of cognitive development.
4-Academic content taught in the nativelanguage is used t.s Lhe referentialcontent of eecond 'language learning(the ze.-.1.o -..oncapt te.ught in the native
ia taught in the secondlangrago).
5-Different academic content is taughtin the second language from that whichis taught in the native language.
0-not specified
6-ether (specify)
I = II = E
dom domstudents students
1
13.6 IA JAIIB
IIAIIB
13.7 14 KSIB
IIAIIB
13.8 IBh5
14.0 I v.\ 3,
II
page 14
15.0 M EATIMNT OF CHILD'S LANGUAGE: I II15.0 IA
Non Eng. dom. Eng. dom. IBstudpnts .atudentd IIA
A -in dom. B 2nd A B 2nd IIBlang. lang. Eng. lang.
1-The child's language is respected.It is not corrected, rather, allof the child's speech is accepted.However, the teacher provides amodel of the standard languageaiming toward child's eventualcontrol of the standard form.
2-The child's language is corrected-the teacher points out errors anddezionstrates the standard form.
3-Other (specify)
0-Not specified
16.0 MATERIALS
ilmaaNal
MIM.1111.0
=111411
41..16 .16.
Mial 0
210.11.111111. .....
16.1 Reading Materials4Ypes
Reading Materials are: (mark all that apply)1-Linguistically based
(Merrill or 'Liami Linguistic
readers, ITA, etc.) 16.1 IA /ft !Is IIL i Ilk_
2-Basal readers 2-
4-aperience charts (stories 13-Dialect
readers
dictated by children) 1
2 ..z A r ID.
)If 41
16.2 If some reading material is inthe child's dialect, indicate L,long it is used:1-Grade 1
2-Grade 23-Grade 34-Beyond Grade 30-not specified
16.2 IAJIA
(:'lea so on IlLno .)16.3 The following are techniques and materials used fpr second language learning:
0-none specified1-pattern drills2-dia:og memorization3-choral repetition
eMMINee
UVU111..
control of the standard form.
2-The child's language is corrected -the teacher points out errors anddemonstrates the standard form.
3-Other (specify)
0111
4.10..M.111111. 10-Not specified .11.1101110.
16.0 HATMIALS
.1.101140
16.1 Beading Materials -TyposReading Materials are: (mirk all that apply)1-Linguistically based
(ilerrill or Miami Linguistic
readers, ITA, etc.) 16.1 IAJ_ ig rls IIL IIB_
2-Basal readers
3-Dialect readers
4-EXperience charts (storiesdictated by children) If 1
16.2 If some reading material is inthe child's dialect, indicate howlong it is used:1-Grade 1 16.2 IAjla II:. C'
2 -Grade 2
.111
-20App.
3-Grade 34-Beyond Grade 30-not specified
(; :ean. on 111.116 .)
16.3 The following are techniques and materials used for second language learning:0-none specified1-pattern drills2-dia:og memorization3-choral repetition
4-songs5_prcr,-re.:raed instructicn )&-al/4.4, Jall 100°
6-itories read to children (J hWillf-r
AUDIO VISUAL AIDESfilmstrips -NC vo
8-flannel or magnetic ooards9-realia, graphic displays10-records, tapes -Nt!11-listening centers
1111.11.11
12-multi-media approachEXperiential:
13 -roll playing
14-puppetry15-experience charts16-primary typewriter17-learning through direct experience
with materials e.g. Montessori18-activity centers-chosen by child IMMINe
19-other (specify)
Learning outside the classroom:20-field trips -a"21- suggested TV programs22-,,thcz (specify)
0
0.1111111010
(kes4-(01,1 /4.1
VII. FACILITIES, MATTAIALS ;.:L) '::QUIP :%:11
%. Facilities
One regular, zalf-contained classroom of the
Brentwood :lenentary School. ":his project does not
require the leasing of any special facilities.
B. Equipment and 'iaterials
Instructional materials utilized in this nroject
shall consist of specially selected te::te tiritten in
Spanish, language charts, voice recordings, and relateet
audio-visual materials. VP.e precise selections of
supporting materials will :Je C.atermined :)v the ii--
lingual teacher during the pre-operational :-,ariod of
the project at the time s:le i3 preparing the instruc-
tional package. The equipment used in this project
shall consist primarily of the 2olloing:
Tape recorders
Language :faster and cards
Listening ;post:.
Film strip projectors
File Ce'inet
The local educational agency shall provide all of
the normal equipment and materials to this classroom.
page 15
16.4'The sources of Non-English materials and textbooks are: 16.4_4_2_ 9(mark all that apply)
I
2- commercially prepared and published in countries where
Ci )(0-not specified
A0:pev1-are written- by native speakers of that language
N-E is the native language3- developed by the project's own bilingual staff4-developed by the staff of another bilingual project (specify which)5-developed in conjenction with project parents6-developed by or with members of N-ENT community7-are culturally appropriate for N-E culture
(specify how this is determined) --VILUDTIAANIS 1449..otiCo.h601-ts 6010r8-are cross cultural
trowsS-commercially prepared and published in the U.S.
11-are coordinated with materials used in Le regular subject
14142-X10-are translations of U.S. texts
curriculum12-other (specify)
16.5 The specific bilingual/bicultural materials used in the language 16.5 Icomponent are:
1-xerox att,,ched-page and document 5t xgritx A pety4 x. A0-not specified
orposi tt ?ae.1.5-01.10G, t-'
groups: (mark all that apply)17.1 m1517.1 Student grouping; mixed or separated into dominant language
0-not specified
EM2112SfiN11111ELaA4900..Lare:1-always mixed for all learning2 -mixed for language learning3 -mixed for some academic subject learning4-mixed for non-academic learning; art, music, gym, health5-separated for native and second language learning intodominant language groups
6-separated for most academic subject learning into dominantlanguage groups
7-never mixed for language or other academic learning8-other (specify)
n. a. - (no students)
(mark all that apply)17.2
17.2 Students are grouped for language instruction:A.-more thani. the time D Less than the time
0-not specified1-total class
2-small groups (specify size) 0..01.-3-individual instruction
17.0 STUDENT GROUPING
17.3 Criteria for grouping:0-not specified
1-by age2-by native language
Studen.1I Non Eng II Eng dam IlEng don
don ENT0
(specify how this is determineu) --re.C.OrarNis o+ loo.)DAY
9-commercially prepared and published in the U.S..tro8-are cross cultural
W142.xit.. 010-are translations of U.S. texts11-are coordinated with materials used in the regular subject
curriculum12-other (specify)
16.5 The specific bilingual/bicultural materials used in the languagecomponent are:0-not specified AlpeCANAI1-xerox att...ched-page and document 51&__Xer_LIC
17.0 STUDENT GROUPING
(groups: mark all that apply)17.1 Student grouping; mixed or separated into dominant language 17.1 M:5
0-not specifiedPupils of both linguistic groups are:1-always mixed for all learning2-mixed for language learning3-mixed for some academic subject learning4-mixed for non-academic learning; arts musics gym, health5-separated for native and second language learning intodominant language groups
6-separated for most academic subject learning into dominantlanguage groups
7-never mixed for language or other academic learning8-other (specify)
n.a. - (no students)
17.2 Students are grouped for language instruction: 17.2 h!5(mark all that apply) A-more than the time B Less than -lg. the time0-not specified1-total class
2-small groups (specify size)3-individual instruction .1111 .11M111111.0
17.3 Criteria for grouping: Students0-not specified I Non Ehg II Eng dom 113.Eng dom
dom SIT.,
NRIT1-by age
2-by native languageMIMIEMPYIO eMI Mi...
3-by dominant language .4-by language proficiency
(ex. level of reading skill)n.a. not applicable
(no E.dora/NDIT) .1e. 0 TUTORING
35
118.1 Student Tutoring is: (mark all that apply) 18.1 alyot. no-not mentioned
0-type is rte.lt specified
9 a 1-inter-ethnic (N-ETIT student tutors EAT students)2 -intra -ethnic (N -EMT student tutors N -EST)
3-done by older children (cross age)4-done by peers (same age)5-other (specify)
18.2 Paraprofessionals or aides give tutoring or instructs n as follows:0-area not specified 18.2
Set...ktroi 1-inter-ethnic (N -ZIT aide tutors gT student)
154. 2-in the acqusition of native language edlls3-in the acqusition of second language s%ills4-in other academic subjects
Igs\u-tki0 1G.
M4TEK IAA-
BOOKS (Books were available from theparticipating schools and on aCounty Schools Libraries. Ournew, high-interest, low-difficu
Kinder Owls
Little Owl Books, K-2
Young Owl Books, 2-4
Wise Owl Books, 4-6
Pre-Bound Library Books
collections of some of thecontracted basis from thepurchases were in'.-.ended to addlty reading materials.)
$ .34.95
49.95
59.95
34.95
Paperbacks:Complete Set of Picture Story Books -.10Complete Set of Easiest-to-Read
Title 11.30Complete Set of Favorites Old
and New 12.15Classroom Library Sets, Gr.3-5Complete Set of Teen-Age Fiction 4.55Complete Set of Sports-Non-
Fiction and How-to Titles 4.60Complete Set of Men and War Titles 5.95Complete Set of Guidance and Self-
Help Titles 8.00Scholastic's Reluctant Reader
Collection 21.20
The First Talking Storybook Box,#2581-67 (21 storybooks andmatching records)
Invitations to Personal ReadingGrade 1, #2875-65Grade 2, #2876-65Grade 3, #2877-65Grade 4 #2878-67Grade 5, #2879-67
The Time Machine Series(Books, Recordings, Teacher'sManual)
Americans All Series
The Wildlife Adventure Series
The Deep Sea Advepture Series
The Morgan Bay Mystery Series
et
57.00
44.7644.7644.76.49.8052.80
Holt, Rinehart & Winstor
Perc B. Sapsis, Inc.1795 Del Monte Blvd.P.O. Box 737Seaside, California
Scholasrin nook Service:5675 Sunol Blvd.Pleasanton, Calif.
94566
Scott, Foresman & Co.
Scott, Foresman & Co.
Harr Wagner Pub. Co.609 Mission StreetSan Francisco, Calif.
94105
Harr Wagner Pub. Co.
Harr Wagner Pub. Co.
Harr Wagner Pub. Co.
Harr Wagner Pub. Co.
The Reading Motivated Series
The Checkered-Flag Series
Book Collections for Pre-School Children
I Want to be Books, 36 vol. set#1750 L
'Remedial Reading Books#9200 L, 12 vol. set.Reading Level Gr. 3-8Interest Level Gr. 3-Adult
About Books, SupplementalBooks in Social Studies, 70 vol.
Reading Level Gr. 2-4Interest Level Gr. K-6
Harper & Row School ReadinessTreasure
MATERIALS IN SPANISH
Laguna Language Series: Caperucita.
Roj a
FilmstripTapeTeacher's Manual
Laguna Language Series: Los CuatioCantantes de Guadalajara
FilmstripTapeTeacher's Manual
$67.50
/1Harr Wagner Pub. Co.
Harr Wagner Pub. Co.
Western Pub. EducationServices
1220 Mound AvenueRacine, Wisconsin 53404
Children's Press, Inc.1736 FranklinOakland, Calif. 94612
22.56 Children's Press, Inc.
131.60 Children's Press, Inc.
159.50
7.5010.00
.75
7.5010.00
.75
Laguna Language Series: Los Tres OsosFilmstrip 7.50
Tape 10.00'
Teacher's Manual .75
Recordings:.7745 Cantos de Las Posadas8727 Folk Songs of Mexico7833 Ninos....Dejad Que Os
Cuento6913 Corridos8870 Mariachi Aguilas De Chapala
Mexican Folk Dances
Harper & Row PublishersP.O. Box 370Pleasanton, Calif.
94566
G-W School SupplySpecialists
G-W School SupplySpecialists
G-W,School SupplySpecialists
Folkways-Scholastic5.79 Records5.79 906 Sylvan Avenue
Englewood Cliffs, N.J.5.79 076324.155.79
5.95 G-W School SupplySpecialists
26
Pre-Primerio de LecturaPrimerio de Lectura
Jones, E.Mi Primer Libro de la Salud
(Health)Lay-Cabrera, Lopez
Buenos AmigosBuenos Amigos-- WorkbookMena y DaaiElena y Dann -- Workbook
Munoz, ArmandoVictoria-Primero de Lectura
Primary-Intermediate Level(Grades 1-4)
PITA, JESUS GONZALES, FOREIGNLANGUAGE BOOKS
A. J. 112,,Dias sin Colegio
(Globo Azul)La -Zini117--"(Moho Rojo)
Bolinaga, JosefinaSolo para Ninas--(Grob° AzulF
Colombini, JolandaDos Monas y un ConejitoEl Que la friace la PagaEl Gran Amigo1957crui-r-iiiii7Perrito Feito
ForturTEiena. El Bazar de Todas las Cosas
(Globo Azul)
Titeres con Cabeza(Globo
Gil, BoTh-i-fiFic-iJugar y 'Cantar
(Globo Azul)Lamb., A. Jimenez
Las Cosas que Vemos(Globo Azul)
.D
Suarez. CalixtoLa Ciencia y Tu--Vol. ILa Ciencia y Tu--Vol. II
Tejera, GomezAmigos de Aqui y de Alla
Amigos de Aqui y de Alta- -Teachers Manual
Tejera, and OthersPueblo v Campo
(Reading, Basal)Pueblo y Campo- -Teachers Manual
Historias con Animales(Giobo Azul)
Lindgren, AstridNos Ninas en la Jungla .Lon, UlfBuenos Dias, Rey Cas_ pio
Miranda, Maria RosaEl Libro del Principio y el Fin
(Globo Azul)Soler,--Caro a
Jue os para Todoso o Azul
El Libro de los Juegos(Globo Acid)
El Pij7rti--diTNieve(Globo Rojo)
El PTF"--.o Pito(Globo too ,
Tejera, G., and OthersSorpresas y Maravillas
(Reading, Basal)Sorpresas y Maravillas--
Teachers ManJal
(A.A.e.s.tioIn ..a
° 3i- Lingual Aide:
The person selected for this position shall be
from the resident Spanish speaking population
and shall be fully conversant with both the
snoken and written fors of the Lnglish and
Spanish languages.
[Preference shall be-given to applicants with
prior expz-riences as teacher's aides at the
designated grade levels.]
° Secretary-Bookkeeper:
This person shall meat minimum standards for
employment as a secretary-bookkeeper in the
Brentwood Union School District.
'ith specific reference to the above three
positions, salari3s will conform to the district nay
scale for comparable positions and prior experience.
The length of employment shall be 11 months for all
project personnel.
18.3 Parent tutoring: (mark all that apply)no-not mentioned0-type not specified
1-inter-ethnic parent tutoring is used2-intra-ethnic parent tutoring is used
page 16
18.3 i
P P
Parents are trained to become tutors for their children:3-in the home by a home-visiting teacherSe's Xleit°1 4-in an adult education component
Cory/ 5-in school through observation and guidance of teacher6-as parent volunteers who tutor during the school day7-materials are provided for use in home by parents8-other (specify)
19.0 CURRICULUE:PATTEgNS 19.0 aTie Atated curriculum pattern of thghilineual nroiect:1-accept for inclusion of N-EMT instruction the curriculum isotherwise typical or regular, for this state.There are other modifications whithin the curriculum of thebilingual program which differ from traditional, typical curri-culum such as: (mark all that apply)
2-a non-graded classroom: pupils of different ages aregrouped together during part of the school day
3-flexible or modular scheduling4-small group instruction5-individualized learning6-open classroom7-guided discovery and inquiry8-a curriculum which is both child and subject-centered9-others (specify)
10-if the program includes activities which complementexperiences children encounter in the home, communityand through mass media i.e. TV, describe below:
20.0 COGNITIVE DEVELOPIMIT
20.1 Cognitive development in early childllood grades is fostered through:0-method not mentioned 20.11-structured envirionment rich with materials child can manipulateorder, compare, match for perceptual-motor development
2-non-verbal materials, such as Montessori materials from whichchildren can learn sensory discrimination, matching, seriation,counting, addition, subtraction
3-labeling and discussion of concepts related to time, space, distance,position
4-labeling and grouping actual objects to learn classification;grouping objects with common attributes and labeling theirattributes (i.e. colors, sizes)
t-Liaterials are providal for use in home by parents8-other (specify)
19.0 curaucuun: PATTEVNS 19.0 aThe_i_sUntrj.cAlmpaai.ae of the bilingual nroloct:1-accept for inclusion of N-ENT instruction the curriculum isotherwise typical or regular, for this state.There are other modifications whithin the curriculum of thebilingual program which differ from traditional, typical curri-culum such as: Onset all that apply)
2-a non-graded classroom: pupils of different ages aregrouped togsther during part of the school day
3-flexible or modular scheduling4-small group instruction5-individualized learning6-open classroom
7-guided discovery and inquiry8-a curriculum which is both child and subject-centered9-others (specify)
10-if the program includes activities which complementexperiences children encounter in the home, communityand through mass media i.e. TV, describe below:
20.0 COGNITIVE DEVZLOPIMIT
20.1 Cognitive development in early childhood grades is fostered through:0-method not mentioned
20.1 VN1-structured envirionment rich with materials child can manipulateorder, compare, match for perceptual-motor development
2-non-verbal materials, such as flontessori materials from whichchildren can learn sensory discrimination, matching, seriation,counting, addition, subtraction
3-labeling and discussion of concepts related to time, space, distance,position
4-labeling and grouping actual objects to learn classification;grouping objects with common attributes and labeling theirattributes (i.e. colors, sizes)
5- direct experience of processes of science through discovery, usingmaterials rather than text; active experimentation by child with teacher's
s6- direct
rather thect
experience of math through discovery rather than instructionan t...acher dc;ontration.
7-other (specify or xerox) p. no. and document:
20.2 Cognitive development in later grades (grade 4 and above)0-method not mentioned
1-specify or xerox p. no. and documentn.a.-no grade 4 or later grades
SI
,
QuA on I .
B. Parental/Community Involvement
All parents will be expected to actively parti-
cipate in the project. Their participation will take
the form of:
1. Advisory committee meetings for planning and
evaluating.
2. Aid in classroom activities, fiestas, parties,
dance, and musical instruction.
3. rield trip planning and chaperoning.
4. Accepting in their homes their childs' "buddy"
and encouraging him to take part in their normal
activities.
5. Helping to disseminate information about the
program to other parents, church groups, business
groups, civic groups, and social organizations.
6. Taking the responsibility to organize weekend or
evening family activities with families of other
children in the project, i.e., picnics, barbeques
etc.
7. Bi-lingual and bi-cultural programs for the
P.T.A. and/or community groups conducted by the
target children.
An Advisory Committee will meet periodically to
1. Advisory cozzittea meetings for planning and
evaluating.
2. Aid in classroom activities, fiestas, parties,
dance, and musical instruction.
3. Field trip planning and chaperoning.
4. Accepting in their homes their childs' "buddy"
and encouraging him to take part in their normal
activities.
5. Helping to disseminate information about the
program to other parents, church groups, business
groups, civic groups, and social organizations.
6. Taking the responsibility to organize weekend or
evening family activities with families of other
children in the project, i.e., picnics, barbeques
etc.
7. Bi-lingual and bi-cultural programs for the
P.T.A. and/or community groups conducted by the
target children.
An Advisory Committee will nc,t periodically to
aid in program planning, implementation, evaluation,
and information dissemination. The committee will
consist of:
2 Parents of :4exican-American children
2 Parents of Anglo-American children
2 School District Personnel
1 Representative of Civic groups
1 Representative of Service organizations'
1 Representative of County Social ServiceDepartment
1 Representative of the High School District
1 Advisor (Frances Lopez) from the RegionalMigrant Education Office
116
21.0 SMF-ESTMI
page 17
21.0 h 5Stated_methocip of protect component eggn*Ni. to increase segnepteep:no-self-esteem not mentioned as an objective0-self-esteem is an objective but methods not specifiedTeacher encourages pupil to verbally express his feelings:
1-through role-playing2-puppetry
3-language-experience approach: students dictate stories fromtheir own experience
4-teacher accepts, acknowledges ideas and feelings5-teacher encourages non-verbal expression of child's feelings
through painting, music, dancing
6-teacher provides experiences in which the various ways thatchildren act are accepted by the teacher; their actions arediscussed and the children are encouraged not to make fun of"different" ways
7-teacher provides experiences leading to competency andsuccess
8-teacher provides experiences where occasional failure isacknowledged as part of everyone's experience; secondattempts are encouraged
9-other (specify) (xerox or summarize) document page #
Teacher provides experiences in pupil self-direction and acceptance ofresponsibility, such as:
10-pupils act as tutors for other pupils11-puils have some options in choice of curriculum12-pupils choose activities from a variety of interest centers13-older puils participate in curriculum planning and/or
development14-pupils write a bilingual newspaper for dissemination to the
cammunity15-other (specify)
22.0 LEARNING STRATEGIESO
22.0
1-The project mentions the following specific Morning strategiesas important for reaching a particular ethno-linguistic group:(specify or xerox) Document and Page no.Example: Navajo children resist participLtion in an authoritarian,traditional classroom. An open classroom where teacher partici-pates rather than directs all activities and students or groups ofstudents initiate activites, move about freely or sit in a circle orhorseshoe rather than sit in rows, has been found more effective.
0 -none mentioned
5-teacher encourages non-verbal expression of child's feelingsthrough painting, music, dancing
6-teacher provides experiences in which the various ways thatchildren act are accepted by the teacher, their actions arediscussed and the children are encouraged not to malt: fun of
"different" ways7-teacher provides experiences leading to competency and
success8-teacher provides experiences where occasional failure is
acknowledged as part of everyone's experience; secondattempts are encouraged
9-other (specify) (xerox or summarize) docanent page #
Teacher provides experiences in pupil self-dfsection and acceptance ofresponr'ility, such as:
10-pupils act as tutors for other pupils11-puils have some options in choice of curriculum12-pupils choose activities from a variety of interest centers13-older pulls participate in curriculum planning and/or
development14-pupils write a bilingual newspaper for dissemination to the
community15-other (specify)
22.0 LEARNING STLATEGIES 22.0
1-The project mentions the following specific ]carning strategiesas important for reaching a particular ethno-linguistic group:(specify or xerox) Document and Page no.
Example: Navajo children resist participation in an authoritarian,traditional classroom. An open classroom where teacher partici-
pates rather than directs all activities and students or groups ofstudents initiate activites, move about freely or sit in a circle or
horseshoe rather than sit in rows, has been found more effe tive.0-none mentioned
0
23.0 BICULTUAL CalPONMIT
23.1 This program is: 23.1_!2424.4_61-bilingual alone2-bilingual and bicultural3-bilinga3 and multicultural0-not :specified as to which of the above4-an ethnic studies program is included in the bilingual program5-art, posters treanat crafts of both cultures are exhibited in
Uie classroom6-language and cultural content are integrated7-other (specify)
page 18
23.2 Cross-cultural awareness: 23.2 VIf project mentions specific values or nodes of behavior ofN-ZIT culture, please summarize belou: (or attach xerox)found in document rage h0-not mentioned
23.3 1-if project mentions efforts to decrease ethnocentrism in 23.3either or both groups, describe below: (or xerox-document page/#)
0-none mentioned
N% muddy syste.mg 1.-_,;1as i g pck reA tr.) i ckh
E m . 1-VoLy w 11 visit to c\, otiNt.r's ho Tv% t.P v.v ol v 4, w1 tk ails b.,tks ckg.r...r-cAes t. Q-44% het GE r.."Vr S V'eN P q P
23.4 In the bicultural compenent knowledge of the N -MT culture 23.4 °1-involves (marh all that apply)0-no bicultural component mentioned1-Humanistic aspects of culture: ideals and values, literature
(oral or written), achievement of particular people or politcalmovements
2- Historical-cultural heritage of the past-- contributions to artand science
3- 'Deep' culture: family patterns and contemporary way of life.4-Itemization of surface aspects of a country,- -geoiraphy, datesof holidays etc.
5-A specific cult-re only e.g. one Indian tribe6-Various cultures of same ethnic /linguistic group (i.e. Spanish-
speaking peoples)7-A third culture different from NEHT or ZIT8-Other (specify)
23.5 American culture is defined:0-not specified
1-narrowly: primarily Anglo-Saxon orientation2-broadly: ethnic pluralism of America,--multicultural
con.mributiors of various ethnic groups discussed3-other(indicate document and page number for xerox) orelaborate in your own words
23.5 r, s
23.3 1-if project mentions efforts to decrease ethnocentriml in 23.3Ieither or both groups, describe below: (or xerox-document page/#)
0-none mentioned
&Addy sysfemy Ece.c.1, t-Et t1 cAN.Ac!, .14 po.;red LA) 1 exh
E MT c.V.1ck "V"cy Lo 11 visit to.c.1, ot-iNcr's 1ei re, t.
Pcx r 41. %NJ' 1nVo1v4.rv.cr.i ka.3.1*1N lk &1st b.e_,ustd +-0 ck42-c-re_gase. 9.41, v.b c e P q P
23.4 In the bicultural compenent hnowledge of the N -MT culture 23.4 °2involves (car:: all that apply)0-no bicultural component mentioned1-Humanistic aspects of culture: ideals am:. values,. literature
(oral or written), achievement of particular people or politcalmovements
2- Historical-cultural heritage of the past -- contributions to artand science
3- 'Deep' culture: family patterns and contemporary way of life.4-Itemization of surface aspects of a country,- -geofraphy, dates
of holidays etc.5-A specific culture only e.g. one Indian tribe6-Various cultures of same ethnic/linguistic group (i.e. Spanish -
speaking peoples)7-A third culture different from NET or EHT8-Other (spocify)
23.5 American culture is defined:0-not specified1-narrowly: primarily Anglo-Saxon orientation2-broadly: ethnic pluralism of America - multicultural
contributions of various ethnic groups discussed3-other(indicate document and page number for xerox) orelaborate in your own words
24.0 allUr/ 00170NRIT
24.1 Bilingual libraries are provided for:0-group not specified1- project children
2-adults of the project community3-teachers
no-bilingual library not mentioned
24.2 An ethnic studies library is provided for:0-group not specified1-project children2-adults of the project community3-teachers
no-ethnic studies library not mentioned
23.5 h S
24.1_
A?1,4._.,c4;x
24.2____r1
I
24.3 Provirion is made by the schooland community about the program
0-method not specifiedno-no provision for informing1 bilingual newsletter2 monolingual newsletter3 awe sent to mass media.
4-if articles included with project, check 45-bilingual fliers sent home6-formal meetings
7-informal meetings open to entire community8-meetings conducted in both languages9 -home visits
10-other (specify)
11-project director personally involved in programdissemination. specify how
for informing the parentsthrough: (Mark all that apply)
community
24.4 Community involvement in the formulation of school poll/liesand programs is sought through:
0-type not specifiedno-not sought
1-existing community groups working with program2-bilingual quest nnaires
3-community-school staff committees4-community advisory groups5-formal meetins open to the entire community6-informal meetings with community groups7-other (specify)
8-p-Luject director personally seeks involvement of communityin program. specify how
Page 19
24.3 19
24.5 The school keeps informed about community interests, events andproblems through:
no-no mention of school seeking to be informed about community1-meetings open to the entire community conducted in bothlanguages
2-community representatives to the school3-bilingual questionnaire sent to the home4-home visits by school personnel5-other (specify)0-method not specified
24.6 The school is open to the community through:0-not mentioned
no-school is not open to community for communi use
24.4 31
511._.:5:
24.6 TN
/ 1.11 L
8-meetings conducted in both languages9-home visits10-other (specify)
11-project director personally involved in progiamdissemination. specify how
24.4 Community involvement in tho formulation of school policiesand programs is sought through:
0-type not specifiedno-not sought
1-existing community groups working wi-' program2-bilingual questionnaires3-community-school staff committees4-community advisory groups5-formal meetins open to the entire community6-informal meetings with community groups7-other (specify)
8-project director personally seeks involvement of communityin program. specify how
24.4 3
24.5 The school keeps informed about community interests, events andproblems through: L.+. 5 14 'Sno-no mention of school seeking to be informed about community1-meetings open to the entire community conducted in bothlanguages
2-community representatives to the school3-bilingual questionnaire sent to the home4-home visits by school personnel5-other (specify)0-method nct specified
24.6 The school is open to the community through:0-not mentionedno-school is not open to community for community use1-opening school facilities to the community at large for useafter school hours and on weekends
2-providing adult education courses3-other (specify)
25.0 112110T EVALUATIOU
24.6
25.1 Project mentions description or dissemination of the b_lingualprogram through: 25.1 1 17
1- newspaper articles
2-radio programs3-TV programs
4-video-tapes5-films
6-visitors to observe the program
1t.41/4'r 40"4 'ret Cori "40 C.1)..t;ca T. v.: ca, 2, D ac
4"
page 20
25.2 Project's impact: 25.21-Project mentions that other classes in the school, butnot in the program have piched up nethods or material fromthe bilingual program
2-Project mentions other schools in the local educational systemhave started bilingual programs
3- Protect mentions that a University has instituted teachertraining courses in bilingual education to meet staff devel-opment needs
26.0 ROLE OF EVALUATO:
26.1 Evaluator has field tested, on a group of children who are ofthe same language, culture and grade levels as the children ir,
.5 e a the bilingual program:
14E0 le 0-not mentioned1-published measurescory 2-staff developed measures
,,. 6 ...,A.- 3-staff translations of published measures4-staff adaptations of published measures
pa E
.5726.2 Evaluator has personally observed students in the program: 26.20-not mentionedno-never1-once or twice during the year2-more than twice3-regularly
26.3 Evaluator has met with teachers:
sico:Lierc..(sspeoci3%)4-1,S'6.4.cicrN.6 jA-gV44t-YCI "Ø#264.53!...ss_tc-
0-not mentionedno-never1-once or twice during year2-more than twice3-regularly
VNaS INva..k v.1\ iN A't-nc..kg.XSi tr. 11-vC- y sre-cji ILA4-other (specify)
27.0 EVALUATION PNOCEDUNE
27.1 0-flot specifiel
1-A comparison group has been chosen2-A comparison group will be chosen
27.2 0-not specified (mar: all that apply)1- Pre -Lasts have been given to project group or sample
2- " will be3-Post-tests have been given to project group or sample
4- " will be5-Pre-tests have been given to comparison group6- " will be7-Post-tests have been given to comparison group8- will be
27.1 I
27.2 I1
3 5" 1
rkwetictii 6 >Ns .Z4 .1
EVALUATION DESIGN
(Education/Research, Inc. - Berkeley, California)
Evaluation Objectives
1. To do an interim analysis of the on-going
program in order to provide the project
staff with data allowing them to change
or improve aspects of the program as
necessary and to provide material for
in-service training.
2. To provide a complete and definitive
analysis and evaluation of how well the
project's objectives, as previously
defined, have been met.
3. To prepare a final report which can
serve as a tool for future planning.
Evaluation Methodology
1. Since the project objectives are both
academic and social, a multi-dimensional
evaluation design will be used. This
will include standardized and local tests
(intelligence, achievement, attitudinal);
analysis of anecdotal records; interviews
1.
by evaluators with project personnel;
questionnaires; reporting forms; minutes
of meetings; and observations of academic
and social activities.
2. As far as possible a comparison group will
be established in order to help define
more clearly the impact of this program on
the project group.
3. The final report will reflect this multi-
dimensional approach utilizing inferential
statistics, empirical data and other more
standard evaluative techniques.
Specific Evaluation Instruments and Activities
j Testing
(a) Pre-testing Target and comparison
group - September.
*Standardized and/or local tests
(English and Spanish) Intelligence,
Achievement, Attitude Tests.
*1. Both English and Spanish testswill be given to those studentswho are capable of handlingthem. Otherwise students willbe tested in their nativelanguage.
*2. As much as possible, tests inSpanish with established normsin that language will be used.When this is not possible,English language tests will betranslated into Spanish.
(b) Interim Testing - Target and comparison
group - February
(Same tests as (a))
Post-testing - Target and comparison
group - May
(Same tests as (a))
(d) Several sociograms will be given to
both groups during the year to deter-
mine the social climate within the
classrooms.
(e) Tapes - language facility will be
tested by oral tapes made of both
project and comparison groups in
September and May.
2. Research Instruments
(a) Student control cards (designed by
evaluation team) will be prepared for
each student in project and compari-
son groups.
(b) Reporting forms (designed by evalua-
tion team) will be completed by project
staff each month to gather data on
activities, materials used, etc.
(c) Questionnaire (designed by evaluation
team) will be completed in February and
May by project group teacher and tea-
cher aide and comparison group teacher.
This questionnaire will be used to
evaluate effectiveness of the program
e.g., administration, "buddy" system
interaction, teaching techniques,
materials, etc.
(d) Questionnaire (designed by evaluation
team) will be completed in May by
non-project teachers to determine
effectiveness of in-service training.
(e) Questionnaire and/or interviews by
evaluation team will be used with
parents of children in the project
group to determine their reaction to
the buddy system and other aspects of
the program.
(f) Reporting form (designed by evaluation
-11,
team) based upon observation will `be
used by teachers to determine extent
of interaction within the project group
and between the project group and other
children in normal school activities.
3. Interviews by evaluation team (September,
November, Eebruary, Nay) will be conducted
with project staff, comparison group teacher
and other personnel. (students may also be
interviewed)
4. General
(a) Observations by the evaluation team will
be made of classwork in the classroom.
(b) Minutes of Advisory Committee Meetings
will be analyzed.
5. A final written report of these analyses
will be submitted to the school district.
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