Report Resumes Ed 016 749 Ud 005 460 Multiple Activities Program, Esea Title I, September 1966 to September 1967, an Evaluation

REPORT RESUMES ED 016 749 UD 005 460 MULTIPLE ACTIVITIES PROGRAM, ESEA TITLE I, SEPTEMBER 1966 TO SEPTEMBER 1967, AN EVALUATION. NEBRASKA STATE DEPT. OF EDUCATION, LINCOLN OMAHA PUBLIC SCHOOLS, NEBR. PUB DATE 67 EDRS PRICE MF -$1.00 HC- $10.52 261P.

DESCRIPTORS- *DISADVANTAGED YOUTH, *COMPENSATORY EDUCATION PROGRAMS, *PROGRAM EVALUATION, *DATA, STUDENT ENROLLMENT, FEDERAL PROGRAMS, SPEECH THERAPISTS, DROPOUTS, PERSONNEL, FACILITY EXPANSION, TUTORING, REMEDIAL READING, PSYCHOLOGICAL SERVICES, COMMUNITY COORDINATORS, RESOURCE CENTERS, CURRICULUM PLANNING, INSERVICE TEACHER EDUCATION' SPECIAL EDUCATION, LIBRARY SERVICES, OMAHA, NEBRASKA, ESEA TITLE 1, MULTIPLE ACTIVITIES PROGRAM

THE MULTIPLE ACTIVITIES PROGRAM, A COMPREHENSIVE COMPENSATORY EDUCATION PROJECT FOR DISADVANTAGED YOUTH, IS

EVALUATED IN THIS REPORT. THE BASIC DATA IN THE FIRST SECTION . DESCRIBES THE NUMBER OF THE PROJECT'S PUBLIC AND NONPUBLIC SCHOOL PARTICIPANTS, PROJECT PERSONNEL, DROPOUTS, STUDENTS CONTINUING THEIR EDUCATION BEYOND HIGH SCHOOL, AND THE PROJECTS COORDINATION WITH OTHER FEDERAL PROGRAMS AND WITH COMMUNITY ACTION PROGRAMS. IN AN ADDITIONAL SECTION THE PROJECT'S 16 DIFFERENT ACTIVITIES ARE DESCRIBED AND EVALUATED. THESE ACTIVITIES INVOLVED EXTENDED USE OF STAFF AND FACILITIES, VOLUNTEER TUTORING, REMEDIAL READING, PSYCHOLOGICAL SERVICES, COMMUNITY AIDES, ENRICHMENT, VISITING TEACHERS, PROGRAMS FOR ACOUSTICALLY AND VISUALLY HANDICAPPED STUDENTS, CURRICULUM CONSULTANTS, CHILD AND YOUTH STUDY INSERVICE TEACHER TRAINING, TEACHER CONSULTANTS, SPECIAL EDUCATION, LIBRARY SERVICES, SPEECH THERAPISTS, EVALUATION, DISSEMINATION OF PROJECT INFORMATION, AND A MEDIA CENTER. THE MEDIA CENTER, WHICH WORKED TO ACQUAINT TEACHERS WITH INNOVATIONS IN TEACHING METHODS AND MATERIALS, IS NOTED AS HAVING BEEN PARTICULARLY SUCCESSFUL. IT IS FELT THAT THE PROGRAM EFFECTIVELY MET ITS STATED GOALS, ALTHOUGH THE REPORT CONTAINS NO EVALUATION DATA. (LB) U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFARE OFFICE OF EDUCATION

S DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE !SON OR ORGANIZATION ORIGINATING fr IT.POINTS OF VIEW OR OPINIONS TED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION ilTION OR POLICY.

- LOCAL EDUCATIONAL AGENCY ANNUAL EVALUATION REPORT

1967

Title I Projects

Elementary and Secondary Education Act of 1965

Public Law 89-10

State of Nebraska

Department of Education

State Capitol

Lincoln, Nebraska

THIS REPORT IS DUE' ON OR BEFORE OCTOBER 15

67/288 CCir'n ENT S

PART PALiE

Port I 1 PErt Ii Pr-Jor-Im Evciltrition

Activny #25 MEdicl 7 Activity #26 Extcnried Us'A of S1,rif End

Activity 1127 Voluntcir rotorino Progrcm r 'Activity #28 Nrw:dini EI7Cinr Pcnr:::Em LL.) ActivityPrY1 SiipporLio- 7.'ycholn2ic-1 S,rvirpc r10

Activity J:1-30 Community Ir;IiIrc 14' Activity 331 Prooram anr ViLFtionci 143 Activity #32 Visiting Teschore 157 Activity #33 Acoustically Handfcappi-d 159 Activity W34 Visuolly 1-randicappc0 161 Activity #35 Dirriculum Consultunt 163 Activity #36 fhL Child rind Youth Study In-Sorvico Tr3Ininp Program 206 Activity #37 Teacher ConE,ultonts 224 Activity #90 Director n7 Spacial Education 228 Activity #91 Im2rovew.nt 9i Librc'ry Sorvicr;s 230

Activity d'23 Spre7h ihBropiStE 231: Activity Ar-24 Evolution 236 Activity dr-P4 Di:srminAion 238 Projcct Evr.lwatinn 241 Statistic,1 Inrcrmciion 252 . , ,

INSTRUCTIONS

FOR

TITLE I

l967 EVALUATION FORMS

PART :-BAS:C DATA

Return two completed copies to the State Agency by Oct. 15, 1967.

Page 1 Column (1) Enter the numbers of theapproved 1967 projects.

Note the place to record the amount of project approval.

Column (2) This is the same as Part I, Item t of the project application.

Column (3), (4), (5) Enter the number .of participantsper project. This is not expected to be an undup1-cated count.

Column (7) Enter the number of participants who participatedin more than one project.

Column (8) These numbers- represent the number of different childrenwho participated all of the projects, Thirrian unduplicated count.

Page 2 Enter the number at; staff members in thesame manner as yoti did on the project application forms. Note the distinction between staff members revrulted from the present staff and thosenew to the system.

Page 3 Administrators are encouraged toanswer the questions on page three as specificallyas possible. Question seven is particularly important. Use additional pages as necessary.

Page 4 Administrators c'e obligated to investigate allsources of assistance for Title I participants. A few of them are listed here. Be as specific as possible.

Page 5 The attendance figures refer to the entireschool population and not just the participants in Title I projects.

Page 6 The two tables onpage six refer to the entire school population and not ji,Ist to the participants in Title I projects. Only Title I schools are listed in the secondchart on page six because only Linco;n and Omaha in Nebraska havemore than one high school ln the school district. They will be asked to submit a separate detailed breakdown of their high schoolgraduates.

67/276 1.

LOCAL EDUCATIONAL AGENCYEVALUATION REPORT

Part I Basic Data

TO BE COMPLETED"BY STATE EDUCATIONAL AGENCY

State Code County Code LEA Code Census :ureau Classification 37

TO BE.COMPLETED BY LOCAL EDUCATIONAL AGENCY

LOCAL EDUCATIONAL AGENCY PROJECT (S)

State Project Brief Partici'ants Number Description Pub Non-Pub Other Total (T) (2) 3 67-067 Multiple Institu- tions Amount Approved Activities *V308,010 Program 43, 46 1,184 .1,157 15,387

67- . AITIZ5IATIWFWI

.7- Amount Approved -PT-- Less the number of participants in more than one LEAProject(s) 8 Total undolicaIgil count of partici- 'ants in all LEA Pro'ect(s 13,546 1,184 1,157 15,687 Lega. Name of Local EducationaAgency ------75775TAWiss 3902 DivenportSt. Omaha Public Schools Umaha Nebr.68131 Name and Title of Authorized LEA Representative Te.ep one 402 Don Warner Assistant Superintendent 556-6600 Signature Date 2. PART I BASIC DATA PROJECT PERSONNEL

Enter the number of staff memberswho received salary payments from Title I funds for servicesperformed on 1967 projects.

No. of Staff Major Activity MoreThan. Half-Time Assignment Half-Time orLess From New From New Teacher Present To Present To Staff S stem Staff S stem Pre-Kinderoarten i .Kinderiarten 17 1 Elementary :, -; Secondary Handicapped Teacher Aid 157aiian 8 Supervision-ATOEistration

Clerical _ Counse ing, Psycho ogists or Testins SociaWorker-Attendance Nurse z Ph sician Denta Other

TOTAL .,o. 45 17 -;,:l

Were there any projects that youwere unable to activate because of a lack of trained personnel? Yes No x If so, what type of personnel?

Check the methods of expanding and extending thecurrent staff resources for Title I Projects.

x a) In-service training of current staff (workshops, etc.) If Title I personnel participated in any in-serviceactivities, please describe and evaluate these activities. Enclose your commentson a separate sheet of paper. (Refer to the In-Service project) 'x b) Extended time of current staff 1) after school hours x2) on Saturdays x 3) summer school

x c) Use of non-professional, non-certifiedpersons in school (teacher aids, etc.)

) Other (specify)

67/338 PART I BASIC DATA

PARTICIPATION BY NON-PUBLIC SCHOOL CHILDREN IN TITLE 1 PRfl1ECTS

1. Name of non-public school(s) in yourdistrict. Holy Angels, S.cred Heart Elementary,Scred Heart Secondary, Sharon, St. Anthony, St. denedict,St. John Name of principal (contactperson). Sr. M. u2nnara, Sr. Marianna, Sr. lif.117phila, Mrs. Margaret 7hrimpson, S. M. Annumlinta, Sr. M. Joanna, Sr. Geraldine Marie 3. Public school enrollment. 13,577

4. Non-public school enrollment. 2,291 participating in Title I 5; Unduplicated count of public school, students projects. 13,577 (Priw7ily t)lcugh MediaCenter) Unduplicated count of non-public schoolstudents participating in Title I projects. Non-Public 2,291 (Primarily through MediaCenter) Institutieriul 1,157 (Primarily threUgh MediaCenter) 7. Comment briefly, on the manner inwhich the needs of the educationally deprived children attending thenon-public school were determined. .1-we meetings with non-publicschool people to determine needs, programs, and implementation. Two meetings with Institutionalagencies to determine needs, programs, and implementation.

What success have you experienced indeveloping and implementing projects that. involve non-public children? Good participation in MediaCenter, Extended Use of Staff and Facilities, Volunteer Tutoring, Enrichment(Field irips and Visitation Limited participation in Child Study and LibraryServices program. Some participF.tinn in the Special Education programs. 9. What problems have you experienced indeveloping and implementing projects that involve non-public school children? No problem developing programs in whichthe non - public school child can participate. There is' difficulty in communicating tothe non-public schools how they can use these programs. recommendations for revising 10. List and briefly describe any suggestions or the legislation.concerning public andnon-public school participation. If the original guide lines in Public L.-,3w 89-10 werefollowed, the public schools 'would experience no problem in theprovision of non-instructional services for non-public schools.he major handicap in providing=vices ''or non-public hools is that the state law prohibits many things asoutlin2d in Public Law a9-10.

11. Comments. 4. PART I BASIC DATA

TITLE I ACTIVITIES AND THOSE OF OTHER FEDERAL PROGRAMS

If your Title I activitieswere supplemented by any .of the Federal Programs listed below, please check and indicate specifically the component supported by that program.* If necessary, use additional pages.

x (1) ESEA, Titles II, III, IV, and V. Library services are supplemented by Title II. Health services are supplementedby Reading Clinic developed under Title' III. Psychological Services and the Reading Clinic are:allied. x (2) U.S. Department of Agriculture Food Program. Federal lunch program is in all of the schools inthe Title I areas.

3) Nei ghborhood Youth Corps. These youngsters work inour Media Center, Library Program, and Psychological Services. (4) Job Corps.

x (5) Welfare Administrative Programs. Douglas County Assistance Bureauassists with the Federal Lunch Program in #2. (6) Social Security Act, Title l9t Medical Aid to Indigent Families. Through the University of NebraskaMedical Center we receive health services for children in thisarea. *Example: Elementary school reading program in which Title I provided instruction in remedial reading and library techniques; Title Il, ESEA, provided library books.

COORDINATION OF TITLE I AND COMMUNITY ACTION PROGRAMS

(1) Name of the Community. Action Agency inyour area. Greater Omaha.Community*Action

(2) Name and address of contact person. Mr. Kenneth Shearei. 1802 Dodge Street, Omaha, Nebraska (3). Is there an approved Community Action Program inyour school district? x yes no

(4) If yes, what is the nature of the program? Large Day Care Center andtwo small Headstart Programs.

(5) If the Community Action Program supplemented Title I activities,please explain the component supported by each. None except in NeighborhoodYouth Corps during summer.

(6) Describe successes or difficulties.

67/340 AND AVERAGE DAILY MEMBERSHIP 1964If Possible- 1965 AVERAGE DAILY ATTENDANCE FOR TITLE I AND NON-TITLE 1963-7If Possible 1966 I SCHOOLS 1966 - 1967 1967 5. Grade 'DA TitleSchools I* ADM ADA SchoolsTitleNon- I ADM ADA SchoolsTitle I* ADM ADA SchoolsTitleion- I ADM ADA SchoolsTitle I* ADA SchoolsTitle I on- ADM AD Summer DM .11. 12 - 6 2 2 8 0. 4 1 ' ;. Y .11! IN - 8.0 2' ; 6. - .. 10 9 02 .4 6 2 , .6 IRMIRIFLINIPINPRIPRI16 821.8 66.1 6 e .. _ . 20 : 8 - 81 . 8 . Ell Pil 111111 .0 k___ 2). - 8 86 _.- _ L. 67 790.886 2 8523 2 90.5 01 '811.2 831.88 902.60 .027319 .6 2 . 2 -693 788.2 86Q6 80 29910 45 2 8 8: 26 8 o c 262.7 c 409.6 986.3 034.0 c 497.2 26.9 3 111 . 946.6 001.8 c 25 9 c 468.1 027.71082.8 c 18126 c 61 c 2 .2 32").2 6]. usu. 082. 0. 6 c 2 .2 21 1211 .0 OD .6 88.00 11230. 6 a c 0 68.2.. t 6.6.. 12 8010 0.6c 0 0.8 11 0 8:: 8. Title* I project. e n A A 1 62. are Non-Ti tie I schools aredo all other public:,0:Am.,. .o. Mb Aft a d. 06.8 317.9 QA2.7.263.1 . '' ' aistrict w o conducted6 or participated 9 schools in the20.2 district. In418 order to arrive at long- ADA and ADM in a termTitle,Iinare project. comparisoncalulated programs, init thepleaseis necessarysame append manner thata as'list *If one-third or more of the student for other requiredall schools state complete reports.of this these tible schools. regal enrollment in a Title I school participated 67/339 dless of grades involved in ....-7.,rov.,....4*.acrourrAaurnuorwrnwor.rem*

6. PART I BASIC DATA

DROPOUTS OF TITLE I SCHOOLSAND NON-TITLE I SCHOOLS

Enter the number ofdropouts per grade,per year If Possible If sossi, e -0 1964-1965 1965-1966 1966-1967 it e I Non-Tit e I it e on- it e it e 'on- it e Grade Schools Ento Schools Schools Schools Schools Schools r--1 o no 12 rs 54 207 U tf1 11 r-I 128 297 rote r-I 10 -CC 971 C.3 745 481 , 173 255 00 f-.1 ID 9 (-0 CJC 152 84 8 48 20

4-3 7 N En 24 11 --UthiFF . K-6 -0- -0- -o- _0_ -0- In End of ID 0 *14,424 IDED C yr. en- "15088 r-i rollment r-I 13 585 13,047 . 47 660 48,712 12,747 50,386 L3LI 1.11 No. of Cc t-1 r schools 13 . 79 13 79 * * tie I schoolsare those schools within the school is ric who conducted or participated in a Title I project. Non-Title I schoolsare all other public schools in the district. Dropouts are calulated inthe same manneras for other required state reportse In order to arrive at r long-term comparison it isnecessary that all schools complete thistable regardless of gradesinvolved in project.

NUMBER OF STUDENTS IN TITLEI PROJECT HIGH SCHOOLSCONTINUING EDUCATION BEYOND HIGH SCHOOL

If Possible If Possible 1964-1965 1965-1966 1967

Title I Schools Title I Schools Title I Schools Number of Graduates 393 421 Number of 343 Graduates Continuing (Nut AvaiLible) *87 **102 ***130 Number of Schools student is considered to continue his educati on i f heenters one of e following on either a full or part-time basis: Post-Graduate High School Course, Junior College, College or University, a locational,Commerical, or Technical Institute,or a Nursing School. * An approximation from a study that contained severalincopsistancies. ** 9% or 38 graduatesnot contacted. 67/337 *** Estimatedon basis of student reply to questionaire prior tor3raduation. Page 5----Last Colurai

The ADA and ADM figures for Summer s7Alool, hi67, arenot available. .However, the following is a general summaryof the progrun.that may have meaning forthis report. The figures .given Ere enrollments For firgt day of school.

Secondary entollment5: GentrF1 High'School . Junior ...... Driver Education ...... 651 Ins4-rumentril Muric 1,070 All-City Bind 47 All-City Orchestra 53 Ballet 37 ...... 5,568 (All ages included) Sports ...... 168 Gymnastics ...... 90

TOTAL 11,301

.Elementary Enrollments: First Grade 59 Second Grade ...... 432 Humanities 18 Economics 15 Art 754 Spphish ...... 325 French 75 German 40 Reading 1,856 Mathematics 1,820 Speech Therapy 150.

TITLE I' 7,,980

9,524 97 PERCENT OF ATTENDANCE OF STUDENTS 1964-1965, 1965.1966, 1966-1967 I N OMAHA PUBLIC SCHOOLS 77==r-Imml 96 o ...... 9495 -choo. .. --. - .Nigro 9293 jp ...... A 91 , 90 Non A 8889 1964 - 65 ------TitleSchool s I SchoolsTitle 1 -87 19651966 - -66 67 MINIMEN01111IIIMER 85.86 K 2 3 4 5 GRADES: 6 . 7 8 9 10 11 12 7rVi:.7,41.12fftiteVIPIeltotalla162.:9c..iit,c

INSTRUCTIONS

FOR

TITLE I

1967 EVALUATION FORMS

PART II-PROGRAM EVALUATION

Item 11 of the Page 1 An evaluation 1.s required for eachactivity listed in Part II, complete a page project application. Consequently, it will be necessary to one and two foreach of these activities,

Note that in question six you arejust asked to check theappropriate square. It isn't necessary .to list thenumber of each category

materials, Page 2Question 7. The resume should be in terms ofthe procedures (method, equipment, organization,etc.) used to meet the needs ofthe educationally deprived childrenidentified in Part /2 Item 7 ofthe project application. Please give enough of a detaileddescription so that a schoolplanning a similar activity may use yours as a model.

Question 8, Your summery and conclusions shouldbe based upon the instruments, devices, and procederes as statedin Part II, Items 10 and 13 (c) of the project application. Where appropriate, attachdocumenta- tion for yolir conclusicns. If your project has only oneactivity, use rage four, ratherthan this space, for your summaryand conclusions,

*Note the sheet of !nstructions forreporting standardized test results.

Page 3This page is to be completed foreach project. Since the aim of Title.' programs is to effect changes in the behavior, orin the level of achievement of educationally deprived childrenthrough carefully conceivedprojects, the main focus of evaluation should he uponwhat happens to the pupils. These evaluation. . changes should be reflected in each project

Page 4Schools who had more than one projectcomplete this page.

Page 5Since many schools are using innovativemethods to teach the educationally deprived child, it would be anticipatedthat some of the outcomeswould be unexpected.

The objective result: of standardized tests are anintegral part of the evaluation form presented here. In projects such as CulturalEnrichment, Guidance, Speech Therapy, etc., it isn't alwayspossible to obtain such results. In lieu of this data, the local educational agencywill probably have to rely on student and parent questionnaires, teacherratings, appeal to authority(specialists) anecdotal records, etc.., to substantiate thestatements made in the project summaries and conclusions, If possible, summarize yourfindings and record the results in tables and charts. Append a copy of all locally devisedtests and questionnaires,

E7/278 7.

PART II PROGRAM EVALUATION

PROJECT EVALUATION

Complete a page two and three for each activity' listed in Part II, Item 11 of the project application. If necessary, use additional pages.

1. Project Number b7-067 Activity Mcui CEAILJ

2. Length of tine of a,tivity in months 1'

Beginning Date,J ut_ik:r 1, Ending Date i

3. Estimated cost of this activity or service

Indicate the number of students participating in this activity by grade level:

Preschool --.1:3 3. nEn 7. 1._ i 11.

Kindergarten 1513151: 4. iL' =7 8. u, 12. 641

i rz r- 1. t....L.,:, 5. 1111 9. 1 L'U-- Ungraded I..../ Li

1-,-,0 2. 6. 11: to -10. '-iri- Total ii 1!-.

5. Number of staff involved in this activity: Full Timi 7 Half Time.

What were the rimar objectives of this activity? The primary ob'ectives will be stated or related to those stated in Part II, Item 9 of t e project application.

1. Yo "."1:.tr1.1c.tion.11

2. i111 3ruve th- u9,

Check in the appropriate spaces below the ones that indicate the degree of progress made toward achieving the primary and secondary objectives.

1st Objective 2nd Obiective Substantial Little or Substantial Little or Progress 5,:me no Progress Progress Some no Progress School Level Achieved ProgressAchieved* Achieved ProgressAchieved* Pre-Kind. x x - Kindergarten x x Grades 1-3 x Grades 4-6 x , .

Grades 7-9 .,c . Grades 10-12 ,

* Little or no progress above that normally expected for this group. 2. PART II PROGRAM EVALUATION

PROJECTEVALUATION .(CON'T) i.Give a brief resume. ofthis activity.(Please see instructions) he title I MediaCenter provides instructional.materials of all kinds to the teachersand students in the TitleI. schools of *Omaha. .The instructionalmaterial which we supplyincludes: and 1. Audio - Visual equipmentof all kinds which we stock distribute on request ofthe Principal. prints, and transparencies, 2: A collection of. filmstrips, record's, study which we supply to everyschool. teachers by request. 3. 'Printed .material of all kindswhich we do for all bulletin board items,drawings, and games. 4. Graphic material such as Material which we mount orlaminate or punch and bindfor teachers. 5. the school 6. Special .:supplementaryitems Whcch we purchase For on request. This includes manyManipulative items for the children, and specialmaterial not supplied bythe regular school budget.

A cooperative' effort wasmaintained with all ritle,I programs. materials and services. Every All programs wereinformed of all available program made useof the Media Center todevelop materials, curriculum, and new ideas Continual consultation withteachers, supervisors,. the' value of the principals, Sand programdirectors greatly strengthened Media. Center.

(Please see instructions) Summary and conclusionsfor this activity.. The program made it possiblefor the teacher in theTitle I school to have easy access to avast variety of creative andattractive instru- tional materials which arenot supplied to schools bythe regular school budget.

Valuable instructionmaterials were created andduplicated upon efficient job the teachers request. A more professional and more was done, and agreat deal of time was savedfor the teacher. The services the programprovided has been enthusiastically of great received by teachers andchildren. The program has been value to the Title I areaand the program will berefined and expanded for the schoolsin the future. (Refer to supplementary pages for evaluationconducted this year.) The following material is quoted from .a study made by Mrs. Clara Thoren Rottmann, "A Survey of the Attitudes of Elementary Classroom Teachers Toward the Use of Media'.

CHAPTER III ANALYSIS OF THE DATA

Questionaires were returned by 209 elementary classroom teachers, K-6, in the fourteen schools surveyed.

It' was decided that if 60% or more of the respondents reacted to a statement in apositive way, this statement would be regarded as representing P2 positiva attitude.-Statements receiving less than 60% positive.reaction were regarded as neutral statements. Negative responses were not analved.

A. Teacher CateoorV

Question 1: By using media do you find any significant change in your provision for the individual needsof your students?

83.1% of 130 respondents who had taught 1-10 years indicated a positive change due. to the use of media together with92.3% of 39 respondents-who had taught 11-20 years and 77.8% of 27 respondents who had taught 21-30 years.

Positive changes due to the use of media were recorded according to grades as follows: Kindergarten - 77.8%; Grade One -78.9%; Grade Two - 78.1%; Grade Three- 87.1%; Grade Four -J35.7%; Grade. Five - 91.3% and the highest percentage in 'Grade Six - 92%.

In response to this question there was little difference between those who did have A-V College Training - 82.7% and those who did not have A-V College Training - 83.9%. There was a greater difference between those who had A-V In-Service Training - 84.9% and those who did not have A-V In-Service Training - 79%.

There was little difference in the percentage of positive response to this question between those who had used the filmstrip projector for the first time - 84.3% and those who either had used it before or who had never used it - 83%. Also, there was little difference between those who had used the tape recorder for .the first time - 82.4% and those who either had used it before or who had never used it - 83.9%. Of prime importance in this survey was the first-time use of media.

The greatebt difference in positive reaction was between those who had used the overhead projector for the first time - 87.8% and those who either had used it before or who had never used it - 79%.

Question 2,7, By using media do you find any. significant change in your use of class time? The greatest positive response came from the teachers who had taught 1-10 years- 71.5 %; from the teachers of third grade - 80.6%; from teachers who had no:tiled A-V College Training -'75%; andfrom those teachers who used the listening center fnr the first time - 75%.

Question 3: By using media do you'find that it is possible toprovide a wider variety.of learning experiences for students in the classroom?

The greatest positive response came from the teacherswho had taught 11-20 veers- 97.4%; from the fifth and sixth grade teachers (100%); from teachers who had no A-V College Training 98.2%;and from those who used the filmstrip projector for the firsttime - 96.2%.

Question 4: Do you find that the library aide iiiyour building facilitates your effectiveness in the use of media?

61.5% of teachers who taught 11-20years indicated positive change together with 80% of the sixth grade teachers. However, percentages were below 60% for all other categories, the lowestbeing 42.7% positive change from those teacherswho had either used the listening center previously or had never used it.

Question 5: Do you find that your own personal set of bibliographies of qvai/able records; filmstrips, professional books, andmagazines helps you to utilize media and make your lesson plansmore realistic?

82% of teachers who had taught 11-20years indicated positive change together with 80% of the sixth grade teachers. Least positive were the Kindergarten teachers with 50%. 75% of the teachers who shad no A-V College Training and 70.4% of thosewho had had A-V In-Service Training responded positively. 71.3% of those who used the filmstrip projector for the first time, 68.9%of those who used the overhead projector for the first time, 69.8%of those who used the listening center for the first timereacted positively. The least positive were the Kindergartenteachers with 50% and those teachers who did not have A-V In-ServiceTraining with 52.6%.

Question 6: By using.media doyou find any significant change, in your teaching techniques in the classroom?

87.2% of teachers who had taught11-20 years, 93.5% of third grade teachers, 89.2% of those withno A-V College Training, and 87.5% of those who used thelistening center for the first time claimed the greatest positive change. There was no difference in the positive reaction from those whoused the overhead projector for the first time and those who eitherhad never used the overhead projector or who had used the overheadprojector previously, 84%. There was very little differencein positiveness between those who had A-V In-Service Training- 84.4% and those who had no A-V In-Service Training-84.3%. 11.

Student Category.

Question 1: Do you find that through the Lle.of media the students are'more easily motiw-toc;:

89.2% of teachers who taught 1-1L]years iodicated positive change together with 92.1% of first grade teachers, 89.3% of those who had no A-V College Training,;..rid J4.6% of those who had no A-V In-Servine ;raining.

Question .2: Do you find that learning experiences have been enriched and strengthened through student use' of medic in the clssroom and/or library?

89.7% of teachers who taught 11-H:yeFirs indicated positive change dui, to student use of media together with 91.5% of teachers who used the overhead projector for the first time, 91.7% of teachers uho used the overheE-d projente: for the first time, *91.7% of those who used the films tri:iIrojE-:cLor for the first time, 89.8% of those who had A-V In-Service raining and 92.9% of those who did not have A-V College Training. [he highest percentage of positive change was claimed by sixth grade teachers with 36%.

Question 3:_ .Do you find that your slower learners haveproressed more rapidly as a result of increased use of media:

68% of the sixth grade teachers indicateda positive change; all other percentages were below 60%.

Question 4: Do you find that through theuse ofmedia the attention span of the student has lengthened?

Positive change'was claimed by 60.7% of fourth grade teachers, 60.9% of fifth grade teachers, and 68% by sixth grade teachers. All other percentages were below 60%.

See Appendices for complete tallying and percentages ofno change reactions due to the use of media and negatikiechange reactions due to the use of media. For the purpose of this survey this data remains unanalyzed. 12.

TABLE I

NUMBEROFYEARS' EXPERIENCE af 4)9 TEACHERSIN TITLE I SCHOOLS, OMAHA ELEMENTARY PUBLIC SCHOOL,OMAHA, NEBRASKA Years of Number of Years of Number of Teaching Teachers Teaching Teachers 1 17 16 3 2 22. 17 4 3 27. 18 - 5 4 .18 19' 2 5 11 6 20 4 6 21 7 2 5 22 8 3 8- 23 9' 2 9 24 10 2 7 25 11 8 1 26 12 2 8 27 13 2 1. 28 14 2 7 29 15 0 4 30 4 No Response 13

TABLEII Li

GRADE TAUGHT NUMBER OF TEACHERS

K 18 1 38 2 32 3 31 4 28. 5 23 6 25 No Response 14 Li 13.

'Use of Use of Use of Use of Projector Tape Recorder Record Player Listening Center for firsttime for first time for first time for first time (Respondents) (Respondents) (Respondents) (Respondents) No Response- 3 No Response. 2 No Response- 2 No. Response. 7

Yes No Yes No Yes No . .Yes No (106) , (100) (51) (156) (52) (155) . (96) (89) A4

1. 79 87.8 82.4 83.9 . 88.5 82.5 84.4 80.9

2.70.8 72 68.6 72.4 67.3 73.5 74 . 63

3.95.3 96 94.1 96.1 94.2 96.8 '94.8 95.5

58.5 4, 52 49 57.1 53.8 55.5 57.3 42.7

. 5.68.9 68 56.9 71.1 65.4 69.0 69.8 60.7

6:84 84 78.4 85.3 80.8 85.2 87.5 78.7

1.86.8 87 80.4 88.4 82.7 88.4 82.3 88.8

2.91.5 87 88.2 89.1 88.5 89.7 87.5 87.6

3.49.1 51 54.9 48.7 52. 50.9 55.2 35.9

4.56.6 52 56.9 52.6 50 55.5 57.3 42.7 14.

&V Collego A.V Inservice Use of F/S Projector

Training Training . for first time (Respondents) (Respondents) (Respondents) No Response 3 No Response 4 No Response.. 1

.Yes No . Yes. No Yes No (150) (56) (186) (19) (108) (100) A

84.9 79 84.3 83

2. 68.7 75 70.4 7317 68.5 75

3. 94.7. 98.2 96.2 loo . 96.2 .95

4. 53.3 57.1 55 52.6 51.8 58

5. 66,,7 75 70.4 52.6 71.3 65

89.2. 84.4 84.3 81.5 86

1. 86.7 89.3 86.5 94.8 86.1 87

2. 88.7 92.9 -89.8 89.5 91.7 86

3. 48 55.4 41.4 52.6 .51.9

44.55.3 67.9 54.3 .. 52.6 52.8 55. Grade Taught (Respondents) No Response 14

K 1 2. 3 4 5 6 (18) (38) (32) (31) (28) (23) (25) A. 1.77.8 78.9 78.1 87.1 85.7, 91.3 92

72.2 63.2 65.6 80.6 78.6 69.6 64

3.88.9 97.4 93.7 96.8 92.8 100 100

4.61.1 50 59.4 45,2 53.6 56.5 80

5.50 57.9 71.8 71 67.9 73.9 80

6.66.7 86.8 78.1 93.5 82.1 86.9 88

83.3 92.1 81.2 87.1 85.7 91.3 88

2.83.3 92.1 84.4 90.3 85.7 91.3. 96

3.44.4 42.1 50 58.1 50. 52.2

4.55.5 36.8 43.8 58.1 60.7 60.9 16.

TA3LE III

. PERCENTAGE 'OF TEACHERS INDICATING POSITIVE CHANGEDUE TO USE OF MEDIA

Questionnaire Years of Teaching I (Respondents) A.Teacher Catgeory No Response 13 Questions: 1.10 11.20 21.30 (130) (39) (27)

1.* By using mediado you find any 83.1 92;3 significantChange inyour 77.8 -.provision for theindividual needs of.your students? 2. By using media doyou find any 71.5 69.2 significant changein your use 63 of class time? 3. By using media do you find that 96.1 97.4 it 1$ possibleto provide a 92.6 wider variety oflearning experiences' or Students.in .the classroom? 44 Do you find that the library 54.6 61.5 fide inyour building facilitates 40.7 your effectiveness in theuse of media? 5. Do you find thatyour own per- 61.5 82 77.8 sonal set ofbibliographies of -... available records. filmstrips, .. professional books andmagazines helps you to utilizemedia and make your lessonplans more realistic? 6. By using media do you. findany 85.4 87.2 . -significant changein your teach. 74.1 ins techniques inthe classroom?

B. Student Category

1.. Doyou find that through the use 89.2 82.1 of media thestudents aremore 81.5 easily motivated? 2. Do you findthat learningexper- 892 89.7 88.9 tepees have beenenriched and strengthened throughstudent use of media in theclassroom and/or library? 3. 'DO you find thatyour slower learn- 50 51.3 44.4 ers have progressedmore rapidly as a result of increaseduse of media? 4.. Do you find that throughthe.use of 56.9 38.5 55.6 media theattention span of the student. haslengthened? .01.01011111%

17.

TABLE lit

A-V College Training

. Yes 150 Respondents No 58 Respondents ;No Response.. 3 Respondents A-V In-Service Training,

...Yes 186. Respondents No. .19 Respondents No Response 4. Respondents

. First-Time Use of Filmstrip Projector

Yes. .108 Respondents No 100 -Respondents No Response 1 Respondent First-'llime Use of Overhead ,Projector

Yes 106 Respondents

No . 100 Respondents No Response S Respondents

= Flrst-Time Use of Tape Recorder

Yes . . 51 Respondents No 156 Respondents No Response 2 Respondents First-Time Use of Record Player

. Yes . 52 Respondents No.: 155 Respondents No. Response 2 Respondents First-Time Use of Listening Center

Yes . . . 96 Respondents No 89 Respondents

No Response 7 , Respondents . . . 18.

CHAPTER IV SUMMARY AND RECOMMENDA i IONS

-here is a wide range of suggestionswhich may be made from thE, datE in this rf:ort. Generali.,ctions ...nod recommendationsare listed consecutively.

The purpose of this study centeredon five questions: (1) Do elementary teachers deem media v,luE.blein rurthering their compe- tency in the classroom? (2) Do alemeritary teachers indicate change,in activity and organi7atinn In theclassroom when media is used?' (3) Do elementary teachers indicatea positive pupil response'when media is used: (4) Dp elEmcntary,teachers indicate a positive feeling toward assistance provided by libraryaides in the use of media? (5) Do elementdry teachers indicatean increase of individual studentuse of media?

1. 92.3% of those teaching 11-20years think that there is a p.bsitive change in provision for individualneeds of students due to the use of media. Positive change is also noted by 88.5% of those uho used therecord player for the first time this year and 84.4% of those who used thelistening center for the first time thisyear. r22% of those teaching sixth grade and 84.9% of those who had in- servicetraining feel a positiv-e change likewise.

100% of those teaching eitherfifth or sixth grade think it is possible to provide a wider variety oflearning experience for students in the classroom clue`to the use of media.

75% of those who hadno A-V College Training think that their own personal set of bibliographies of availablerecords, filmstrips, professional books andmagazines helps them to utilize media.and make lesson plansmore realistic.. 69.8% of those using the listeningcenter for the first time thisyear feel likewise.

4. 93.5% of those teaching thirdgrade think that there isa significant change in teachingtechniques in the classroom due to the use of media. The same is true for 87.5% ofthose using the listening center for the firsttime this year.

71.5% of those teaching 1-10years think that there is a positive significant change inuse of class time. 80.6% of those teaching third grade, 75% of those who hadno A -U College Training, and 74% of those using thelistening center for the first time also think likewise.

6. 89.2% of those teaching1-10 years think that studentsare more easily motivated through theuse of media. 92.1% of those' teaching first gradeagree.

68% of those teaching sixthgrade think that the slow learner progresses more rapidly as a result of increaseduse of media. . -ova,*

19.

P. 68% of thLe tehing sixth gr:.do find that the attentionopen of thE ctudent h E le, t,LthiJnr,d thiough the use of medir.

. 61.5% of hoc.- yt.f.re think thalt, the ]ibrt,.ry aide in the bulldior, I, cilit F th. ir =Fre7tiness in Iff:E7nfl media. 307L t1 those rr;s1 likcwisE.

10. 96% of tio:3_ d think that le,rning experiences hrA,ie been s.iricht Dnd ctrE,r1.1,6hHned thrr_!_igh student use of media. LE:. of Lhosr,. with A-\. In-ScrviLu Iraining, 91.7% of those.using tin. filmstri p Lir rpr the ;irst tim y! this year Edrd 1. of the uviIiie.d drojecter for the first Lima :niF :;130

11. 74.6% or. the 20.-) elcmEnt7,ry t iit..r h.d usid r..2corder previously or no i%t H11, '6nd 74.1% trA uii tierr,..:ord player

Creviously or not dh a.? su:vey e centererl on the first-time usu of this E.,..iui;imr.:nt.

Recommendations for tV1F Administrtic41 bf the SLhool System:

1. That a survf4 E--rf be EJI inteoril p7irt of tiv, F:r7,hool-Idministr'd- tion and be abgmE:nted by Lh ziitio u spec i..21its in ,Jduction.

2. (ht survcy be !-.,onduci,..-.J thE authoritis have insuffint or unrli.U1. upon to ;_irojent their future piano -J:d/Lr Lhenver i L io xpented th2t, strong loch opposition my tH 11Lit hord bui:T.usi2 the public is uninformed.

3. That a survey he wIce the ,L!mir;istr.IlLi\J- 1t duties and responsibilities, following rEorgEni ti_ or unusual growth.

4 That the board educ;ition for re=Jernh in

education an ;J:Iropri.L!tion of ;wdl..7-- r-!?,-1 be used riodically as needed for sorriE,' form or sehool surv;:y.

Recommendations For the Administrctiom of the Title I MEdi L.:enter:

1. That tho reults -of this survey may be used for analysis of causes of attitudes unfriendly to current practice.

2. That the reEults or this survey mi.y be a stepping-stone For further resear:n in determining what the teachers Liould like the title I Media Center to incorporate into their services and what service areas of the ,itle I Media Center need more emphasis on when the school system is seeking approval for changes. 20

Recommendations forAction:

1. That a filmstrip projector, anoverhead,projector, anda lis- .tening center (8hea4aizi.6) be placedin each classroom. That in-service training for teachersremain on an active continuing basis.

That teachers be motivated toreturn to collegeand univer- sitiesfor professional growth in educationaltechnology. That bibliographies be continued tobe publishedas a service to classroomteachers in assistingthcm in making plans. realistic

That the employment of library aidesbe continued during interim as the push the is made toward thegoal ofa full-time librarian in each = elementary school. Thereafter, thelibrary aides would beretained as clerks to assist thelibrarians. That theuse of educational hardware within theframework of educational technologybe continuedas a source of motivation for students,as a means of enriching [Ind strengtheningthe learning experiencesin the classroom,and, above all, means of assisting each as a individual studentin his search for self-value and socialvalue. To: Subject: Questionnaire Date: May 29, 1967

From: Thressa Hay, Directorof Title I MediaCenter Clara T. Rottmann, TitleI Library Consultant ApprOved by: Don Warner,Assistant Stiperintendent. Pupil Personnel Services

As part ofour evaluation of the projectsMedia Center and Improvement of LibraryServices, Title I, Elementaryand Secondary Education Act, Omaha.Public Schools, Omaha,Nebraska,we are interested in obtaininginformation fromelementary classroom teachers concerning attitudinalchanges brought about bythe use of media in the classroom and/orlibrary instruction.

The following fouiteenpublic elementary schoolsare participating in thissurvey: Central Grade, Conestoga,Druid Hill, Franklin, Highland, Indian Hill,Kellom, Kennedy, Lake,Lothrop, Long, Pershing, Saratoga, and Webster.

Please include thisquestionnaire onyour agenda when your classroom teachers meet.Hand out the questionaires,allow time for completion, and call in questionnaires.Return questionnaires tothis office by June 5, 1967.

Thank you foryour cooperation in the completionof this survey. 22.

10 11 12 13 14 15 16 17 19 19 20 21 22. 232423 2627 n a 30 31 32333435 I.Personal Information: (Complete the blanks.) s A. How many years haveyou been teaching? (Include the present school year V o e er wiayears aug me S.a...A.4uuc Schools plus all years r B. What grade or grades areyou teaching now? ILProfesslonalinformatiorifiCheck-res-or No. ) Yes No A. Have you had college training in audio-visualmethods? N B. Have you had in- service trainng in audio-visual methodssuch as at faculty meetings,- workshops,-or- visits-- to-media centers?- C: Did you use the filmstrip projector in ..... your classroom and/or library ui hliffiretion for the first time this year? D. Did you -use-the-overhead-projector -in-your- classroun- and/or library-- instruction for the first time this year? E. Did you use the ape recorder in your classroom and/or library instruction-for the-first-timethisyear F. Did you use the record player inyour classroom and/or library_ Wetot instruction for the first time this year? the-listening-center (8 headsets)-inyour classroom W o and/or library instruction for the firsttime thisyear? .personal Opinion: (The questions in thispart focus on two categories: the . teacher and the student.Please read each question carefully and indicate your response which best reflects your evaluation.) A/n.I.Savoelo/N-P41 wrI 119i3 a 38V o Weida: ARLINGTON. VERMONT 1965 iatassconseraeo Z9 19 06 GL 9LLL9L SL PL CLZL tLOL 6999 L99969 1,9 C9 Z9 19 0965 66LS 96

Directions: Indicate a plus sign (+) for positive change due to the use of media; indicate a zero (0) for no change; indicate a minus sign (-) for negative change. Media is defined as educational hardware: filmstrip projector, overhead projector, tape recorder, record player, and listening center (8 headsets) . A. Teacher I. By using media do you find any significant change in your provision for the individual needs of your students? 2. By using media do you find any significant change in your use of class time ?. 3. By using media do you find that it is possible to provide a wider variety of learning experiences for students in the classroom? 4. Do you find that the library aide in your building facilitates your effectiveness in the use of media? 5. Do you find that yourown personal set of bibliographies of available records, filmstrips, professional books and magazines helps you to utilize media and make your lesson plans more realistic? 6. By using media do you find any significant change in your teaching techniques in the classroom? B.Student 1. Do you find that through the use of media the students are more easily 'motivated? 2. Do you find that learning experiences have been enriched and strengthened through student use of media in the classroom and/or library? 3. Do you find that your slower learners have progressed more rapidly as a result of increased use of media? 4. Do you find that through the use of media the attention span of the student has lengthened? *001..46.0...

23.

PART II PROGRAM EVALUATION

- PROJECT EVALUATION

Complete a page two and threefor each activity listedin Part II, Item 11 of the project application. If necessary, use additional pages. USA or Stsff 1. Project Number 67-067 Activity Extend-Ad and ri771J.itics

2. Length of tine of activityin months 12 months

Beginning' Date Sic.:mber 1, 1566 Ending Date 31, P.:67

Estimated cost of this activity orservice grade level: Indicate the number of studentsparticipating in this activity by

7. 71-Irl, 11. lRq . Preschool 3. 774 266 Kindergarten 368 4. 894 8. =,8-7 12.

1. 7F-J2 5. 889 9. 2:5

2. 749 6. 776 10. 201 Total 6870 Half Time. 261 5. Number of staff involved in thisactivity: Full Timb 2

What were therimarobjectives of this activity? The primary ob'ectives will be stated or re ated to thosestated in Part II, Item 5of t e project application.

1. To assist the child in gainingeonfidenc& nrough gr,Ler skills and knowledge. 2. To raise the child'scultural goal by exposing him toopportunities cry experiences which may not be providedfor him in his environment. Check in the appropriate spaces belowthe ones that indicatethe degree of progress made towardachieving the primary and secondaryobjectives.

1st Obiective 2nd Obiective Little or Substantial Little or Substantial- no Progress Progress Srme no ProgressProgress Some . Achieved* School Level Achieved ProgressAchieved* Achieved -Progress Pre -Kind. x x 4 Kindergarten 1 x x x Grades 1-3 x . .. Grades 4-6 x x Grades 7-9 x x x Grades 10-12 x .

*Little or no progress above that normallyexpected for this group. 24.

'PART I PROGRAM EVALUATION

PROJECT EVALUATION. (CON' T) :4 ..give a briefresume. of this activity.(Please see instructions)

See . Supplementary_Sheet- (nextpage )

Smeary and conclusions for thisactivity. Please see instructions)

. See Supplementary Sheet(Page'2) Supplementary Sheet, Page 2 25.

Part II PROGRAM EVALUATION

7. Give a brief resume of this activity. (P1 e: see instructions)

The Extended Use of. Staff and Facilities program provideda great variety of programs during the school year. Three types of mathematics .programs were offered. Programs were offered for remedial work, improvement work, and on an unlimited potential program. Art activities were provided for each school.

Four kinds of music activities were available for youngsters in the-area. These activities included music activities for. grades K72, piano for grades 4-12, violin for grades 4-12, and instrumental music for grades 4-12. -

Homemaking classes were offered For the seventh, eighth, ninth, tenth, eleventh, and twelfth grades. Special industrial arts classes having to do with woodworking, electricity, leathercraft, etc., were provided for youngsters in grades 7-12. Special unlimited potential programs were offered for youngsters with the idea of taking these youngsters far beyond the regular classroom situation. The unlimited potential program offered a variety of field trips in connection with education program and specialized courses in the area of science and mathematics, English, and different types of interpretative reading. Creative writing activities were availEble for these youngsters.

Special typing classes were offered for youngsterson the junior high level. Spanish and French were offered to the youngsters in grades 4-12. Special classes in language development were offered for youngsters that were not doing well in this area. Personal growth classes were offered for about 50 youngsters in the summer program with the idea of improving their personal appear- ance and health standards. At the request of parents in the area Special Education programs were also made available. The EMR students were also used in a clinic, held by the Child and Youth Study Program of Title I.

Special supervised study programs were offered to the youngsters on the junior high level in the evenings. Supervised study teachers were professional teachers from each of our academic areas and they were available to work with these youngsters, and give them special help with different subjects. This was an extremely successful program because as we found out many of our youngsters did not have a place to study, nor were their parents able to give them the help they needed at home.

Students enrolled in this program on a voluntary basic.there were.some exceptions as the program did take referrals from the regular school 'teachers, principals, visiting teachers, and from the Psychological Services Department. The Media Center helped teachers in extended day and furnished a great deal of material for their use. The Tutoring program also had tutors helping these teachers on an after school bpsis. The Community Aides did a great deal to explain this program to parents and kept the parents well informed of these programs. The enrichment program Supplementary Sheet, Page 2 (Continued)

Part 11 PROGRAM EVALUA'ION

provided for the field tripe visitation for all these youngsters. Students with spy, i.11 problems were referredon for more payeholog- ice' testing and to other prograw-3 for a:71diiional help.

During the red ljlar school year eighteen hundred eighty students Participated in the program and during the summer program forty -seven hundred ninety-7one youngsters perticipated in the program. These youngsters were all diffrrent youngsters. Twelve thousand si.XteEjn course --ferings werc used 4 the .individual students. Better than 4M, of the youngsters in the Fitln I erea portieipateC in this program.

:(Sed supplLmenttl charts 09 next Oage)

8. Summary and conclusions for this activity. (Please see instructions)

a large variety of educational opportunities were offered youngsters through this program. A youngster hod an opportunity to work in the remedial areas, to work on imprnvement courses, and .to work in accelerated areas. Parental evaluations are being forwarded to the State Department of Education for their examination. In all we have had excellent response from students, parents, teachers, and principals on this program.

There is a great demand that the program be continued. A great deal of individualied instruction was possible and the youngsters felt that learning was fun and that they could succeed. Discipline problems did not exist in the summer program. The two hundred sixty-one teachers involved in the program this year felt that a great deal had been gained for these youngsters in the summer program.

Many of the teachers did not teach in the area during the regular school year, but have requested that next summer they be given the opportunity to teach there again. This years program has given us a great deal of direction in the planning for next years program.

LisargiorihrisrirkasmtsaNoos------SCHOOL YEAR1966-1967 27. Subject K 92. 117 2 177 114 815 54 257 14 9 8 Total 682 ReadingArtUnlimitedMathematicsLibrary Potential '36 89 163119 91341739 92322082 25236765 63342256 1946 391213 2313 189284436137 ViolinPianoMusicOand Actitities a 4017 73 96121950 91631118 378417 1345 3414 84 341177101 72 ScienceGymnasticsSupervisedIndustrialHomemaking £tudy Arta 5 252933 1047764136 10257618 177 20978587 TotalTotal Class Individuals Sessions Involved 120145 121191 .254 425 359517 324444 266372 260166 199336 195 71 28851880 17 28. 1 SUMMER SCHOOL 1967 abjectReadingLanguage Pre-K 219 358 52K 511 431 492 522 271 513 196 234 150 235 142 226 7 3 458 9 9 Total 1952 266 GuidanceMathematicsUnlimitedLibrary Ooteritial 219 - 383 4:54 19 433 13 267 17 206 2011 6 177 2010 7 107 2610 8 2 36 6 42 5 1860 238079 VocalMusicArtForeign MusicActivities Language 219 233 4875 133 50 147 7244 155 2655 147 5527 138 5813 6 1111 9 11 99 825338136 18 ViolinBandCreativePiano Writing 10 1 311493 111 7452 754779 759345 1722 21 1412 1 939 194409 5 IndustrialEMREnrichmentHomemaking Arts 10 13 7 5.5 65 65 7 193127 35 5 308 24177345 InterpretatiorGymnasticsPlayTyping E. Games 16 21 27 13'13 8 23 3 4825 3 48.34 3 127 59 9 SciencePersonal Growth . 13 13..16 1615 12 11 2969 Total Class Sessions 657 1026 1156 1217 1030 984 865 784 65 310. 242 8336, Total IndividualsInvolved 219 368 582 628 470 - 725 755 700 *25 184 154 4810 GUIDELINES FOR THE EXTENDED USE of STAFFAND FACILITIES

The Extended Use of Staff andFacilities Program isan enrichment program through theuse of staff and facilities beyond .the regular schoolprogram. It should be designed to _supplement the regular school progiamand assist in helping the children reach their potential.

You and your professional staffmembers will be asked to identify student needs, teachers'special interests and skills, and the availability of equipmentnecessary to make the program successful.

Personnel will be selectedthrough recommendation by principals and supervisors withthe approval of the Personnel Office. Teachers who have more than their fairshare of personal. responsibilities should be discouragedfrom taking on additional duties.. In many schools.'.'sere will be a need for additional .teachers and when this happens,teachers from other schools will be invited to participatein the program.

Administrators may work in theprogram as teachers or supervisors after 5:00p.m.

CUSTODIAL SERVICES

Schools with custodianson duty after the extendedprogram ends each day are asked tochange their work schedulesso that their cleaning responsibilitieswill not interfere with the program. In the schools whereadditional,custodial services are needed, principals should workthisout with their own custodial staff. The wages will be calculatedfrom the regular overtime rate. 30.

Schools with Saturday morningprograms must have a head custo- dian or engineer on duty. Presently, some schools havea physical education program inprogress on-Saturday mornings. Only a minimum amount of adjustingwill be needed in theseschools.

TIME SCHEDULES

The recommended timeschedule for the extendedday programs:

Afternoon programs 4:00 p.m. to 6:00p.m. Evening programs 6:00 p.m. to 9:00p.m. Saturday programs 8:30 a.m. to 12:00p.m.

Each period of theprogram is for one hour. Teachers are to work. with childllenfor 45 minutes anduse the 'uther 15 minutes as a'planning period. When one classruns for two hours the teacher works with the childrenDi hours anduses the remaining hour as'a.planning period.

SUPERVISION

A general supervisor willbe employed for totalsupervision of the Extended Day'Program in your building. Your recommendations are very valuable in selectinggood supervisors. The supervisors will beappointed as theprogram develops in your building.

Administrators may work inthe program as teachersor supervisors after 5:00p.m.

TYPES Or PROGRAMS Eielcw is a list of the programs which have beensuccessful. Recommendations for othertypes of programs willbe accepted.

Reading Social Graces Enriched Readinc. . Band Remedial MatheritIcs Music Activities Enriched Mathematics Class Piano Industrial Arts Class Violin .-

**Project U P Homemaking

Library Skillt Arts . Adjustive Arts Performing Arts. Enriched Science Enriched Social.Studies

**Project U P is so bread inscope that in some schools the activities are centered aroundlanguage arts, while in others, science and mathematics.

MATERIALS The materials will be recommendedby the professional staff.

PAYROLL

Payroll will be reported by the principal'of each building on their separate monthly payroll.

FIELD TRIPS Field trips may be plannedas related or culminating activities for extended day classes. All field'trips must be cleared through the ExtendedDay Office.

SELECTION OF STUDENTS The selection of studentsshould be done on the basis of greatest individual needsand ability of the student to profit fromthe program.' No student shouldbe assigned or made to feel that he or she.mustattend.

'.INVOLVEMENT OF PAROCHIAL SCHOOLS Children attending parochial schoolsin the area will be invited to participate in theprogram. Principals of the parochial schools will beinstructed to select studentson the same basis as our selection proceedures. The names of interested students will be sent toyou. You may then place them in the spots which were left for thispurpose. If their response is. limited, the classes can be filled byinterested students in your school.

TEACHER ABSENCES Substitutes-will not be used for absentteachers in the Extended Day Program.

. Principals should instruct allteachers working in the ,program that in the eventof illness they are to contectthe Extended Day office (556-6600,Ext. 280) and report their intended absence. The respective principal willthen be notified so that heor she can'arrange to dismiss the class of an absent teacher. Extended illnesses would requirea substitute.

Prepared by:- Approved by: Robert K. Davis Don Warner Director, Extended Day Program Assistant Superintendent.

jg 9/66 SCHOOL Central Grade EXTENDED DAY PROGRAM SCHEDULE 33. -Music PianoActivities _Abject ...... Vivian GeorgiosTeacher 4,5,6Grade 8:00-9:00Monday_, 8:00-9:004:00-6:00Tuesday._ 8:00-9:00Wednesday 4 8:00-9:004:00-6:00Thursda Frida Saturdat. ReadingArt AnnaDennaGenieve Jansky Hamilton Brummer 5,64,5 4 4:00-6:00 4:00-6:00 Supervisor Betty Truden

. . Subject SCHOOL Conestoga 34. Teacher Grade EXTENCEC DAY PROGRAM SCHEDULE Monday Tuesday Wednesday Violin Walt Thomas 4:00-6:00 4:00-6:00 Thursday . Friday Saturday ArtPiano VictoriaVivian Georgics Smith Coole. 3:30-6:00 4:00-4:453:30-6:00 8:00-12:0Q8:00-12:008:00-12:00 ReadingUrania MarilJoyce nn James Osborne 4:45-5:304:00-4:45 ,4 :45 -5 :304:00-4:455:00-5:45 8:5: 5 8 :00 -12 :00 Library Rose Prystai 4:00-5:30 :11- : 4:00-5:30 :1'- : 1 jffervisorMath LurlynIlan ValleyJohnson 5:00 -5:45 5:00-5:45

...... __ . . , .. SCHOOL Druid Hill EXTENDEDGrade DAY PROGRAM SCHEDULE Monday. Tuesday Wednesday Thursday 35. Friday Saturday ReadingLibrary Subject Mrs.TeacherLouise Applegate Moore 4:00-6:004:00-6:00 4:00-6:00 8:00-12:0C Reading Gretchen Tobin 4:00-6:004:00-6:00 k..... 4:00-6:00 8:00-12:0C LeadingReading GretchenKathrynJeanne Rasmussen GreenJenkins 4:00-6:00 4:00-6:00 18:00-12:0C 8:00-12:0C Violin Anna Hazen 4:00-6:004:00-6:00 4.-... 4:00-6:00 8:00-12:0C UPiano P EddieNancy ChambersRecker . 4:00-6:00 4:00-6:00 8:00-12:00 Supervisor . .Robert Womacque .

. _ - . . . . 36. EXTENDED DAY PROGRAM SCHOOL Subject Franklin Teacher Grade SCHEDULE Monday Tuesday Wednesday Thursday Friday Saturday Reading 3 ' . .. . Art KarenMargaretNorm BechtoldLathrop Smith 34 4:00-6:004:00-6:00 4:00-6:004:00-6:00 Art ' Julia Kestner 5,6 4:00-6:00 4:00-6:004:00-6:00 PianoLibraryArt SusanIone GriffithsHanger 3 4:00-6:00 4:00-6:00 BandViolin RichardNellieRene Steimle MahanSudavicius 0. U. 4,5,64,5,6 4:00-6:00 4:00-6:00

Supervisor ' Eleanor Snellenberg . . . . . P; . . . . k . . . . , . EXTENDED DAY PROGRAM SCHOOL -Subject Highland Teacher Grade SCHEDULE Monday Tuesday. Wednesday Thursday 37. Friday Saturday Reading.. . Katherine Anderson 3,5 4:00-6:00 4:00-6:00 Reading - - " Minnie Judy 2,4 4:00-6:00 4:00-6:00 Reading Marlynn Hallman 4:00-6:00 4:00-6:00 - . PianoArt RuthDavid Senter Walvoord . 4,5,6 5 4:00-6:00 4:00-6:00 Violin John Kieffer 4,5,6 , 4:00-6:00 4:00-6:00 Band . John Kieffer 4,5,6 4:00-6:00 4:00-6:00 Library , . I. Supervisor Dr. Llo d Texle ...... , ...... : . . . Instrumental Music John Kieffer my. numaw 4 5 4:00-6:00 4:00-6:00 ..- Paul Orchard . MathGymnasticsPiano (Jan. 9) EdwardGeraldJonMary Anderson Worley PesekRadanovich 7,8,9 6-97.9 3:45-5:30 8;30-11:009:00-11:00 AdvancedScience (Jan. HomEmaking 9) Jan.9) -Elizabeth Bressler Sally.FinneyGar4Lliali k 7-96!... 9 8:30-11:008;30-11:00 Art Ronald Tharp 6-9 . Reading Sett 4:00-6:00 . 8:30-11:00 Lutz 4 5 6 4:00-6:00 . -- Reading *Marilyn Frick 4,5,6 4-00 6:0(1 4.1nnrAmn _. upervisor James Howard . . . .,.

. - .. . ,. ,. SCHOOL Kell= EXTENDED DAY PROGRAM SCHEDULE Subject . ReadingReading AvreJanetTeacher Papst Paluka Grade 5,6 4 4:00-6:004:00-6:00Monday Tuesday 4:00-6:00Wednesday Thursda Frida Saturda U PianoP LoisAvreJoyce Anderson Papst Peterson 4,5,64,5,6 4:00-6:00 4:00-6:00 . 9:00-11 U P .JacquesAnnie Brown Green 4,5,6 5,6 *9:00-119:00-11900-11 Supervisor Jacques Brown

A . V e- &= SCHOOL Kennedy EXTENDED DAV PROGLAM a Reading Subject OliverTeacher Brown Grade4,5,6 SCHEDULE4:00-6:00Monday Tuesday 4:00-6:00Wednesday ThilrAday Friday, Saturday ReadinPianoBand RichardCarolynHelen LambertCurran Montoya 4,51644.5,6 5 6 4:00-6:004:00-6:00 4:00-6:00 , ArtMath ElizabethGracieDoris GaylorSpears Pederson 4,5,6 5,6 4:00-6:004:00-6:00 . 4:00-6:004:00-6:00 Supervisor Dan Daly 1

. . SCHOOL Subject Lake Teacher GradeEXTENDED DAY PROGRAM SCHEDULE Monday Tuesday Wednesday Thursday Friday Saturday ReadingReading E. 8 MathMath MasieJo Cihak White 2 Mat 321 4:45-5:30400-4454:00-4:45 :00-4:45 4:00-4:454:45-5:30400-445 Reading RoseCarolyn McIntire Valrie 2 1Math 2 3 4:00-4:454:45-5:30 4:00-4:454:45-5:30 9:00 -9:45 It 1. c Reading TeresaCarol KannDonagh 2 13 3 4:00-4:45 4:00-4:45 109:00 II -9:45 1:00-9:45 11 I 4:00 -4 :45 4:00-4:45 . ArtMath LyleCaroleEvelyn Coddington Poches Lubberstedt 2,31,2 3 4t00-4:454:45 -5:30 4:00-4:454:45;5:30 9:00-9:45 U P EdwardeneAlberta Butler Armstrong 23 9:00-11:3010 :00 -11.4 Supervisor Alberta Butler lail i SCHOOL Lori fameglima EXTENDED DAV-PROGRAM SCHEDULE Reading Subject RoseCynthiaTeecher Shay Ballard 2,3Grade 4:00-6:004:00-6:00Monday 4:00-6:00Tuesday Wednesday Thursday Friday Saturday MusicArt Activities ZitaDelores Madden Allison 2,32,3 4:00-6:00 ii 4:00-6:00 Supervisor Santos Jiminsz ii =1= A --_ Lathrop EXTENDED DAV PROGRAM SCHEDULE SubjectSCHOOL Teacher Grade 4 4:00-6:00°Monday Tuesday 4:00-6:00Wednesday Thursday Friday Saturday ReadingReadingReading JuanitaIrisAnnie Faulkner GreenDolanyk 35 4:00-6:00 4:00-6:00 Reading Mrs.Lillian O'Dell Peterson Galvin 3 4,5 E 65 4:00-6:004:00-6:00 4:00-6:004:00-6:00 Library Juanita Moore -6:00 , 4:00-6:00 MusicBandArt Activities LeeElaine Spann GeldisAnderson 4,5,6 4,5,5,6 ...... 4:004:00-6:004:00-6:00 4:00-6:00 Supervisor Charles Jones .. ,....- EXTENDED DAY PROGRAM SCHOOL Subject Horace Mann Junior Teacher High Grade SCHEME Monday Tuesday Wednesday Thursday Friday Saturday HomemakingHomemaking ZellaYvonneArlillian Crandall Steinbach Morrow 987 3:45-5:45 3:45-5:453:45-5:45 8:00-12:00 MathHomemaking CurleyArlene White Carter 97 3:45-5:453:45-5:453:45-5:45 3:45-5:453:45-5:45 8:00-12:00 MathMath - Advanced JohnOrville Tobin Schmidt 78 3:45-5:45 3:45-5:45 IndustrialIndustrial Arts Arts JamesJosephEugene Pennington Corey P. Horan 7,8,97,8,9 7 3:45-5:453:45-5:45 3:45-5:453:45-5:453:45-5:45 ArtIndustrialIndustrial Arts Arts MyronFrank Plantz DiBlasi 7,8,97,8,9 3:45-5:453:45-5:45 3:45-5:453:45-5:45 GymnasticsArt LarryClarenceTom HausmanNorwood Brisco 7,8,97,8,9 8,9 3:45-5:453:45-5:45 3:45-5:45 8:00-12:00 BandPiano JohnCynthia Moore Cribbs 7,8,97,8,9 4:00-6:004:00-6:00 4:00-6:004:00-6:00 8:00-12:008:00-12:00 SCHOOL Horace Mann Junior High EXTENDED DAY PROGRAM SCHEDULE ... Reading Subject MarieTeacherJudy WagnerLaCourse Grade 7,8 8 4:00-6:004:00-5:00Mondax... Tuesdaj 4:00-5:00Wednesday4:00-6:00 Thursda Frida Saturday . Reading DavidHarryMarilyn AlbertWhitney Mooney 897 4:00-6:00 4:00-6:004:00-6:00 bcialsedScience RichardPeter RigatusoReid 88 5:00-12:0(8:00-12:0( Supervisor Tony Salerno EXTENDED DAY PROGRAM SCHOOL Subject Pershing Teacher Grade SCHEDULE Monday Tuesday Wednesday Thursday Frida Saturda ReadingBandArt * HaroldKatherineMarie WF.gner Smith Matz 6,7,8 7,8 4:00-6:004:00-6:00 4:00-6:00 IndustrialHomemakingHomemaking Arts JosephJudyBarbara GibsonCorey Schultze 88 _'3:30 -5:353:30-5:353:30-5:35 Industrial Arts James Pennington 8 r 3:30-5:35 . Industrial Arts MyronFrank Plantz DiBlasi 88 3:30-5:353:30-5:35 . Supervisor Dr. Schultze %- V EXTENDED DAY PROGRAM SCHEDULE SCHOOL Subject Druid Hill Teacher Grade Monday. Tuesday Wednesday Thursday 35. Friday Saturday8:00-12:0C LibraryReading Mrs.Louise Applegate Moore 4:00-6:004:00-6:00 4:00-6:004:00-6:004:00-6:00 8:00-12:08:00-12:0C 0 ReadingReadingLeading GretchenJeanneGretchen RasmussenTobin Green 4:00-6:00 4:00-6:00 8:00-12:0C8 00-12:0C ReadingViolin AnnaKathryn Hazen Jenkins 4:00-6:00 4:00-6:004:00-6:00 88:00-12:0C 8:00-12:0C00-12:0C Piano Nancy Recker . 4:00-6:00 8:00-12:0C SupervisorU P RobertEddie Chambers Womacque 4:00-6:00 . . . _ . . - . 36. EXTENDED DAY PROGRAM SCHOOL Subject Franklin Teacher Grade SCHEDULE Monday Tuesday Wednesday Thursday Friday Saturday Reading Nome Bechtold 3 4:00-6:00 4:00-6:00 . .. Art . JuliaKarenMargaret LothropKestner Smith 5,6 34 4:00-6:004:00-6:00 4:00-6:00 PianoLibraryArt Susanlone GriffithsHanger 3 4:00-6:004:00-6:00 4:00-6:00 BandViolin RichardReneNellie Steimle MahanSudavicius O. U. 4,5,64 5 6 4:00-6:004:00-6:00 4:00-6:004:00-6:00 Supervisor . Eleanor Snellenberg . . . .

. , . . . . . EXTENDED DAY PROGRAM SCHEDULE 37. -SCHOOL - Subject Highland Teacher Grade Monday Tuesday. Wednesday Thursday Friday , Saturday . Katherine Anderson 3,5 4:00-6:00 4:00-6:00 Reading_Reading - Minnie Judy 2,4 4:00-6:00 4:00-6:00 Reading . Marlynn Hallman 4:00-6:00 4:00-6:00 . 5 ViolinArtPiano . RuthDavidJohn Senter WalvoordKieffer 44,5,6 5,6 4:00-6:00 4:00-6:00 LibraryBand John Kieffer 4,5,6 4:00-6:00 4:00-6:00 1 Supervisor . Dr. Lloyd Texley . . . . , .

- ...... , ...... SCHOOL 38. Indian Hill Teacher GradeEXTENDED DAV PROGRAM SCHEDULE Monday Tuesday Wednesday Thursday Friday Saturday Supervised Study Sub ect Mr. Radanovichr. e ne , Tr. noo. 4,5,67,8,9 6:30-8:304:00-6:00 6:30-8:304:00-6:00 Instrumental Music John Kieffer . PianoGymnastics MaryPaulJon WorleyOrchardAnderson 7,8,9 7-9 3:45-5:30 . 9:00 -11:00 . ScienceMath (Jan. (Jan. 9) 9) SallyEdward .Finney Radanovichera ,,mese 6r.96-9 8;30 -11:00 Advanced HomEmaking Jan.9) Elizabeth Bressler 7-9 . 8:30 -11:00 ReadingArt RonaldBett Tharp Lutz 4 5 6 6-9 4:00-6:00 4:00-6:00 - 8 30-11:00 Reading *Marilyn Frick 4 5 6 4:11...-11 -11...-11 . Supervisor James Howard . 4 ...... , , . 51.

OMAHA PUBLIC SCHOOLS INTERCOMMUNICATION

To: From; -Robert K. Davis Date: April 10, 1967 Subject:' Extended Use of Staff and Facilities Project-SummerProgram

The foliowing schools will be used foithe Summer Program: Central Grade (a.m.) *Kennedy (a.m.) *Conestoga (all day) Long (a.m.) Druid Hill (all day) Lathrop (all day) Franklin (a.m.) Mann Junior High (Grades 7-9)(811 Highland (a.m.) Pershing (a.m.) day) Indian Hill (a.m.) Saratoga (a.m.) Kellom.(a.m.) Webster (a.m.) Lake (a.m.) *To offer courses in addition to the regularsummer school.

The above elementary schools will offer classesin each of the following areas and at the grade levelsindicated (the grade levels indicated represent the student'spresent grade level): Headstart Class Piano 3-6 *Pre-School (for children Music Activities 2-6 not eligible for Headstart) Band 4-6 Reading K-6 Library K-6 Mathematics K-6 Violin 4-6 Art 1-6 Tuition scholarships will be givento students desiring to participate in the regular elementarysummer school program.

*Children who will enter kindergarten inSeptember.

.MIIMItoKelit71.11' .ffigtligitairmattiontsau 52.

Extended Use of Staff andFacilities Project-Summer Program Page 2

Junior-Senior High Summer School Programofferings at Horace Mann Junior HighSchool: Enrichment- Resources. Library Activities (Attempt to broaden horizons) Mathematics Shop Art Homemaking Languages Piano Typing Instrumental Music Science (Biology) Musical (Theater) Speech Creative Writing (Composition) ii Reading Drama

Tuition scholarships willbe given to students desiring to participate in the-regular Junior HighSchool programs.

High School Opportunities All High School students livingin one of the following school attisndanceareas will receive tuition scholarships (fundedby E.S.E.A..Title I) to attendsummer school at one of the Omaha Public High Schools. The school attendanceareas are: Central Grade Kennedy Conestoga Lake Druid Hill Long Franklin Lothrop Highland Pershing Indian Hill Saratoga Kellom Webster

All students at TechnicalHigh School will have thisopportunity. Students who attend other highschools but live in the abovearea are also eligible for the tuitionscholarships. 53.

Extended Use of Stdfr and Facilities Project-SummerProgram Page 3

A Resource-Enrichmentclass will be offeredat a school to be designated later. This will bean attempt to broaden horizons for these students and to acquaint themwith activities and resources available to them.

Eligible to Enroll: All public andnon-public students livingin the following schoolattendance area: Central Grade Kennedy Conestoga Lake Druid Hill Long Franklin Lathrop Highland Pershing Indian Hill Saratoga Kellam Webster Credit: High Schoolcourses will be credited. Courses in the elementary schools willbe non-creditcourses.

Enrollment Fee: Funded by E.S.E.A.Title I Registration: Students may registerat their home schoolbetween April 21 and May 13.

Class Schedule: The individual schoolswill 'develop theirown class schedules withexception of Kennedy andConestoga and they will follow t: regular summer schoolschedule.

Prepared by: Approved by: Robert K. Davis Don Warner Director, Extended DayProgram Assistant Superintendent jg 54. 11.

OMAHA PUBLIC SCHOOLS INTERCOMMUNICATION

To: Extended DayTeachers From: Robert K. Davis Date: April 29, 1967 Subject: Evaluation

The evaluation of the ExtendedDay Projects isan integral part of the whole TitleI program., Stepsmust be taken to evaluate the effectivenessof the differentprojects so that better guidance anddirection can be givento the procram in the future.

The United States Office ofEducation has indicatedthat the same general form as used in1956 will be retainedfor the evaluaLion of 1967Title I projects.

An attempt was made in this formto be as objectiveas possible so that a minimum amount oftime would be spent in its completion. Due to the natureof this evaluation,ex- planations and examples werenecessary. Also, an attemptwas made to make the form all inclusive. These considerations were instrumental inthe development ofan apparent lengthy form.

This form should be completedand returned tothe Office of Extended Day by Monday,May 1st.

RiD:jg 55. EVALUATION FOR THE EXTENDED USE OF STAFF AND FACILITIES PROGRAM

APRIL 1967

Suggestions for Evaluation 1

r. General Information 2 II. Purpose 4

A. Objectives 4 B. Needs 5

C. Goals 5 III. Activities and Related Field Trips 6 A. Class Activities 6 B. Related Field Trips 6 IV. Materiald 7 V. Evaluation 8

A. Tests 8 1. Teacher.Made Tests 8 2. Slenderized Tests 10

B. Interest 12 I. Child's 12 2. Parental 13 C. Attitude Toward School 14 D. Behavior 14 E. Carry-Over Value 15 F. Attendance 15 G. Anecdotes and Human Interest Stories 24 H. Suggestions 25

Prepared by: Approved by: Robert K. Davis Don Warner Director, Extended Day Assistant Superintendent ig 7.1"-!5"747r,Tr!".7.r7.?.irmentimeimminalwo

56.

This report should be completedby ell teachers who have taught in the ExtendedDay Program. Inks appears to be another lengthy report, but it isthe intent of this reportto develop direction for future projectactivities. This report is not intended to evaluate theeffectiveness of on individualteacher.

Several suggestionsare outlined tb enable you to better understand the reportingmethods:

Read very carefully allinstructions and examples.

2. If you taught twoor more different groups of the same subject, you may combine thegroups for the summarization ofpurposes, objectives, needs and goals in this evaluation. You may have taught two groups of reading, one-withan enrollment of 8 students in the 2nd and 3rdgrades and the other with an enrollment of 7 students inthe 3rd and 4th grades.

The items in sectionsII, III, and IV may relate toa group.of 15studenis inthe 2nd through 4th grades. However, if yOu taught thesame subject in different schools, separate evaluationsmust be completed for each school.

3. If you taughtone group in reading anda second group in music, it will benecessary to prepare separate evaluations for eachgroup.

4. It was intended thatthis report be designed sethat it could apply toteachers in all activities. Some sections may not applyto your specific activity. 57.

GENERAL INFORMATION

Teacher's ~Jame

Subject Taught

Extended DaySchool. a Days and Times List belowthe days which you have taught inthe Extended Day Program. The blankspaces to the right of each day are provided forthe timesyou taught each group which isbeing reported.

Example: If you taught two groups inreading on Monday, Wednesday, andFriday, your schedule been as follows: may have-

Groups I II III . IV V VI Monday 4 -6_:455.-5!45 TUesday Wednesday Thursday Ar..4.145 5a1-15:45 so. rum v. 0.000 00. 0. YIN.* I. you 0.0.00.10 Friday 4_tt.,4c_50.5:15 000000000. 4. Saturday 411.10 00110.

GROUP I GROUP II GROUP III GROUP'IV GROUP V GROUP VI

Monday

'2 Tuesday

Wednesday

INISSIONNIONNMXP dMIIIMI101112111111

Thursday .

IIIIMENIMINMENEMINIP Friday

Saturday

ammilimommir "111111111111111111111i STUDENT SURVEY.

Please give a complete breakdown by grade level in each subject area you are teaching.

leacher or Supervisor.

GRADE

Sub ect K 1 2 3 4 . 8 9 TOTAL

. . Reading

Library

. Mathematics .

Unlimited Potential

Art .

Music Activities

Piano

. . Violin

. .

, Band .

Homemaking t ... ,...... Industrial Arts 6...... r Supervised Study

Gymnastics 9,

Science

TOTAL,_ 59.

II. PURPOSE Briefly outline the purpose of your project.

Objectives Relating to the above purpose, list the specific objectives of your project. 1.

5. 8. Needs The above specific objectives were outlinedwith the purpose of meeting some of the needs ofyour students. Please listthese needs.

Goals Relating to the needs of studentsand the selected objectives outlined to meet theseneeds, brieflydiscuss the goals which you feel were achievedby the students. .7e-Aa At, At,11.41,*414.1./.4,Ft

61.

III. ACTIVITIES AND RELATED FIELD TRIPS A. Please list the class activities(Class units) the students explored.

B. List field trips takenas related activities.

4 , ,

62.

IV. MATERIALS List all instructiunal materials (workbooks, games, etc.) used in the activity. Do not list consumable supplies (paper, pencils, etc.). I

1 A ginaggeMORNEMPRAAATIAAk frA,

63.

V. EVALUATION Many considerations go into the overall evaluationof a project.

In addition to scores made onstandarized andteacher made tents, interest(both child's and parent's),carryover values into the classroom,attitude toward school, classroombehavior, and attendanceare of prime importance. This sectionwas designed to evaluate theseconsiderations.

A. you may have given pre- and post-tests inan attempt to evaluate achievement relativeto student participation in the project. Due to the shortperiod of time the Summer Activities Programwas in operation,appreci- able differences in growthmay be small oreven unnotic- able. However, this consideration willbe written into the total evaluation of theproject.

Teacher-made test. Complete the following form forthe students who took the teachei-madetests.

TYPE. OF TEST

Pre-Test Post-Test Student'sname Date Given Score Date Given Score Gain Loss

4 .

, . 'Post-Test Student's name Date Given Date Given Gain Loss e a.'

65.

2. Standardized test.

Name of tes A.011=1111111ilm

Complete the following formfor the studentswho took strmdardized tests. IMMO^ a %,1111MPOOMMOS ...LINUC

,......

. , .

fe-tes,.. crilren, ) 11 i!nr.7..t.ts5t .) ii. 1 (Fr....m name ANIMINIIMe IP arnaVW20.;i....1,i,....4:"=.11.vainlyw .. ... domominima.a.e....illIPI~1/6wmai.m..=.12.. 1.!_!al,1 Givm ' :::.uor,.7 i I):...1-.1 11111NIS' Gl..,2r, I -,3corr., ! OIL Lab44111111.11111111111J/ M.01.7.,..ft.a/144../.....0.11111111111M1.11. ...W. OcC?....*1.A. 13a:ln Loss to'711111111M-... SY 114111./Mer.l.7OrIIIMIMIIIMUM...w{gnallriaNNI

. , f .... ,,i ...... 0.,...... 1.,...mw.111111111forranrasoffliima i:....e....11.11Mlownrs 4 - 1 0

. 41111M1101111101.101. 1 Alid....6..IMIM1100111111.01.1100.0011 .A. VIIIIIIIIIIIIISIMINVY ...... 'or'. E roNI 411.101111111MIMP 4..11,4 ES.....y+ON;liVI.1 NM 1 V . I Norm...... systoww.f.um owe AmeniamsaarIcel'.. r...... ampar...... A 4.a. Ai..VAT. WWI. 41111111111111.? oftet...s. ...raw,':::a. av &woen:lama. :. 1

- .1111111111111111111..'01,111,10...111.IIIINSIIIIIIII1s111~ wara anUili., ...... 1orrairlallEnnin I i 4 MINIMMAI I .. S.... 1 -141111011111111 a.m.wamea#ilaimminalMillia

) -.111.10M1 II .4...IMINIMMINNIIIIIMaWO NO, IV yalleanMmillme ...In iii. 11.

iti . N.410~10111MIIINININNIIMMIONWP,114, gm& w..1111% V1111110 '1/4/~011itifir # ..:7411111MINIIIIIIIM.rif11MM r

..... I Mit,...... 1MENNIMINisINIV 4 ._..!WWII ea

V 44 ...... swin ..111

. . . . 11Mb IMIr , II

. .

. .2.31t.aillsIVINIIIIIIII~ a illilniel.

' . a.. Aar

alM11111111111111111b,10011.141111111M1 Po OP =11.ella IIM 8/A. 511111111B11111111111 f . T...INLINFINIdlINPV. "MAU . JIMMIIINNIIOS4.1Iy .. . I . i Sal.

. . I

*Reading teachers whohave given the NelsonReading Test 'should indicate the"redo :scare aohieved 'in' the:o1Jmns leilimiedi"Score".

. 4.400kilW01004110cM.AWW-AlaT66W141,::AW 66.

Pre-test (Form ) Post-test (Form ) Student's name Data Civen core 'ate G've core Gain Loss

......

*Reading teachers who have given the Nelson Reading Test should indicate the total score achieved in the columns labeled "Score".

Arosy000ronoranecoocrwinr^,.-Ina=vrswelotusrox.eewww..erc '7- NAV. 67.

8. Interest Many children participatedin R project activity because they ?wit a genuine need. However, some children may have been instructed byparents, to participate in the program. This section is designed to weigh the interest ofchildren and parents in the program.

Child's interest is shown by diligentefforts made toward the completion of classprojects, atten- tiveness, working and cooperatingwith other students, etc.

1. Check the item which most nearlyindicates your observation of thegeneral interest of your groups as a whole.

Very good (enthusastic and eager)

Good (expressed willingness toparticipate)

Average (completes work but exerts noaddi- tional effort)

Poor (unwilling to show initiative)

Generally, identification of parentalinterest is difficult to secure. From parental contacts (notes, telephone calls, home visits, P.T.A., community or social contacts, and conferences) youhave made, attempt to formulate, in your mind, the consensusof feelings parents displayed toward the ExtendedDay Project.

,_ ,

68..

2. Check the item which most nearly suggests the consensus of parental feelings toward the project.

Extremely interested (they felt that this program was a once in a lifetime opportunity and were very anxious to have their child ;_involved)

Moderately interested (they liked having their child involved in extended educational experiences)

Limited interest

No -interest

I have not made enough parental contacts to formulate a consensus of feelings 69.

C. Attitude noted toward Summer School Activities Teachers are continually concerned with children's

attitudes toward school. Cheri: Item below which

most mc:rly suggests the overall ,attitudes toward summer school activities as exhibited by the children enrolled in your project.

Greatly improved

Slightly improved

....No improvement

Slightly unfavorable

Extremely unfavorable

D. Growth noted in Behavior Check the item below which most nearly represents the oeneral behavior patterns of children who have participated in the program. This appraisal is to be made relative to your observations of all children who have participated in the program in your school.

Greatly improved

Slightly improved

No improvement

Slightly unfavorable

Extremely unfavorable 70.

E. Carry-Over Value Your regular day classroommay have children who have participatPH inau extended day activity. Have you noticed any evidence ofimproved achievement which would be attributedto the children'sparticipation in the extended dayactivities?

Yes No

F. Attendance

A large part of the evaluationis the class holding power. It is going to benecessary to enumerate the number of sessions attendedand the number of sessions missed by each student. This involves fourconsidera- tions:

-a. The attendance ofstudents who started the class at the beginning andfinished.

b. The attendance ofstudents who started theclass at the beginningand dropped. c. The attendance ofstudents who entered theclass late and fir;.shed. d. The attendance ofstudents who entered theclass late and dropped. 71.

a. The attendance of students who started the class at the beginning and finished.

3. 4

* p **Total number Total number Total number of sessions the of sessions of sessions Or class was held missed by the attended by Student's name student the student *NP

11111sMINNIVINIIN

www .114

NEIMENNIMIIII11011111

*Place a "P" after each child's name if he attends a public school and "NP" if he attends a non-public school.

**Each entry in columns 4 and 5 must total the corresponding entry in column 3, e.g., the total number sessions the class was held should equal the sum of the sessions missed and attended. 5 **Total number P Total number Total number of sessions the of sessions of sessions or class was held missed by the Student's name attended by *NP . student the student

. .

. . .

. y- . . .

......

. .

*Place a "P" after eachchild's name if heattends a public school and "NP" if heattends a non-publicschool.

**Each entry in columns 4and 5 must total thecorresponding entry in column 3, u.g., the total numbersessions the classwas held should equal thesum of the sessions missedand attended. 73.

b. The attendance of students who started the class at the beginning and dropped,.

3 4. 5 * p**Total number ofSessions missed Total number =essions the class up to the time of sessions Or was held prior to student was attended by Student's name the student's dropped the student *11P official drop

*Place a "P" after each child's name if he attends a public school and "NP" if he attends a non-public school.

**Each entry in columns 4 and 5 must total the corresponding entry in column 3, e.g., the total number sessions the class was held should equal the sum of the sessions missed and attended. 74.

* P **Total number of&scion° missedTotal number or sessions the classup Lo the time. . of sessions was held prior to student. was attended by Student's name *NP the student's . dropped the student . official drop .

. .

. , *MP

. .

. . . ,

. .

. . . . .

. . .

. . fl

*Place a "P" after each child'sname if he attendsa public school and "NP"if he attendsa non-public school.

**Each entry in columns 4 and 5must total thecorresponding entry in column3, e.g., thetotal number held should equal sessions the classwas the sum of thesessions missedand attended. 75.

C. The attendance of students who entPTT;r1 L;tw class late and finished.

**Total number of Sessions Total number sessions from the missed of sessions or date the student after enroll- attended by enrolled in the ment in the the student Student's name *NP class through the class last session a

*Place a "P" after each child'sname if he attends a public school and "NP" if he attendsa non-public school.

**Each entry in columns 4 and 5 must total thecorresponding entry in column 3, e.g., the total numbersessions the class was held should equal the sum of the sessions missedand attended. **Total number of Sessions Total number sessions from the missed of sessions Or Student's name date the student after enroll- attended by enrolled in the ment in the the student *Np class through the/ class last session

, .

. .

*Place a "P" after each child's name if he attendsa public school and "NP" if he attendsa non-public school.

**Each entry in columns 4 and 5 must totalthe corresponding entry in column 3, e.g., the total numbersessions the class was held should equal the sum of the sessionsmissed and attended. 7 7.

d. The attendance of student's who enter the classlate and dropped the class.

* p **Total number Sessions missed Total number of sessions after enroll- of sessions Or from the date ment through attended by the time the Student's name- the student en- the student *NP rolled in the student was . , dropped class through the . tioi.a dropped e:" Clan (......

. -

. ,

. .

. . . .

. .

. . . .

. . .

, .

. .

*Place a "P" after each child'sname if he attends a public school and "NP" if he attendsa non-public school.

**Each entry in columns 4 and 5 musttotal the corresponding. entry in column 3, e.g., the totalnumber sessions the classwas held should equal thesum of the' sessions missed and attended. 78.

**Total number Sessions missed Total number of sessions after enroll- of sessions from the date the ment through attended by Student's name Or student enrolled the time the the student in the class student was

. *NP through the time dropped . he dropped the cless ......

. . ,

......

...... , . .

...... , ,

. WwilWir. rr

. . NV. mew ineonsrer.NIsees.SIIMMW

11110111.~MINISNM &MINI Mb A .

MOS 4111111 SIP I IMO ILA MU I..sSIP 4111.

. .

IiNowsMINIIIIIIIIIMMONMIN al...11111=111111.

. .

I .11+ owNINI i

*Place a "P" after eachchild's name if he attendsa public school and "NP" ifhe attends a non-publicschool.

**Each entry in columns 4and 5 must total the corresponding entry in column 3,e.g., the total number sessions the classwas held should equalthe sum of the sessions missedand started. TwAllomoMM011W07.14W.M.W.IWOMMR7,

79.

Anecdotes P" and Human InterestStories If there are any anecdotes or human intereststories which you feel wouldexpress parental or children's feelings toward theprogram, please relate themon this page. Ge Suggestions

Please feel free toenumerate any suggestions which you feel are of paramountconcern for future planning. 81.

PART II PROGRAM EVALUATION

PROJECT EVALUATION

Complete a page two*and three foreach activity listed in Part II, Item 11 of the project application. If necessary,use additional pages.

Project Number 67-067 Activity Tutoring

Z. Length of time of aLtivity in months 12 months

Beginning Date September1, 1966 Ending Date Aulust_

3. Estimated cost of this activityor service 14.911 a 4. Indicate the number of students participatingin this activity by grade level:

Preschool 3. 120 7. 11.

Kindergarten 4. 267 8. 316 12. 17

1. S. 239 9. 334

2. 131 6. . 971 10. 21 Total 2215

5. Number of staff'involved in thisactivity: Full Timi 2Half Time 297

6. What were the primary objectives ofthis activity?The primary objectives will be statedor r related to those stated in Part II, Item of the project application. To provide necessaryreference and resource materialfor their use 1. and to assist them in theappropriate use of these materials._ To furnish tutors whoare interested in and havea desire 'to serve 2. disadvantaged youth.

Check in the appropriatespaces below the ones that indicate the degree of progress made toward achieving the primary and secondaryobjectives.

lstObjective 2ndOb ective Substantial Little or Substantial Little or Progress Sone no Progress Progress Some no Progress School Level Achieved ProgressAchieved* Achieved Progress Achieved* Pre-Kind. x Kindergarten x 01111ffill=11 Grades 1-3 x . x Grades 4-6 x . x Grades 7-9 x x Grades 10-12 x x

*Little or no progress above that normallyexpected for this group. 'PART JI PROGRAM EVALUATION

PROJECT EVALUATION (CON `T).

i. . .Givea brief resume of this activity. (Please see instructions)

tee SupplementarySheet (next page)

. .*

Summary and conclusions for this actiyitt. (Please see instructions)

See SupplementarySheet (next page) Supplementary Sheet, Psgc 2

Part II PROGRAM EVAL6ATION

7.'.Give a brief resume or this activity. .(Please see instructions)

ihe'tutoring prooram was.divcded up into three different areas last year. The first arEE was working. with college students from .Omaha University, Creighton University, St. Mary's College, Duschene College, Midland. College of Fremont, Dana College of :lair, St. john's School of Nursing, St. Catherine. School of Nursing, St. Joseph School of Nursing, St. Catherine School of 'Nursing and the University or Nebraska M71dical School.. Volunteer Tutors .came from all'or these institutions .]rovide help for youngsters.in the 'disadvantaged arc,a. A 1:Dt1 229 tutors tbok part in this activity.

The E;D:ond stag6 of the progrin was the Volunteer Teacher Aide activity. Fifty -eight adults from the local affiliate of the .National Council of Jewish WoMen served in the classroom with the classroom teacher to assist the youngsters in their learning skills. These aides began in two schools and at the end of the year were operating in four schools. They donated two days a week to help the tednhers and youngsters.

The third area of activity wasthat of Recreation Assistants. Twenty-two high school boys and girls offered their time to help with the recreation program in the city and in our public schools. They served as team leaders and assistants to recreation supervisors during the school year. They were very instrumental in recruiting the youngsters for this program and in keeping harmony within the program.

An in-service training program to familiarize the volunteers with our school system, the material and equipment used in the

school, and how to be effective volunteers was given. 'An in , -service program was also provided in tha areE of reading, an area where many of these youngsters have problems, so that a better and more efficient job could be done in this area..

Title I funds provided for the transportation of the volunteers to and from their tutoring assignments. No other enumeration was given these volunteers. An attempt was made to keep the community informed about the tutoring program and many personal contacts were made by the director.

8. Summary and conclusions for this activity. (Please see instructions)

Many teachers and principals look forward to having volunteers available to help their youngsters. It was found that these people were contributing a fresh attitude for these youngsters and a. great deal of individual help was provided for the youngsters.The in -service training programs were extremely valuable for the volunteer service people. 84.

Supplementary Sheet, Page 2 (Continued)

Part II PROGRAr

will be expehCr_d ypEr so thnt'more schools will haw. to tft7m during the regular School day.-

For the firot scriol rirorram " ilpon the resourcR ila'ople within ntIr rwmunity and have made qwailable their knowladrie to in.the disadvantged area. It br. w.ntianRd thet thls r....rogr:m is gOIng to be contIqually enlarneniaTid cuulo.possibly bE nne :Tr our more valOabie rograms in the in blmnet -1s7;r, -volunteers felt the nedof.a job to h..n7h..- In thF: an oOntributad -1F2:31 vnunnotEr2. PART II PROGRAM EVALUATION

PROJECT EVALUATION

listed in Part II,Item 11 Complete a page two andthree for each activity additional pages. of the projectapplication. If necessary, use Activity 1. Project Number 7-0E7 12 months 2. Length of time of aLtivityin months

Ending. Date ...2319ust i,1).)67 Beginning Date SL. ILAHLE.T.

3. Estimated cost of thisactivity or service participating in thisactivity by gradelevel: 4. Indicate the number of students

7. 2 11. Preschool 3. :-,t4t2 12. Kindergarten 4. 8.

5. 231 9. 17

2. L1D3 6. 19L Full Time 2 Half Time 5. Number of staff involvedin this activity: The primary objectives What were the primaryobjectives.of this activity? 6. Part II, Item 9 ofthe project will be stated orrelated to those stated in application. identific:tion ofchildren from. To,provide for the early reading_... 1. zglia41s1jorived areasIto .1-2E in need of remedial experience. program of theschools through theextended 2. To expand the reE-Tiinc use ot statiEnofacilities progr-am. indicate the degree of Check in the appropriate spacesbelow the ones that secondary objectives. progress made towardachieving the primary and

let Ob ective 2nd Ob ective Little. or Substantial Little or Substantial. Some : no Progress Progress Same no ProgressProgress Achieved ProaressAchieved* lkamml 'Level Achieved ProgressAchieved* Pre-Kind

Wdertortmi . Grades 1.-3 x Grades-4-6 x x Grades-7-9 x Grades i10-12 4

for this group. .* Little or no progress abovethat .normally expected 86.

PART IIPROGRAM EVALUATION

PROJECT' EVALUATION(CON'T)

see-instructions) Give a brief resume. ofthis activity. (Please

See.Supplemen .1;! N;18.-ku

(Please see instructions) S mmary and conclusionsfor this activity.

Judging from the response of the program this year, WPreel that we have 'to take another lr'; at ti-R remedial reading program. In our thiclking we feel that we should hit more on themotivational reading area and encourge these youngcters toread. It is also felt we need to get these youngsters into ourlibrary more 'End as the thinking stands' now,it will be poseiblo to work the motivationel reeding program in with the library cervices program. It is strongly recommended that more remedielrPzdi::-Ig.teachers be put into our schools during the regular schoolday situation: Much progress has been enhieved with curremedial reading tcc,ehers. On the fevnreble side was the'commentsmadeby teachers and perents. Supervisors commented they felt tht the children wore notgetting enough out of the program atthis time, and 'that it 'should be something that these, youngsters canenjoy more when held on an'. after school basis. , -`,0?'..t.1,....1:FV7rrn'S.747e,VIIi,,,71,...143tA".7,,,,,V74Aihr,f7P7`..1,1147,,,V;7en:21,0:,,,k...C.7.t7;

87.

Supplementary Slinet, Paig77

Part II PROGRAM EVALLAILN

7:SUMP of .(Please_see instructions) . 7. Give

Reading F:::IeLialists wereable to work with many of ouryoung sters pragram. -on thousand six hundred thirty -four of :Thildron.particlitd In the programFor the year. Fifty-five percent of they i.ihn have started did not finish ..up in LhE pr:-Jgram.

In the ron--,nts of-thi.n !..:P tried todevelop remedial reLs4ing prorrm, readingimprnverisot programs, and what wecall had motivntional :no oro-r_ms. SinrP many of these youngsters reading durinct the eThnJ1 L_hy ant wrrE notsuccessful back on an after school basis there, thi-,y und it nurd to orn .. Where on an take more ,hu.test results ,yrm, attached the following -,,ges. It is P1t that thE testresults are not 7o9Ausive because they diCtake reeding fivn days aweek in the rc,gular s;-.hool programand only two days a weekin the extended use -f staff" EndFar-Antis program. We round that tEachsrs were, vc7y_discouragedwith the reading program andthat youngsters kerc nit r.,,-3tisrid on anover all basis.

We did have someintactret:Aiv!,,. reading classes in thejunior .high level the: wereextremely successf61. On supplementary 'sheets' .yOu will find the listof'stutjentS who participated in the.reading..' program end th;--. testresults that we do have on them.

In all fairness to this program,I think it should be noted that.they.did have a great dealof competition frOm othercommunity .agenCieS such as the Christ Child Center,Eugene Eppley.3oy's Club, YMCA, and Woodson Cont'er. The successof this program was ndt as great as in some of our other programs.

Teachers in the regularclassroom felt that theseyoungsters .did. gain some improvementin the Extended .Use ofStaff' and Fcilities PrOgram. They felt that over the semesterthat they could tell a great deal of differencein the youngster with thetwo extra days help. It is impossible to becomenegative to a program when 'teachers tell you this.:Unfortunately most of thetesting was done' in group tests and we havefound that .the group tests arenot totally satisfactory.

Parents did indicate that theywere quite satisfied withthe program and thatthey would like to have this programcarried on. this program for a It possible in the future that we can run shorter peridd of time, usingit simply to lift a studentthat seems to be,falling behind. STANDARDIZEDTEST RESULTS, TITLE-I (ESEA) 1066-67 PRE AND POST TEST-SCORES. L_J LI SUBJECT Roadinr - School Year 1966-1967 Make a ,separatesheet for each subject matter:area. igo..of Students Scoring 1# 14 rName 4of '1st UsedSubsection Grade AdministeredMonth & Year PRE-TEST SCORE RESULTS Form Students*Number of MeanRaw Score**.Average According to0-25Zile Nat'l Norm file26-50 Zit=51-715 Zile75-UP Gates NgvemhPr 19If .11 *GatesiNelsomNelson11:1-1;ps 43 II IIII /A A 19/PR 1q-In PRA1/7_,1 2g 1 12 13 9 13 2 NR.l_snnNNelson 8 A 7C*19 A9LcA. a 9/3 1011 3 12/10 13 7 7/9 285 7/6 33 121110 9 ..5a tag es. Anril 1967 II POST-TEST SCORE RESULTS II L 711.2 10 7 2 *GatpsiMelson.Ri21SIDNI tipq. 4 U II In G. 30 IA c /LLn .1c a i 8/2, 6 9/15 9 9/6 15 hlsori . c2 G j 3 7 4 :Nelson Nelson 6 11II II 3gIn7.g r7 Gnqf:4 2 1113 3 10 13 3 121110 98 7/4 1 2 ***If IncludeReportthe scores theonly raw representthose students asampling, Who please were present to take both pre and poet indicate how the sampling was done. tests. 410 .8 and* C of the Standardized Test The third grade was given both the Gates/Nelson score mean here. and then submit a frequency distribution Results sheets. (see instruction.sheet for test. for these furtherraw. scores details) on pages" lettered 89. PART II PROGRAM EVALUATION

STANDARDIZED.TEST RESULTS TITLE I (ESEA) 1966-67. GRADE EQUIVALENT

TITLE I PROJECT NO. (-77-067 SUBJECT MATTER AREA NHE:111-ng Srhool Yri;:r 1966-1 J67 Use this page to report the grade equivalent of thetests listed on page A. Make a separate sheet for each subject matter area; Indicate the number of students who fall into each category.

. ' *3, GRADE 1 2 4 5 6.

Eiuivalent Pre Post Pre Post Pre Post Pre Post Pre PostPre Post 0.9-UP

. . 1 . .

1.0 2 . 9 9

8 MEM=8.2- .

,-)

'7.0- T .

6.- 6.6 1 1 1

11/1 0/2 4 2

5.4 0 I. 1 2 r'l MIEIl 0/2 4 on 0 /ti 2 4En1111411111111 . J. . 2 5 2 MI I 4 0 /1aRI 1 1 2II= .... /2 0/3 2 1 1 3.6 =mammalian 3.0 4 91111MI 7 2 2 6 9 3 . MOM= t

;6- q EMI

. _ 31 31 30 305/2835/28 19 19 35 35 19

MEAN (AVERAGE) 10.9 20.226.175.824.840.1 45. 52.447. 58.253.760.2

* The th grade war rivrn both the Cctes/Nelson tm7t.

..1,0 E11111111111111101111111111111111111111111111111111111M111111111151111111111111MME111111111111111MEMMEMEMMEM Hi 1 9 111111111111111111111111111 2111111111111111111111111MIIMMEMENEHMMENEMEMIMMENHEM 111111 li Mil111 H 11 11 11 1 1 111 1111 111111111 1 11 Ili511111111111M1111111111ffillffilli . . I I g I 1 PART II 2ROGRAM EVALUATION B

STANDARDIZED TEST RESULTS,TITLE I (ESEA) 1966-67 RAW SCORES

TITLE I PROJECT NO. 67-R:h7 SUBJECT MATTER AREA r hoolY: 15C-1F7 listed on Page A. Make Use this page to reportthe raw scores of the tests Indicate the number ofstudents a separatesheet for each subject matter area. who fall into each category.

3 4 5 6 GRADE 1 2 ost are 'ost Raw Sores Pre'Ft5P: Pre Post Postnolumlign 7 r 7 67-UP i ii,2 - _ 2 5 17 .9 1 3- 1 1 . 1 9 6-62 _4 1 59-60 n/10/2 1 57-58 .: 2 2 -4 2 - . C.12 2 7

. 4_5 f1/3. I 1 47-8 - 1 _ II /0(T: /1 45-46 111111 r,

.43-44 1 1 4 1/07 r

1 1 2 1 2 1 4-2 1 4. 3 .11/1 4/7 1 r; ,- 1 39:4-0 1 2 . 2 2 21/2 .. .._ --..-4 1 _2 1 1 1 3 -38 2 W7 _ , _ 1 ,7) .35-36 1 ' 1/1 .L/' . . 2 r.; , /r, 7 1 .-4 /i ,.._

1. 1 3 211211113111 , 7. , . 29-30 .: ___ r, 1112EWM ...... 9 2 7 . -28 1IIMINIIII

1 . 2 1/ 11/9 1 .25- 6 , 2

I . 2 23-24 1 2 I / 21- 2 i-

9 20 1 14 1/MUM I 7 r-. i8 .., 6 IIMI . 15-1 J._ Mr A 2 1 111711 in . 42 7 INNII-, in 9-10 , Min

7-8 E 3 1 - IFIAll

.1, 5 ....._...... _...

34 . 7 1-2 in 7 n TOTAL fl7.q/2V77.19 171 r 7'7: 7. J.7.0/ 76;.!- MEAN 40.145452.447.45P.253.760.2 (AVERAGE) 10..:. 2n.226., 75.P.:.413

*'ME third grad 7 ci%;;Tnhot!-,thc-:

t,..4k4-/.,.....dWitt,,,,t,:,.47tAtttr,i1,':i;t.4.a4.44;:*'' . H, . 1111111111111111111101111111111111-11111110111111111111111111111mu mmummimmmm I 111111111101111111111111101111111101111101111111111110111111111111111111111111111111 MI II I II I 111111 1111111111 N. gIIII.. lkM11110111111011011 IliIPII:PL1 11111011111 111 PIP111111 -It1110 11111111111 STANDARDIZED TEST RESULTS, TITLE I (ESEA) 1966-67 A SUBJECT Reading - Summer School Make a Separate:sheet.for'each subject matter PRE AND POST TEST SCORES. area. 93.. Name of Test UsedSub-section Grade AdministeredMonth &Year Form Number RawMean Score **Avers e AccordingNo. of Students'. to%ile0-25. Nat'l Scoring Norm %ile26-50 %ile51-75 %ile75-UP Gctes IT PRE-TEST SCORE RESULTS it -,. , 2i 2c 1 ; 3E-A:1E 3 rune 1967 v H 124337 71:9 ' Ei 14 .7 5q 9 Chites-Nelsen ti ! -7:_;. 7 Nrlson 4 H A 75/98 150 20.8 /39.1 48.4 1 /2' 22 28/28 . 68 18/33 __, 15/11 21 NolsonNelson 65 HIt 11II 6354 55.357. 28 9 2415 16 NelsonNolson 87 HIf itII A 24 85.0 1 11, Nelson 121110 9 II II A 1 27.073.0 2 Gatos ,7tFIS 1 :_lulv 13E7 11 POST-TEST SCORE RESULTS 11 137 ,t..5 . '4.rl i i.j ; !,. :1 ,r,.,lu 2 ;: ,. 124 77 c *Gr.tes/Nels. n 3 I/ /.s :.. 79/9E -,!;.9/4[1. X2197 25,97 20,...- ,...4_/1=7 4 I7n -, .15 r7r, Nrlson H t.3, 150 . 45.- 71 NP1Snr, 5 ; fl 54 65.57.,5.E. . 4 b 22 1:: . Nelson 76 7 II a 4 85..3 1 ''c_L 17Isrp,, 10 9 fi 1f. 1. * Include only those students whothe were scores present represent to. take a bothsampling, pre and please'indicate pos,t tests. how the sampling was done. 1211 B and** ReportC of the the Standardized* rawThe scorethird meangr^de Test here toesResults and givt,,n thensheets. submitboth (see the a instructionCotesfrequency / Nelson distribution sheet test. for further for these details) raw scores on pages lettered 94. PART II PROGRAM EVALUATION

STANDARDIZED TEST RESULTS, TITLE I(ESEA).1966 67 GRADE EQUIVALENT School TITLEI.PROJECT NO. 67-1167 SUBJECT MATTER AREA N'..:ading-Summer

Use this page to report the gradeequivalent of the tests listed on pageA. Make a separatesheet for each subject matter area. Indicate, the number of students who fall into each category.

*3 .6 GRADE 2 . 4 5

Equivalent Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post WA-UP 1.. 1.:

-10.0 -10 2 i i '.9

8.8- 1 8.5- 7 1 2 1 1 1 1

8.2- 4 , 1 1 3 3. IMEMIN 1 1 1 2 . 2. IIMINE111 4 1 2 1 i, I 1 2 2 l . . 0 1 0 1 1 1 _P 6.4- Mill 3 4. 0/1 0/1 4 2 3 1 1. 2

5 8 6.0 I 5 3 ______2 5 5 0/3 0/3 7 3 2 3 0/6 I 6 10 '8 6'. 5' .7.

0/3 a 10 9 4 6 2 all..

A. 0/8 I 16 31 6 2 10 r2:. MIME= 0 110 7 10 13 3 3 6 3 I 3 IIINIMOM . 0 9 0 10 0 24 5 6 5 IF-Mil Ingli1 . 1 . 3.' lo 11F/'f A 14 4 4 1 4 ®11920I il 1 1 4- 2-8' 18 20 31 25 ljlnp__? L-2 1 2 2 7 .28 22 24 14Mil6 4. 1 4. 2_ 9 13 e .9- . 9 34 16 8MAIM= 17 11 19 6 0 4 0 1.3 5 3 3 4/0 1/0 1, 6 0

L 137 1 7 124 12415/9875/9 150 150 54 5 63 . 20.830.2, MEAN 45.357.965.555.355.6 (AVERAGE) 23 8 24.531. ' 33.539.140.9 48.4

* The third grade was given both theGates/Nelson test. 95. PART II PROGRAM EVALUATION E

STANDARDIZED TEST RESULTS, TITLE I (ESEA) 1966-67 GRADE EQUIVALENT

TITLE I PROJECT NO. 67-06-/ SUBJECT MATTER AREAj7p-Jdirja..-: Summer School

Use this page to report the grade equivalent of the tests listedon page A. Make a separate sheet for each subject matter area. Indicate the number of students who fall into each category.

GRADE 7 8 9 10 11 .12

Equivalent PrePostPrePostPre PostPrePost-Pre PostPrePost 10.9-UP 10.6 -1.0.: 10.3 -10.5 1 10.0-10.2 , -70.7- 9.' 9.4- 9.6 , 9.1- 9.3 _ _ 8.t- 9.0 ... _ 8.5- 8.7 __ _

7.9- 8.1 7.6- 7.8 , 4 7.3- 7.5 7.0- 7.2

6.4- 6.6 1 A 21 A 6.1- 6.3 1 1 5.8- 6.0 , 5.5- 5.7 5.2- 5.4 . 4.9- 5.1 4.6- 4.8

4.1- 4.5 . 4.0- 4.2 _ 3.7- 3.g-- ...... , 1 3.4- 3.6 1 , 3.1- 3:3 1 2.8- 3.0 2.5- 2.1

1.9- 2.1 1.6- 1.8

1.0- 1.2 i

1 1

. _ MEAN /AVERAGE) 85.0 '19.L.27.034.5 713.r .0

67/279 96. PART II PROGRAM EVALUATION

STANDARDIZED TEST RESULTS, TITLE I (ESEA) 1966-67 RAW SCORES

TITLE I PROJECT NO. b7-067 SUBJECT MATTER. AREA - Summar Schoo.

Use this page to report the raw scores of the tests listedon Page A. Make a separate sheet for each subject matter area. Indicate the number of students who fall into each category.

. .

GRADE 1 2 *3 . . 5

Raw Sores Pre 'lost Pre Post rre 'ost ostL 'ost Pre ost 67-UP 0/6 0/8 24 16 15 24 17 15 65-66 0/2 4 i; 2 2 1 3,44 0/2 1 1 2 2 1 4 6 -62 0/3 0/1 3 5 5. 2 1 59 -0 0/3 0/1. 3 2 3.... . 2 - 0/3 0/1 4 5 2 3 1 2 - 0/1 6 4 2 3 1 4 -54 0/2 0/2 B 7 '2 1 5 2

. 0/4 0/3 5 5 2 1 3 2 4'- 0 0/2 0/8 3 7 2 2 47- 8 5 15 13 21 3/3 9 6 6 12 1 1 3 45-46 5 6 6 1 8 4 5 2 2 5 2 .43-44 6 3 11 15 6 5 7 8 1 5 4

4 -3 .41-42 2 8 ' .) 0 12 3 4 1 2

39-40 P / ._') i 7 12 .3 2 2 1 3 -38 9 4 14 10 6/6 4/5 f:' 4 1 1 2 3 35-36 3 0/4 1/4 11 7 1 33734 5 6 7 1 4 6 7 7 4 3 3 - -2 11 9 3 ''l 2 6 7 4 1 1 2 29-30 - 9 7 8 a 3/3 4/3 2 6 2 1 2 . 21 -28 8 6 6 6 2/6 3/1 4 5 1 25- 6 1N 2 1/0 1/5 4/ .: 1 4 12 5 3 611111105611 2 3 1 3 1 2- 2 2 2 1 MEMO 3 1 9- 0 8 6 5 7/4 5/2 2 1 -18 2 1 1/6 1/3 1 15-1 MUM NM 3- 4 IMMO MN= . 1712 5iiinai 7 2 F7A156111 9-10 ME 9 1 8 2 0 2 0

. 7-8 7 C) C. .Irni 5-6 4 4 1 2 0 3-4 5 3, 2 3 310 1/0 1- 1 1 1/0 TOTAL 137 137 124 1245/985/98 150 150 54 54 63 .3 MEAN 20.530.2 (AVERAGE) 3.824.5 31. 33.539.140.948.445.357.9 65.555. 55.6

*L.-rho third gradE uas TL.IYEn both the Gates/Nnlson tryst. PART II PROGRAM EVALUATION 97.

STANDARDIZED TEST RESULTS,TITLE I (ESEA) 1966-67 RAW SCORES

TITLE I PROJECT NO. 57-w7 SUBJECT MATTER AREA FiLclinr.j- Summer Scnool Use this page to report the raw scores of thetests listed on Page A. Make a separate sheet for each subject matterarea. Indicate the number ofstudents who fall into eachcategory.

GRADE 7 8 9 10 11 12

. Raw SCores Pre PostPre Post Pre Post Pre Post PreAlost Pre Post 67-U 7 1 1 65-66

61-62 . 59 -0 57-58 1 5 56 53-54 51-52 . 49-50 47-48 45-46 43-44 41-42 39 -40 .

35-36 . 33-34 1T:32 4 29-gio 27-28 25-26_ 23-24 21-22 1 9-20 17-18 15-16 13- 4

I 90 . 7-8

1-2 MAL 4 4 2

MEAN (AVERAGE) 85.0 85.027.034.578.089.5 98.

PART II. PROGRAM EVALUATION

PROJECT EVALUATION

Complete a page two and three for each activity listed in Part II, Item 11 of the project application. If necessary, use additional pages.

Project Number 67-067 ActivityEfamaLut2,521 Services

2. Length of time of activity in months 12.months

Beginning Date Septcmbqr 1, 1966 Ending Date August 31, 1967

3. Estimated cost of this activity or service 79.478'

4. Indicate the number of students participating in this activity by grade level:

Preschool 1377 3. 140 7. 17 11.

Kindergarten 1303 4. 133 8. :31 1.2.

Ungraded 161 1. 802 5. 207 9. 40

c. 355 6: 185 10. 55 Total

5. Number of staff involved in this activity: Full Time 7Half Time 19

What were the Eiobjectiyes_of this activity?The primary pjectives will be stated or related to those stated in Part II, Item 9 of the project application. To assist schools in thearea in the identification of children 1. in need of special rorams and make rom leteve `H. To assist in the planning of approprieteprogrFms for children with 2 distinct problems or assets.

Check in the appropriate spaces below theones that indicate the degree of progress made toward achieving the primary and secondary objectives.

1st Objective 2ndObjective Substantial Little or Substantial Little or Progress S-me no ProgressProgress Some no Progress School Level Achieved Zrogress Achieved* Achieved ProgressAchieved* Pre-Kind. x x Kindergarten x v Grades 1-3 x Grades 4-6 x x Grades 7-9 x x Grades 10-12 x

* Little or no progress above that normallyexpected for this group. tAti-ott: c

99.

PART II PROGRAM EVALUATION 2.

PROJECT EVALUATION (CON'T)

7. Give 'a brief resume of thic activity. (Please see instructions)

See SupplementE,ry Sheet (neYtpage

8. Summary and conclusions for this activity. (Please see instructions) The potential intelligence andprogress of children in disadvantaged areas and how to make this potential abilityoperational is one of this department's major concerns. As a psychological department we attempted to initiate evaluations of as many young children in the AID area as possible. The older.childrenwere seen on a referral basis. Four sra.c.enin] tests of abilitywere used on approximately 3500 Head Start, Kindergarten, First Grade,and Second Grade children. They did well on the SIT (Correlation of.93 to .'28 on the Binet) which required verbal answers. They did less well on th12 PPVT,a vocabulary recognition test, which requiresno verbalization. Supplementary Sheet, Page.2

Part II PROGRAM EVALUATION

7. Give a brief resume of this activity. (Please seeinstructions) Screening was done to identify mentallyretarded children, children with emotionalproblems, childrenwith other pertinent learning disabilities (e.g., expressive or receptiveaphasis), and children with other pertinent exceptionability. To develop and record as much information as possibleabout other children in the, class, theirrelationship to eachother and to their teacher. 'A study is being made (not.yet completed)to see if I.Q. scores remainstationary,were raised or dropped. Screening was accomplished by use of standardtests (Slosson Intelligence test, PeabodyPVT, GoodenoughHFrris DAM, Lions Perceptual Forms), observing and interacting,obtaining teacher reports, and by securingparental reports.

The psychologist conducted more Extensiveevaluations of children with apparentproblems. A minimal evaluation imately four hours. required approx- Some childrenwere referred for furtherwork. This action was takenwith children testingin the superior range, those who had ability severe emotional disturbance,severe mental or physical impairment, or where there was evidenceof a complex learning problem.

The child was referredto such agenciesas: State Crippled Children's Service, mental henth-clinic, universitypsycho -educational or speech andhearing clinic, statetraining school, county health department, Family Service Society,Catholic Charities, or a day care center; etc.

The psychologist workedin an advisory rolewith teachers, the school, nurse, parents, and guidancepersonnel. In working with these people, the psychologist helped them tounderstand the child and his problem and develop bettertechniques for helpingthe child.

In addition, professionalpsychological services in the following were utilized ways: Development of curriculumand related daily activities; In-service training ofthe professionaland non-professional staff;Consultation with thestaff; Aiding staff to Identify, pinpoint, and understandindividual children'sand parent's emotional,intellectual and socialproblems.

The parochial schoolswere informed of the service beginning of the at the program. We have testedmany parochial children under Title III, Reading Laboratoryfunds. The parochial have not generally schools sought psychologicalservices for children remain in their schools. who We are seeingchildren whoare coming into the publicschool system for some reason, usuallybecause of some degree ofretardation. 101.

An important project for psychological testingdaS" working with Head Start children.

The following is from a report of Operation HeEdstart to the.Boardof Education, Omaha Public Schools, by Mrs. Maxine Morledge.

Each Head Start child is given 8 screening evaluation by psychological testers trained in the administration of four instruments given on an individual basis:

1. ,A verbal test. Slosson Intelligence Test. 2. A non-verbal test which measures picturIL vocabulary recognition: Pecboc:y Picture and Vocabulary Test. 3. A test.of eye-hand coordination and hand control: Lion's Perceptual FoIms. 4. Goodenough Harris Draw-a-man.

These children are tested twice a year. A test is given early in the program and then again late in the year to meEsure growth. Any irregularities in behavior, performance, physical, or mental maturation is noted andthe child is seen in gferal. depth by the regular-psycholegiat who servesthe school. At that time an effort is made to counsel with the parent. The Head Start nurse and social workers assist in any necessary follow-up. A written report discussing the test performance of each child is sent to the teacher with c carbon kept inthe office of Psychological Services. The test performance is coded and data processed inthe Psychological Department. The group perormancc of the HeedStart spring and summer children on the verbal intelligence test indicates a very"normal curve" of intellectual potential.

The psychologist had several meetings.with the Head Start ..teadhers to'discuss.test results.. The testing program was ex- lained and teachers' questions were answered. HEAD ST ART I Q RANGE. OFHEAD STARTCHILDREN 1965-68. 0 2 SCORE FREQ it I LE 3 4 150 12345671190123456789012345.18901234567890123456789 102. 149 . 148 147 146 1 99 * 145 144 143 142 141 1 99 * 140 139 1 99 * 1311 137 1 99 * 136 1 98 ** 135 . 1 98 ** 134 1 98 ** 133 2 98 **. 132 1 97 *** 131 *** 130 *** 129 *so*. 126 *** 127 3 97 *** 126 *** 125 2 96 **** 124 2 96 **** 123 3 95 ***** 122 '1 95 ***** 121 6 94 ****** 120 2 93******* 119 5 92 * * * * * * ** '118 .1 92 ******** 117 9 90***moo** 116 489*********** 115 4 89 *********** 114 3 88 ************ 113 6 87 ************* 112 12 84 **************** 111 12 82,****************** 110 1.7 78 109 ********************** 10 76 ************************ 108 4 75 * * * * * * *i * * * * * * * * * * * ** * * ** 107 17 71 106 15 6'8 THIRD QUARTILE 107.9 105 9 66 ***************************** 104 15 63 ********************************** 103 11 61 ************************************* 102 18 5744************************************* 101 6 56 ********************t********************** 100 18 52*********************1r********************** 99 13 49 **************************.********************** 98 13 47 MEDIAN 99.1 f 9?. 14 44 *********************************************** 96 14 41 ******************************************** 95 12 38 ***************************************** :94 14 35 ************************************** 93. 15 32 *********************************** 92 10 30 ******************************** ****************************** '91. '15. .27 *************************** 90 .7 25 ************************* 89 7 24 FIRST QUARTILE 88 9,22 ********************** 89.6 87 10 20 ******************** .7 18 ****************** 85 '6 17 ***************** 84 5 16 **************** 83 10 14 ************** 82 5 13 ************* 61 8 11 *********** 80 6 10 **mils*** 79 4 9 ********* 78 3 8 ******** 77. 3 8 loom*** 76 4' 7 ******* 75 9 5 los*** 74 1 5 ***** 73 3 '4 **** 72 3 3 *** 71 1. 3 *** 70 2 3 *** 69 *** 68 *IP* 67 *** TOTAL NOTIN TABLE 66 2 '2 ** . 32 65 3 2 ** 64 1 2 1* MEAN' 97.95 63 ** 62 *41 BASED ON 474 61 2 1 * RANGE- -HIGH 146 60 1 1 * LOW 52 59 1 1 * 58 2 57 1 STANDARD DEVIATION 15.74 56 . 55 1 5.4 53 1 52 1 51 FIRS! GRADE IQ RANGE OF FIRST GRADE CHILDREN196546 ,

: 103. 0 1 2 .3 . 4

. SCORE FRED STILE123456789012345678901234567890123456789012345670 150 149 .. 148 147 146 145 1 99 * 144 * 143 142 141 2 99 * 140 139 138 1 99 * 137 1 99 * 136 2. 99 a 135 3 99 * 134 1 98 ** 133 3 98 ** 132 3 98 ** 131 98 ss 130 4 97 *** 129 ,3 97 *** 128 3 97 *** 127 5 96 **** 126 7 96 am 125 8 95 ***** 124 5 95 ***** 123 5 94saws 122 8 '93 ******* 121 10 92 ******** 120 18 91 ********* 119 11 90 ***sass*** 118 12 .89***********. 117 17 87 *mamma* 116 11 86 mamma*** 115 21 84 **mammas** 114 28 82 ***mammas*** 113 12 81 *******************. 112 18 79 ********************* 111 22 77 *********************** 110 27 :75 THIRD QUARTILE 110.0 109 17 -73 *************************** 108 30 70 ***************4i************** 107. 34 67 ********************************* 106 29 65 *********************************** 105 29 62 *************.************************* 104 18 60 **************************************** 103 22 58 ****************************************** 102 23 56******************************************** 101 32 53 *********************************************** 100 32 50 a*************************************************. 99 29 48 MEDIAN 99.7 98 18 46 a********************************************* 97. 30 43 ******************************************* 96 30 .41 ***************************************** 29 38 ************************************** 94 32 35 *********************************** .93 26 33 ********************************* '92 37 29 ***************************** 18 28 **************************** 11. 91 90 23 26 ************************** 89 17,24 FIRST QUARTILE 89.4 86 25 "22 ********************** , 87 30 19 ******************* 86 19 17 ***************** 85 23 15 mammas*** 84 22 13 mammas* 83 13 12 ************ 82 20 10 ********** 81 16 9 ********* 60 11 6 ******** 79 9 7 ******* 78 10 6 ****** 77 4 6 ******

76 12 . 5 ***** 75 5 4 **** 74 8 3 *** 73 7 3 ass 72 3 2 a* 71 5 2 ** 70 6 1 a 69 4 1 a' 68 5 1 a 67 2 66 2 TOTAL NOT IN TABLE 25 65 1 64 2 MEAN .99.38 63 1 62 BASED ON 1096 61 1 RANGE--HIGH 145 LOW 60 60 1 59 58 STANDARD DEVIATION 57 14.81 56 55 54 .53 52 51 -AVONACY24,tii .44* 4.-,4*71.141,W4,.. ,a; ; WDEMARTEN I Q RANGE OF KINDERGARTENCHILDREN 196..C-46 104. 0 1 2 SCORE FRED 1T'LL 3 4. 150 2 99 *123456741901234567890123456784012345.67890123456784 149 2 99 148' 1 99 * 147 146 3 99 * 145 3 99 * 144 143 2 99 * 142 4 99 * 141 1 99 * 146 5 99 * 139 2 99 * 138 6 98 ** 137 6 98 ** 136 .9 98 ** 135 6 98 ** 134 6 97 **IP' 133 *12 97 *** 132 9 97 *** 431 7 96 **** 130 24 95 ***** "129, 4 95 ***** 128 11 95 ***** 127 9 95 ***** 126 15 94 ****** 125 24'93 ******* 124 22 92 ******** 123 22 91 ********* 122 18 91 ********* 121 25 90 ********** 120 45 88 ************ 119 31 87 ************* 118 32 86 ************** 117 27 85 *************** 116 37 84**************** 115 44 82 ****************** 114 47 80 ******************** 113 37 79 ********************* 112 60 77 *********************** 111 42 75 ************************* 110 63 73 THIRD QUARTILE 109 61... '70 110.8 108 ****************************** 58 68 ******************************** 107 62 66 ********************************** 106 66 64************************************ 105 ..72 61 104 77 58 *************************************** ****************************************** 103- 72 55 102 79 52 ********************************************* 101 79 50 ************************************************ 100 145 44************************************************ 99 MEDIAN 106:0 58 42 ****************************************** 98 92 39 97 *************************************** 79 36 ************************************ '96 .70.33 ********************************* 45 96 30 *******44********************* 94 78 27 *************************** 93 60 25 ************************* 92 67 22 FIRST QUARTILE 91 54.20 ******************** 92.9 90. 67 18 ****************** 89 41 16 **************** 88 39N15 *************** 87 45 13 ************* 86 47.11 *********** 85 45 10 ********** 84 27 9 ********* 83 27 8 ******** 82 25 7 ******* 81 16 6 ****** 80 23 5 ***** 79 15 5 ***** 78 13 4 **** 77 10 4 **** 76 17 3 *** 75 14 3 *** 74 11 2 ** 73 11 2 ** 72 6 2 0* 71 11 1 70 8 1 69 6 1 68 8 67 5 66 4 65 TOTAL NUT IN 2 TABLE 52 64 1 63 3 MEAN 101.49 62 .1 61 5 BASED ON 2706 60 RANGE - -HIGH 150 59 1 LOW 53 58 1 57 STANDARD DEVIATION 56 1 14.94 55 3 54 53 52 51 105. ---'

The following forms were designed to meet the specificneeds of the Pgychological Department (Project #29). PSYCIOUISICAL SERVICES 106. Omaha Public Salo Is PSYCHOLOGICAL' SERVICES 3819 Jones Street babaR Ilebruka 68105 INSTRUCTIONS p CODING

Student Number - -i. Clerk will obtain student numberfrom Census Department on weekly basis.

2. Print name legibly, last name first.

School by code as follows:

HIGH SCHOOLS

Code School Code School.

330 Benson 118 Chandler 360 J. H. Beveridge 49 Clifton Hill 885 Wm. Jennings Bryan 50 Columbian 361 Burke 136 Conestoga 331. Central 98 Corby Site 363 Morton, 52 Corrigan 332 North 117 Crestridge 333 South 108 Crown Point 334 Technical 113 District 19 121' L. Dodge JUNIOR HIGHS 53 Druid Hill. 54 Dundee 873 Bancroft 130 T. Edison 876 J. H. Beveridge 55 Edward Rosewater 885 Wm. Jennings Bryan 57 Fairfax 881 Nathan Hale 58 Field Club 875 Indian Hill 99 Field Club I. P. 877 Lewis and Clark 59 Florence 883 R. M. Marrs 80 Fontenelle 87.9 McMillan 60 Franklin 880 Monroe 135 Georgd Catlin 878. 'j. Sterling Morton 125 Gilder 872 Geo. W. Norris 115 Giles N 105 Grover Site ELEMENTARY 62 Harrison 122 Hartman 40 Adams 63 Hawthorne 101 Ashland Park 64 Henry W. Yates 42 Beals 65 Highland 83 Belle Ryan 66 Howard Kennedy 43 Belvedere 39 Homdbound 44 Benson West 95 Indian Hill 106 Boyd 109 Irvington 46 "tastelar 67 Jackson 135 G. Catlin 68 Jefferson 47 Central Grade 70 Kellom :I) 4C Central Park 66 Howard Kennedy 1ft

. 1 D 107.

Ccdu School Cody School

71 Lake ROMAN CATHOLIC SCHOOLS 121 ,Laura Dodge 72 Lincoln 240 Assumption 73 Long 216 Bishop Ryan High 97 J. P. Lord 241 Blessed Sacrament 74 Lathrop 209 Cathedral High 75 Madison 285 Christ the King 124 Marrs 202 Creighton Prep 76 Mason 254 Duchesne Academy 77 Miller Park 244 Holy Angles 78 'Minna Lusa 245 Holy Cross 79 Monmouth Park 283 Holy Chost 103 Mount View 247 Holy Name 140 Oak Valley. 203 Holy Name High 248 Immaculate Concep. 32 Park . 127 Pawnee 214 Marion High 102 Pershing 21,5 Mercy High 100 Pickard 204 Notre Dame Academy 31 Pleasant Hill 252 Our Lady of Lourdes 119 Ponca 208 Rummel. High 124 Ralph Marrs 255 Sacred Heart 104 Riverview 256 Sacred Heart Elem. Sacred Heart High 84 Robbins 206 125 Robert Gilder 289 Sacred Heart 85 Rosehill Papillion 55 Edw. Rosewater 257 St. Adalberts 83 Belle Ryan 258 St: Agnes 100 Ryan-Pickard 298 St. Ann 86 Saratoga 259 St. Anthony 87 Saunders 260 St. Benedict 88 Sherman 284 St. Bernadette 89 South Lincoln 261 St. Bernard 115-A Southern Hills' 262 St. Bridget 110 Springville 263 St. Cecelia 1,11 Sunny Slope 281 St. Frances Cabrini 130 Thomas Edison 264 St. Francis .131-H Tomahawk Hills 290 St.. Gerald, .eap.. 00 Train 251 St. JamesSbhool 91 Vinton 295 St. James Orphanage 107 Wakonda 292 St. Joan of Arc 92 Walnut Hill 265 St. John 93 Washington 266 St. Joseph 94 Webster 213 St. Joseph Academy 112 West Maple (Good Shepard) 120 West Pacific 211 St. Joseph's High 56 Western Hills 267 St. Margaret Mary 96 Windsor 268 St. Mary 64 Henry Yates' 239 St. Mary, Our Queen 108.

Code School Code School

291 St. Mary s Bellevue 404 Geneva School-Girls 269 St. Patr:.ck 296 Gethsemene Lutheran 271 St. Peter 279 Hcpe Lutheran 272 St. Pett.r. and Paul 403 Kearney School-Boys 273 St. Philg Neri 249 Mayfield Adv. Omaha 262 St. Piu.3.). Jr. Academy 280 St. Ric*%aAs 250 Mt. Calvary Lutheran

274 St. Rosc. . 402 Nebr. Sch. for Blinc 275 St. Staidalaus. 401 Nebr. Sch. Deaf 276 St. Thezuse 286 Omaha Hearing Sch. 288 St. Thomas More 238 Omaha Hebrew Acad. 277 Si. Wenceslaus. 287 Omaha Opp. Center. 253 Pratt School I. I. OTHER PRIVATE OR P11E:LIG SCHOOLS 205 Pratt Sch. I.I. Hg. 270 St. Paul Lutheran 400 Beatricie-Feeble 278 Zion Lutheran 246 Bedford S.D.A. 405 Out of Town 201. Brownell Hall High 148 Haven Academy 242 Brownell Hall-Talbot 97 J. P. Lord 243 Cross Lutheran 39 Homebound

GRADES: Grades by Code 98 Head Start 99 Preschool 00 Kindergarten 01 First 02 Second 03. Third 04 Fourth 05 Fifth 06 Sixth 07 Seventh 08 Eighth 09 Ninth N 10 Tenth 11 Eleventh 12 Twelfth 13 Not in School 14 Special 109. REFERRALSOURCE: 01 School 02 Visiting Teacher 03 Outside Agency 04 Private Physician 05 Parent 06 Reading Clinic 07 Cleft Palate 08 Psychological Services

REASON FOR REFERRAL: 01 Early School Entrance ,02 Behavior 03 Emotional 04 Academic 05 Other 06 Experimental Control (Head Start, etc.) 07 Placement 08 Cleft Palate

BIRTHDATE: List Year, Month, Day

SEX: Circle on Coding Sheet 1 Male 2 Female

RACE: Circle 1 White. 2 Black 3 Red 4 Yellow

WHERE TESTED: Circle 1 In Clinic 2 In School 3 In Hospital IIMVP,M*PICS11.41001,W.IFINAWF619.717

110.

PSYCHOLOGISTS: 01 Nesvan 02 Furstenberg 03 Krusen 04 Kniffel

05 . Brunson 06 Thompson B. 07 Witt 08 Ellenson 68 Brinlee 85 Empson 09 McMillan 82 Thompson R. 79 Ausdenmore

PART TIME TESTERS:

99 Dus 75 Gibbons 98 Combs 74 Larkin 97 Jesperson 73 Berman 96 Meile 72 Scott 95 Pace 71 Larsen 94 Dunning . 70 Billings 93 Fader 69 Kraft 92 Nesvan, P. 67 George 91 Zoubul 66 Berhes 90 Crawford 65 89 Bretherton 64 Wurtz 88 Shacter 63 87 Erickson 62 86 McCormick 61 84 Galusha 60 83 Edwards 59 Brown 81 Babcock 58 Hoefaner 80 Bare 57 Myrbach 78 Jobnson 56 Bauer 77 Chatfield 55 Wicks 76 Blonsky 54 Brookshire 53 Dombrowski 52 Myers 51 Gatus

%WAWA VOWW1www, FAMILY. STATUS BY CODE: 01 Married 02 Divorced 03 Step Parent 04. Separated 05 One Parent Deceased 06 Guardian 07 Adoptive 08 Only one Parent 09 Orphanage

FAMILY OCCUPATION BY CODE: to C 00-19 ProfessionalOccupations: 30-39 Managerial and Office Cccup. 0 He 00 Accountant 30 Hotel & Restaurant Mgr. 0 01 Architect 31 Retail Store Mgr. a. 02 Artist 32 Buyers 0 03 Writer 33 Inspectors u 04 Clergyman 34 Advertising 0 05 Dentist 35 Credit Manager vi 06 Engineer 36 Building Mgr. i 07 Leuyer 37 Purchasing Mgr. --11-' 08 Librarian 38 Financial Institution Mgr..,,,, 09 Musician 39 Miscellaneous Mgr. V) 10 Pharmacist 11 Physician 40-45 Clerical & Kindred Occup. 12 Social Worker 13 Teacher (College) 40 Bookkeeper and Cashier 14 Teacher (Other) 41 Office Clerk 15 Nurse 42 Time Keeper 16 Veterinarian 43 Secretary 17 Natural Scientist 44 Stenographer & Typist 18 Social Scientist 45 Miscellaneous 19 Miscellaneous 46-52 Sales & Kindred Occup. 20-29 Semi-Prnfessional,Occupations 46 Business Salesman 20 Aviator 47 Consumer Sales 21 Commercial Art 48 House-to-House Sales 22 Designer 49 Insurance Salesman 23 Draftsman, Surveyor, etc. 50 Real Estate Salesmail .24 Entertainment Industry 51 Sales Clerk 25 Laboratory Technician 52 Miscellaneous Sales 26 Medical Worker 27 Athletics

28 MortiCian / 29 Miscellaneous & self-emp. 112.

53-67 ServiceOccupations:

53 Domestic Service 77 Fuel Products Mfg. 54 Chef or Cook, Baker 78 Rubber Goods Mfg. 55 Waiter or Waitress 79 Building Materials Mfg. 56 Barber 80 Metal Working Mfg. 57 Beautician 81 Electrical Mfg. 58 Other Personal Services 82 Miscellaneous Mfg. Including Nurses Aide 83 Bricklayer 59 Fireman 84 Carpenter 60 Policeman, Sheriff 85 Painter Detective, etc. 86 Paperhanger 61 ,Milltary 87 Plasterer 62 Civil Services -88 Plumber 63 hunicipal Government 89 Other Construction Occup. 64 rounty Government 90 Communications & Utilities 65 !nista GovernmentWorker 91 Miscellaneous Skilled Occup. 66 Federal Gov. Worker 67 Misc. Service Occup. 92-96 Semi-Skilled Occupations: 0 68-71 Agricultu-a: 92 Machine Operators 93 Truck Driver 4. 68 0 Dairy Farmer 94 Service Station Attendant 69 Animal Farmer 95 Apprentice 0 70 udent 0 . 96 Other Semi-Skilled Occup. 71 Misc. Farm Occup. 0 97-99 Unskilled Occupations: 72-91 Skilled 0ElmiEliclas: 97 Manual Laborer, Janitor 72 Food Products (Mfg.) 98 Part-Time Misc. Unskilled Packing HoUses Help, Watchman 73 Lumter Products Mfg. 99 Unemployed, ADC, Social 74 fapc.ar Products Mfg. Security Retirement . 75 Printer Funds. 76 Chemical ProductsMfg.

ESTDATE: Inditate Year and Month

TIME: 01 Regular Day 02 Overtime

01 Attended Head Start 02 Private Nursery School 03 Unknown 113. TEST USED: With IQ or GradeResults Listed Also ABILITY: OTHER: 13 Ammont 21 01 Bender Visual Percep. Forms B:ne% 28 12 enton Visual Survey CO-untie M. M. 15 11 Brenner School Readiness Draw-A-Man 41 09 Frostig Perception Fvenni, 36 Lidhs Perception 14 Hayea-Binet 19 Hiskay-Nebr. Learn.Apt. 16 18 Keystone Visual Survey . I.T.P.A. 4? Dvorene Color Plates 20 Lcitsr 48 Farnsworth (Color Blind) 25 'Merrill PalmerInfant 10 Peabody 35 08 House-Tree-Person 1J Slosson 26 C.A.T. 17 0w Vineland SocialMaturity 27 T.A.T. 05 WAI$ VS 1 06 " PS +A 22 Rotter SentenceCompletion0 .07 " FS 23 02 WISC VS Short.Sentence Completion g12. 24 Long Sentence Completion 03 " PS 42 Billet Starr Problem Ck. 04 " FS List 40 READING AND ACHIEVEMENT: P.S.I. 39 Geist Pict. InterestInv. 43 49 Kuder Vocational Davis Reading 44 30 Kuder Personal Preference Gates Reading 45 50 Kuder General Interest Gray Oral Reading 37 Bennett 31 Jastak Reading 38 Stromberg DexterityTest 32 " Spelling 46 Strong InterestInventory 33 " Arithmetic 29 Nelson-Denny Reading 34 Slosson OralReading

PARENT CONFERENCEHELD:

01 Mother 02 Father 03 Both if Together 04 Neighborhood Aide 05 School Personnel 06 Guardian 07 Relative 08 Caseworker ES

114.

FINDINGS:

06 Clinical rypt. ietaruation U Inconsistent School 04 TMR Discipline 03 EMR 07 Possible Brain DamagL 05 Slow Luarner 08 Cerebral Palsy 01 Average 20 Cleft Palate 23 Bright 09 Possibly Emotionally c: 19 Superior Disturbed 13 Aphasoid C Academically Retarueo 15 Orthopedically Handicappeda 18 Underachiever 16 Multiply Handicapped 22 Perceptual Problem 10 Speech Defect 21 Iminaturity 11 Hearing Defect 14 Inconsistent home 12. Visual 'Defect Discipline 24 Apparent Motor Coord. Defect

RECOMMENDATIONS:

SPECIAL CLASS PLACEMENT:

56 No School Entrance 38 Speech Evaluation 08 Exclude From Public Sch. 06 Reading Evaluation 04 Demotion 43' Retest at Later Date 03 Retention 44 Retest in Clinic 46 Maintain Status Quo 05 Acceleration COUNSELING:

.12 Headstart 41 Parent. Counseling 14 Nursery School 39 School Counseling for Child- 52 Extended Day 40 Counseling with School 53 Summer School. 54 Home Stimulation 09 EMR 01 Consistent Discp. in Home 10 TMR 50 Consistent Discp. in School 11 Consider Dr. J. P. Lora 02 Consistent Handling in Schoc3. 13 Work7Experience Program 48 Increase Pressure 15 Neighborhood Youth Corps. 49 Decrease Pressure 16 Other 42 Remediation in School SPECIAL EXAMINATION RECOMMENDATION: 51 Enrichment Program 45 Free Shoes/Clothing 29 Physical Therapy 47 Free Glasses 30 Nebr. Psych. Inst. Retardation Study OTHER FACILITIES RECOMMENDATION: Neurological 31 17 Nebr. School for Deaf 33 EEG-Suspected Seizure 18 Nebr. School for Blind Behavior 19 Haven Academy 34 Medical Examination 20 Omaha Opportunity Center 35 Psychiatric Evaluation 21 Help Nursery 36 Visual Evaluation 55 Social Service Agency 37 Audio Evaluation 22 Family and Child OTHER FACILITIES RECOMMENDATION: continued

23 Catholic Charities 24 Youth Center 25 Omaha Home for Boys 26 Boys Town 27 Good Shepard Home 28 Ute Hallee 116.

PSYCHOLOGICAL SERVICES CODINGSHEET

NUMBER NAME

ast rst

SCHOOL ATTENDED GRADE REFERRAL SOURCE REFERRAL PROBLEM 331 cr.( r AIRTHDATE' SEX (42) RACE (43) TEST LOCATION (44) YR MON DAY Male 1 White 1 In clinic 1 Female 2 Black 2 In school 2 Red 3 Yellow 4

PSYCHOLOGIST PARENT STATUS (47) CENSUS OCCUPATION CLASS.

Married 1 Divorced 2 Step Parent 3 Separated 4 TEST DATE One Parent Deceased 5 YR MON Two Parents Deceased 6

50 53

HOURS (54) PRE-SCHOOL (55) INTERVIEW (56)

Regular 1 Head Start 1 Mother 1 Overtime 2 Private Kdg. 2 Father 2 Unknown 3 Both if together 3 Neighborhood Aide 4 School Personnel 5 Guardian 6

TEST NAME TEST NO. RESULTS-IQ OR 57 58 GRADE LEVEL 59-61 62 RECOMMENDATIONS 71

172 FINDINGS 7

[I) 1 "1" in Column 80of Master Card

6-66 10M-042 PSYCINUIGICAL SERVICES ;117. IiaUs PiNc Sieds 319 Man Street OMAHA PUBLIC SCHOOLS Date of Referral WI,kiosks 11115 Application for PsychologicalServices Ur ent School 1967-68 Instructions to Principal: Code

Complete referral in duplicate, forward Routine D.o not write in this space original copy to Psychological Services. Suggest place carboncopy in.pupil's Received cumulative record folder.Attach all L.. pertinent information not included in Referred to this referral blank (suchas Visiting Teacher's report)to the original copy. By Date Any additional informationthe school sends will be of aid in the psychologicalevaluation.

A. PUPIL IDENTIFICATION

1. Pupil's Name Age ----=rTtil------777----C='stMiddle 2. Birthdate ' Sex Grade (Month) (Day) (Year) 3. Pupil's Address Home Phone

4. Father's Name Occupation Education

5. Mother's Name Occupation Education

6. Step Parentor Guardian Occupation Education

7., Siblings (name,age, grade, school, and others in the home

..11111. =111111,

8. PURPOSE OF REFERRAL Any case marked urge. must be justified.

1. Specific Purpose

2. General description ofproblem

3. What has already been done C. FAMILY CONSULTATION

Date.andmanner of preparing parents and- Child forthis referral

2. What were theirreactions

D. .SCHOOL HISTORYGive pertinent information Jmrtgtsqinnflf School Grade Prrimotion Record Attendance Record

STANDARDIZEDTEST RECORD

Give resume'. of mostrecent Achievement Testsas well as other standardized *Scorep ond previousindividual psychologicaltests.. 118.

PERSONNEL.. NVOLVED IN REFERRAL

List names of all school personnel or others currently involved in working on this problem such as counselors, etc. Circle the name of any person who has attached additional information to the original report:

E. BRIT! MEDICAL & SOCIAL HISTORY (To be filled by Nurse) Give types and results of test or screening and dates:

1. Vision 2. Hearing 3. Speech

4. Illnesses, accidents, operations

Is this pupil now under professional treatment? Explain

What other community agency now serves this child or family?

F. OTHER INFORMATION WHICH MAY BE USEFUL TO THE PSYCHOLOGIST

Date of Rewlst Signature & Title of Person Ccmpiling

Send to: Psychological Services Crmha C!2blic Scho.:ls signature of Principal 3r319 Prepared by: GEnldirla Nesvan Approved by: Doi Warrif:r Assistant Superintendent 119.

PSYCHOLOGICAL SEVICtS Omaha Public Schools WINGS TO CONSIDERBEFORE 3819 Jones Street YOUR CHILD ENTERS SCHOOL Omaha, Nebraska 68188

There are a few children who arenot ready or matureenough to enter We achOol at the usual age, even thoughthey may be quiteintelligent. are listing a fewpoints which these childrenshould learn at home before entering school. If children cannot do mostof them, they fail in school, will be unhappy,and perhaps will not getalong with the rest cf. the'class.

coats, outer clothing and 1. Putting on clothes.-- Able to put on Uses overshoes. Can button, use zippers, orother fasteners. handkerchiefs himself, and does notdrool. Is able to mash face and hands. Knows his own clothing. Can get a drink alone.

Is able to fasten 2. Toilet habits.---Cares for aelf attoilet. and unfasten clothes.' Doesnot wet or soilclothes.

Habits about play. - --Is able toroll a ball in play onfloor back . 3. and forth to another person. Can bounce a large ball andcatch it. Understands simple ideas about spaceand motion. Walks up and down stairs unassisted.

4. Speech.andialking..---Is able to talk in short, easysentences. SpeeCh.is better then4laby talk that the parentsonly understand. Puts four or more words together in asentence. Parents should encourage him to talk sn asto express his needs and wants,instead of pointing or crying for them. Is interested in songs and nursery rhymes. A

5. aminig attention.---Is able to give fairlyconstan is attention to a play project, tolisten'quietly to a short story and to sit reasonable quiet fore peridds of ten minutes orlonger. His mind should not flit from.thing to thing.

rc, to, k ,r aaw, arkOinalli"1/114141.60 1

120.

quickly. when 6. Adjusting.amallmitamts.--LDoes not' cry easily or iarents are not present.After a little chance to becomeacquainted, can be left withbabysitter, with other children, orwith a teacher for two or three hours withoutcrying, and gets alonghappily with f them. Goes abouthome, yard and immediate neighborhoodsuccessfully alone. C.

Playing with 'children.---Plays reasonably well withother children . :of same age. Adjustshimself to new playmates,. inaddition to familiar .ones and to his ownbrathers and sisters.. Does not injure them. Is not afraid, and other children do not constantly teasehim,

chalk. '8. Using crayon or blackboard.---Likesto draw and use crayon or :Draws with some purpose for several minutes at atime and has no difficulty controlling crayon orlarge pencil. Fills in outline figures. Uses sheets or papery slate, orsmall blackboard. Puts materials away without constanturging.

9. Coloring and cutting. -- -Able to match.simple colors quickly and name some correctly. Notices color. of clothas and flowers. Can cut with blunt scissors, and use othersimple toois successfully.

10. Number and form.---Knows thedifferencebetween big and little, and between one and two things. Is able to bring 2 spoons, 3apples, etc. Is able to fit blocks and toystogether. Learns that a cup isround, 'a table has corners, a treeis tall, and similer ideas.

If a child is not mature enough,school work is amental strain and he becomesnervoUs. He becomes unhappy and dislikes school, which is very unfortunate. He may be labeled as a slow childwhen he is only a very young child andin the wrong group.

Trying to force children with these tasksbefore they aremature enough is as useless as to expect a baby totalk too early.Parenis should avoid either the extreme of forcingchildren in any task toorapidly LIPLVWSIltrft.";'

121

themselves. 44moderately to doanything. for or of notexpecting them of childrenis thesafest policy. firm butfriendly treatment .

when children children is nottoo-important: The chronologicalage of mastering manyof thesetasks. aremature enough,they will begin ready forschool. Only then arethey really

Prepared byGeraldine Nesvan

May 28, 1967 122. PSYC1101O6ICA1 SINUS. Omaha Public Schools 3819 Jones Street Omaha, Nebraska 88105

YOUR CHILD MAY BE IN THE WRONGGRADE AT .SCHOOL

Here is a fact aboutour educational system thatmay shock you as .muchas it did us when we discovered it: If you have a child inschool today,the chancesare about 50 -- 50 that he is at leasta grade ahead of the one he should be in More, theconsequences of this misplacementmay- follOw .him through hisentire school.career, even in college. The reason is simple. Almost all our schoolsuse two largely. inadequatemeasurements to determine whether children are ready for kindergartenor first grade: chronological age and I.Q. They ingore thetmostsignificant measure of all: the child's maturity,or behavior whether a child will perform according to hisability. If it is disregarded, the child can suffer seriousharm. Our eyeswere open to this in the mid-1950's whenwe made the discovery.thatmany of the _"problem children" who came to our clinic in New Haven,Conn., had onlyone major problem: they were adjustingbadly to school. And in al- . most every suchease we found that the child had beenstarted in school toosoon. We are able to makesuch a flat statement.becausewe had given each childa test designed specifically to reveal his readiness.forthe workor grade he was in. BLOCKBANGERS. To understand howsuch tests work, review for a moment thebasic discovery of the lateDr. Arnold GeSselt.at theYale Clinic of ChildDevelopment. Over a period of 40 years, Dr.Gessell and his staff minutelyobserved and recorded on film the behaviorof hundreds of children,asthey grew form infancy to tenyears of age. They documented the basic discovery thatbehavior develops inas patterned and predictable away as does the physical organismitself. For instance, justas the infant creeps before hewalks, so.he also poundsa block verticallyon the table (at*six months) before hecan bang two blocks togetherhorizontally (at nine months). Mostfour-year-old boysdraw a circle from the bottomup,in a clockwise direction;but by five- and-a-half or six they draw itin the oppositedirection-- from the top,countertlockwise. From such observations,Gessell deviseda group of simple tests that can tell the skilled examinerjust.how.far a child has come in his behavior. Gessell's infant andpre- school tests havebeenttranslated intomore than two dozen languages andare standard tools of psychologistsand pediatricians throughoutthe world. canftss4.1-,

The school-readiness tests, a direct outgrowth of vessel I's tests, extend the range into the school -age, years of five to ten. Though more complex than the preschool tests, basically they are the same in concept and intent. These readiness tests showed.conclusively that the childrenin our clinic had been over-placed in school. However, we realized that th,g children brought to us were those alrealy in trouble. -What would tests show for a cross section of average children? To find out, Iherobtaihed.a-grant froiii.:theFord Foundat'ion's Fund for the Advancement of Education, and from 1957 to 1962 made an intensive study of some 1000 kindergartenthrough-second-grade children in three elementary schools near New Haven. "NOVEMBER BOY."The reseult, we are convinced, reflect what is happening throughout the country. Only about a quarter of the children examined were definitely ready for, the grades in which they had been placed. A quarter were definitely unready. The rest were at best questionable: They might or might not be able to make it. If these-figures are as hard for you to believe as they were for us, come inside the classroom and observe some ofthe children we saw. There was John, who as a "November boy" was a classic victim of the archaic chronological.; -age standard. In Weston, Conn., where John was in kindergarten, the legal readiness requirement is typical: a child is considered ready for kindergarten if his fifth birthday falls on or before December 31 of that school year. John's birthday fellin late November so when he started he was only four years and ten monthsold. Poor Jahn was unquestionably too young for school and his behavior showed it. He spent much of the time in tears, did not enjoy group activities, and folded up from exhaustion long before the morning was over. On our first visit to one classroom we sat in the back of the room and made a chart of the desks, marking with an X those children whose behavior was most obviously heading them for trouble. Checking later, we discovered that every one of our eight X marks was for a November or Decemberchild? A New England primary-school prindipal told us: "I can almost predict which children will have to repeat, even before the teachers turn in their reports. They will be mostly boys, and will have andOctober, November, or Dbcember birthday." Why mostly boys? Because boys this age are about six months behind girls in their development. Yet school-readiness requirements make no allowance at all for this known difference. SMART AS A WHIP. Margaret was a good solit seven years and six months when she entered second grade. 124.

She had an extremely highI.Q. and stoodat the top of her classacademically. But shewas unhappy in .school andhad turnedsour and disobedientat home. other In her relationswith seven-year-olds shewas a classic six-year-old: pleasantly un- competitive abouther marks andin her play, frequentlybursting intodisplays of temperwWhen "her rights" she felt were being violated. Her only friend was the teacher. in school Like John, shewas overplaced, but for differentreadons.

. She was a typeso common that wehave coined describe it: a term to "superior-immature."You undoubtedly children like know this: smartas whips, with mindsthat some- timesseem to outrace your own---but withbehavior that is babyish fortheirage. Among thech;ldrenwe tested there and Margarets. were dozens of Johns In first grade,they were the gigglers and fidgeters and constant walkers.tothe pencilsharpeneror the bathroom. In second grade, they were thedaydreamers._ By third grade,with thepattern of failure ready beginning and unhappiness al- to harden, theyhad learnedto hate school. Onecommon symptomwas that they had few none at all. school friendsor NOTHING FAILS LIKE FAILURE..To prevent thiscontinuing damage toso many children,we must dispel two conceptions. common mis- Myth No. 1 is that thesymptoms of immaturity are so obvious that most childrenare eventually placed in theproper grade. Unfortunately,our experience is that this is rarely the case. Particularly withthe "superior ---since their immatures" high I.Q.'sso delight bothparents and teachers .the realproblem isover loOlted. Even whenNimmaturityis discovered, too often the childis still not heldback. Various social work on and professionalpressures parents and teachersalike to keep ahead and learning." children "moving The going alongin the finitely, in wrong grade inde- the hope thatM"Me'll catchup later on." -That is MythNo. 2. Most unreadychildren do not,in our experience, catchup. To doso, they would at to mature abnormally some point have fast. Instead, whatalways happens is that, having startedschool ayear too early, the child rung up the grade ladder, moves rung by always ayear behind in maturityand behavior. Having .learned early that schoolis an unhappyplace, he becomesaccustomed to failure. And thispattern buildson itself year after we are convinced that year. In fact, early over-placementin school the prime is one of reasons for the "under-achievers"who crowd rooms today--the our class- ones who fail to liveup to their potential and, in toomany cases, ultimatelydrop out. - -

125.

Colleges increasingly are recognizing the need for more growing up by many students. Since the early 1950's, many colleges have been encouraging some freshmen to take a year or.two off and then start again. A professor recently told us, "The best teaching years of my life were the onesjust after World War II, when we started getting the G.1..Bill students whose education had been interrupted by the war.

Those boys, as a group, were the first students I ever had who were mature enough." FROM TEARS TO CHEERS. How, then, can our properly match the child to the grade? Each child, before entering school, should be given an individual behavior test. Since our original findings, we have trained some 200 teachers, school psychologists and guidance counselors to give school- readiness tests. And for the past year, with Ford Foundation support, we have been working ibtensively with three school systems, in California, Connecticut and Vermont, to.help them grade their children on a developmental basis; Earnest C. lmbach, school psychologist and guidance director of the Visalia, Calif.,, schoolsr reports: "Last year when we gave developmental tests to the kindergartenthrough-second grade children in our Mountain View Elementary School, wefound that more than half were being forced to work at a level for which they weren't ready. We've re-placed most of them according to behavior age, and the results .have been almost unbelievable. The kids are happier and much more involved in their work, and many are already showing a measurable increase inachievement. The teachers say they're now able to spend more time in crea- tiye teaching; the parents tell us the children are more, enjoy- able to' live with. Now the parents and principals of other schools are asking us when they can start developmental placement." FIGHTS FOR HIS RIGHTS. Your own school, like the vast majority, probably still uses the age-and I.Q. standards. What, then, can you do to make sure your child is on the right rung of the educational ladder? First, don't regard'it as a stigma on your child if he is held back. The stigma, if any, belongs with the school or his parents for having put him in the wrong grade to begin with. 4 And don't assume.that replacing largely, we believe, on how the matter is explained to the child. SeCond, keep in mind that it is NEVER too late to put your child in the proper grade. Unfortunately, the older the child; the more bitterly he may protest being re-placed. But over-placing is too potentially damaging to ignore, and chances are--if there are no other complicating factors- -that tears will be replaced by happiness as he begins to experience success and find friends in the new grade. 126.

One frequentlyheard objectionto behavioral- ment is that place- a high I.Q.. childmay suffer from academic boredom when put in a class with'younger children. But in Our experiencethis is far lessof a problem people make. it. than most Third, ifyou .are convincedyour child is wrongly placed, and if the schoolresists makinga change, FIGHT TOR.HIS RIQHTS. Putting yourselfin your child'sshoes

may. help. ,

. "You would have to live throughit to realizethe tearingaway of your confidenceand the humiliation brings," it says *a .young womanrecalling herown experience as an over-placedchild. "My first two years in school I cried each day. I couldn't eat. 1 sat withmy head on my desk. I couldn'tconcentrate. The teacher and my mother screamed atme, blamed one teacherafter anotherfor my unhap.i piness. It was hell." In every schoolthere are childrenwho are suffering thissame.agony. .1t-is timewe 'relieved them of theterrible, unnecessary pressure.

For 20 years. Drs. Ilg and Ameswere associates of the late Dr. Arnold Gesell at his famedYale Clinic ofChild Development. In 1950, afterhis retirement,they founded the Gesell Insitute of Child Developmentto continue his work. Of theirmany books, the mostrecent is School (Flapper & Row, 1964), Readiness

N .PSYCNOUISICAL SERVICES halo Public Schools 127.. Tentative - Not forDistribution 3819 Jones Street Owls, Nebraska 68105 VISUAL PERCEPTION

Visual perception is involvedin nearly every action wetake. we use it when we dress ourselves,manipulate knives and dishesat the table, walk through a room, or recognize anobject by loo4ng at it.

'Visual perception then is theability to receive sensoryimpressions from the outside world, and thecapacity to interpret andidentify these impressions in terms ofprevious experience.

A growing child, learns throughhis visual perceptualexperiences what the objects are that he encounters. He learns that certainobjects are called chairs, other structures arecalled beds, that a ballis round he is and a and a tabletop is rectangular,that a car is bigger than pencil is much smaller. When he goes to school,accurate visual perception enables him to read, write,spell, do arithmetic, andundertake of any other work involvingthe accurate recognitionand reproduction visual symbols.

The period of. maximum visual perceptiondevelopment normally occursbe- tween the ages of Y,Pi and 7Y years. Unfortunately a great manychil- dren lag in their visual perceptualdevelopment--NO MATTER HOWINTEL- LIGENT,THEy ARE. The distortion and confusionwith which the child perceives visual symbols will makeacademic learning verydifficult, if not impossible.

A' child with disabilities in visualperception is also subjectto emotional disturbances.Aware of his puzzling inabilityto match the performance of his agemates and of thedisappointment of his parentsand teachers, he almost inevitably becomesconfused, angry, and ashamed which. usually results in characterand behavior disorders. Studies with kindergarten and first gradechildren show a significantrelation- ship:between low scores'on a visualperception test and teacherratings of maladjustmefttlin the classroom.

It is often extremely difficult todiscover the factors involvedin visual perception disabilities. Sometimes the problem may resultfrom actual brain damage, 'or from emotionalproblems sufficiently severeto cause the child to pay moreattention to his inner feelingsand fanta- sies than to the world around him, orjust simply a lag indevelopment of this area. (Nowadays many children do not play the games ordo the things which just naturally train perceptualability.)

So long as. education in this country presupposescertain standards at any given age level, achild who does not acquirelearning skills'until one to three years later than his peerswill associate only experiences of failure. with school attendanceand the process of learning. It cannot be too strongly Stressed thatperceptual training should begiven as early as possible,both as part of the regularcurriculum, and especially, whenever perceptual disabilities areknown or suspected.

Dr. Marianne Frostig 128.

By the way, as an adult, how is your perception? How much attention do you pay to details? Perception has nothing to do with age or with intelligence or with level of schooling. It concerns only what you see or don't see when you encounter a new situation.. Before you can understand, you must be aware: the artist can draw things because he notices every detail of what he sees; the detective can solve a crime because he notices details; and the hobbyist can find a "prize" for his collection because he can tell at a glance the difference between the common and the outstanding.

Try these on yourself. If someone put salt in the sugar bowl, how could you,tell it by looking? What was the speed of the car that just went past your house? If you put up drapes, would they all be the same length, or would one of them need to be just a fraction of an inch shorter?Which one?

One of your doors sticks. Is it the fault of the door or the frame? 4? How can you tell walnut wood from.mahogany? What word is at the top of the Nebraska license plates? Close your eyes (you're a grown-up, so do it the hard way) draw a perfect square. Now do it the "easy" way draw a perfect square with your eyes open, but do it in one continuous itne. How long does it take you to find the red line in the ther- mometer when you take your child's temperature?

All of these prOblems depend on visual perception. To some of the questions you sniffed and said what difference does that make to me? I'm not interested in that, or I've never had to notice.

Yet this is the situation your child suddenly faces when he starts school. He must become interested in the new field of reading. He must notice details, sort out the essential ones, and pay attention to them, casting out all the others. But if he is not aware of the details, he can't be taught which ones are important.

Adults often have perceptual problems in reading, particularly.if they are tired or bored with what they're reading. Suddenly you realize that that senterme didn't make sense, and on rereading it find that you misread one word of it. But a child does not have the background yet to realize what's wrong when the sentence doesn't make sense. If he cannot see the difference between "sing" and "swing" until someone calls his attention to his error, so that he purposefully takes a sec- cond look, he cannot read on his own bemuse no one is there to notice his mistakes. He must perceive the difference himself.

If visual perception is so essential to beginning reading, what about the fourth or fifth grader, whom you are suddenly told has "immature perception"? He's always had trouble with reading, but he can read some even though it's not as good as his claTiLmat3s.Now what can you do? First of all give him all the praise in',Ile world because this child with immature visual perception has licr.,:sd TEN times harder to accomplish what he has, than even his classmates whoare reading above grade level. 129.

Have his. eyes checked, yes. BUt perception does not have to do with seeing, any more than with intelligence. It is a matter of really noticing .what you are looking at, of paying attention to details. Now that you understand perception, you can train your child. Just give him experience, and lots of it.

.There are five separateareas of visual perception, according to Dr. Frosting, any one of whichcan be a problem. Yet they are all somewhat related. On the following pages these ateas are explained, with Sug- gestions for activitiest.games, and exercises. FOR YOU TO DO WITH YOUR CHILD. They may seem too simple or even unrelated but these are things which your child should learn to do automatically, not after. thinking it over a while. Now that you know what your ,child's problem is, keep after it until it does become automatic. But don't expect to see improvement for at least a month. But keep to it.

The emphasis must be on FUN if these suggestionsare to be effective. Both.paren.6 and child should enjoy this time of being together. Make this a.daily practice, but the amount of time each day dependson the child and the activity. No more than thirty minutsc, however, is ad- vised in any case. Many of the ideas are for conwEvaations which can

take place while you're riding ona bus, for instance, or washing . dishes or ironing or working in the yard.

Materials to use shOuldnever be a problem,-nor does any money need to be spent just for this trgining. You have things at home which are just as good or better than whatyou can buy. But you, as the parent; may need to give some thought before hand to usable objects. Patterns have been provided on the lastpages of this booklet, and here are

some other ideas to get you started. .

Pictures are in books, magazines,newspapers, and tin can wrappers.

Books Tin Cans Boxes ) all good for sorting for size and shape, and for Buttons ) drawing pictures of. Tree leaves )

Also good for sortingare:

Blades of grass (length and width both) Thread Beans Silverware. Torn-up pieces of paper Clothes for the drawers

Shapes to play withcan include:

Macaroni (dry alphabet soup letters, and shapes) Spaghetti Fabrics and materials, wallpaperscraps POSITION IN SPACE This is the perception of the relationship of an object to the observer. Without this ability the child's visual world is distorted; he is clumsy and hesitant in his movements, and he has difficultyunder- standing what is meant by the words designating spatial position,such as in, out, up, down, before, behind, left, right. He is likely, when he learns to read to perceive b as d, on as no, saw as was, 24 as42, and so on.

1. Using the pattern on the last page, make a doll on heavy paper, or cardboard. Put it together with paper, fasteners, so that eachjoint can move.- A. Ask your child to identify parts of the body, such as left arm, of, . right let, etc. Also relate such words as behind, in front above, below, to the doll. Place the doll in a certain position and ask your child to do the same thing with his body. (Check to see that the child understands such things as his own right leg in relation to thedoll's right leg.) Again emphasize' below, above, left, right, etc. C. Place the doll in a certain position and ask your child to drew the same thing on another paper. 2. Help your child draw stick figures showing action,such as running jumping, standing, waving, etc. 3. Find pictures of peopla and ask your child to assume the same position. 4. Play a game of 'Simon Says' using such directions as point to your left foot with your right hand. Look behind you. Put your left hand on the tathle. Work with large shapes: squarest diamonds, etc. Call attention to the differences number of sides,-square corner, etc. Then have your child practice drawing these, the same size, smaller, larger. Always work toward accuracy. Have your child make a picture for you using the shapes a square with a triangle on top looks, like a house, a circle with arectangle underneath looks like a tree, etc. This helps the child recognize different shapes in life. Have him make a story about his picture. Using the small shapes for patterns, cut out at least six of each from white paper, and divide them with your child.Place two of yours on the tablet`let your child look at them, cover them up,and ask your child to put out the same two in the same order. Theh compare his with yours. Next, put out three different shapes, then four, and so on. Stop and work on the number he has trouble remembering and putting out in order. Cut out several each of the circles, half-circles, and sticks. With these, help your child construct letters, noticing for instance that a circle and a stick can make a b, d, p, at depending on which side the stick is on.Show him that a T, and another short stick make an 1, etc. Use the half circles for s, m, n, etc. But don't go too fast. Take two or three letters a week. Make words using dry soup letters.Make germs, such as this: have your child put out an a; you add an n to make cm he adds a d to make and. Show him also how letters can be rearranged to .make words; saw frirms, how to who, etc. 10. tTIC1dreFlieteathlso 157Lork big, such as on a blackboard, though the soup letters are fascinating.. Teach your child to spell words he can 'show off' withelephant, hippopotamus, etc. 131.

SPATIAL RELATIONS

This is the perception of the position ofto or, more objects in relation to each other and to the observer. These objects or pattersn areviewed one at a time; a sequenceof eye movements is involved, plus adegree of memory, so that all the parts can beunderstood as a whole. Without this ability a child may read the wordstripas stirrin , orspell it sitnrck. In attempting to solve arithme is problems, e may beunable to remember the order of processes involvedin problems of longdivision. Model making, map reading, understanding, graphs,and learning systems of measurement to name a few, may beequally difficult for him.

The importance of providing_ exercises involvingthree-dimensional objects cannot be stressed too strongly. Work with things, rather thanpictures. Children can be helped to make simple models,fashion small objects from wood, clay, or soap, build according to apattern, read maps, or perform hous.ehold jobs which require a sequenceof actions.

1. Take a picture from the newspaper, or a magazine. Let your child look at it. Then cut it up into pieces and have himreassemble it. Each time you do it, make more and smaller pieces. Start with two or three pieces, then more, thenodd-shaped pieces. Or you can buy jigsaw puzzles ranging from verysimple one to the five hundred piece variety.. 2. If you have a peg board er cribbage board,using half of it, build a pattern of pegs, and have yourchild build one just like it. Later, build a larger pattern, have your childstudy it a while, take it apart, and have him build it. 3.. String beads (or beans, macaroni, buttons,etc.) first in a simple pattern like round, square, round, square,and have your child copy it.. Progress to more complicated patterns such asround round, square, round round, square.,Then begin again with simple pattern which your child can study, hide yours, and have yourchild build it from memory, then compare. Again progress to more complicated patterns. 4. Try this game; On a plain piece of paper, make six rowsof dots, six in each row. They should be about % to inch apart. Then, taking turns, the players each draw a line connectingtwo dots. The person making the fourth line to complete a squareputs his initial in it, and the one having the most initialed squareswins. Find in children's coloring books, for instance, pages onwhich the child connects dots in a numbered sequence to melee apicture. These can be made at home by using a thin piece of paper placed over a simple pattern, and the dotsplaced and numbered along the outline. 6. Cut comic strips such as "Henry" or "Peanuts" or"Dagwood" which have action rather than lots of words, into individualpictures and ask your child to assemble them in prcper order totell a story. 7. Ask your child to make a three or four picture 'comic strip'showing some activity in the home as going to the grocerystore, or a boy catches a fish, or getting ready for school. Each picture should show only one action. 132.

8. Using newspaper ads, askyour child to tell you which object is in front of the others, behindl.closest, farthest, etc. An older child will enjoy. learning to draw. On a table place two or three familiar objects, such as a lamp, an apple, and*a small dish or ashtray. Put them together as.a group, not in a straight row, so that the.child camsee.that while the whole object is there, it might not all be drawn in the'picture.. He can also learn. about shadows if a strong light is placed at one side of the table. Since most adults feel they can't draw, this is a good time to work together with your child, so that you can point out to each.othererrors in perception. 10. An older child will also enjoy learning to.draw in perspective, using a stack of books, children's blocks, or tin cans (these are more difficult because they're round on top). Have your child draw the stack from any different angles. 11. Again using newspaper ads.and pictures, cut out parts of the pictures. Then esk.uhat is missing. Use, for instance, a chair, and cut off one leg, or a ship and cut off the smoke stacks.,. 12. Make pictures out of things, rather than pencil or crayoils. Use such things as macaroni, buttons, bits of cloth and string, tooth-

picks, etc.. . 13. Play word games such as taking long words and making small words of the letters; "indePendent" has in, end, pend, depend, dent, deep, need (and lots more). 14. Working with modeling clay is also fun fOr the child. Have your child make a "wienie" of clay, and then make a letter with it. Wienies can be made Into circles or straight lines. 15. 'Spread a layer of clay on a cookie sheet, and let your child write in the clay. 133.

PERCEPTUAL CONSTANCY shape be visuallyperceived asconstant: Four aspects of objects may is always the sameshape color. Thus a football size, brightness, and the air; it isalways the though it looks round asit hurls through it is; it isalways the samecolor same size, nomatter how far away which shines or always dull ascontrasted to ice day or night; and is building, a carmight looklike sparkles in the sun. Seen from a tall in- used.to being on the samelevel as the car, a toy because we are poorly developed stead of looking at itfrom on top. A child with perception may learnto recognize aletter, shape and size c.nstanry the it in a particularform, such as on number, or word when he sees word when he sees blackboard,and fail to recognizethe same letter or (Optical illusions aretricks of thisability.) it on paper. before yourchild and Finding different sizes:place two objects 1. objects wherethe ask him which islatger. Start with large and progress tothings morenearly alike. diffey:!;ncn in obvious, This can. Some objects should varyin height, othersin width. the childunderstands be 'done with pictures,too, but make sure the size they arein if you are talkingabout the picture, or real life. objects (buttons,for 2. Give your child severalof one kind of sort them for size. This can besimply instance) and ask him to them in a putting them in twopiles, large andsmall, or placing row from thelargest to the smallest. using the geometricforms, show your 3. Finding different shapes: the circles child a circle forinstance and ask himto find all This might include atabletop, tablelegs, door- in the room. with the square knobs, handles, buttons,etc. Do the same thing and other forms. toys. Sorting for shape: this is a good timeto clean out the 4. A truck ismostly As.each thing is picked,up,discuss its shape. A doll is more rectangular in shape, butthe wheels areround. etc. like circles than squares, with his thumb In traveling or walking,ask your child to measure 5. is. and first finger howtall or how wide afaraway building isn't half aninch 'Then discuss With him thefact that it really Then ask'him tall, but looks likethat because it'sVat away. his own home or how large the buildingreally is-bigger than smaller, and how does he knowthis. object in thebackground Have your child draw asimple picture with one 6. which must be drawn which is smaller, and oneobject in the front background, with a bigdog in front larger. A small doghouse in the gives the feeling thatthe doghouse isreally a long ways away. An older child will enjoydrawing such things as aworm's eye 7. it, or the view of the backyard,the world as the astronauts see city looking straightdown from the top of atall building. Discuss the pictures with yourchild after he makesthem. and draw- A younger childwill need help in noticing in pictures 8. books) that ings (especially theillustrations in children's distant things are drawnsmall. Then discuss with himif this really means they aresmaller, or not.

al= -~-,+reo. PERCEPTUAL CONSTANCY (Can't)

9. Make a game of finding all the redthings in the room, or all the blue things, etc. This can also be done with pictures. 10. Using' crayons, or tongue depressorsdyed with food color, or yarn scraps, or thread, placetwo or three colors onthe table, let your child study them, cover them,and ask your child to put out the same colors in the sameOrder, Then put out more

at a time. .

VISUAL=MOTOR COORDINATION

All sports,and physical education activitiesdepend on coordi-.. nation. Playing ball- Catch, football., baseball,tennis-jump- rope, running, hopping, skippingshould all be encouragedfor general coordination. While these activities may betoo stren- uous or time consuming for manyparents, games or marblesand Jacks era excellent for teaching eye-handcoordination and distuntn pezception. WOrk in coloring books with your child, emphasizing.neatness, and realism. Simple pictures shoUld.be used first,then gradually more detailed pictures. The books are notnecessarily arranged that way, so appropriate picturesshould be chosen beforehand. 3. Have your child cut out some of the simplerpictures he colored. Again, emphasis should be on neatness, but thatneatness comes with practice not criticism. Paper dolls and picturesin ads can also be cut out. 4. After your child is able to cut things neatly andprecisely, go to an entirely new cutting problem; have himcut things, rather than draw them. This' is much more' difficult, and.shouldbe done very gradually.First, have your child learn to cut astraight line. Then a squaret.for instance, a circle, andfinally shapes such as'an A, a person, a chair, etc. Place two dots on a piece of plain paper, about oneinch.apart: .Ask your child to draw a straight line from the first to the second dot. Then place two more dots about two inchesapart and ask him to make a straight line between them. Gradually increase the distance between the dots, up to seven oreight inches, perhaps. Then do the same thing with two dots, one above the other instead of beside it, starting againwith one inch, two inches apart, and so on. With a ruler, draw two parallel lines about one inchapart, and about five inches long.Place a dot at each end, and ask your child to draw a line from one dot to the other withouttouching the line, without stopping or raising his pencil. Then make the parallel lines% inch apart, then smaller still. This should then be done up *and down the paper too, as well as across. 7. Draw a simple maze, or find one in a children's magazineand ask your child to solve it. More mazes cart become more difficult Then you can ask your child to draw one for you. The older child who has difficulty with his.printingand writing will probably benefit from a 'drawing' approach to writing. That is, instead of making a single sure stroke for a letter,try sketching with light short lines, a perfect letter. This should be done on paper that has lines one half inch apart, sothat there is room to draw. Concentrate on one type of letter at a time. 135.

VISUAL=MOTOR COORDINATION (Can't): For instance, in printing learn to makea perfect circle, than a,b,c,d,e,g,o,p, and q. With practice the short sketchy lines can be lengthened into single firm strokes again. This is a time consuming project, but it can lead to. pretty writing if the child wants to make the effort. In writing, slant is probably the greatest problem. Instead of circles, the child should be encouraged to draw eggs, which slant the same way the lines of letters such as 1 and t. FIGURE=GROUND PERCEPTION To understand figure-ground perception andits importance, it is essential to remember that we perceive most cleprly those things to whichwe turn'our attention. A figure is that part of the field of vision that is the center of the observer's attention. When the observer shifts his attention to something else, thenew focus becomes the figure, and the previous figure fades into the background.

A child withpoor figure-ground discrimination characteristically appears to be inattentive and disorganized. His attention tends to jump to any- thing that distracts him,no matter how irrelevant it maybe. He will appear to be careless in his work because he is unable to find his place on a page, skips sections, cannot find the word he is seeking in the dictionary, and is unable .to solve familiar problems when theyare presented on a crowded page.

Many of the activities mentioned before alsoinvolve figure-ground perception, sorting, finding small details ina picture but returning to the central figure, and making bead patterns frommemory should be re- viewed.'

1. Many children's books have pictures drawnin them, in which the child is to find the hidden objects the outline ofa squirrel in the tree, or a man's face in the pattern of the bark, etc. Such pictures can al also be created at home, usinga coloring book picture. With a pen or pencil similar to the inkon the page, draw in objects for your child to find. Have your childuse his finger to trace the outline of the central figure in a picture. On more complicated pictures have your child use a pencil or crayon to actually outline the main idea. 3. Encourage your child to do thingswhich require following a pattern, such as building models, cooking froma recipe, playing with tinker- toys and erector sets, etc. Wherever he stops, he must find his place the next time and proceed from there.. 4. For children of allages, home-made treasure maps are marvelous, especially if the treasure isa cookie or a piece of candy. Draw the map for use in the house or the yard, using number of steps,directions landmarks, etc. 5. Have your child drawa map of your block or a floorplan of your house. Then have him drawa map showing his route to school. 6. Look over maps in the newspaper, pointing but what information is shown and how it is shown. Then get a state map from .a gas station. This is a real test of figure-ground perception,even for an adult. But small children can become interested in finding the little airplanes which represent airports. An older child can be encouraged to pick out towns the same size, according to 'the map-key, trace highways and figure out the mileage, trace county lines and county names, etc.

Children can also learn perceptual ability and concentrationon details from playing cards, dominos, scrabble, tic-tac-toe, checkers etc.

Many of the' activities suggested apply tomore than one area of perception. Do them again. The more times you emphasize an area the better it is. Then think up new ways of teaching the same thing.

As a general rule, present and work with pictures first, the shapes, and last of Ell letters. Begin with big things, and go toward small. Start with the simple, and progress, not jump, to the difficult, making sure your child understandsyou each step. Review what you did yesterday, whatyou did last week. It's easy to remember at first, but a childcan forget just as easily. What you are teaching your child must stay with him for the rest of his life!! So teach.him thoroughly, and ENJOY. YOURSELVES'''''

N 137:r

emu. a 01.M.

Large geometric forms. Cut out

several of each. ,

ti 0 .

.11 *Oa. 1. S.

40.

11110111111=.11. =1.eon......

raft.o * Small geometricforms. Cut out severalof each

, (0. With thiscircle, half-circle,long k. and short sticks, "I I. all the smallletters can be made. Cut several ofeach.

8111=111011111.411. MOM

Examples ofperspective drawing. -'-

i 139:

These are examples of difficulty levels - 1.1.1.111 O.. in mazes. :Others can be made On:graph paper.

1.111111.. 1

11./..MO.4 11111. ION

mo.i,

. all

1110 MI& nomme111.701D memo

11.1.

ow.

1 w.11.4.

.1.1. . 1 j

01111... 140.

L 1

e g

1 1

0 woo

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'Doll pattern: Oat out all the pieces and paste them on heavy paper.Use paper fasteners which will allow the joints to move freely. ASsamble in this fashion: . . 141.

PART II PROGRAM EVALUATION 1.

PROJECT EVALUATION

Complete a page two and three for each activity'listed in Part II, Item 11 of the project application. If necessary, use additional pages.

Project Number 67-057 Activity Community Aides

2. Length of time of a,tivity in months 12 months

Beginning Date Septembei. 1, 1'66 Ending Date August 31. 1967 71,309 3. Estimated cost of this activity or service

Indicate the number of students participatingin this activity by gradelevel:

Preschool. 219 3. 1390 7. 1019 11.

Kindergarten 1513 4. 1257 8. 9c1.2._12. _Ea_

1. 1568 5. 1111 9. 1008 UngrFded 156

779 2. 1384 6. . 112610.

5. Number of staff involved in this activity:.Full Timb_Lz_palf Time.

6. What were therimar objectives of this activity?The primary objectives will be statedor rerelatedto those stated in Part II, Item9 of the pro3ia application.

1. To bring the home and school together to work on commonproblemsu To commuqicate with oarents who feel theydo*notuspeak thb same 2.-lanquage as school personnel.

Check in the appropriate spaces below the onesthat indicate the degree of . progressmade toward achieving the primary and secondary objectives.

1st. Objective 2nd Ob ective . Substantial Little or Substantial Little or Progress Sgme no ProgressProgress Some, no Progress School Level.. . Achieved_lressAchieved* Achieved Pro:ressAchieved*

Pre -Kind...... 25, Kinder:arten x ..4,..,, Grades 1-3 Grades 4-6 x Grades 7-9 .x Grades 10-12 -

*Little or no progress above that normally expectedfor thie group. 142

PART. II ..PROGRAM EVALUATION 2,

PROJECT EVALUATION (CON. T)

: Give a brief resumg of this activity. (Please see instructions)

The Community Aides provideda line of communication with,many, segments of the community. They establisheda block organization 'ATI each school [Area with a block leaderto keep people in their particular block informedof programs md opportunitiesavailable.

The Community Aides worked closEly-Nithprincipals, teachers, nurses, and visiting teachers on referrPls Lhct, did hotrequire a professional. They provided additiondl informationfor the abovE group. Attendance problemswere teckled immediately and better relations with parentswere also established.

The Community Aides provideda referral service for non-public schools in theirareas when requested to do so.

The gap of getting to the 'communityand working with ,community probl6ms and school problems together has greatlydecreased.

. .

111 SuinMary and conCluelOns for this activity.. Please see insPsuCtions). 'In planning programs for the schoolsand community, the. Commurf7 Aide was able to relate: to.use the'ne.eds.and wants of the people 'in the area. Along with this', the schoolsWere able to keep. ,theparents inforMed.

IFL The attendance pattern changedfor the better because of home contacts made by the CommunityAides.

A great deal of indifference inthe community has been soothed through the efforts of the Aides. Much of the mistrust and hostility has been broken down althoughmuch still exists.

The community has accepted theidea of lay people working forthe schools and feel theycan Express themselves more freely. he feed in from the Community Aidcs hFs beenExtremely valuable in coordinating programs and in making referrals to otherprograms and agencies valftrrtv

143.

PART II PROGRAM EVALUATION

PROJCCT EVALUATION

Complete a page two and three foreach activity listed inPart II9 Item 11 of the project application. If necessaryuse additional pages.

Project Number 67-067 Activity Enrichment Program

Length of time of aLtivity in months 12 months August 31, 1967 Beginning Date September1, 1966 Ending Date

Estimated cost of this activity orservice

Indicate the number of studentsparticipating in this activityby grade level:

Preschool 3. 7. 11. 967 )20 kindergarten 1513 4. 1257 8.. 1008 Ungraded 156 1, 1568 5, 1111 9, 15,487 2. 1384 6. 1126 -10. 779 Total

Full Tiede: 2 Half Time 5. Number of staff involved in thisactivity: The primary objectives 6. What were therimerobjectives of this activity? will be stated or related to those.stated in Part II0 Item 9of the project application. Assist the child in developing theconfidence and resourcefulness that locomes as the result ofsocial contacts other than thoseencountered in their ai y lying. 20 Help the childgain a better understandingof the industrial, commercial and cultural resources of thecommunity. Check in the appropriatm spaces belowthe ones that indicate thedegree of progress made towardach)eving the primary and secondaryobjectivas.

lst. Ob ective 2nd Ob ective [Little or Substantial Little or Substantial no Progress Progress vme no ProgressProgress Some, Achieved* Achieved Pro ressAchieved* School Level . Achieved ,Prolress

. _ -- Pre-Kind. x , --- . Kinder erten x 1

i ______Grades1-3 . _ _ _ . __ __ 1 11110A111111 rade. 4-6 1 Grades 7-9 111E1111111i Grades 10-12 x

oLittle or mo progress above thatnormally expected for this group. 144.

2.. PART II PROGRAM EVALUATION

PROJECT EVALUATION. (CON'T)

Give a brief resume of this activity. (Please see instructions) Planning for field trips and visitations were coordinated with the teacher, principal, r:rd project director so thut ill trips were part of the school curriculum or a ''real lire" experience.

A planried program for field trips and visitations was prepared and ditribued to all teElchers as guide to pl6nning.

Every teacheT participating in the activity was required to evaluate each trip and visitation. All of this information will be forwarded for examination.

Other activities included the paying of admission to such places and events as exhibits, concerts, lectures, museums, and zoo visitations Social experiences such as lunches or meals away from their immediate local environment.

The project was coordinated with all programs in the. disadvantaged area and epecially blended in with the Extended Us of Staff and ,Facilities Program, Tutoring Program, and:Headstart Programs. (See following page for chart on break down)

8. Summary and conclusions forthis activity. (Please see instructions)

Al] trips were evaluated and the results spell success. This project was coordinated with the Curriculum Department and definitely' provided an educational experience necessary for a child's development. Refer to the teacher evaluations for comments. PROJECT X31 FIELD. .TRIPS AND VISITATIONS: Pupils Participation Teachers 1966 -67. Parents OtherAdults Total. -1 Sept.*Nov.Oct.1966 22 77 977 8045 110 8 .6 5 . 23711035 Dec. 10921767 / 4878 142 ..2 9 . -.1957 1291 Feb.Jan.1967 14601378 5961 180 .8 25 15291624 AprilMar. 74461703 176- 84 180 28 ' 2488 18397890 May 455 - 401 145 10675 June (1 -10) (Sub-Totals) 96741637 29411 . 71 1157 -37 11D2 24 310 1769 31980. JulyJune (12-30) 15170 6521 -456910 315 61 391134 . 16786 71.71. August (Sub-Totals) . 1216 229070 79 19 395 22 1336 25293 TOTALS 52318 26011444 1497 857547 57273 VI ' SP'Cri 146.

The following formswere designed to meet the specificneeds of the Enrichment Program (Activity#31).

.MalialuallMia11.1160.- .141.- . PERSONNEL SERVICES. OMAHA PUBL1C.SCHOOLS --DIVISION OF'PUP1L

SOCIAL SERVICESDEPARTMENT

PROJECT #31 ESEA TITLE I

Enrichment Through Trips andVisitations

GUIDELINES FOROPERATIONS -1966-67

relating to fieldtrips for the06aha Public Basic principles trips, are tobe found Schools, together with alist of suggested Resourpes forLearning".(*) The information con- in "Using Omaha Schools, but cer- tained in the guideapplies to allOmaha Public application tothe Title I tain portions aremodified in .their modifications arepresented schools of the system.Some of these to assistteachers and below. The statementsmade are intended services offeredby theprOject, but it principals in using the at any time. must be understoodthat they subject to change understood thatsuggestions foralterations It should also be to make the pro- and changeswill be appreciatedif they promise ject more effective andefficient.

1. Pur oses andObjectives for direct-observationsand experiences Through its provisions and other during appropriatelyselected trips to be obtained aesthetic, or econom- activities havingeducational, historical, Project #3.1 willhelp to ic significance, itis intended that understandings, attitudes,and motivations expand.and improve the limited of children and youthfrom culturallyand envitanmentally objectives of theproject are backgrounds. Morespecifically, the to:- develop theself-confidence, resource- a.Assist the pupil to other fulness, and poise thatresults fromsocial contacts encounters inhis daily ivinga than those he normally positive self- Help the pupil develop a moreoptimistic and !rage. community and itspoints c.A::quaint the pupil withthe larger gec,graphic interestand importance. of historic and the commercial, d. Help thepupil gain a betterunderbtanding of industrial, andeconomic resourcesof the region.

Supplies andSpecifications -CurriculUm Office . (*) See Manual of Publications. 148. II. General Plan of.0 oration.

The project operates through theschools (both publicand non-public) located in designated areas.It should be noted that although its services areintended primarily forthe benefit of pupils in these schools, parentsand other adults interested in assisting the improvementof their schools may be and are invited to participate inthe activities ofthe project. At present the schoolsthrough which theproject functions are:- PUBLIC SCHOOLS

Indian Elementary . TeChnical Sr. H.S- Indian Hill Jr. H.S. Kellom Mann Jr. H.S. Kennedy Lake . Technical Jr. H.S. Central Grade Long Conestoga Lothrop Druid Hill Pershing Franklin Saratoga . Highland Webster

NON-PUBLIC SCHOOLS

Sacred.Heart H.S. St. Benedict's Holy Angels' St. John's Sacred Heart Elementary Sharon 7th DayAdventist -St. Anthony's

.Because Federal funds and regulations areinvolved in providing the project, and specialaccounting and reportingby the Board of Education is required therefor,all activities.that may come even partiallyunder the provisionsof the project must be submitted to the projectcoordinator's office for .approval before being undertaken.

III. Princislespoyerning Field Trips andVisitations

Trips and other activities underthe jurisdiction of the project must have significantvalue and relation to the curriculum. Among the more importantvalues to be sought are: - 1.. Direct experiences with actual resources,materials, and situations new to theparticipants. and conclusions. 2. Verifications of previous learnings 7 3. Collecting additionalinformation and materials. 4. Stimulating interest in andmotivation toward further study. 149.

Broader understandings of civic,social, and economic institutions and hew they function. 6. Better understandings of theinterdependence of people. 7. Developing respect for work andworkers.. 8. Better understandings of therelations cf the school and Its work to the culturaland economic life ofthe people and the community.

Each trip or activity must beappropriate to the needs, comprehensions, amd achievements ofits participants. .Estimating the need for and the probablevalue of a con- responsib4lity of the . templated event is primarily the teacher and the principal. An activityshould be well considered before it is requested orscheduled. When re- questing a trip or visit it is importantto allow adequate time :For preparing the pupilsfor the event after it has been approved by the coordinator'soffice. c. With the exceptuonof those places recommendedfor several visits during the pupil's school career,repetition of activities is.to be avoided; i.e., thepupil should not make-the same trip more than onceunder schoolJ uris- diction. The teacher and the principalmust be careful to check on the trips taken bytheir pupils previously,. Visits to the Joslyn Art Museum and to thePublic Library or its branches are examplesof activities that mayyield extra values through repetition. Neighborhood study walks in fall, winter, and spring are particularlylogical and valuabl.e.starting points for field trip experiences,especially for primary pupils, and are to bestrongly encouraged.

d. The numbr of trips or visits taken per yearby a class must also be limited. Itis recommended that not .more than three part-day and one full-daytrips be allowed per pupil. Part-day day tripsmust be restricted tothe city and its near environs. Full-day trips toLincoln are resrved for fourth gradesin connection withtheir social studies unit on W4braska; those toNebraska City to the fiftt, grad. Any otherfell-day trips must be specially justified in writing and requestsfor them decided on an. individual basis. 150. i1

Thy: third grade sight.- seeing tour of Omaha is. to be arranged through the CurriculumOffice, except thatnon- public schools in the Title 1 aress must arrange for this trip through theproject office. Requests forsuch tours by other than thirdrades must be accompanied bya writ- yr ten justification showingspecial need and significant probable valueto be derived.

Itis recommended.thattrips to the zoo be generallycon- sidered to beelementary school activities,perhaps most suitable for primarygrades.If older pupilsare to gQ, special need forthe trip is to be demonstrated.

Requests for.transportationand admissioh to theatrical 'performances and similarevents, also for food services (lunches, etc.),will be.carefully screened' beforeap- provalis granted. Noteespecially that gratuities (tips) are not permissible chargesagainst the project andcan7 . not be paid fromits budget.

h. Requests forassistance with transportationor other ex- penses connected with schoolor' class picnics, outings, athletic events,or other similar events cannot be honored.

i. The servicesof the projectcannot be used to assist in events havingany considerable element of recreationor relaxation fromduty by teachersor pupils among its' purposes. 11

No schoolem lovee is allowed to chare the cost of services or materialsa ainst the Board of Education without specific authorizationfrom the proaer school official. Indebted4ess incurred withoutproper authorization becomes the obligation of 'theindividual incurring it.(See Manual of Policies, Practices,and Procedures (1966),pp. 110 -Ill.) 151.

IV. Procedures Relatin o Field Tr s andOther Activities

The following routines should be used in planning and carry- ing through activities Involving the services of Project #31:-

a. Determine' carefully the probable fitness and feasibility of a contemplated activity for the class to be involved. ("Using Omaha Resources for Learning", the yellow pages of the telephone directory, the teacher's personal know- 1edge of the city, and other sourcesmay suggest learn-

. ing'opportunities of significant Nalue.)

b. Check with the class and the school records to see if a substantial number of the class. may have participated pre- .viously in the same or a similar activity.

c.. Obtain tentative approval of the proposed activity from the principal.

Make a preliminary personal visit, or at least discuss. the more important featuresof the event with a properly authorized representative of the host organization. (Note:- Firm commitments to the host organization must .not be made at this stage, especially if the proposed event will involve expense. to the project or undue in- convenience to the host.)

If the proposed activity is deemed appropriate. and feas- ible, fill out request blanks (obtainable in the principal's*office) in duplicateas per instructions contained thereon, and obtain the principal's signature indicating

approval: It is important that at this point there' be.. . thoroughunderstanding and agreement between the teacher and the principal 'as.to the need and value of the proposed event, and a review of it to see that project policies and guidelines have been and will be followed regarding it.

Forward both copies of the request to the project office in plentifully sufficient time to allow for (h) below:

g. After receiving notice of approval by the project office proceed as necessary to confirm agreements and arrangements with the host organization as mentioned in (d) above and as stated in the notice of approval from the project office.

h. PREPARE PUPILS ADEQUATELY FOR THE ACTIVITY. 152.

i. If tm.'activity will rc;quire tApenditurt;S by the project for other than bus transportation costs (e.g., lunches, admissions, etc.) the teacher.in charge of the trip must be certain to take along the authorization and certification of are_._...tLcii:iation forins, of which the- yellow copy, when completed and signed according to instructions, is to be returned immediately to the project office in order to facilitate accounting and auditing procedures.

j.. After return from each and every .tri0 or activity., cl.uclin walking studtours of the nei hborhood, the pink Li- evaluation form is to be filled out, signed by the teacher and the principal, anfreturned to the project office as promptly as possible. (Make certain that the figures for the number: of participants are correct..They are needed n fora accurate reporting by the project office.)

John B. Otte -- Coordinator, Project #3I (Field Trips and Visitations)

.Approved: We Bryant--Director Social Services Department

Approved:. Don Warner Assistani'Superintendent of Schools Division of Pupil Personnel Services 9 153.

ADDENDUM

that the current(1966 -67)twelve-month budget It is .estimated for including costs oftransportation, etc., for.Project #31, school program, Project- #26 andactivities relatedto the summer zerperson(pupils, teachers,other adults) will permit a-maximum the.following sXpenditure. for theentire year ofapproximately amounts:-:

Instruction (admissionsetc.) $ .76+ Transportation (alltypes) 2.32+ food Services(lunches, etc.) .26+ Estimated total per. person $3.3 4+ funds for thepro - from the abovefigures that Since it is evident the unlimited, it isimportant thatrestraint as to ject are not for which they number and types ofactivities and thegrade levels exercised. may bedeemedappropriate be carefully- CMAHA PUBLIC SCHOOLSDEPT. OF SPECIAL SERV CES ESEA TITLE:1 154. Pro'ect 3I Field Tries and Visitations -- 3819 Jones St. aniosssmasOBOORmsssesa,plissesOpslaisssessesssOSCsOssessasasAMOsessOsiss This report supplies informAion to.be used for evaluitin-.1 an event in relition to the purposes of th,.. Projuct. StatekLents fshould be concibas but ya, cooprehi:Alsive enoughto .permit clear understandinil. of the objectives and effectiveriess of the activityreported. SSSSSS SSSSSSSSSSSSSSSSS ' reference: uua in Project Request Lo. 'Offide above by: 4 SS SSSSSSSSSSSSSSSSSSSSSSSSS SSSSSSSSSSS SSSSSSSSS WOW. SSSSSSSSSS

(sclool) is ...... SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSs) (Date of.ev;:nt) SS Visit or , other event:

AddreSs SSSSSSSSSSSSSSS s 'I. REPORTSS OF PARTICIPATION: No. of Eo. of ko. of ether Pupils Teachers rents Aults Total SSSSSSSSSSSSSSSSSSSSSSSSSSS SSSSSSSSSSSSSSS SSSSSSSSSSSSSSSSS 2. EVALUATION: uuscribe briefly the vUuablu and benefici.1 feAures of this event for this

:..scribe deficiLnciws anu unsatisfactory f. tures (if.414) .s thty purt..in tc, this -rotip

0..,00ank you"notes toth.; ho-t institution: SSSSSS ( (Te,hchur heviauk.d :ma signed by:( (Princi:a '155.

OMAHA PUBLIC SCHOOLSDIVISION O PUPIL PERSONNEL SERVICES DEPARTMENT'OF SOCIAL SERVICES 3819 Jones St. ESEA Title I Project #3I (Field Trips and Visitations)

This form, is to be used when admissions and/or.other previously approved charges are to'be paid in whole or'in part from the above named project account or through its assistance to other projects. AUTHORIZATION OF ELIGIBLE PERSONNEL PART I - IDENTIFICATION .AND_ This mill identify and authorize (Name of- person in charge of group) and such other eligible persons as may beincluded in the group to participatei n the services and/or f a c i l i t i e s to be provided in accord- ance with agreeMentsand arrangements made heretofore with:

Name of organization)

Signed Coordinator od Field Trips andVisitations)

PART II-CERTIFICATION OF PARTICIPATION

Accounting procedures and consequent prompt payment of charges require that the data and certifications below be completed at the time of the visit or. service. 'OW

Date of trip Time of beginning orvisit: trip or visit:

Number of persons in the group:

Pupils Teachers Parents Other Adults Total

The above numbers (Signed: (Representative of host organization)' are herebycertified ( to be correct by: (Signed: (Person in charge of trip or visit)

Green cop, x to be retained by host organization as evidence of services provided. Yellow copy to be returned IMMEDIATELY to project office (see address above) by the person in charge of the trip cr visit. 156.

OMAHA PUBLIC SCHOOLS, DIVISION OF PUPIL PERSONNEL SERVICES DEPARTMENT OF SOCIAL SERVICES

ESEA Title I Project #31 (Field Trips and Visitations) 3819 Jones St.

p This form is to be used when admissions and/oi other previously approved charges are to be paid in whole or in part from the above named project account or through its assistance to other projects.

PART I - IDENTIFICATION ANDAUTHORIZATION OF ELIGIBLE PERSONNEL This-will identify and authorize (Name of person in charge of group) and such other eligible persons as may be included in the group to participate in the services and/or facilities to be provided in accord- ance with agreeMents and arrangementsmade heretofore with:

Name of organization)

Signed (Coordinator od Field Trips and Visitations)

PART 11 CERTIFICATION OF PARTICIPATION

Accounting procedures and consequent prompt payment of charges require that the data and certifications below be completed at the time of the visit or service.

Date of trip Time of beginning or visit: trip or visit:

Number of persons in the group:

Pupils Teachers Parents Other Adults Total

The above numbers (Signed: are hereby certified (Representative of host organization)' to be correct by: ( (Signed: --"-1Person in charge of tripor visit)

Green copy to be retained by host organization as evidence of services provided. Yellow copy to be returned IMMEDIATELY to project office (see address above) by the person in charge of the trip cr visit.. triNA-ALS.-1.3.A...A.I.1145Jaitr-N,,a AN,

. 157.

PART II PROGRAM EVALUATION

PROJECT EVALUATION

Complete,a page two and three for eachactivitylisted in Part II, Item 11 of the project application. If necessary, use additional pages.

Project Number C7-(j67 Activity Vil.;;Inu (Personnel not available ) Z. Length of tine of activity in months 1!, months(durin rer ular school year)

Beginning Date June 10, 1967 Ending Date July 28, 1967

3. Estimated cost of this activity or service 2,372

Indicate the number ofstudents participating inthis activity by grade level:

3. 7 7. 2'j 11. . Preschool

Kindergarten 4 4. 4 8. 42 12.

1. 5. 4 9.

2. 6. 37 10. 117Total

J. Number of staff involved in this activity: Full Timb 2 Half Time.

6. What were the primmaary ob'ectives of thisactivity?The primary objectives will be stated or related to those stated in Part II,Item 9 of tie project application. Co perform those services th t will most help the pErunts 1. 11 11 JO work closely with schools on school related problems and 2J-intawireting for mhildrpn Rrui

Check in the appropriate spaces below the ones thatindicate the degree of progress made toward achieving theprimary and secondary objectives.

1st-Obiective 2ndObiective Substantial Little or. Substantial Little or Progress lynie no Progress Progress Some .no:Progress. School Level Achieved Pro-ressAchieved* Achieved ProlressAchieved* Pre-Kind. x --__Z

Kindergarten . x Grades 1-3 x x

. Grades 4-6 . Grades 7-9 Grades 10.12

* Little or no.proiress above that normally expectedfor this group.

. 158.

PART II PROGRAM EVALUATION

PROJEC7 EVALUATION. (CON'T)

7. Give a briefresume of this activity. (Please see instructions) The Visiting etchers received referrals from various school agents as principals, school nurses, Psychological Serviees,and the Special Services dep-rtment.

Numerods home visit,:tions metre., parent-tewher conferences were arranged c.Hd mny 'lets m.Ade with community agencies when necessEry. A greFt deal of work w=as done in cooperLtion with Juvenile Court by referrals and courtn7pnF-r'In-ms.

Work wais.courdinatrul with tn Commurii44 Aides. Lnd hclp.Ed keep the poverty area better.inFormed. A. grezA deal.oF intormLAion w7is .gathered about dirferbnt youngst?= reFcrrEls were made to the, proper- agencieF,.

Summary and conclusions for this activity. (Please see instructions)

The present Visiting Tecicher stcff is not adequate enoughto provide all of 'the services thatLra desir6ble for people living in the poverty area. Progress has been made by getting to the eople and by giving the peopleL better understanding of the many problems existing with schools, teanhers,parents, and the community.

The prescrr'p of this progrElm has helpedsat the minds of parents, teachers, E.nd principals -tease. 159

PART IIPROGRAM EVALUATION

PROJECT EVALUATION

Complete a page two and three for each activity'listedin Part II, Item 11 of the project application. If necessary9 use additional pages.

Project Number 67-067 Activity Acoustically Handicapped

2. Length of time of activity in months . 10 months

Beginning Date September 1,1966 Ending Date Jule 1967.

3. Estimated cost of this activity or service

Indicate the number of students participating this activity by grade level:

Preschool 3 3. 36 7. 11. 1

66, Kindergarten 17. 8. 12. .0 4' Ungraded. 6 1. 40 5. 15. 9. - I.P. 6

2. 25 6. 11 10. 3 Total201___....

Number of staff involved in this activity: Full Timi 1 Half Time

What were therimar obectives-of this activity? The primaobjectives will be stated or-relatedto those stated in Part 119 Item of Be project application. To make an adequate evaluation of the hearing impairments of 1. children living in the Omaha Public School District. To plan the necessary remediation for acoustically handicapped 2. children and to insure adequate follow -u on the cases alur%sd.

Check in the appropriate spaces below the ones that indicatethe degree of progress made toward achieving the primary andsecondary objectives:

1st. miective ma utpleccANT Little or Substantial ! Little or Substantial i nn Progress Some I no Progress Progress Sons . Progress School Leiria Achieved ProgressAchieved* Achieved ProaraudAEhAVIIK!..=

flp.Kind. , x t r------..---

L _ Sindertarten 1 . __ -r ;tides 1.3 . x Grades 4-6 x I .

, -1 filain 7`9 Grads. 10-12 x x

°Little or no prOgress above that normally expected. for this group.

S 160.

PART. .PROGRAM EVALUATION . PROJECT 'EVALUATION, (CON't) Give a briefresume of this activity.(Please-see instructions) An evaluationof childrenwith hearing a pure-tone audiometric impairments,began.with test to determinethe degree of If the losswas severe enough, hearing loss. a referral to theschool nurse and/or otalogistwas made. Also included was a parent conferencein order to establish,thetime of onsetand the hearing and play. It was also functioning at home necessary to havea teacher-pTincipal conference in order to determine theclassroom and academic, deficiencies of the handicapped child. When the resultsof the foregoing procedureswere evaluated, the was determined. need for amplication

The equipment necessary for thisprogram was: (1) Diagnostic Audiometer.- forproper identification (2) NoiseBarrier Headset purposes. - to compensate forpoor testing conditions. (.3) AuditoryTrainers- to facilitate remediation.

Summary and conclusionsfor this activitz.(Please see instructions) In summary,'this programequipped each child within acousticallyhandicapped' project area withan.adequate evaluation impairment. of hearing Through thisproject,over two=hundred recomMendations weremade for and fourty necessary remediationconcerning acoustic.ally, handicappedchildren..A follow-up each case. report was madein Evaluation,remediation, and actual have .greatly hearing therapy improved the languegeability, both expressive, of the receptive and . acousticallyhandicapped child. . This program could possibly.include as many"as during the1967-68.school year. 500. youngsters 1612

'PART IIPROGRAM EVALUATION

PROJECT EVALUATION .

Completea page two and three for each activity'listed in Part II, Item 11 of the project application. If necessary, use: dditional pages.

Project Number 67-067 Activity Visually RandicaDDE

Length of time of activity in months 10 months

Beginning Date September 16 1966 Ending Date .June 30. 1967.

Estimated cost of this activity or service 1540483

Indicate the number of students participating in this activity bygrade level:

Preschool 13 3. 6 7. 2 11.

Kindergarten 2 4. 2 8. 2 12. 0

1. 2 5. 4 9. 1

2. 8 6. 3 -10. 0 Total iik______

Number of staff involved in this activity: Full Timi 2 Half Time.

What were the primary objectives of this activity? Therimarobjectives will be stated or rerelatedto those stated in Part II, Item o f t e project application. To provide educational facilities for the blind and partially 1. sighted children in the Omaha Public Schools. Td. provide a.resource teacher, equipment, and supplies necessary to 2. develop skills for children in the public schools and for per -School youngsters. Checkin the appropriate spaces below the ones that indicate the degree of progress made toward achieving the primary and secondaryobjectives.

lst.Ob ective 2nd Obiective Substantial Little or Substantial Little or Progress Slme no ProgressProgress Some no Progress School Level Achieved ProgressAchieved* Achieved ProgressAchieved* Pre-Kind. x Kindergarten x Grades 1-3 x .... / Grades 4-6 x 01.14 4 m

. x : Grades 7 -9 -- x Grades 10-12 _

Little or no.progress above that normally expected for this group. .162.

. PART II :PROGRAMEVALUATION

. . PROJEC1 EVALVATION. (CON'T)

7. Give a briefresume of this activity. (Pleasesee instructions) Materials'used in the classroomwere adapted for the blind,being either brailled here in Omahaor borrowed from other systems. Additional equipment necessary were.braillers,.slates,stylis, maps, !Endpaper tests. Large print materials for partiallysighted childrenwere either, ordered from.sources,' or produded by the Braille . Librarian on large print- tyPewriter available the office.

Resource. teacher workedone hour per .dray with e.:,,ch blind child. Partially sightedwere worked with one or two periodsa week. Aids such as sight paper, large pencils,optic aids, large print typewriters, tape recorders, and talking bookE..

The resource teacherremoves the child from the classroom for special help, but principallythe child is in the regularclassroom situation.. Theresource teacher also counsels with-theparents to help make the necessary adjustments.

Volunteers were also used toa great extent to work with the Preschool childrea..

8. Summary and conclusions for this activity. (Please see instructions)

We feel this is avery important nart of theProgram. It readies the blind or partially sightedchild for the public schoolsituation. It is the purpose of thisprogram to give the blind and partially sighted child the same advantagesas any child, not an institutional life. These .children become better adjustedfor living at home. Parents are able to cope with the child at homethrough counseling with the resource teacher. de.

e .163. 1.. PART IIPROGRAM EVALUATION

PROJECT EVALUATION

11 Complete a page two and threefor each activity listedin Part II, Item of the project application. If necessary, use additional pages. Curriculum Consultarq 1. Project Number 67-067 Activity 10 months 2. Length of time of 'activity inmonths

Beginning Date September 1, 1966 Ending Date June 31: 1967

3: Estimated cost of this activity or service 7,411 by grade level: Indicate the number of studentsparticipating in this activity 73 Preschool 3. 78 7. 98 11. 56 Kindergarten 4. 56 8. 136 12.

1. 5. 37 9. Ungraded 60.

Tf;tal 964 . 2. 6. 55 10. ...on

Mumber of staff involved in thisactivity: Full TiMa 1 Half. Time

UNA were thelTimm.objectivesof this activity? Thealmaobjectives the project will be stated-407iiTated to thosestated in Part II, Itith79-6f application. To assist the teacher ofEMR, TMR, or room of twentyindevelopirg 1. those teachin techni ues most successful o ,ese au 1 ies 2. 'To assist theteachers of EMR, TMR, or room of twenty in the selection of the appropriate books and materisla for use withtheir. ChetrfrrtHe appropriate spacesbelow the .ones that indicatethe degree. of progress made towardachieving the primary andsecondary objectives. .

y letObjective 2ndObiective Little or Substantial Littleor . Substentil. Some Progress. Some noProgress . Progress no Progress ProgressAchieved* School lieliel Achieved pEogressAchieved* Achieved

Pre-Kind .. Kinderenen Grades 1-3 x x Grades 4-6 x Grades 7-9 x Grades1°4

.0 Little or no progressabove that normally expectedfor this group.

110 164 . . .

PART II PROGRAM EVALUATION

PROJECT EVALUATION (CON'T) isGive a brief resume of this activity.(Please see instructions) The Curriculum Consultant worked as a helpingteacher and curriculum. advisor in this particular project. Many meetings were held to'64velop the. teacher training needed for this program. Meetings Were held. to develop the' curriculum. through cooperative efforts of the cdneultant and teachers for the educable mentally'retarded, trainableMentally retarded, trainable mentally retarded, and- the rooms oftwenty":. Demonstrations were given by the teachers and other personnel. A curriculum guide was developed for all grades. .'

, A curriculum consultant also assisted inthe:selection and placement of children for the programs. Ihis was a cooperative effort with the director of ,special education, psychological services; building principals, and special teachers.'.Thc curriculum consultant also had the responsibility of working-with the, parents of the child, so thct they would have a better understanding of the child and the program in which.the yOungster was. participating. Most of the work that.` took place. WES in curriculum development and a copy of the curriculum that was deyeloped is included in this evaluation.

SummarY and conclusions for this activity. APlease seeinstructions) The.major accomplishment in this.program,from.the school's pOint of view, is ore of quality. Some :new plasses.Were.added for the retarded, some other positiOns were Tilled, but tht iaajor. accomplishment .was of upgrading in,all areas for his program. A curriculum and a selectiqn.of textbooks was a major accomplishment in, bringing quality

. to the program. '- . .. :...... The:major problem facing.thisparticular project is.theshortage

of .qualified teachers needed for the.prbgram for the educable mentally -. , retarded, trainable mentally retarded, and in theclassroomof.tWehty... The Odard of.Education has.been askedto continue itssearch foriand. sub- sidizing the trainingof these teachers:* PRIMARY TEXTBOOK REPORT FOR EDUCABLE April, 1967 MENTALLY RETARDED, Date Principal School Pleaseon hand show in asyour accurately school. Estimate as possible the conditionand number of books areBeexpected sureusing tofor the report September,. Harper the and texts 1967. Row whichscience youyour now needs have. according to the membership For example, if Ifyou ofare 'new" to receive for 'old" a new will series be made of texts for using your estimated membership for texts, report those books. any subject, the substitution you it submittingThiscopytwo1966-1967. iscopies thekept requisitions. only shouldin theorder beprincipal's returnedform to to office for future .Three copies of the form be filled out, the Director of Special are being sent to each school. eliminating the need for reference - the otter Education. One toIfPlease call. return these you need any help with any part of inventory sheets by Tuesday, April 25. your estimates; please feel free DirectorDalePrepared A. of Samuelsonby: Special Education ' inAssistantDonApproved Charge Warner ofby:Superintendent Special Services ti 1 PRIMARY ANNUAL TEXTBOOK REQUISITIONMONO FOR EDUCABLE MENTALLY_RETARDED- For Year 1967 - 196/3 ONLY No.Cat. Limite6chrol No. pe tchr. Text. Title and Authors LANGUAGE ARTS Publisher IEdi-tion.Price List Contrac Price Copies Hand on Usable No. No.quested Re- Bond CostTotal 1 10 ConsumablePhonics Workbook . Gr. 1 Modern.Curriculum Press 1966 .93 Mk /. ConsumablePhonics Workbook SUPPLEMENTARY READERS S.Inommeomem.. Gr. 2 same 1966 .87 1111 1 Sounds of Language liamom 1966 MW0PONo r. re. YOY aft. 4/p 1 Readers - Martin 11RHoltRhinehart Winston O so re... . 1 Sounds of Home 'tame 1966 1.96 uloth SoundsPre Primer of Numbers same 1966 2.401.56 aper 0.1. 0110111. 0'410 111=000 011 0011 .00 0. ...Ma W. Primer IWO . 1 FirstSounds Reader Around the Clock same 19661966 2.762.56 SS .. .00 1 SecondSounds Reader OT :1.7aIalF sae 1 1 3rd.Sounds Reader of the Storyteller same 1966 2.88 IP .00 ...M. PRIMARY ANNUAL TEXTBOOK REQUISITION FOR EDUCABLE MENTALLY RETARDED ONLY For Year V67 - 19 8 tchoo....Cat. Limite Text Title and Authoks . Edi- List Contrac Copies . No. No. Re- Total No. No. Pe tchr .0s tion- Pric Price Hand. on Usable quested Bond CostMIS 20 Do You Know - Ware .. OF.0041F.i,..41011WSMOMIMMOWENWSCIENCE 1963 10.140.0. 1 Teacher'sDouYou Know Ed. - Ware SOCIAL STUDIES / 1.963 o .74 . . a 20 1 YouTeacher'sYou are are Here Here Ed. Gr. 1 as 4 Gr. 19651965 3.402.40 2.551.80 . I . 1 . 0) PRIMARY.ANNUAL TEXTBOOK REQUISITION FOR EDUCABLE MENTALLY RETARDED:ONLY . Fur Year 1967 - 1968 Sch 1 MeM.O.MIII ...Ws . i! 1 11 Cat No. 0. imitedper tchr Text. Title and Authors ...... Publisher tion1PriceEdi-:List Contract Copies Price Mow.. Hand on Usele questedNo. Cost No. Re-ITotalBond 1 Teaching. Arithmetic toARITHMETIC Slow - .... Ift...... , an * . sea John Day 1966 5.95! I 42020111. .11200 ...... LearnErs and Retarded - no.. Co,, Inc . . ANOMIE 4111IND .00 ft ...... ft .1. MOMMII.Di 4 10 Best Word Book Ever-DICTIONARY .a 1 ...a ...Om.. 0.41 I SEarry sft r ftftem11Ift 11 . -PressGolden 1...1966 5.32 3.99 after. .0 11 ...... 1._ ollig . . In i 41.. ..1. HANDWRITING M ft ft ft . S. a. ftft IND L 4 i ManuscriptRemarkable. I Alpha- Kleeco over 300 i .2.75 2.95 7 M ManuscriptRemarkable IIAlpha- wa Kleeco same r 4 ! Remarkable Alpha- CursiveHEALTH S. sol same same . ... 1 .... 2 20 All About1W...eV. You Iv V. - Gr...... 1..Lyons & 1965; 1.56 01111.1110... 011112 . . Carnahan 1 , 'All About You a- - Gr. 1 same 19651 1 1.56 41. 1-177 11 .Teachers=1::3EMME-1 Ed. v.. A. . ti1/4,40k *jAdliWm. 4.1*4444kt *44V*104, , kpete Maw iir4w Tad: TI* 41,\IkkAN\44k1,4 H ii Man" Skapci*edibmkback Pftiott Aloft A, 7 *,,svA 4,Akivk't SeeWOrktook_HappyHappy Us Times* Timet Fi FifttTh ftwor tot '' , SeePre-PrimerSee Pre-PrimerUs UsHove PlaVCOMO ------wowwoaomsmoD2 Fun WorkbookPre-PrimerSeePre-Primer Us forRide 4 3 Four WorkbookSurprisesSurprisesCompanion for for Pre-Pqmci UsUo PrimpPrimmr ReaderGoodFirstGood Times ReaderTimes Workbook forfor Us U0 Vint MWTkbookDomReg, Downaffi Ed. Our Gi. 1111VWay RO. 2 Level 4001 School PRIMARY, ANNUAL TEXTBOOKREqUISITION FOR EDUCABLE MENTALLY *RETARDED ONLY C CorP'ir r MM. ow - 1968 Tor Year 1967 . No.Cat. .imitederNo. Tchr Text Title and Authors Publisher Edi- ListAN.. 1Ccntrac Copies i1 -No...... No. Re- Total as. A.M. . BAS DownC READING Our. Way1Cont'd) Lyons & tion .PricetPrice 1 Hand on Usable quested. Bound Cost JClassmate;Classmate Ed.Classmate Workbook Ed. L-(1.5-1-8) Way CarnahanLyons cA 19621962 2.32 .80 4;60 %Down OurJustClassmate Way for Fun Edition Wkbk - Reg.lo Ed. LyonsCarnahanLyons 8, & 1962 0 0 JustLevelGr. for 22 Level WorkbookFun L-(1.8-2.3)Reg.2 Ed. Gr.2 CarnahanLyonsCarnahanLyons & 19621962 2.24 .80 168 .60 " !Classmate(Just forPicturesClassmate Ed. to ReadEdition Fun Workbook CarnahanCarnahanLyons & 1962 2.24 .80 1.68 0 Readiness Lyons &. 'Teacher'sWorkbookPre-PrimersTeacher's Editionfor FourEdition of LyonsCarnahanLyonsCarnahan &.8 1§62 1.60 1. 0 1 Pre-Primerseacher'sany Teacher'sSurprises Edition! .7 Primer Ed: 'LyonsCarnahan &Carnahan 1962 1962 1.60 1.20 :':111.1111 '1111111177'ENNI PRIMARY-ANNUAL. . TEXTBOOK REQUISITION FOR EDUCABLE .MENTALLY RETARDED ONLY School For Year11967 ' - 1968 :Cat. invited lEdi- List Contract Copies, I No. A 1 No. No. ero Tch Text Title and Authors Publisher tion Price Price 1 Hand on . Usable !quested pound n .,Rel Total Cost BAS1 C READING (Cont'd) ManyPrimer Surprises Workbook Teacher's CarnhanLyons & 1962 . .80 .60 ti 1 HappyEditionTeacher's Times, Edition FirstFirst Reader Reader. ./ CarnhanLyonsLyons & 1962 1.92 1.44 1 WorkbookHappyTeacher's Times, Teacher's Edition of --P imers Edition CarnhanCarnhanLyons & 19621963 1.60 .80 1.20 .60 11 WorkbookTeacher'sSurprisesPre-Primers for forEdition FourTeacher's Campania Us (Primer) Ed. Carnhan.CarnhanLyons & Lyons & 19621963 1.72. .80 1.29 .60 1 GoodWorkbookSurprisesReader-Teacher's Times Teacher's for Edition for Us=First Us "rimer Edition CarnahanLyons & 1962196 1.92 .60 1 WorkbookDownGood OurTimes Teacher'sTeacher's,Ed.Way for (Reg. Us Ed.- Ed.) CarnahanCarnahanLyonsLyons.& & 19621962 .80-80 Ed.Teacher'sDown Included) Our WayGuide(BothEdition and CarnahanLyons & 1962 4.00 . 3.0u . PRIMARY ANNUAL TEXTBOOK REQUISITION FOR EDUCABLE .MENTALLY RETARDED ONLY 1 No.C-6=Lim No.Per Tchr Text Title and Authors Publisher tionEdi-IList For Year 1967 - 1968Price ContractPrice 1 OnCopies No.Usable No.quested Re- CostTotal ...... - 1 Just for Fun Reg. Ed. Gr.2 Lyons & Hand Bound 1 EditionClassmateJustLevel for 2 WorkbookFun Ed. Workb9ok Teacher's CarnahanLyonsCarnahan & 19621962 80.80 .60 ...... 1 #JustTeacher's 2 Teacher'sfor Fun Edition Guide (both - Grade Level CarnahanLyons & 1962 4.00 3.00 ea ea 4WD editions included) 4 . 1 / . 0 1 4 S ' . . ! School: PRIMARY ANNUAL TEXTBOOK REQUISITION FOR EDUCABLE MENTALLY. R&ARDED ONLY OVOID 1011M ....MM. 4. am/. For Veak 1967 - 1968 ma- - Cat. Oa 0 t Limited - No. No.- al ! Edi-t List .;Contractl Copies - No. 1No. *Re- Total . I. tionI Price iPrice .1 . On . Usable quested Cost Per. Text Title and Authors ! Publisher i Hand. pun 1101 Tchr.- arra,. 0o 0. am . . MO 1 la P". as 1 . !... si-Numer...set.-tv= ar . =o. . TM asp to r. .1 ri I Cre.41Imo t -Pa 14. INTERMEDIATE TEXTBOOK REPORT FOR EDUCABLE MENTALLY RETARDED April, 1967 Date Principal School - 4 AI MOM., .5 11111.0 IN.I. -.5 WO ~.0 . .5 ea s ; ....PO.. S. ft.111 "IP ... gam. expectedonPlease hand showforin your September,as accuratelyschool. 1967.. Estimate as possible the condition and number of your needs according to the membership .. books ofareBe 'new" suretousing receive tofor the report "old" Harpera new thewill seriesand texts be Row made of whichscience texts for using your estimated membershipyou now have. for texts, report those books. any subject, the substitution For example, if Ifyou you Si submittingThiscopytwo1966-1967. iscopies thekept requisitions. shouldin the beprincipal's office for future onlyThree order copies form of tothe be form filled returned to the Director are being sent to each school. out, eliminating the need for of Special Education. reference - the other One toIfPlease call. return these you need any help with inventory sheets by Tuesday, any part of your estimates, please feel April 25. free DirectorDalePrepared A. Samuelsonof by: Special Education inAssistantDonApproved Chortle Warner. by: of Superintendent Special Services 1111111121 1111"air SchOol 1 INTERMEDiATE. ANNUAL TEXTBOOK REQUISITION FOR EDUCABLE MENTALLY RETARDED ONLY For Year.1967 - 1968. I r , . 'No. Re-I Cat. . Limited Edi-IList Contract copies' .No. quested' ; Totalli II! Text Title and Authors , . Publisher tion Price Price on Bond Cost i No. ! Per tchr. / 1 Hand Usable . 1 11141 AD . . S. s. .a la MM.. owAR/ThMETICMD .a.4 a Omni. I". ea 4 110114 GI a : : ; . : : :t : 1 Working With Numbers ' 19541 .72 . ZO Benbrook, at al. Bk. 3 'Steck .4, 00E0.0 II IMMEINI1 11I arme atm. . 1 Working With Numbers : 19541 .72 wawa Teacher's Edition or -wow ... - Av.. . 4 vim me...... 466116,~6MO 6. Steck 66/6866M ril. I wammiwiew . 'I DICTIONARIES . 41 11. - .4 1 1 4 a 1. a sh a . . ----.- --*------.*------6--' a. 10 Storybook DictionaryScarry: - 1i .Golden . .--.. a4 a 1.: 6 6 I .- 3.99 ...... -...... I Press ...... M; ! .1..9. I1..5.M.. I ... 3 WM2 .. sm...... ma. itrmadmi ...am, . a ..... i 'a HANDWRITING I 1 1 1 . I i ...... ! a a O. 111 a Sala Ilk -a...6 a a. a a . f a . a. iv a. a* . 1 i ...... a aoma.aa a Remarkable Alpha-Book e a - . Keeco . i . .. . 2.95 01. i ma 1 Manuscript Ed. I Products over 300 2.75 ... ..1. . Oa. w .M. i 3 Remarkable Alpha-Book . .ProductsKeeco ; 2.95 V.. Manuscript Ed. II : over 300 2.75 ...... 3 La Keeco . - wrowno.2.95 Ommusr t ear. 0672nriHifige-B"' Products :over 300 2.75 anima . NOM 1 . 101P!ai 11110 1 No. / I.a=a - 1 1: Intermediate Annual Textbook Requisition For Educable Mentally Retarded.Only . 16.11.01 VW UV a . V at ' . If Cat:. Limited =11. =11...1 .------. .--- Edi- List Contraqt 4" 3.. No. , questedNo. Re- Total :No. No. Text Title and AuthorS Publisher ticdPrice Price iCopies . Usable 'Bond Cost ...... ;!...... m...... mfte..w ]er tchr. HEALTH _ ... a _Os, s a . !. on Hand 10 Growing Every Day/- Lyons & 1965 1.77 . , (Gr. 3) Carnahan . .1 tt 1 Teacher's Ed. . Lyons g 1965 1.77 - , Carnahan , -.1...-_. i ' . . . . i 10 You and Others(Gr. 2) CarnahanLyons g 1965 1.68 , ., . . 1 Teacher's Ed. 4 Lyons & 1965 1.68 I . . _ ___ Carnahan ...... _ _ . _ 3,,,. _ _. ___ ANGUAGE ARTS ...... -_ _ . . . . . These Phonics Books aye i . . limited. to a Total of 20 . . - fi Student Books per chr. . . Select according to ability needs. . . . . PHONIC WE USE Lyons g 1966 . ..48 ______BookBOO.k-A--: 11- L.gi..f PP LyonsCarnahan lc lt. . !- ...... r. .. Carnahan . oo 'Toms - ...... _. I. - Gr. . 'Carnahan 1966 . --, Book. 3. . .. e - _ Book E - Gr. 4 li ... - . . . . . I = cm EM f1 . . . 7711111 1;;;F-1== Intermediate Annual Textbook Requistion Retarded Only For Year 1967-1968f 1 School: 1 No. e ; No.Cat. lLimitedINo. Per Title and Authors Publisher fEdi- Listtion (price. Price Contract, Copied Ala . on .WUsable Bond .questd Tota'Cost -ten-. - s 1Text READING SKILLS. . la . Yu& e 1 .ade 4.0 New Adoption (Gra) . . as.. 1Ia... .11 1 ....14,00 Reading Skills an* .. . 11. 1 a ...... 1. ....mmas. -Se New Adoption Teacher's Ed /. 41000.410 4 OP. L ea 4 8 e Reading Skills 3. t-. ReadingNew Adoption Skills (Gr. 3) 3. 1 New Adoption Teachers Ed. ...M. OP a. 10 Talking & Writing Gr. 2 Steck .a. 19631 ' .80 .64 .00 Consumable Steck .0 1I. 1963: 80( 1 .64 ...e. .. 10 . ConsumbbleOur Language Gr. 3 . V. .. II ...f. BASM'REACINT-ww`*""--Series is limited to 20 as ! ' WkbksStudent Texts and 20 Stud per tchr. nt mama. ... [ WorkbookDownBond Our Way - RegReg. Ed. Ed. et al - Gr. 2L 1 CarnahanLyonsCgTriggin. & 19621962 2.32! 1.74.80 .60 ... .4 1100.01 .1 . 1 . . t . I INTERMEDIATE ANNUAL TEXTBOOK REQUISITION FOR EDUCABLE MENTALLY RETARDED ONLY. For Year 1967 - 1968 -__ I 'School Cat. Limited Text Title and Authors . Publisher Edi-tion ,PriceCiatItContract Price on es . Usable lo. questedNo. ReT. CostTotall. No. No per tchr Down Our Way - BASIC READING (Copt d) ClesiMate E. Hand Bond ...... Bond own *Lir nay et al - Gr. 1 assma e Carnahan.same-Lyons & 7.9ri 2.32 .86 T 1.74 .60 amilM Workbook - Gr 1 , . I MIIPINNIMM.10s BondJust -for Gr. Fun-Reg. 2 L-2 Ed same 1962 2.24 1.68 .11 WorkbookJust for Fun Reg. Ed. same . .80 .60 Just for Fun-Classmate Ed. .Gr. 1 same 1962 2.24 1.68 i WorkbookJust for Fun-Classmate Ed. same 1962 .80 .60 . BondStories Reg Ed.from Gr. Everywhere. 3 L-1 same 1962 2.44 .80 1:83' .60 Class.WorkbookStories Ed. Reg, fromGr. 2 EdEverywhere samesame 19621962 2.44 1.83 1111111111W77"- MENTALLY RETARDED ONLY School INTERMEDIATE ANNUAL TEXTBOOK REQUISITION FOR For.Year 1967 - 1968 EDUCABLE . .fm, .10m. a 0- Z...... 1. ...Q...... 111 a a gnome,. ea Or - I w . ' g. w .o Cat. -am.. Limited41 r. Text-Title and ... . Authors Publisher 4 d Edi-tion List Pric I Contrac Price Cbrice.1 on ' Usable No. No.quested Re- Total Cost No tchr. per BASIC READING (Contsd) ._...... -. "_...... Hand .-- . Bond - erwoousimommor.IT611117TorClass. Ed. Workbook Everywhere / iriiiirs17 Carnahan :60 OnceOncBond,Wkbk Upon Reg.Reg. a StoryStorytimeEdition Ed. Gr. 3 L-2 Time OnceCnceClassmate Upon Upon a aEditionStorytime Storytime Er. 2.3 WorkbookMeeting Class.New. 01.11alrom. Friends Ed. _Bond, WorkbookMeeting.Reg. New Reg. Ed.Ed. Gr. 4Friends...woman wo - ob. *a... ClassmateMeeting New Ed. Gri FriendsFriends Class. 2.5-3.8 . Meeting New .. - MOO" 1 0.1111...11.01=111.M...41.Ed.GuideDown Workbook Our(Both Way Ed. Teachers Includ.) an .60 1 3.Down Our Way Teachers-Edition- Wkbk Reg. Ed. - same 1962 . r. I PCO -School =11101. INTERMEDIATE ANNUAL TEXTBOO$ REQUISITION For Year 1967 FOR EDUCABLE MENTALLY- 1968RETARDED ONLY Cat. Limited ofitmt "0* and Authors Publisher lEdi- tion PricE List Contract Price Copies.' on Usabl No. questedNo. Re- CostTotal No. No. P64. 1tchr Wkbk-Tchr.Down Our Way-ClassMate Ed. BASIC READING (Cont d) it! Ed. CarnahanLyons a 1962 .80 .60 Hand Bond 1 Just for FunFun-Reg. Teacher's Ed. Guid: (Both Ed. inc1.) samesame 1962 4.00 .80 3.00 .60 AMP 1 Just for Fun-ClassmateWkbk. Ed. Tchr. Ed. 11 same 1962 .80 . 60. 1 Tchrs.Stories Guide(Both from Everywhere Ed. Wkbk.-incl) Tchr. Ed. same 1962 4.00 3.00 1 Reg.Ed.Stories Wkbk.from EverywhereTchr. Ed. - same 1962 .80 . 60 11 OnceClassmateStories Upon a from Ed.Time-Teachers Wkbk.Everywhere Tchr Ed !OW 11111111 samesame 19621962 4.00 .80 3.00 .60 411 ...lab 1 Once Upon a Time-Teachers(Both Ed. Inclue) Guide same 1962 .80 . 60 1 Once Upon a.TimeReg. Ed.Wkbk. Workbook same 1962 .80 . 60 .11 IIIIIIIIIIInwM II Tchr.i Ed., Classmate Ed. ail -r 1 INTERMEDIATE ANNUAL TEXTBOOK REQUISITION . . . FOR EDUCABLE MENTALLY RETARDED ONLY For year 1967 71968 . School *MIN I List No. INo, Re- Total ... Limited No '7ext Title and Authors Publisher tion Pric ContractIMMIWIN =Om mon..Copies.Price Hand on Usable 'guested Cost ....D3911d der tchr. BASIC READING (Cont'd) V 4111/4111114111..41/110 1 MeetingTeacher's New GuideFriends (Both Ed. CarnahanLyons & 1962- ...n 4.00 3.00 s=1, 1 Meeting New Wkbk.Included) Friends Tchr. Ed. same 1962 .88ft .66 N.WW11.... r .... 141111011 Reg. Ed. 40Na 1 W. WOW., INIPOSNMW.. -58. ClassmateMeeting New Ed. Wkbk Tchr.SUPPLEMENTARY READERS UMW NWM=..-..... triends Ed same 11167-788 WrmW WOO. ISM.. MOW. 1 . WNW WMNIMME1. NVSpece Age Books - . Benefic iwww 17.60 13.20 OM . MogINNIA1111111..111.11~, .111111N1M10.11.1 Si MI set Corson (Gr. 1 -3 )8litles er Press SOCIAL STUDIES IIMIO - M.W.11.11. VW 0. a. ....pm Benefic 1963 2.80 2.10 1 . WM& ...SW 0. ip 1 .4 W Ins. V. MOW = ow a. YouMcCall, and Theet alNeighborhood (Gr. 2) PressSUM 1963 3.80 2.85 MOM Gr. 2 Teacher's ...... MN. .411./ NM. . ow* ...IA GIONNWPMaWINMOMEMY Edition . 10 a 0 You and. The Community . - same 1963 3.40 2.55 eft ....milm=11MW McCall, at al (Gr.3). same. 1963 4.40 3.30 Teacher'sYou and The Edition Community I co INTERMEDIATE ANNUAL TEXTBOOK REQUISITION FOR EDUCABLE MENTALLY RETARDED ONLY For Year 1967 -.1968 .0School . . mall OM ...MOS No.Cat'. -. Limited Per (Text Tile and Authors :Edi- iList , No. Re- INC. tchr ;Publisher Iition !Price! ' 'Contract Price onCopie61- No. ;Usable quested Bond I 11. OEM SCIENCE 10 1 Teacher'sThings Around Edition You (Gr.(Gr.2) 2) Steck .74 I. . 1041IM11 1 a You Find Out Teacher's(Gr. 3) Ed. 10I .74 1 call VallEMIONIMEN B 111 ..

I I 1 JR. HIGH/ ANNUAL TEXTBOOK REQUISITION For. Year 1967-- MR EDUCABLE 1968 MENTALLY RETARDED. ONLY - . ; No. to No. Re-. Tote No.Cist No..Limited Text Title and - Authors iPublisher ;Eck- List ..Contra t Copies 0.6 Uaable. No. Be Dis quested J Bound Cost- rer Tchris: :LANGUAGE ARTS In t Price..PriCe- Hand carded -20 ariasIllustrated for Young Golden' Readers (Gr. 7,8,9) v Dic.tion-ikroIvtin i 1 00 ieA.% 'Rev1965 i 13.95 . Curtis - Watters I (Gr. 7) ! .1 1.65 1010. ICommunications'CommunicationsGetting Started II (Gr. 7)-J. Bauer Follett 1966a ,1930 'OntOn Communicationsthe Way II (Gr. 8) the Way 1935 1 I'CommunicationFull SpeedIII Ahead (Gr. 8) Follett iFhonics. is Fun Book=1. .0 _1110...... _. KNOIM. I(Gr.7) 1 ModernPress,rurrir .. .1 'Phonics is Fun Book I ICurricul Modern ay MO !Teacher'sIPhonics Guideis Fun Book II ModeinPress !i urrinulum mIMMION. 1 Press ,,77.,"77.777:. ' JUNIOR HIGH TEXTBOOK REPORT FOR THE Principal 1967 - 1968 EDCUABLEMENTALLV kETARDtDSchool sesiamm nextThe schoolprime year in the purpose of this report is to junior high school determine the number grades. of textbooks that will be needed for the reference.estimateformPlease are showyour being needs sent according Theas other accurately two as possible the to each school. to the membership One copy is to condition and number expected for September, be kept in the of books principal's office.for 1967.on hand in your Three copies school. future of the PleaseAdditional note blank lined your budgetary allotment, forms are provided copies should be plus textbook adoption if they arereturned needed. to the Director of Specialallocation, and EdUcation. the figures indicated if at all possible. We would appreciate attempt to stay SOwithin Tuesday, April 25. Basic Budget *ALLOCATED EXPENDED receiving your completed seport by Prepared by: *RepresentsTOTALTextbook Adoption funds remaining as of December 31, 1967.. DirectorDale A. ofSamuelson Special Education inAssistantDonApproved Charge Warner of.by:Superintendent Special Services Scticiol JR. HIGH ANNUAL TEXTBOOK RE For Yclpr 1967 - 1968 ION FOR EDUCABLE MENTALLY RETARDED ONLY 1 MUD. 41=011.1=1111.102 sarairwrommoftir 10.111 =YAM. No.-Cat.. :.No. limi=.cd Tchte Text Title and Authors- PubliLhor Edi- tion PriceList Pricz-Contrrct dIme =~ :n Hand UunblzCopit4s No. '' B.No. Tc Totall did- Cet-it hocks5erimSelect-BASIC andlimitod READERS to 20 student according toworkbooks in all per tchr; Ccrd..id GRADE 7 . Daysbility of Adventurener.ds:. . OO LiAns . DaysReg. ofEdition Adv=nture Level 5 :LyonsCatnahan1.1962 & 3.12 2.34 4 .1111. OD Classmate Ed. Levnl 3.2 tarnaheni 1962 3.12 2.34 leo -'Days of AdventurPWorkbook Reg. Edit on gparnchan Lyons 1962 .88 - 1 .66 I Workbook.Days of Adventurm Lyons e -7( 1 1 TeLciler'sDays of Adv2hture Guide Classmate Ed. LyonsCarnahanarnahan 19621962 .00.88 . 3.00 .66 OMANI. 1 ...T iWal-kbook'Days of AdventurR - Teachers Rile. Ed. Lyons Edition=Catinahan; 1962 ; .88 i .66 1 ;Teacher's;mete:Days Edition of AdventureEdition Workbook - Class- 1.yoms Cainahan 1962 .88 ' .66 S JI:.] JR, HIGH ED ANNUAL TEXTBOOK REQUISTION ED rir LI FORr EDUCADLL mcNIALLI RETARLEC. I - 1968 ED ED ONLY NG._ t. No.Limited v LANGUAGEText Title ARTS and (Cont'd). Authors iPublisher ItiaqEdi- Price:PricaList Contract Copiez:1 Na. un H.Tanci.Usable .Bound cuost;:d No Re- CostTet;-21 Pnr Tchrt . A, .4. 1 i .... .! .._ , .. 40MM i ,4 1 .....maaarea. Almas .....4..0. ww/ .i I, IbMwm.. A .I. . Modern _ I a .I. PhcnicsGr. 7 Tencher's is Fun Guide' book II 4Curriculumpress i 1964 2.60! 1.95 . aa ea :a 1110MMA 5 $ ;. _Phcnics is Fun bock III turricaumModern. ,Print 1.12 In .84 I (Grvde 7)Phcnics(Grade Is7 Fun_Book_III. Press ressodorn Num__ 2...6044;95_ +./ . _...t. .111 .'614 to Bock' A .(Grede 81 i Morrill - :1965, .88 i .66 Phcnics Skilltexts i 4 l 1 1 -3691 Bock A Teacher's Edition . f A I Phcnics Skillt:2,*ts !Murrill. 1. 1965 J __ .86 __4 1 .66 I I 4i ;624 -10 1 i BockPhcnics. 8" Skilltexts (Grode8) * , , lo Merrilf :1965; ! .66 692. 11: ...... 1. I Bock ..i 8 YR.(Grade 8). Edititiv- 0...... ____4- al.. a.. a imam...... as .88 . I iftcnics Skilltoxts INI . 41 11.111 a . . ... am. i I II 1=11ilf OM...MP . JR. HIGH ANNUAL .TEXTBLEIK REQUISITION FUR . For Vupr 1967 - 1963 EDUCAjLE fiENTALLY RETAUDED UNLY 0 6.010.1. all/Mb.11.1I .0.1.11.4.4161. . IMMO 41.11...... V Cat. Limited. OW .0.4...... 1...... Edi-iList 1 ICentractICoPiesiiI No. ! $. a& 411 I !quested Total N13. PerNo. Tchr. Text Title and Authors 1Publiuher. .tioniPricelPrice i ;Hand on .1 Asable 'Bond 'Cost SelectbooksSeriesBASIC and limitedREADERS workbooks. to 20 instudedt according -to all per tchr. 10.061.024101.41m0Plo ability needs: 1 GRP DE8 Stories to Remember 'Lyons 4 w ay. . e ClassmateEegularStories Edition toEdition Remember Level - 4iCarnahan Level 6 M.O. OW. :Lyons;Carnahan & 19621962 1,16!3.16 2.37 2.37 StoriesJJprkbock to Reg.Rembmber Edition !Lyons Carnahan & 19c1.2 .88 I1 .66 i. IStories WorkbookToStories Remember Classmateto Remember Edition ICarnahan mr. -I !Lyons & 1962 .384:...66 / i_Teacher's EditionStories Workbookto Remember Teacher!s Guide Reg. LyonsCarnahanLyons & a 1962 .1..4.30 3.00 . ,CarnahanI saal .66 ;Edition 4111.11.4. 011111.0, ..11. r _ 11962 .....1111111011MV r: 14CO 5chool - JR. HIGH ANNUAL TEXTBDUK REQUISITION FUR EDUCABLE MENTALLY fiLTARDED toNLY For Year 1967 7_1910 LaNo. t No.LimitedPer Tchr Text Title an Authors Publisher Edi-tion rice1st PriceContrac HandCopisson Usable. No. ;fondNo.quested Ae Ccst Total ** ONO LIASIC READERS rr as ow 1 GR DE 8 BASIC READERSWorkbookStories to Teacher's Remember- Edition (Cont'd) e tc .1 v. tip CarnahanLyons I& -1962 .88 .66 Series Limitedbooks toanditorkbooks 20 student in ell- 3er tchke 11. dR.UE 9 abilitySelect needs: ° . according to CallClassmate to Adventure Edition Level 4.7 CarnahanLyons & dr. 19623.80 285 DeedsWorkbookCall ofto Men AdventureClassmate Ed. Level- 5.5 LyonsLyons.Carnahan S1 1962 .96 2 r DeedsClassmate of Men Edition Carnahan 1962 Jr, 30 L2,35 Teacher'sCallOlassmate to AdventureGuide Edition Wkbk Carnahan.LyonsCarnahanLyons L. C. =I 19621)62 .00.56 .72 SChool .JR. HIGH ANNUAL TEXTOGOK REQUISITION .FOR EDUCABLE MENTALLY RETARDED' ONLY a. a. MERMEN. allaal= Limited aaa Oa a owbor - 41, GINO M. es Gleam. For Year 1967 - 1963di- List No. No Re- Cat.No. No.Per Tch GR DE 9 (Contid) Text Title and Authors Publisher tion Price Price ContractCopies Hand lin Usable Bondquested CostTotal I GuideDeedsClassmate-Teacher'sCall toof AdventureMen Teacher's Workbook: Editio Carnahan 1 Carnahan.Lyons Lyons & 19621962 4.00 .96 3.00 .72 i DeedsTeacher's of Men Edition Classmate Ed. . CarnthaanLyons & 1962 .96 .72 1111 Set G.R.PacemakerSUPPLEMENTARY Crusher Story -12 READERS BooksBooks 411MmOD delow 3 rd. Level Gr 7 ;Fearon1 1965 9.ria . amp. Interesting Reading Series 1 Follett 1961 14.04 1 Set I Set SailorL.Level Eisner Jack 2-3 (9Series books) Gr.Gi. 8 9 I BeneficOFd41. LevelILasserman (10 books) Press 1960. 19.44 14.58 do a . ED =3 ED JR. HIGH ANNUAL*TEXTBOOK REQUISITION FOR EDUCABLE I.J L.1 Li MENTALLY RETARDED ONLY School For Year 1967 1968 1 li No.Cat. 'Limited.!No. per Text Title and Authors Publisher Edi-tion i PriceList Price ContracI Copies! No. No. Ra- Tot '3 61707 itchr. 10 READINGNew PraCtide SHILLS Readers A t. 1-lanr 'Usable! quested Bond Cos 25000 I 10 NewStone Piactice & Burton Readers Grade 7 B Webster 1962 1.32 i .99 0.0011.0. ..01740. 61714 1. i'New_Stone & Burton. Grade Practice. Readers 7 Webster 1962 1.32 .99 10 or OW NewTeacher's Adoption Manual I Grade 8 Grade 7 Webster 1962 .36 .27 if11.1! 10 NewNew Adoption Adoption II GradeGrade 8 8 ,.,... 20 : L-3-6NewTeecher's Goals Level in Manual1 Reading NewTeacher's Goals In Edition Reading Grade 9 Steck Steck 19601960 .77 20 WriteHelp reacher's&Yourself Spelling Manual to Read,Gr-91 I. Loesel I GinnGinn 19651965 2.40.11:80.72 4'77.54 .JR. HIGH ANNUAL-TEXTBOOK REQUISITION FOR For Year 1967 - 1968 EDUCABLE MENTALLY RETARDED'ONLY SCho41.. 1 1 . No... No. Re- Total Cat.No . 'LimitedNo.Pei Tchr Text Title and ...._ Authors. Publisher Edi- List...... _Price ContractPrice on Copies' HandUsable. Bondquested Cost . , _ ...... ENGLISH . . . . 20 New Adoption I (Grade 7)- ...... New Adoption I Teacher's _ Guide (Grade 7) 1111111 . . New Adontion (Grade 8). . ... 1 TeNew ch Adoption r's Guide Grade 8 10 Beginning Lesson-In English Regents . .... Fisher & Dixson (Gr. 9) Pubi. Co. 1959 1.25 1.00 . 10 SecondDixson Book -(Gr. 9) . in English Regents , 1.00 . 1.25 ...... _ Publ. Co. 1950 ...... _ ...... , ...... - ...... r ...... _ . jis HIGH L.: ANNUAL TEXTBOOK REQUISITIONILI Li L =FOR EDUCABLE MENTALLY RETARDED ONLY School For Year.1967 - 1968 40111111M.; No.Cat. PerNo.Limited Tchrt I Text Title and Authors i Publisher TionEdi- PriceList PriceContradt on Hand Copia. No. UsabletBound 'questedNo. TotalRe- Cost I.1 . . Grids 7 ! ENGLISH CLASSICS . . 1818-51.. Scott =Level-41--'HuckelberryRcbinsonLevel 4-6 Crusoe INNONIM~Palm~laggPs* Finn=.Brown Doich Garrardib teeman 1 ....momproosoformoi;ft....4.011ArlIW 2.192.01 1827-55 Grade 8 iGulliver's20,000Dolch Leagues Level-4Stories Garrard 2.19 aa..am ...Ow am .UnderLevel the 4-6 Sea-Modercw ForesmanScott 2.10 ',RobinILe4e1-4'IvanhoeLevel-4 Hood Stories - DoichDolch Garrard 2:19 1814-50 4 Grdde 9 'Eightt Treasured Garrard 2.19 1806-49 ... 'TomLevel!Siandrus, Sawyer 4-6 ModerOW, Stories Noyes . :ScottForesmanScott 1.9601: 2.07- Berglund Level-4-6. IForesman ! 1807-49 Moderow,!Treasure Noyes, Island Mitchell 'Foresman'Scottt i19491940 41/.. School OR..HIGH ANNUAL TEXTBUOK REQUISITION FOR MENTALLY For Year 1967 -1968 RETARDED ONLY A104.Cat. No.Limited .1 Text Title and Authors ,etmamemmommtwawaI Per Tchre Publisher ,tionEdi- 'Price List PriceContract . Copies On. Usable No. 1 No,questec Re-Total cost 1 aound 20 :Finding!HEALTH Your Way I Lyons & .1 Hand 20 1 ;Flans,Teacher's:Finding,Irwin, foret Your al.Edition Waylevel Level-4(Gr. 4 Gr. 7) 7 Living CarnahanFearonCarnahanLyons 11- ;1965 19651965 1.50 1.86'1.86 20 1Spitze,IWeIhudson, are What Weaver (Gr. 8) Rotz (Gr. 9) We Eat Steck 1966 :.96 .7 'MATHEMATICS 1 20 UsingKahn,Monty .DollarsHanna Maket (Gr. Sense and 7) Sense I FearonFearon .1963 1960 r MO 1.60 2.00 .1910 -1911 .20 1 WallaceFigureKahn,Figure Hanna ItInstruct.It Out, Out(Gr..8) Book Book I Gr. 9. Book I Gr. 9 Follett 11965, 3.75 1 School 011... JR..HIGH ANNUAL TEXTBOOK REQUISITION FOR EDUCABLE MENTALLY RETARDED ONLY For Year 1967 No.Cat. PerNo.Limited Tchr Twit Title and Authors Publisher .1 Edi-Lion I2ListE Price PriceContragt Copie On Han Usable No. quested CostNo. Ref- Total 20 SCIENCE VarnardoBasic Science Book Ifor (Gr. Living 7) Ipmws0 ..11.1= Steck 1965 .80 .60 .20 20 1 Teacher's-EditionNewNeiVernardoBasic Adoption Science Book (Gr.2for (Gr. 9)Living 8) Steck 1965 .80 .60 20 1 NewNew SOCIALAdoption Adoption STUDIES (Gr.7) (Gr.7) gni. no NewTeacher's(Gr. Adoption 8 Edition .20. NewTeacher'sNew Adoption Adoption Edition (Gr. (Gr. 9) 8) re fa=. smin 20 BolingerYou and (Gr.Youreac 9)World er s 1 10 Fearon 1964 2.00 1.60 .1 -No.SCh001 Cat. .1. No.Limited JR. HIGH ANNUAL TEXT80011. REQUISITION FOR EDUCABLE MENTALLY RETARDED Edi- List Contract Copies No. No. Re ONLY Total ,; 61C8P25 20Per Tch-. PRE-VOCATIONALPreparing forText Job Title Success and Authors PublisherHouston ti on Price Price On Han Usable BoundqUested Cost Reading Workbook (Gr. 7) SchoolpPublic, . 961 .50 040. 60.10..../NIMAD 61C8P26 ReadingPreparingTeacher's Workbook for Edition Job (Gr. Success 7) SchoolsPublicHouston [1961 .70 61C8P72 I Set TargetOccupationsArithmeticPreparing Series, for Workbook- (Gr.JobMatyas Success8) (Gr.7) et, 1 AssociateMafex 33.00 .50 20Set TextsActivity consists1 BooksPosterTeacher's of: Set Guide 1 Unit (Units 1,2,3,4)5Finding Volumes Your. .each Job unit (Gr. 9) . Finney 1963 20.42 Unit 4*.- JR. HIGH ANNUAL TEXTBOOK REQUISITION FOR EDUCABLE MENTALLY I= LI LJ RETARDED ONLY t...... J .Cat. School Limited . F.P_ .TVe.E._1967 7 .1968 r No. ReiTotal ;- No. No. Edi- List Contrack Copies No. iquested. Cost Per Tchr GUIDANCE Text Title and Authors MOO .0 Publisher tion Price Price'. On Hand Usable Bound j 5 The Language You Speak 1 t. OS . 5 The Phone Calls you Make 0553 Turner (Grade 7) Follett 1966! +-- me.w...... 0111P ... 0556 5 The Letters You Write 1966! 1 0552 5 "1 TurherThe Television (Grade 7) YouWatch Follett all. .81 alma 05550554 5 TheTurner MoviesNewspapers (Gr. You 8) SeeYou Read Follett. 196519651 .81 e.ammo...mmiwomi.v.....mmiopmm.morommie 0559 1 Teacher'sCommunicationTurner (Gr.Livingston Guide 8)Series (Gr. 7) FollettFollett 196611966; .81 .81 0559 20 1 NewTeacher'sCommunicationTurner Adoption Livingston Guide Series (Gr. 8) (Gr. 9) Follett 1966 .81 Teacher's ewEdition option r 1 LIIM11111=i HansonThe Care Teacher's We Give UseOur (Gr.9)Clothes Steck. , 11966:1 1.24 Schole: . a ..nraimm. JR, HIGH ANNUAL TEXTBOOK REQUISITION FOR EDUCABLE MENTALLY RETARDED ONLY No.Cat. No.Per Tch Vt tiara Edi For VeRr19.67---.1§6,13-L--- List i Contrac OCopies' No. quesi No. edRP CostTotr.! me Text Title and Authors Publisher GUIDANCE (Cont'd.) Price Price Han nd Usuab _ Teacher'sandNew Use YouFabrics (Gr. Butman 9) - New Clothes- Steck 196i 1.24 . . . , I

U t. SECONDARY TEXTBOOK REPORT FOR EDUCABLE-MENTALLY RETARDED April 1967 LI Date Principal School Please show as accurately as possible the condition and number of books areBeexpectedon hand sureusing intofor theyourreport September, Harper school. the and texts 1967. Row whichscience you texts, now have. report those books. Estimate your needs according to the membership For example, if you If you _copy twoofis1966-1967.are "new"keptcopies to receiveinfor shouldthe "old" principal'sa be newwill returned series be.made office ofto usingtextsthe for Director yourforfuture anyestimated reference ofsubject, Special membership the Education. substitution for Three copies of the form are being sent to each school. - the other One toIfsubmittingThis call.you is need the requisitions. anyonly help order with form any to part be filledof your out, estimates, eliminating please the feel need for free PreparedDirectorDale A. by: Samuelsonof Special Education InAssistantDonApproved Charge Warner by: ofSuperintendent Special Services School Igchnical High SECONDARY ANNUAL TEXTBOOK REQUISITION FOR EDUCABLE For Year 1967-1968 MENTALLY RETARDED ONLY 9th . 'No. Cat. Textand TitleAuthorsGrade Sped. cisRRRR x-R7p Publisher Edition PriceList contractPrice OnCopies Hamal_ No.Usable - CardedNo.Be toDis- 'No. QuestedRe- Texts'PlusSur- CostTotal 1814-50 Eight Treasured Stories iii g on. - g LowScott Co. ForesmanRoth L.'. 19501965 2.01 .74 1.51 3840 3840 4 .6 04 1829 Famous Mysteries Sandrus BookScott Ser. Foresman 1955 2.01 1.51 17 17 . 7.55 18071806 TreasureTomTrouble Sawyer AfterIsland School-Bei ScottScholastic Foresman 194919401962 1.98 .26 1.49 2518 1825 7 10.43 Leavell AmericanScott ForesmanBook Co. 2.10 22 22 . A BeadinoCall1 C,11 to WithtoAdventure Adventure a Puipose WKBK LyonsL ons Carnahan 19621962 3.603.50 .96 2.702.63 .68 0 2225 59.4065.75 Deeds of Men-Bond WKBK L Lyonsons Carnahan Carnahan Classmate 3.60 .96 2.70 .68 . 22 14.9659.40 - .

t . : . CO1.1 E:1 E=1 = =1 ad --...... ligagsYSchool -Technical Hi h SECONDARY ANNUAL TEXTBOOK REQUISITION For Year 1967-1966 No.Oat. Text Title Edition List Contract OnCopies H. Us.bNo. e C.rdedNo.Be toDis- Re-No.sues ed . PlusSur- e C.Total and AuthorsSailor Jack-Homer Pots Benific PressPublisher 1962 , 1.00Price Eace .75 5 5 7 ' 5.25 TheHelpWrite SoundYnurcIplf and WaySpell-Lossel Bookto Rrli.n0jBenific I Benton Review Press 1967 1.00set .60 4575 0 22 16.50: 9.90 Building A Strong Body Venture Media 1963 ... --- 1.00 set .75 22 l6.50

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. . . , . - . . . - . . . _ ! . i ...... SECONDARY V ANNUAL TEXTBOOK REQUISITION School Technical High .1.1.1 For Year 1967-1968 7 us-cum - No. to No. - fle PlusSur Total ' No. Cat..Na. ' Text .ndTitle Authors P blishe E i ton ListPri e. P ontract ce CopiesOn H. Us.b e C.rdeBe Dis I es ed. e C. . _ - ' 1.68 1.26 . . 22 27 72 How Airplanes Help Us Benefic Press ' How CommunicationsFoods Are Preserved Help .. Is Benefic Press 1.681.681.68. 1.261.26.1.26 00 22 V How Printing Helps Us Benefit Press MI - Jim Forest Readers. Harr Wagner 13.42 as 10.07 0 sets 5 NigPM50 35 The Sound Way Book II Benton Review tart. set.60 .45 .0 set 22 '9 90 . Employment Mafex Asso. ser. 33.00 .24.75 0 1

......

. . .

...... , O =1 =1 SECONDARY ANNUAL TEXTBOOK=I REQUISITION=I =3 =3 CM 1=1 =I . GradeTechni 10 . . For - . Cat. Text. Title List Contract. Copies No. No.Be toDis- Re-No. PlusSur- Total No. d Authors P blishe E. on P i e P e On H. , Us.b e C. de. sues e. e_ C. ,1: Turner LivinnstonulluR Caesar %iding pallntScott Foresman 19571962 A 1.56 1.17 3150 SetS 3150 Setp 11 I A 12.8 1840-60 - People to Remember Scott Foresman 1960 2.01 1.51 32 31 , 11 16.6 .4176-630n Target-HumPhrevill LeaionsWe Were There With Caesars ScottGhosset-Dunlap Foresman 1963 2.40set1.50 1.801.13 19 0 19 25 6 , 28.2-10.61 4;75-61 Top Flight-Humphrevill drawn Scott Foresman i 1961 . 2.34 1.76 18 18 7 12.3- Laugh and Learn Grammar Harr Wagner . . 2.80 2.10 . 0 . 25 , 52.51 . Uage Book Oral Language Practice . American Adventure Seriee Harper-RowVauhn Steck . S8 .60 1 0 25 ti Life In Different Lands Steck-Vau.hn 16.20 :1 4 .1 * 3 1sets 3 sets 15.01 ...... ,...... School GradeTechnical 11 Spec. High Classes X-G-A SECONDARY ANNUAL TEXTBOOK REQUISITION FOR EDUCABLE MENTALLY RETARDED ONLY ._ NO yaw V , %or wl, Cat.No..1815 LastandText ofAuthors Title the Mohicans. Scott PublisherForesman _19a:1ZsaL_.aa522z...... 2zEdition PriceList ContractPrice OnCopies Hand No.Usable CardedNo.Be toDis- guested.Re-No. TextsPlusSur- CTotal 1837-591808-38 CallWhen of Washington the Wild Danced ScottScott Foresman - Foresman 1950 1 83 1.38 . 22 1 22 il taow MayflowerDoWe WeWere Get ThereOurPilorims shelter With The\ BeneficDunlap Pres$ Groat -1412fL-L26--f---0--r------1 cn 3 p YY 9922 91_7924.86 American.History-Baldwin Noble & Noble i---ILE- . - 2.08 1.56 5n 5r earning- English-DixsonRBI :..k of En11=h Dixson Reoents'-.- - .. . . DeepThe SeaJob AdventureAhead-Goldberg Series HarrS RA Wagner 19621963 5.763.95 42.97 32 sets 45 5 45 Teen AceAoe Tales IA Heath 1959 22.10 10 1 158 r 58 10ln 112 34.7634.7& . T-en Age Tales I Heath 1959 2.10 1.58 10 ' 12 34.76 - Technical High SECONDARY ANNUAL TEXTBOOK For Year REQUISITION EDUCABLE MENTALLY RETARDED 1967-1968 ONLY School Z2- . List ontract Copies No. No.Be toDis- No.Re- PlusSur- -. Total . Cat.No. Text .1.TitleCivics For Dimond PfliegerA ors Citizens LippincottP blishe 965 on P se4.001.56 e P 3.001.17 e ONI.U.beC. 00 e. 45es ea 35.0052.65 03001835-59 MacbethIndividualized En.lish Follett 1965 66.00 49.50 0 I 10 1 26.8049.50 1804-48 We WereVanguardMobi Dick Brown There atthe Pooleyetal Era' Scott Foresman 1961 3.572.61 2.681.51 0 22 33.22 MasteryOpening ofin the Reading Atomic Steck-Vaughn 1958 1.50 .84 1.13 .63 00 2222 24.8613.8613.86, ProgressBetter Livingin Reading Steck-VaughnPrarson Trading C. 19581964 2.001.50 .84 1.131.50 .63 00 2222 24.8633.00 How Schools Aid Democracy Benefic Press . ! .- SECONDARY ANNUAL TEXTBOOK For Year REQUISITION EDUCABLE MENTALLY RETARDED ONLY 1967-1968 School Technical_ _...... HighText Title List Contract Copies No. No.Be toDis- d-. No.Re-sues e. PlusSur- e C.Total Cat.No AncRnt.n Frinriatinn Authors Tit] as F.E.Fnllast+ RichardsP blisher Edi ton 19 5 Pie 4.14 P 3.11ce On H. Us.beC. 77 .: YouCommunicationYou - Clare Frinkle I F E Richards 1965 1.25 94 0 1 /i CommunicationGetting Started II Follett 1966 1.65, 1.24 0 5 6.2C6.2C OnCommunication The Way III Follett 1966 1.65 1.24 0 5 6.2f Full Speed HighAhead School Reading Book FollettI American Bk. Co. 1966 1961 set1.653.00 2.251.24 00 . 225 27.5( .

a O 206.

1. PART II PROGRAM EVALUATION

PROJECT EVALUATION

listed in Part II, Item11 Complete a page two and threefor each activity additional pages. of the projectapplication. If necessary, use In-Service 1. Project Number 67-067 Activity_ 10 months 2. Length of ti.le of activityin months June 30, 1967 Beginning Date September 1966 Ending Date .

Estimated cost of this activity orservice 26,643

participating in thisactivity by gradelevel: 4. Indicate the number of students

Preschool 3. 7.

Kindergarten 4. 8.

1. NO 5STUDENTS INVOLVES,. Total 2. 6. Full Timi2. Half Time 5. Number of staff involved inthis activity: rimarobjectives What were the priarobjectives of this activity?The oThe project will be stated.7-iiTatedto those stated inPart II, Item application. To help educators discoverfactors which invluence thelearning 1. behavior and development orchildren. To help participantslearn how to interpret validlythe materials 2. indicate the degree of Check in the appropriate spacesbelow the ones that progress made towardachieving the primary andsecondary objectives.

let Objective 2nd Objective Little or Substantial Little or Substantial Some no Progress Progress Srme no ProgressProgress ProgressAchieved* School Level Achieved ProgressAchieved* Achieved Pre-Kind. Kindergarten x x Grades 1-3 x x Grades 4-6 x x x Grades 7-9 x 4 Grades 10-12 x

this group. . * Little or no progress abovethat normally expected for apcmgc7".777,Tr.-, Vt

207.

0 PART II PROGRAM EVALUATION PROJECT EVALUATION(CON `T) instructions) resume of this activity. (Please see . Give.a brief -

(SeeSupplementary Sheet-next page)

activity. (Please seeinstructions) Summary andconclusions for this 208. Supplementary Sheet, Page 2

Part II PROGRAM EVALUATION

7. Give 'a brief resume of this activity. (Please see instructions)

The Child and.Youth Study Project was dividedintothree parts this year as follows:

The first year part of the, program is the laboratory course involving the building and interpreting, case teaching. Skill is developed in gathering data from seven sources, inclastifing these data,, and in using them to gaininsight into each-child's. .learning and behavior. Steps in the scientific method are .identified and practiced. The course includes twelve lectures, .extensive reading from a selective bibliography, andparticipation in.sixteentwo-hobr case analysis. This also involved a summer .workshop that was designed to prepare persons to be, leaders or co-leaders in first year Child.and Youth Study. This workshop Consisted of fifteen one and a half hour lecture-discussion meetings, fifteen two-hour case analysis periods, andaminimum of two hours per day of reading from a selected humandevelopment bibliography. In addition to learning the content and processes that was involved in the first year Child and Youth Study, perspective leaders learn about the roles of consultants,,a structure and dynamics of building faculty groups, of working Child Study Groups, the scope and content of book t in the bibliography, how to help groups develop an appropriate code of professional ethics, how to help. individuals to learn tomake effective home visits, and how to interviewcolleagues.

The second part was the Advanced Laboratory Coursethat .

involved. the.building.and interpreting case studies of,children - and young people that the participants were actuallyteaching.

.Utilizing these skills to develop in the rirst year course, . . lectures,' - the participants heard twelve advanced human development did extensive reading from a selected bibliography, and'participated in sixteen two-hour case analysis periods. The methods of-case analysis, differed from the first yearprograth in that depth analysis of factors influencing learning and behavior in each area of a seven arealluthan development framework must be completed before the case record can be interpretated as a whole. A summer workshop was akso designed to prepare the persons to be Leaders or co-leaders in advanced Child and Youth Study. Fifteen hour and a half advanced human development lecture -discussion meetings and a minimum of two hours a day of reading from a selected' human development bibliography are required. In fifteen two-hour case analysis periods, participants formulate the questions that must be answered in each area of the seven area framework and work out the answers to them in a caserecord built by a participant in a second year Omaha Study group during the previous year. -,tatmaeorigsLtf-il

.209.' Supplementary Sheet, Page 2 (Continued)

A third part of the program for this year was a practicum seminar on the individualisation of instruction to accelerate learning. Selected per6ons were encouraged.to individualize instruction in ungraded rooms. A maximum of pupil-teacher planning, independent individual, and group study on the basis of agreed upon contracts to cover specific subject matter in skill learning. Maximum use of the program material, recording instruments, and visual aids. Fully flexible schedules, many direct experienced trips, walks and experiments, and pupil participbtion in the evaluation are sought'. Year plans and daily lobs of activities were kept by participants together with the extensive samples of pupils work and appropriate recordings of individual language and of group activities. Sixteen bi- weekly, two-hour group meetings to share materials andexperience, to evaluate progress, and to plan what steps arerequired. An evaluation of the effects of the classroom on the basisof the pupil orientation classroom classes as being conducted by the Omaha Public Schools. Individuals also submitted recordings, unit plans, daily logs of activities, and extensive'samples of pupils work to the coordinator of the ChildStudy Program for evaluation by the consultants.

.(See special study by Deanna J. Dubsky on following pages.)

ram `--.Yr.-Z.ZZItaW4t1Mt:

210.

The following. material is quoted froMa study made by Deannb J. Dubsky, "A Study to DeterMine the Inducements Which Woad Encourage Competent TeaChers in a Disadvantaged Area to Remin ih That Area".

CHAPTER III THE MATERIALS USED AND GROUPS STUDIED

This study was designed to show whether or not thereare some inducements that a majority of teachers from a disadvantaged area would consider significantly important as deciding factors in determining whether or not they preferred to teach in disadvantaged area.

Restatement of the hypothesis. There are specific inducements that teachers from disadvantaged areas deem significant in retaining competent, qualifiesd educators in schools which serve predominately disadvantaged children.

Materials.. The experimenter used personal experience, professional interviews and current research as guidelines in designing an instrument that would measure teacher preferences.

This instrument, which consists of an explanatory cover letter and a questionnaire, was then submitted toa sample group of educators-from the research area. This was done in order to check equality of preference choices included in the questionnaire and to insure clarity in the stated purpose and directions for completing said questionnaire. A final draft of this questionnaire and cover letter was then submitted to Mr. Don Warner, Assistant Superintendent in charge of Personnel for the Omaha PubliC.Schools, in order to obtain permission to conduct this research. Both the questionnaire and cover letterare included in the appendix of this research paper. The cover letter, questionnaire and a stamped, self-addreesed envelope were paper clipped together. The envelope was provided in order to assure each participant that their choices were confidential and would be _used only for this research project.

Participants. The participants in this study were the teachers presently assigned to eight of the A.I.D. schools. The participating schools En i their s',:aff members are as follows: Number of Regular School Faculty Members Conestoga 21 Druid Hill 21 Franklin 32 Kellom 28 Lake 17 Long 15 Lothrop 43 Saratoga 26

The total number of participantswas 203 teachers. CHAPTER IV' THE STUDY AND RESULTS

Technig. The research instrument was distributed through the school mail to each of the, eight participating schools. Included in each packet of materials was a personal letter to the principal of the school in which the purpose of this research was restated. The principal was also requested to distribute the material to each member of his regular staff and thanked for his cooperation:

On April 28, 1967, the research instruments were distributed to the teachers in the participating schools. May 3, 1967, was the date specified for the completion and return of the questionnaire to the researcher. Return of the questionnaire was processed through the U. S. Post Office to the home address-of the- reSearcher.

Results. Of the 203 participants, 164 responded by completing and returning-thequestionnaire to, the researcher.. This indicates -a response of 81% of the participants.

The questionnaire requested the participant to state the grade level in which she is, presently teaching. "Primary" referred to the area of kindergarten, .first grade, second grade, and third grade. "Intermediate" referred to grade levels from fourth to sixth grade. Unde.signated will refer to teachers who did not designate grade level or who are remedial reading teachers who are not confined to a grade level.

The questionnaire consisted of fifteen possible preference choices which Were listed in random order. Each preferice was assigned. a letter symbol. These preference choices will. be referred to by their assigned letter symbols in the remainder of this paper.

Tables illustrating the item analysis which was performed on preference is included in the appendix of this paper. Thus, the exact placement or choice of each of the possible inducembrits is evailalbe for the reader. The remainder of this paper will deal with the number of participants who chose any given item as one of their first seven preferences. ,,Anallts. The following table indicates the total 'number of times each item was selected by the participants according to. their *designated grade level. These figures represent the total nUmber of times'an item was selected Iogardless of:its position of preference given by the individual participants. The last column reports the percentage of participants who chose any given item'as one of their seven preferences, . .

Item Primary Intermediate. Undetermined total. percentage (96 Responses) (55 Responses) (12..Responses)) t. A 31. 18 2. ,51 31.1

e 67 . 44 7 118' 71.9.

C 90 5.1 12 .153 J .93.3 D 40 17 . .1 58 35.3 E 41 26 6 '79 48.1 F 59 28 7 1 94 57.3 -.45 a 34 7 86 '.' 52.4 H ,33 23 . 6 62 37.8..

84 .. I 46 10 . 140 85.4 J 17 2 22 13.4.: . li 23' ..14 2 39 23.7 L 48 26 9 .83 .50.6 : M 46' 27 7 80 48.8 IV, '9 . 5. 2 .16 9.8 0 38 2'2. . 64 39.0.

TABLE I Composite of item analysis and percentage of participants:who chose,item as one of seven

preferences. -

Table I indicates that 93% of the participants chose Item C. as being significant in retaining competent, qualified teachers in "a disadvantaged area. Item C is stated, "Employ extra personnel to supervise lunchroom and playgrounds so that the classroom teacher would have a free lunch hour".

Participants ranked Item B in third placewith 72% indicatihg that it would be significant in retaining competent teachers in disadvarttaged areas. Item. B stated, "Provide Music and physical education teachers regularly in all grades, every day, to allow teachers, an extra 'planning period".

Participants ranked Item F in fourth place as itwas selected by 57%. Item F refers to the provision for an attendance clerk. Item G was ranked in fifth place as itwas selected by 52%. Item G provides for incentive pay for teachers in disadvantaged areas after-two years of successful teaching in the area. Item L was ranked in sixth place as it was selected by 51%. Item L provides for a school psychologist for every 500 students enrolled. Item .M Was ranked in seventh place as it was selected by 49%. Item M provides each school witha full-time librarian and adequate remedial reading teachers. Item E was ranked in eighth place as it was selected by 48%. Item E refers to "teacher aides". Item 0 was ranked in ninth place as it was selected by 39%. Item 0 refers to the improvement of the "image" ofarea teachers by requiring that only teachers with two years of successful g ia4

213

213. teaching in the system and appropriate in-service training could be assigned to a disadvantaged area. Item H was ranked in tenth place as it was selected ,by 38%. Item. H provides for a rotation system to be employed by the administrative staff in assigning teachers within the system. Item D wasranked in eleventh place as it was selected by 35%. Item D provides an allotment of $25.00 for each teacher for purchasing instructional materials to fit particular needs within the classroom. Item A was ranked in twelfth place as it was selected by 31%. Item f provides for a substitute to replace classroom teacher so that she would have three days of °released time in order' to make home visits, participate in in-service programs, childstudy, ,etc. Item K was selected by 24%. Item K refers to the provision of sufficient audio-visual equipment. Item J was selected by 13%. Item J refers to the provision of modern, air-conditioned facilities. Item N was selected by 10%. Item N refers to lim- iting individual school enrollment to 500.

Comparison of results by participating groups. Table II shows a comparison of eech item or preference choice and the percentage of particiDants within each group that chosethat. item. The groups were defined at the beginning of Chapter IV.

Item' Primary Intermediate Undesiinated Composite

A 32.3 32.7 16.6 31.1 B 69.8 80.0 58.3 71.9 C 93.8 92.7 100 93.3 D 41.7 30..9 8.3 35.3 E 48.9' 47.3 50.0 48.1 F 61.5 50.9 58.3 57.3 G 46.9 61.8 58.3 52.4 H 34.4 41.8 50.0 37.8. I 87.5. 83.6 83.3 85:4 J 17.7 5.5 76.6 13.4 L K 23.9 25.5 16.6 23.7 L 50.0 47.3 75.0 50.6 M '47.9' 49.1 58.3 48.8 N 9.4 9.1 16.6 9.8 0 39.6 40.0 33.3 39.0

TABLE II Percentage. compar4son of each item for the three sub-groups within the participating research group.

The intermediate teachers had a greater percentage (80%) of teachers who selected Item i3 then did the primary teachers (70%). Item 8 provided for full-time music and physical education teachers. It should be noted that traveling teachers in these areas now serve the intermediate grades on the average of one class period per week. The primary grades now operate completely Mr=

100

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: ..., . s: *; tar4tsite percentages of ariicipents uho chose it= as -me of seven preferences. OraphIillustrates rrephicelly tho percenta7eor times ant givenlima vas selectedby the participants as en inducementthat weld bo sigairicant in retainingclmpetents qualified teachers in adisadmattged area.The rank order of each preference choice. ..V1.7 IC; .1011

classrooms without the assistance ofanY'a0e4ii feedhets. jaitV4w6percent ofthe piim#V. teai.iet:aereOtad 4661 .0- :00tWOnli01$ Or th0 intOmedietiHteaChei'06elecite*: 00400 'ti*V5:0o**.tOacnet.alibtmeht for. purchasing Ula* Anettabti6hal MOeilale.tot the clatei.00M.

Sint,-two. tl'er'ceht.Ofthe ..primary te6 F while onIV:$116.0 the 'intermediate taadhei0.015se ..046 ttgi% Item F' provides roi an attendanCe

. SIxtv.-;tbili percent of the intermediateteaChers participating selectedItem.5 while only .47% of the primaryteachers thope this item; Item 6 referetotheEstablishmentof incentive pay. 1te6 shaws great diecitpancies as 71% oftire undesignated grocip:a.iteciedit; 6% of the interMediste gkodP;and 18% of the primary. group.Itom. 3. allOwe fortheprovisionof modern, ..

$404V4ive percent 0*. the, )40dealgneted group. selected 4194.0r..the:OttaMedjate- OeV6h6logIat for tadh-t00,,: 6h#41etcL

4t44:.4... gas .sirettOttby'. 32% of the .primary terahgts,'..33% Ef the:,*W040.6. abete and ofhe l. . . 4hd661664ve . . 216.

CHAPTER U SUMMARY ANDCONCLUSIONS.

Summary. This studywas designed to determine not there are inducements whether or that a majorityof teachers from disadvantaged areas. According to thisresearch that pertains particulary to the A.I.D.Schools within ,theOmaha Public. School Systems, thereare some inducements thata majority of the participadts felt wouldbe significant inavoiding the administrative problem of large teacher turn-over and generaldiffi- culty dri.staffing schoolsin a disadvantagedares.

The three choices whichwere selected most,often ground and lunchroom are play- pr.rsonnel; class sizeof twenty-five; regular music and physical and education teachers forall grade levels. This would seem to indicate thatteachers in disadvantaged areas feel a need for more time toprepare for their students." Further research would be neededto determine exact motivation for thesechoices.

Conclusions. Many teachers addedcomments to their naires. In this way, they question- conveyed their interestand concern for their classes and their disadvantagedcommunities. As previously stated in this paper, the teachers feelmore frustration because th6ir students do not achieveacademically at the rate. standard

As previously reported, Omaha is working inmany areas to increase pupil achievement in the disadvantagedareas. in 'the "area" Teachers are participating activelyin many teachers in the "area" programs. 'All have remarked aboutthe improvements have already been which put into practiceto some degree. This research reject shodldindicate theprograms or improvements which the teachers feel^ are most important. It should alsoin- dicate areas ofweakness.

The preference choices included in thisresearch were set arbitrarily by the researcher. More research wouldbe needed if administrators would seriously consider givingteachers in disadvantaged areas any special inducements. In their research, they would state preference choicesthat their schoolboard would financially findpossible for application.

This study doesindicate teacherpreferences in Omaha present time. at' the If administratorsdesire to reducethe teacher turn-over in disadvantaged arear, his r2vearch providesinfor- mation as to thekind of help andchanges that teachers sently placed in the pre- disadvantalgedarea would consider important in persuading themto teach or continue teaching inthis "area". APPENDIX A' COVER LETTER

April 28, 1967

Dear Teacher,

This questionnaire is part of a research projectrequired to coinplete the course "Supervision and Administr:tion of the Elemen- tary School° at the University of Omaha.

It is hoped that the information nbtained from thoE.?quEstion- naires' will be beneficial in determininj i.mprovements, or cOnditions, would be desirablE in attracting and retainingqualified, competent teachers in disadvantaged areas. The questionnaire is being sent to allteachers in the AIDElementFlry SrhoolE;.

As a teacher in the AID area I feel that this problem is worthy of extensive research. In order to make this study significant, it IS important that the resultsreflect the opinion of every ohe of us.

I Would apPrt-ciute it greatly if youwould carefully consider this questionnaire as soon as posSible andrdturh. it ands _ inthe .a6compan9ing, self ..raddiessed :envelope..

Than ytti its adVaOce tat your tithe andconsideration.

Sincerely,

Deanna J.. Dubsky

Phase return this queStionnaire nb later than Wednesday, May' 3. 218.

APPENDIX A

QUESTIONNAIRE

GRADE LEVEL: -Primary Intermediate

Please number these improvements in the order ofyour preference. Thus, your first choice or the improvement'that you feel is important would be numbered 1; the improvement .that you would rankas second in importance would be numbered 2, etc. Please choose seven improvements and list them in the order.of'your preference.

A. Prmiide a substitute for the classrobmteacher so that she would have 3 days of "released time" per quarter at which time shecould make home visits partinipate in in-serviceprograms child study groups, etc.

Provide music and physical education teachers regularly in all . grades, every day, to allow the teacheran extra planning period.

Employ. extra 'personnel to supervise lunchroom andplaygrounds so that the classroom teacher would havea free lunch hour.

Provide an 'allotment of 25.00 for each teacherwhich .she could use to purchase instructional materials to fit particularneeds in her classroom.

Provide one teacher aide forevery six teachers so that teachers could rely on them to do all classroom duplicating,locate supplies, cut paper, and be of general assistance to the classroomteacher.

F. Provide an attendance clerk who would record allabsences; maintain the .individual register- from the absencesheet turned in by the teacher; and put attendanceon the report cards and permanent record' cards.

Provide automatic incentive pay ($400per year) after two years of successful' teaching in the, area.

A special rotation system where teachers wouldbe moved at least once every five years to another area within the system.

Absolute maximum class size of twenty-five.

Provide modern, air-conditioned facilities:

K. Provide sufficient audio-visual- quipment so that it is easily available when needed. (Example: tape recorders and overhead projectors shared by two classrooms) APPENDIX A

QUESTIONNAIRE (Cont.)

Provides school psychologist for every 500 students; Thi8 person would be responsible for testing, counseling, and Nome fir the students within that building.

Provide each school with a full time, librrian and adequate MI remedial reading F5cFu

N. No school enrollment should exceed 500 students: =11

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CHILD STUDY PROGRAM AND THE CHILD'S SELF-CONCEPT

A child's self-concept improves if his te4cher participates in the Omaha Public Schools' Child.Study In-Service Program. This was the finding by Dr. Angelo S. 8olea in, a provocative and sophis- ticated study during the 1965-66 school year.

Dr. Bblea, who is now on the staff at the University of Mlarylandoncluded from his study that the "Self-concepts of children in the disadvantaged areas whose teacherswere (participants) in the program (Child Study In-Service) became increasingly 'positive'."

The importance of 'healthy' self-concepts are stressed because "...many young people-move into adulthood facing inner conflicts

, repreSented in negative attitudes toward the self whichare in part carried over from unresolved childhood struggles." Dr. Bo lea -generalized that, "The :life pattern of every individual illustrates the living out of his self-concept; it is his 'road map' for living."

In addition to the above findings, Dr. Oolea singles outa significant difference in the self-concepts of children in the culturally disadvantaged areas and children in other socioeconomic classes. He writes, "Research indicated that the self-concepts of children from culturally disadvantaged areasare lower than self-concepts of children in other socioeconomic classes. Not only was this found to be th6 case in the present research, but it was further demonstrated by the present study that the self-regard of culturally disadvantaged children-became increasingly negative."

The Procedure used: (1) Fourth, fifth, and sixth grade students in each, of three aamples'were pre and post tested using the Perkins Q -Sort, (50 statements sorted by the individual whichare. "most' like me" and "least like me"), and the SRA Junior Inventory (a "need" and "problem" checklist).

n (2) An analysis of variance was used to determine the significance of the test scores.

Brier Description: (1) Sample A--Experimental group of .254 pupils in the pre-tebt and 463 in the post-test i n nine elementary schOols randomly selected from the total population of schodls in an "economically disadvantaged metropolitan area in Omaha, Nebraska.* "Teachers in the ekpdrimental schools were volunteers in the Child Study program." .(2) Sample B- -First comparison group..220 pupils in thepre -test and 271 pppils in thepost-test in five elementary !schools "randomly selected from an area in which the experimental schools were located."The teachers.of these children were not participating the Child Study program.

arriorearetaidiromisri 223.

Child Study Program and the Child's Self-Concept. Page 2

(3) Sample C--Seconp comparison group...358 pupils in the pre ,-test and 385 pupils in the post-test:..in "five schools randomly selected from a non-disadvantaged area of the dame metropolitan locale...Teachers in this group, as in Sample B, were non-pa'ticipants in the Child Study

. . Program.".

.142J112.111V Sample A--a-significant change in the child's self -concept was statistically determined in the POSITIVE direction. (b) Sample 8--a significant change in the child's self -concept was statistically determined in the NEGATIVE irection. (0 Sample C--NO significant change in the child's self -concept was determined statistically:

24 ----(a7Sample A--Msles made a significant change while no such change was accorded the females (Q-Sort). Obst-test data indicated no sex differences while there were differences in pre-test data.Conclusion: principal change was with boys. 07,/ Information relative to sex differences inSample 8 and Sample C. was not available.. (c) It should be noted that although there was no statistical difference between sex in SNA "PersonalSelf -Concept", a trend toward greater change among the female6 than among the males was measurable.

Jarade: Sample A--"There was not statistically Significant difference between grades four and six,, four and five, and ?iv o and six."' However, a trend of change toward if-ideal congruence was demonstrated to increas d. by progression of grade level. "That is, the change, toward increased congrbence tended to be greater in the SiXth grade than in the fifth grade. Furthermore, increased congruence which occurred in the fifth grade. tended to be greater than the change which occurred in the fourth grade."

In SuMmary,- the positive value of the Child Study In-Service NogreM ha8 been demonstrated. Mb" long-range efeots are pOssibly inimeaaurable: Two very important results from this program seem to (fY foCUS oh. the upgrading and professionalization of classioom j;n- sirubtidne which, in turn, (2) when tranaferred to the children results in both grbatpr achievement and a better understanding of self. Thus, a new holjb and a renewed optithism isinjected into the stream or eftfOrt and otincern in both the student and the teacher. 224.

PART II PROGRAM EVALUATION

PROJECT EVALUATION

Complete a page two and three foreach activity listed inPart II, Item 11 of the project application. If necessary, use additional pages.

Project Number b7-067 Activity

Length of time of activity inmonths 10 months

Beginning, Date September 1, 1966 Ending Date June 30 342a2

Estimated cost of this activity orservice .31 698

Indicate the number of studentsparticipating in this activityby grade level:

Preschool 3. 1350 7. 1019 11.

Kindergarten 1513 4. 1257 8. 967 12. .EULJ Ungraded 156 1. 1568 5. 1111 1008 9. Total 2. 13e4 6. 1126 10. 779 14.587

Number of staff involved in thisactivity: Full Timi 4Half Time

The primary ob'ectives 6. What were the primary objectives ofthis activity? will be stated or re ated to thosestated in Part II, Item 9 of t eproject application. To assist teachers with the implementation of o sound and awell articulated program of 'instruction specifically designed to meet the rreeeinstrterrerti-getrerchranturieri. To give intensive help in the basic subjects byconsulting with 2.Lo4114.0 Check in the appropriate spaces below the onesthat indicate the degreeof progress made toward achievingthe primary and secondaryobjectives.

...... 1st Ob ective 2nd Ob ective Little Or Substantial Little or Substantial Progress sore no Progress Progreis Some no Progress .,ProAress `Achieved* School Level Achieved Progress, Achieved* _ Achieved

Pre-Kind. . . . . 1 Kindergarten x. x -

Grades 1-3 . . . v Grades 4-6 ): . Grades 7-9 x Y Grades 10-12 _ . ,x

* Little or no progress above that' normallyexpected for this group. 225.

PART I I P OGRAMEVALUATION. .

. PROJE.C.T .ESALUATION.(CON'T) in:tructicns) of this activity. (Please _we 7. Give a.brief resume Work in the program startedby Helping new teachersbecome acquainted teaching with the Omaha Schoolsystem. Demonstrations for effective and yearly tectiniques were heldperiodically. Unit, weekly, semester, plans were developedwith the teachers. Help was .given in planning and the use or field trips, bulletinboards, charts, transparencies other mateials. reading Work .was done helping arrangespecial groups, as special Newa groups andextension reading programs,aid classroom arrangement. and interpreted.' Manymeetings with: teachers, materials were distributed with principals, and P.T.A. groups wereheld. Some help was also given immediate disciplineproblems. interpretation for many A great ,deal of helpwas given in diagnostic of the teachers. check each week on theig A check list wasprovided for teachers to contacts with the teacher.consultants (Please seefollowing page)

(Please see instructions) Summary andconclusions for thisactivity,. success. Based on positive commentsfrom teachers, the project was a Many felt more at easebecause of the availability'of a person to work Many were with (in a short periodof time) when they had aproblem.. encouraged to remain inthe disadvantaged areabecause of help from these personnel. Information was distributedwithin a short period oftime, because informed of new materials of concentration inthis area, to keep teachers solved and problems with and methods. Many problems of communication were This helped rapport inexperienced wereworked on right at thetime. between teachers,,supervisors,and administrators. Much time was saved atthe beginning of the yearby helping teachers gat established in ashorter period of time. 226. ACTIVITIES PERFORMED By TEACHER CONSULTANTS

Week of Name

1. Help new 'teachers become acquainted with the OmahaSchool System.

2. Check past test scores to see that children are properly groupedfor the subject of Reading.

3. .Check, separately, children whose reading adequacy is in doubt.

4. Listen to reading groups to determine group placement.

5. Conduct demonstrations in effective techniques inSocial Studies, Reading, Arithmetic, Science, Creative Writing,Proof-reading, Library Techniques, S.R.A. Laboratories, and anythingelse required by the principal or teacher.

6. Develop plans with the teacher---Unit plans; weekly,semester, and yearly.

7. Work on the arrangement of rooms.

8. Set up extension reading programs:

9. Help Substitute Teachers.

10. Select, plan, and follow up *excursions.

11. Evaluation, through testing, observation, and other methods.

12. Hold Conference's with supervisors, principals, and teachers.

13. Help with discipline problems in the room.

14. Help with bulletin hoards.

15. Distribute new materials.

16. Help classroom teachers, prepare for demonstrations.

17. Attend meetings Prescott, P.T.A., etc.

18. Assist with professional building meetings.

. 19. Demonstrate.use of new materials: New texts, records andrecord--player, transparencies, overlays, and the overhead projector, headphones, tape recorders,slides, films, and the 16 mm projector, maps, globes, charts, opaque projector, etc. T.(

2O. Make charts, transparencies, and othermaterials.

21. ilbserve new techniquz;, lueas, and places-.

22. Shaw how to work with small groups within thegage group.

23. Show teachers how to review, material, retsach and diagnose.

Help teachers develop proper attitudes towardlearning

25. Other ,(explain) 4srlt,

228.

PART II PROGRAM EVALUATION 1

PROJECT EVALUATION

Complete a page two-and three fol each activity listed in Part II. Item11 of the project application. If necessary, use additional pages.

Project Number 67-067 Activity. Director- of Sogstal Education

Length of time of 'activity in months 12 months

Beginning DateSeptember. 1, 1966 Ending Date August 31. 196

Estimated cost of this activity or service 19,271

Indicate the number of students participating in this activity bygrade level:

Preschool 16 3. 416 7. 125 11. 23....

Kindergarten 354 4. 398 8. JA2 12. .5E......

1. 362 5. 380 9. 215 Ungraded 83 3499 2. 363 6. 39Z 10. loo Total . Number of staff involved in this activity: Full Timb 1 Half Time

What were the rimar objectives of this activity?The primary objectives will be stated or re aleto those stated in Part II, Item 9 of the project application. To coordinate the various programs inspecial education. 1. To work with the various To help them establish their program and/or in the case of those 2. 1vroorams alread established to wo k w'th h individuals to upgrade these programs. Check in the appropriate spaces below the ones that indicate the degree of progress made toward achieving the primary and secondary objectives.

lst Objective ;114,Atiective Substantial Little or Substantial Little or Progress Sonie. no Progress Progress Some no Progress School Lev61 Achieved Pro:ressAchieved* Achieved' Pro:ressAchieved* Pre - 'Kind. x Kindersarten _.;K Grades 1-3 Grades 4-6 . §...... Grades 7-9 Grades 10.12 x.

.0 Little or no progress above that normally expected for this group.

e . 229.

2.. PART II PROGRAM EVALUATION .

PROJECT EVALUATION(CON'T) . . (Please see instructions) 7. Givpa brief resume' of this activity. A program for thc 'flcousticslivhandicapped, visually kkndicLpped and speech hsndicapped uas EstFblishedand cortiHued with ipLservicu experiences being provided for b7 hc Omr4ha Public Schuolc. ihn director (3;.' spe.3ial LouJEtion spent - grecA Li o time in LerkiHg out these programs 3nd imdroving the prntrr m with the resour-E teachers and speech therapists so asto insure thL highest quality of teaching possible.

The direcLor of npe-.-Aal edum_Gion :AsoE,-Jent many hourz, working with teachers in the are;1 Qt- mentally retFrded andreviewc.d the curriculum from aeveral school diritricts throughout theUnited States and made a comparison of these progrms. From the comparison of these programs a temporary curriculum ruide was :-.00ptedfor use in the Omaha Public Schools for this year.

A new program for the educable mentally retarded wasstarted in the second high school in the Omaha PublicSchools. The program for the trainable mentally retarded ws expEAded. A continuous to offer effort was made to recruit teachers ['sr the progrmr and . scholarships to teachers in the Omsha PublicS_Thdois who are willing to go back and take courses in the areaof speci,1 educlation.

A program for the pre-school for the visuallyhandicap:led was assumed by theOmaha Public Schools, had d successful yeor, and many children were served. Some c these uhildrun Lerc ! transferred into regular kindergarten programs,orthopedically handicapped programs, and trainable handicapped programs.

8.Summary and conclusions for thisactivity.(Please see insyuctions) In summary, it could be said thct we have madesubstantial progress at all levels in our special education program. The director of special education will continue to superviseand coordinate the various programs for maximum developmentof the children's capacity to learn. 230

.z. 230.

PART II PROGRAM EVALUATION

PPnrCT EVALUATION

Complete a page two and three for eachactivity listed in Part II, Item11 of the project application. If necessary, use additional pages.

Project Number 67-067 Activity Library Services

2. Length of time of a,tivity in months 11 months

Beginning,Date September 1, 1966 Ending Date July 31, 1967 [11 Estimated cost of this activity or service 48,757

Indicate the number of students participatingin this activity by gradelevel:

708 Preschool 219 3, 17-50 7, 1019 11. 641 Kindergarten 1513 4, 1257 8. 967 12.

1. 1568 5. 1111 9. 100P Ungraded 156 14587 . 779 Total 2. 1384 6. . 1126 10.

Number of staff'involved in this activity: Full Time 9 Half Time

What were the primary objectives ofthis activity?Therimarobjectives will be stated or re ated to those statedin Part II, Item of t e project application. To extend the hours of the library and provider.dditionEd 1. material° for ference rid enrichment use. to encourage the use of the library by teachersand c, tudents by 2. acquainting them with its luny diwprnifipH

Check in the appropriate spaces below the onesthat indicate the degree of progress made toward achieving theprimary and secondary objectives.

2nd Objective . lst.Obiective Substantial Little or. Substantial Little or Progress S'ne no Progress ProgresS some no Progress School Level Achieved ProgressAchieved* Achieved Dress _Achieved* Pre-Kind. x x . Kindergarten , . , Grades 1-3 x x Grades 4-6 x , x Grades 7-9 x x x Grades 10-12

* Little or no progress above that normally expectedfor this group. r==

231.

. PART II PROGRAM E VAL UAT I ON

PROJECT iVALUATION(CON `T)

(Please see instructions) 7: Give a brief resuWeof this activity. employed to.work in. theTitle I bgildings. . Eight library aides were Good professionallibraries weremaintained with an extensive collection and the education of books andmagazines, concerned with the problems bibliographies of all of the.handicappedchild. Personal copies of new materialsplaced in the Title Ischools were provided for each classroom teacher.

A notebook',' containing a.manual developedfor. the implementation of the project and anofficial copy of each publishedbibliography, filmstrips, study prints,art prints, vertical file (e.g., records, placed On materials,.prOfessional books,professional magazines) was the card catalog ofeach school library.

Cooperation with the Media Centerenabled the program toprovide . the Extended We more completeservices. A cooperative project with of Staff and Facilities programprovided materials.and.study areas for youngsterS after.school and in the evenings. A survey was madp by the directoi forthe Media. Centerand.Library Services program. (See 'supplementary pagesfor Media Center)

(Please seeinstructions) Unwary and conclusionsfor this activity. established in each An efficient andoperative library program was Title I school. The libraries were used morebecause of the libtary, aides and for the firsttime the teachers wereprovided with some semblance of order. Teachers in the area werebetter informed and wereaided in the library' by the aide. The teachers were able toput their fingers on needed materials in amuch shorter time. The Media Center surveygives evidence of the successof this program. 232.

The-rollowing is from R reportmade by Clara Thor-n Rottmann, Library Consultant for Title I, "Improvrmpnt of Library Services, .E.S.E.A. Title I, Project 91".

Accomplishments

The following list includTS the.publications from .this office:

September - Bibliography of Filmstrips October- Job Description f*nr ConEulant, Library Ai&?s, and Clerk November,- Bibliography or Reoords December - IMPROVEMENT OF-LIBRARY SERVICES PANDOUOK January - 3iblioorephy of Study Prints February - Bibliooraphy of ProrF,;sional ''or214s March- Supplementary Bibliography nf ProCessional Books Supplementary Bibliography cr Records April- Supplementary 9ibliooraphy of Professional Books May - Guides- State ref Nebraska - Department of Educatinn Public Affairs Pamphlets Bibliography of Vertinal File Materials ;June Bibliography of Mounted Pictures Bibliography Professional MagaJines July - A SURVEY OF THE ATlItUDES OF ELEMENTARY CLASSROOM 'EACHERS TOWARD HE USE OF MEDIA August - FINAL REPDR

At present eight libraay ids fre working in firtun schools in the Title I area. Each nide receives her assignment directly from the principal and works with the teachnr-lihrarian in each building. The aide reads shelves, filea catalog cards, accessions books, stamps books, mends' books, keeps records, assists with circulation duties, assists in inventory, and assists in the preparation or book orders.

The Library Service projectalso maintains a professional library. The classroom teacher may secure professional booksand magazines by coming in person to the libraryor by making a request by telephone. Since the. professional libarry is housed at the Title I Media Center, it is a logical place to keep officialrecords of all items checked out to schools from the center. (Summaryreport is attached)

The library consultant develops and maintains thespecialized professional library at the Title I Media Center and assiststeachers in obtaining information from Omaha Public Libraryand Gene Eppley Library, University of Omaha. The consultant works in conjunction with. the Professional Library at the Castle and existingdepartments headed by the Library Supervisor; cooperates with Instructional Aids department; cooperates with all Federalprograms; coordinates Project 91 with aspects of public schoolprogram; advises with administration made in the of the program andthe progress being concerning needs individual 'development of astrong library program;aides in upgrading to teachersand,woTks school libraries;offers direct assistance principals, .librarians,teacher-librarians, and curri- closely with possible use of the,materials culum supervisorsto assure the best for greatest benefitto the children;disseminates and equipment concerning information fromlocal radio andtelevision stations presentations which fit ourcurriculum; preparestape rec*dings bibliographies of materialsplaced in Title I for schools; prepares handling; schools; receives requests . d.suggestions and, coordinates development'in school keeps irifprmed andin touch with recent with companies whohave library policies andpractices; corresponds work pf oneclerk and 'developed excellentfree material; clirects Project 91 to schoolpersonnel, eight Ilibrary aides;and interprets school patrons, and thegeneral public.

This Title I activityprovides -)r researchand preparation of bibliographies all the newmaterials placed in thebuildings by extensive Title I, For example, the firstbibliography included listing of all filmstrips nowfound in Titlei schools; subsequent cancan-Inc records, bibliographies includeddetailed informatian study-prints, professionalbooks and magazines. Supplementary. A cooy of each bibliographies -are addedwhen new materialsarrive. punched for notebookwee) is sent to each bibliography (3...hole SERVICES classroom teacher ineach Tille Ischool. A green LIBRARY implementation of -notebook containing amanual developed or thF is placed on the card the project and .a copyof all bibliographies available information at catalog In each library. lhi s puts all the tescherB' 'fingertips. _____IPIFILIMMIRENIMMinimiimmownotamwmmgmwmpuippwailimmugunimpewmpapow

Ant

'. 234.

1. PART II PROGRAMEVALUATION

PROJECT EVALUATION Item 11 Complete.a.ptige two and three foreach activity listedin PartII iise'additional pages. Of theproject.application...If'necessary0 Speech Therapy . 1. Project Number 67-067 Activity (Personnel not .available .

2. Length of tine ofa(Aiirity inmOrithsaulatarijigulnonths-1...yreal0 July 21.,196.7 Beginning Date.June 12,1967 Ending Date 31541 3. Estimated cost of this activity orservice in this activityby,grade level: 4. Indicate the number ofstudents participating ,

. 28 7. 6 11. '0 Preschool 3. ,....-

23 101. . 1 12. 0 Kinderga;.ten 424. IP 2 12, 9. .0 1.. .5:5

. . 0 Total 216 2. 47 6. 3 '10. Full Timi 4Half Time.° 5. Number of staff Involved inthis activity: Therimer objectives 6. AWhat were theprimary objectives of thisactivity? e project will be stated or re .ated tothose stated in PartII item 0

ariplicatim . designated areas of the proposal . To .identify children from the .1; who have speech and lan ualeiroblems.- 'T751-7work. with these children in. the areas of speechimprovement, ,

therapy. . 2 tpeech therapy,. and: language .

. . . . indicate the degreeof Check in the appropriatespacesbelow the ones that progress made towardachieving the primary andsecondary objectives.

. .

let. Objective 2nd Ob eCtive Little or Substantial Little or Substantial -,.no Progress Progress Some no Progress Program Some P o re s hieved* -,..Level A ieved .Prores. Achieved* Achieve 0 Q 0 . 122111.41 . 1 0 .

16 . Ki 'smarten , 17 : 9 1 a s1-1 1111110111111 1 . 'WO 7-9 ' 0 0 Grades.1042. 1

* Little or no progress abovethat normally expected' forthis group.

As- i 235.

2.. PART PRO.GRAM. EVALUATION PROJECT EVALUATION(CON'Ti.:.

(Please seeinstructions) resumg of this activity. 7. Giveabrief individually or in identffied children Therapistworked with involve°. Most were metin .group groupsdepending onthey problems (2) Speech Work was donein the areasof (1) stuttering, sthssinns. 0) articulationproblems, and LanguageDevelopment, and were th,r4deberore' aid after Speech andhearing evaluations Eighty-three percentof the children the actualtherapy program. showed at least'some progress'.

this acti vi ty.(Please see instructi ons) Sunisary andconclusions for 8.. involved in the program Evaluations ofindividual therapists the 216pErLicipLAing in theprograth indicate. that150 children of improved in theirspeech andlanguage- skills. "CZ ,

236.

PARTII PROGRAM EVALUATION

PROJECT EVALUATION

Completea page two and three for each activity listed in.Part II, Item 11 of the project application. If necessary, use additional pages.

Project Number. 67-067 Activity Evaluation 12 months- Full time Length of time of activity in. months Personnel 'not availablefor this program.

Beginning Date September 1, 1966 Ending. Date.Avgua31; 1967

Estimated cost of this activity or service 13,739

4. Indicate the number of students participating in this activity by grade level:

Preschool 3. 7. 11.

Kindergarten 4. 8. 12. NONE 1. 5. 9. ...-own... 11,11111=111.1=111=.1111

2. 6, 10. Total

Number of staff involved in this activity: Full Time Half Time 2

What'were the primary obactim of this activity? The primary objectives will be stated or related to those stated in Part II, Item 9 of the project application. Assessment of the effectiveness ofa comprehensive compensatory. 1. education program is the principalobjective of this evaluation..

Check in the appropriate spaces below theones that indicate the degree of progress made toward achieving the primary and secondary objectives.

1st Objective 2nd Ob ective Substantial Little or Substantial Little or Progress Some no ProgressProgress Some no Progress School Level Achieved ProgressAchieved* Achieved ProgressAchieved* Pre-Kind. Kinderlarten Grades 1-3 Grades 4-6 Grades 7-9 Grades 10-12

*Little or no progress above that normally expected. for thisgroup. IN"

;L. 1'..'27,7._,,-5001,7-.011rieMPAL..,.-1^,S',51

.231.

2. PART II PROGRAMEVALUATION

PROJECT EVALUATION(CON'T)

inStructions) tive a briefresume of this activity. (Please see Qualified personnel, asoutlined in the Title T proposal, was not available for theevaluation activity (Activity#94) during the regular schoolyear'. The different activity directorsdeveloped some form ofevaluation for their activity andhave contributed Certain information forthe total evaluation. Additional information was also collectedthrough the activity directors andother sources so that a morecomprehensive statisticalevaluation could be made.'

A great deal of information wasclso gathered and will be evaluated at .a later date throughthe services of an organization other than the publicschools. The present expenditure forthis, activity was obligated tothe Mid-Continental RegionalEducational Laboratory for cooperation inthe pre-testing of thechildren at Kellam Elementary. School. Those Cs-to are properly onfile.

(-Pleat6 tie :inStrtiCtiohs) ittiary and.contitisitirisfor:thit,

7., . 'SW 238. PART II MORAN EVALUATION 1.

PROJECT EVALUATION

Complete a page two and three for each activity listed in Part II, Item11 -of the project application. If necessary, use, additional, pages.

1.Project.Number 67-067 Activity Dissemination of Information

2. Lengthoftime of activity in months 12 months

Beginning Date Sap tember 1. 1966'Ending Date Mu9ust 31, 1967

3...Esttmated cost of this activity or service. '12 326

4. thdicate the number of students participating in this activity bygrade.level:

Preschool 21q 3. 1350 7. 1u19 11. 708

Kindergarten 1513. 4. 1257 .8.. 9p7 12 LL1

1. 1568 5. 1111 9. Ungraded 156

2. 1384 6. 1126 10. '779 TOtal 14587

5. Nuiberof.staff involved in this activity: Full Tinie. 2 Half Time

What were the rtma objectives, of this activity? Therimer Objectives . will be Stated or re ;tied to those stated in Part II, Item o the project application... To disseminate information to all proNssionalorganizations l n latht1ti. To present information to thepublir through thenews media and

2 11 11 11 W ...of similar nature. Chick in the appropriate spaces below the ones that indicate the degree. of

progress made toward achieving the primary, and secondary objectives. ..,.

1st Objective 2ndObjective

Substantial , Little or Substantial Little or Progress Sons no ProgressProgress Some no Progress hieved Pro.ressAchiev*. _. 1 .._ *1 ____!...____IlLf i $Achieved* Pre-Kipt. x x rt x- . v..... x x .9ll'ir'...21L3-...... Griwtme 4-6 x x CFmdme.:74 . x x Okada. 10-12 .. x

* Little or no progress above that normally expected for this group.

V 1,01110.r.,!MrIFT.7.""fIrr""ik

239.

PART. II'PROGRAM EVALUATION

PROJECT. EVALUATION (CONT) (Please see instructions) 7. GiNe'a brief resume of thisactivity.

This activity was designed to disseminate importantinformation to the public about the many facets of the TitleI progrem administered by the Omaha Public Schools. Another endeavor might be described as in-service in that it wasattempting to better inform all the professionEl staff of. the schools, about the diverse programs offered within the Title I area andtheir effects on the students and their families who wereinvolved in the program. Radio, television and newspaper coverage of events and happenings within the Title I area wasactively sought, and in many cases, interest by the newsmedia was whetted by the use of material furnished them. In addition, many special radio andtelevision programs devoted to Title I were presented to thepublic by the school district to better acquaint them with the importance of these programs.

Siamiary and conclusions for this activity.(Please see instructions)

See Supplementary Sheet (next page) .240

Supplementary .Sheet, Page. 2

PART II PROGRAM EVALUATION

Summary and conclusions for this activity. (Please see instructions)

It is felt that constant rapport with all the news media should be maintained. In fact, a personal relationship with key people in all news-gathering organizations is an essential ingredient for informing the general public of iitic I activities and programs for the disadvantaged.

The importance or this progrE'.m must be carefully delineated to the media so they will come to re,%1i7e the news potential of Title I and give it equal time, so to speak, with sloriEs of a more sensational nature such as riots, demonstrations and the like.

In addition, those working in the Title I area should be taught to recognize the important news potential of their activities so that these actions can be promptly brought to the public's notice.

In conclusion, public apathy is .a direct product of ignorance

of any situation, . Such ignorance can be overcome only with the tools of information, skillfully handled, not to manipulate the news, but to simply give the people of the community the complete story of an important educational program. 141..

41,ART PROGRAM .EVALUATION .3. Title I ,,ProJect No.7r067

,PROJECT EVALUATION. .

Evaluate each Project .as -a whole This page ,completed by .allall schools..School s (whose project had just one aCti3Oity may..use this space = to ;present r summary ,and concl usions for Allis ,acti yity.'School s

whose project had.more than one .acti vi ty. may usethis space 'to' present their ,:summary -and conclusions ,for the project .,as a ...whole.

The Multiple Activities Program, serving both public and non-public schools in the Title I area, consisted ofeighteen different activities. All programs were in eperation for the school year 1966-67. The majority of thesc activities were a revision and/or* continuation of those ihiplemented during the 1965-66 school year.

The Media Center (Activity #25) is one of these continuing services, supplying educational and instructionalmaterials and equipment to Title. I schoolsabove-and beyond those presently supplied to-allschools by the Board of Education. During its first full.year of operation, the Media Center focused oninno- vations in teaching and the use of new materials. Title I area. teachers were introduced to the Center through small group orientation sessions, in-service training programs, and individual visitations. Frequent trips we-e made to the schools by media center personnel to acquaint the classroomteachers with methods and materials used successfully in similar.teaching situations. in other schools. Teacher materials were produced in quantity for use by classroom teachers as requested.

The support given by this activity has done agreat deal to enhance the success of these teachers and to encouragethem to remain in the Title .1 area. It has also served as a recruiting incentive for teachers new to,the profession as well asthose presently teaching outside of the Title I area.

The present application for the 1967-68 school yearcalls for the Media Center to continue its past effortsand to expand its scope of activities to further enhance thelearning experiences of the children and youth in Title I area schools and tosupport those teachers in their expanding role.

It was .again most encouraging to find that the studentsin the disadvantaged area were willing to take from theirfree time after a day at school to participate in the after school programs and the'Saturday morning programs. A total of 1880 different elementary and junior high students enrolled in 2885 classofferings. 242.

Project Evaluation Page 2

In each instance an effort was made togear.the clas6 to the interests, needs, and abilities of each* student, These young people participated in programs designed to improvetheir performance in basic education subjects, to provide themwith cultural enrichment experiences, to expand thgir interestand increase profi- ciency in subjects of their choosing, aswell as providing remedial experiences for students with theseparticular needs. While the majority of the participating:students did so on avoluntary basis, some were referred to specific programs.by parents, classroom... teachers, or building principals.

The Community Aides (Activity #30) and the VisitingTeacher Service (Activity #32) assisted with referrals andthe handling of specific problems of personal, social, andeducational. nature. Additional materials and equipment for this program weresupplied by the Media Center (Activity#25). Teachers of the Extended Use of Staff and Facilities Program (Activity#26) referred students with particular problems to the appropriatespecial service, as Speech Therapy (Activity #93), Visually Handicapped(Activity #34), Acoustically Handicapped (Activity #33), and PsychologicalServices (Activity #29).

The summer school program, so successful during the1965-66 school year, was .continued with 4810 differentindividuals participating in 8336 course Offerings..

The leaders of 'the students taking part in the summerprogram did so on a volunteer basis. Some of the students were counseled into theprogram due to a deficiency in meetinghigh school gradu- ation r6quirements or'to take specific coursesthat they might not otherwise receive during their four year programwhile others were -recommended as perfectly outlined to take part inspecial projects es pre-kindergarten, pre-first grade, pre-second grade, etc. Pro- grams offered at theelementary, junior, and senior high school levels fell into three'catagories; (1) those enabling a student to make up for the deficiences in his basic program,(2.) those of an encouraging educational natureproviding students an opportunity to expand their present educational experiencesoutside of those received through the regular school program,(3) thoSe programs designed to meet specific needs of students whosepresent status is of a conditional basis.

The Volunteer Service Program (Activity#27) recruited personnel from adult groups, colleges, andlocal high schools. These. persons gave of their servicts, time, andskills to work with disadvantaged youngsters on a one-to-one basis orin a small group situation to assist the children and youthin the t. ,Jr

243-

Project Evelluation Page 3

understanding of ideas found in their textbooks arid the eompre- hension and use of skills necessary for success in school. This ekperienco with volunteers from other areas of the city afforded the disedvantageO child an opportueity to compensate fora'portion of his environmental deficiency. a.o hundred twenty-nine volunteers pontributed*to the eu'Icess of this eutivity. Women in the community worked as teacher aides two deys each week, furnishing a gooddeal of .help to both teachers and students. 'Ais volunteer SC:VIQS was so successfulthat the Admiuietrahion of the Omaha Public 'Schools has made it a part of' the re-juler ccrinnl progrem'hyemploying teacher aides throughout the school system.

The.Remedial Reading Program (Activity #28), part of the Extended Use of Staff and Fcicilitiee Activity, placed emphasis on reading improvement andmutivationel reading. Speeially trained teachers in remedial reading were eseigned to this activity to effect the speciali-ed portion of the program, with reeular classroom teachers working primarily on reeding improvements. To insure the success of this program, emphasis was placed on library services. Additional and varied reading materials were added to the existing 'library facilities to offer e favorable growth of reading experiences to the young people. Librarians, library aides, and library clerks were e;-,iployed to further assist young people in proper selection or hooks, the better use of the library, and understanding the opportunity afforded by the library.

The Omaha Public School system has assigned, as part of the regular school progrem, eleven (11) remedial reading teachers to the Title. areas for the school year 1967-68. lest scores and

teacher evaluations tend to indicate that many of the young . .people who participate in remedial and motivational reading. program b. have shown marked improvement in theirschool work during the present school year.

Those' children who were, found to have spe2IH1 reading problems beyond the training level of either classroom teachers or the reading specialists cure referred to the Omaha Public School Reading Clinic. Many of these children and youth are continuing their program with this clinic during the present school year.

The Psychologieal Services (Activity #29) were expanded and Tore individual and group testing wasaccomplished through the addition of personnel. These personnel identified children and other. youth with specific problems of a personal, social, or educational nature and made the appropriate recommendations, They conferred with students, parents, teachers, and other appropriate school personnel and community agencies. 244.

ProjectEvaluation Pane 4

This activity has enabled our teachers and other interested school personnel to see a more precise picture of the children and youth in the Title I areas and has enhanced their undcrstanding of the students present achievement and potential ability. It also has served, to a point, school personnel with background information bringing about a better understanding of the student and his particular personal, social problems. The success of this program has brought about a recommendation for further expansion, through regular channels as well as through the Title I program for 1967-68.

The liasion program provided through the Community Aide Activity (Activity #30) made valuable contributions to the home, school, community, relationship. Personnel selected for these positions were lay citizens living in the attendance area where they were assigned and those who have those characteristics that would assist them in successful relationships with school personnel, parents, and other lay, citizens in the community. These aides were placed under the direction of the school principal and worked in close cooperation with the established visiting teacher services of the Omaha Public Schools.. While the major role of these community aides was to assist the parents and community with an understanding of the school program and problems, these personnel also made referrals to the visiting teacher service and other community agencies as needed. The community aide assisted parents with problems or a non-school nature so that the parent would be both able to support himself and his child.

Under the leadership of the community aides, a system was organized for the distribution of materials and information in their area. This project received the support and leadership of 'the United Community Services.

Further measure of the success of this program can be found in the better understanding of the school program and interested lay citizens, in the enthusiasm of the young people toward school and the community aide, and in the percentage growth of average daily attendance in the Title I schools. The Enrichment Program (Activity #31) enabled the disadvantaged children and youth to extend the scope of their learning experiences beyond the con

. fines of their local community. It afforded them the opportunity to have those similar experiences that they had only previously experienced through the textbook. Field trips were selected to assist the young people in the better understanding of their community- -how it works, plays, and lives. In some instances the teacher selected the experience; more often, however, it was a joint teacher-pupil or teacher-pupil-parent decision. Frequently parents were invited to participate in these experiences and in the discussion that followed. PrOjet Evaluation Page5

This program, tentatively used by the TitleI School was a complement to the regular school programs, of field trips experience. Many new cultural and industrial centers of the city and adjacent area in the state were introduced tothese children andyouth. This program supported the Extended Useof Staff and andFacilities Activity and the Unlimited Potential Program, and enabled the student to better understand andinterpret the need for successful educational'experience.. These experiences enriched the student's ability to discuas on a first handbasis, the experiences he had had, and extended hisability to communicate ith fellow students throughout the city. Of even more importance, t gave him new interests to'discuss at home with his brothers and sisters.. This was particularly true in situations where the parents hed also participated.

This program has not only proyided rich new 'experiences for the children of the Title I areas, but has brought tothe attention of the central administrative staff new and exciting places that will eventually enhance the experiences of all children inthe school district.

Due to the lack of available personnel, the Visiting Teacher Activity (ActiVity #32) was carried on during the summer school. seasion only. These personnel were assigned directly to the schools with thefollowing goals*: to assist those students enrolled in the summer school program to remain in schoolduiAng that session, to encourage those young people who had dropped nut of school during the previous year to return to school, to assist teachers and administration in a better understanding.of the children they were serving, and to workwith parents,' ..community aides, and other existing agencies .asneeded.

The areas of Special Education worked with 3,495 children and youth. This included the Visually Handicapped (Activity #34), Acoustically Handicapped (Activity #33), Curriculum Consultant for Educable Mentally. Retarded (Activity #35), Speech Therapists (Activity #93), and the Crippled Children Program under the direction of Special Education (Activity #90). Each activity worked with referrals from parents, teachers, principals, doctors, visiting teachers, community aides, non-public school personnel, and other established community agencies. All of the children and youth referred to Special Education were. evaluated through Psychological Services (Activity #29). Recommendations were forwarded for placement, with a follow-up being made for each case.

The majority of these students receiving this specialized assistance have made better home, school, and community adjustments as a result of this attention. One of the strengths of this 246.

Project Evaluation Page 6

program was the cooperative, understanding relationship that developed between teacher and parent.

These activities are not included in the current Title I progfam. HOwever, the programs have been continued as a part of the regular school *program and will continue to serve all children and youth in the Omaha Public School district.

The current Child and Youth Study In-Service Training Program (Activity #36) is .a continuance of th'e previously'established program. Previous successes have drawn attention to and placed fOrther emphasis.on the program through improving teacher under-* standing and participation. The first year laboratory course, as outlined in. the original proposal for the Child and Youth Study Rtogram, involving the building and interpreting ofa case study on one. student in their School who was, not under their direct instruction, with the second year laboratory course building and interpreting a case study on one student who was under their instruction. A summer leadership workshop was offered for both programs. The purpose of these seminar experiences was to further develop leadership to serve as group leaders or co-leaders during the current school year. The third year laboratory course will place emphasis on the Individualization of Instruction to Accelerate Learning and.to evaluate, in a model experimental program, the potential of the ungraded classroom. Control groups have been identified and the appropriate evaluative instruction established so that the findings may be used in the evaluation of the future educational planning for the Omaha Public School system.

It is becoming more apparent that the Child and Youth Study -Program is influencing the teaching materials, methods, and. techniques, not only in the Title I area, but throughout the qchool system. The conclusion of this third year program will have a sizable influence on the format for future teacher in-servic2 programs for the total school,district, as well as providing those data beneficial to other school districts in their search for answers to their problems.

Dr. Daniel A. Prescott, a nationally accepted authorityon

ducational psychology has been very active inour community, . both within and outside the Title I area. He has met with numerous parent groups, been the featured speaker at thenoon luncheons for civic organizations, for teacher conferences and was one of the featured speakers for the Omaha Public Schools Fall Conference. Through Dr. Prescott, participation with suchgroups as Mid-Contintent Regional Educational Laboratory, Central Atlantic RegionalEducational Laboratory, as well as the University of Maryland,Philadelphia Public School System, and the Montgomery County SchoolSystem in Maryland, brings many new ideas and materials toour. community. 247. Project Evaluation Page 7

The Teacher Consultants(Activity #37) were teachers assiened to assist the teachers in.Title I schools with their regular classroom' program,. music program, andart proigram. Their specific role was to work directly withteachers and students to provide better and more meaningfullearning experiences. These goals were accomplishedthrough the counseling of new teacherswith respect to problems they wereencountering in their, day-to-day c1assroom experiences., introducing anddemonstrating of new materials to the classroom'teachers; beinginvolved in classroom vIsitation where the teacher was experiencing somedifficulty.

These personnel frequently served as asounding board for new curricular ideas and were called on toprovide information for principals and interetted community groups. In conjunction with the work of existing curriculumcommittee, the teacher consultants Were instrumentalin initiatint and evaluating curriculumchange and teaching methods for TitleI schoola.

Eight library aides and a coordinator wereemployed to service the disadvantaged area(Activity #91). These personnel enhanced the existing library program throughadditional maintenance service, evaluation and cataloging ofall items in the library,. the preparation of bibliographies fordistribution to each classroom teacher in the Title I schools.

They complemented the classroom teacher byassisting her in the identification of referencematerials, by assisting students to find appropriate reading materialsfor projects, reports, and leisure reading. The success of the program is found in the increased use of the .library facilitiesand the quality of work being done in the classroom.

The Library Program cooperated with. the Media Center on a survey Ind with the Extended Use ofStaff and Facilities with after school programs, Saturday morning program,and summer school programs.. The success of this program can he measured .bythe fact that the present proposal has been expanded toinclude the employment of ten qualified librarians and the appropriateback-up personnel to further enhance the learning experiences within theTitle I schools. The Baard of Education is presently studyingthis program in hopes that they might expand it throughoutthe total district as part of their responsibility.

The Speech. Therapy Program(Activity #93) was not available during the regular school year dueto the inability to employ qualified personnel. The program did run during the summer school period, with therapists workingwith children on an individual and a small group basis.. These services were made available to public and non-public schoolchildren on a referral basis. There is a close working relationship between thespeech therapist,. 248.

Project Evaluation Page 8

counselors, visiting teachers, community aides,reading specialists, school nurses, as well as with existingcommunity agencies. The program included completediagnostic evaluations, individual and small group therapy, and the necessaryrecommendations for follow -up in the regularschool program and/or through existing agencies.

This program has been adopted as a regular part of theOmaha Public Schools and does not appear in the present proposal.

Qualified personnel, as outlined In the litle'Iproposal, were not available for theEvaluation (Activity #94) during the regular school year. However, a great deal of information was amassed so that a complete and thoroughevaluation can be made at a later date or through the servicesof an organiLation other than the public schools. The Mid-Continent Regional Educational Laboratory at Kansas City, Missouri and theCentral Atlantic Regional Educational Laboratory at Washington,D.C. has shown a great deal of interest in the work being donethrough the Child and Youth Study Program to assist teachersin their efforts to be more successful in-the classroom. The Mid-Contintent Regional Educational-Laboratory cooperated in the pre-testingof the children at Kellom Elementary School as apreliminary step to this years model program at that school. Other evaluated procedures through PsychologicalServices, the University of Nebraska, etc., were carried on as outlined inthe original proposal. Those data are properly on file.

The information was given to parents, teachers,administrators, supervisory personnel, and to the public throughthe various news media (Activity #95), special events, radio, andtelevision pro- gramswere devoted to variousactivities in the Title I area. Additional information was made available to the publicthrough the community aides, the block chairman, andappropriate community agencies. One measure of the success of this work is to be found in the increased interest shown in the summerschool programs through enlighted citizenry.

The goals broadly outlined in the 1966-67 Title Iproposal for the Omaha Public Schools were generally met asoriginally conceived. The Title I program has had an impact not only on the children and youth in the Title I area, but onthe entire school district as well. Generally, all programs under the heading of Special Education outlined in the Title Iproposal for 1966-67 have been adopted by the. Board of Education of the Omaha Public Schools as a part of the regular school program. Interest has been shown by the Board in the program made through the use of teacher aides, community aides,librarians in the 249.

Project Evaluution Page 9 elementary level, library aides, and the clerics. While these personnel have not been made available toall schools in the district, tnn successes In tne Titl3I area would hays stronn inf,luence on this type of thinkinr,. Ji'rough tha ruIthei involver- ment of thu Lay-citi,Pnry inthj Title Ieirr-a, it hizintinipated that this already mr,aningful programwill br3nri urmt2r benefits to more of' the sturir.-ts that it SErVPF. 250.

PART ItPROGRAM EVALUATION

.OVERALL EVALUATION OF THE TOTAL TITLE I PROGRAM

Name of LEA

Schools who had more than one project complete this page. Summarize the effectiveness of Titled in enhancing educational opportunities, experiences, achievement, and general attitudes toward education of the educationally deprived child in your school. district. Use additional pages as necessary.

NON-APPLICABLE

J GRitt.131,;;

. PART. 11,. 154 AP1 EVALUATIOW

. .y- ttt.-. .1 ; ..f.rr. :. }f, OS1. tivor negtveoutcomesoofyotir .TU:1'4 T. Program( which f TU.t.eg ci."1 ii'-tZ" 't t

. to' be made to. thbse. outtoiiit Which' relate ittees% iittt ast learea' Reforeifte , . to.,"t tedy if Well if itiaieLiii_iii ,EACcf *jeditVit.Also ..,..r , .., ...,. r.,,.,.1 ,r1 :,} 41'4 ".`'+ '...4 1 . .3...." ' 3 * r.- 3" ''''' tV '11 ''.'1' fifetO 6, thy.huithnilitereStrrifatertai's or .incidenti teivblii lig Title' I Praletis.

6i/28b- 252. dN,

Ogg 4375 (REV. 747) BUDGET BUREAU NO. 51.R5111 FOR 00E USE ONLY DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE FILE CONTROL NUMBER OFFICE OF EDUCATION WASHINGTON, D.C. 20202 FOR SEA USE ONLY ANNUAL STATISTICALREPORT OF TITLE I PROGRAM ACTIVITIES For Fiscal Year ending june 30, 1967 STATE CODE ESEA, P.L. 89.10, as amended COUNTY CODE INSTRUCTIONS: 1. Prepare a separate ','Statistical Report" (Original andone copy) to cover each of the . special Title I Programs conducted by youragency for fiscal year ending June 30, 1967. 4 AGENCY CODE(Stateor Local) 2. Submit completed report to the Office of Educationon or before Oct. 1967. e=moimimes..e TO BE COMPLETED BY STATE AND LOCAL EDUCATIONALssAGENCIES PARTICIPATING IN TITLE, I PROGRAM ACTIVITIES 5 IDENTIFICATION OF REPORTING AGENCY \, LEGAL NAME OF AGENCY(Stateor Local) NAME AND TITLE OF AUTHORIZED AGENCY REPRESENTA TIVE Omaha Publfp Sdhools Dr. Owen A: Knutzen, ADDRESS(Street, Cityor Town) C. ZIP CODE SIGNATURE OF AUTHORIZED REPRESENTATIVE 3902 Davenport Street Omaha, Nebraska' 68131 TELEPHONE(Area Code and D COUNTY . E. STATE I. DATE OF SIGNATURE Number) Area 402 Dou.las Nebraska 556-5,500 J NAME AND ADDRESS OF CONTACT PERSON(1/ different from 5 F above) K. TELEPHONE Don Warner Area 402 3902 Davenport.St., Omaha, Nebraska 6.8131 556-6600 6TYPE OF PROGRAM CONDUCTED (Check onlyone box to identify the type of program being reported on)

rij LEA PROGRAM FOR CHILDREN INLOW-INCOME 11 AREASOR FOR CHILDREN IN INSTITUTIONSNOTINICLUDED IN BOR CBELOW

LEA PROGRAM CONDUCTED SOLELY FOR NEGLECTED CHILDRENIN INSTITUTIONS 1. ADMIN. CONTROL("X" one) 11 1 PUBLIC 2 PRIVATE 1. ADMIN. CONTROL ("X" one) LEA PROGRAM CONDUCTEDSOLELY FOR DELINQUENT CHILDREN IN INSTITUTIONS PUBLIC 2ElPRIVATE

1:3STATE AGENCY PROGRAM FOR CHILDREN IN SCHOOLS FOR HANDICAPPEDCHILDREN

STATE AGENCY PROGRAM FOR 14GLECTED CHILDREN IN INSTITUTIONS

STATEAGENCY PROGRAM FOR DELINQUENT CHILDREN ININSTITUTIONS

ESTATE EDUCATIONAL AGENCY PROGRAM FORMIGRATORY CHILDREN J 7 AVERAGE PER PUPIL EXPENDITURE FROMNON-FEDERAL FUNDS FOR SCHOOL YEAR 1965.66 (FY 1966) $

8 TOTAL RESIDENT ENROLLMENT FOR WHOM AGENCYIS RESPONSIBLE En- Total Number DTotal Number of rolled in Public Childreninlmal1M Children in rolled in Private. of Out of Children (Sum ofA, B, who come from Low. Item 13D who Schools Schools School Youth EC) Income Families come from Institutions 12,997 2,291 I El El2,100 17,388 14,879 1,157 9 DID YOUR AGENCY PARTICIPATE IN TIT LE I COOPERATIVE PROJECTS IN FY 1967 ?' 1 YES 2 1:::1NOW "Yes", complete items 9A, B, and C below.)

A HOW MANY COOPERATIVE PROJECTSDID YOUR AGENCY PARTICIPATE IN DURING FISCAL YEAR 1967?

HOW MANY CHILDREN FROM MOTHER AGENCYPARTICIPATED IN A TITLE I COOPERATIVE PROJECT OPERATED BY YOUR AGENCY?

HOW MANY CHILDREN FROM YOUR AGENCY PARTICIPATEDIN A TITLE I COOPERATIVE PROJECT OPERATED BY ANOTHER AGENCY?

10 SCHOOLS OPERATED OR SUPPORTEDBY AGENCY A TOTAL NUMBER OF SCHOOLS B TOTAL ENROLLMENT, INCLUDING NON RESIDENT PUPILS 97 60,267 fr'"s*Ailti

253.

. 1 1 TOTAL:NUMBER OF CHILDREN WHO PARTICIPATED IN TITLE I PROGRAM A NuMBEi CHILDREN WHO PARTICIPATED IN TITLE I PROGRAM BY GRADE LEVEL

At ANY TIME, ,INCLUDI'N'G SUMMER (( Unduplicated Count) il(Mmelt PROGRAM!

INSTITUTIONOUT OF INSTITUTIONOUTOF GRADE PUBLIC PRIVATE PUBLIC PINNATE SCHOOL. TOTAL SCHOOL TOTAL SCHOOL SCHOOL SCHOOL SCHOOL LEVEL YOUTH YOUTH N EG. GEL.. Nka.

(2) (3,) (4) (5) (6) (7) ($) (S) (10) (1 1 ) (12) (13) 219 919 267 967 1451 145 160 582 586 1318 133 1460 62_8 A39 $ 3 1213 136 1365 470 477 1.100 9 1273 725 734

1030 123 118 .755 aal ..860 131 I 111111111111111 9 t* 94 111111111 10 927 1168. 184 it 9 876 111101 12 10 5'7.4. 96a 13 11 3 14 12 420 32 9q5

UN GRADED 1.50 - totAL 298 1 4

B NuMBER CHILDREN. INCLUDED IN11AWHO PARTICIPATED (AT ANY TIME) IN PROJECT ACTIVITIES DESIGNED SPECIFICALLY FOR HANDICAPPED CHILDREN BY GRADE SPAN AND TYPE OF HANDICAP(Unduplicated count, each child tote rebotted only once by majo' handica0)

VISUALLYSEAlbutLY ()THEM HARD OF SPEECH Mit Abe SPAN MENTALLY DEAF HAM*. tmoVi OH. CRIPPI.00 HEALTH TOTAL RETARDED IMPAIRED HEARING CAPPED DISTURBED IMPAIRED

CY) 110) (1) (2) (4) (5) . . It) PREKINDERGARTEN 3 13 _LS 2 K = ELEMENTARY 226 21 2.113 SE'CONOARY MI Mr 10NMI UNGRADED MI= IMO MOM IIIIIIIIIII MOM 83 VAAL: 964 240MI 46IIIII 10411111 3495 C.(4uMBE0.00 CHILDREN tritLVDEC) IN 11A ENROLLED IN PUBLIC OR PRIVATE 'SCHOOLS WHO PAR-TICIPATED iN PROJECTS SPECIFICALLY FOR HANDICAPPED CHILDRENBYTERM (1) (3) (7) 110) I. MIMI MEM MIMI MUM PUBLIC AT ANY 240 NM NM MIMI WWI aka& PRIVATE TIME NMI I= Mil NMI MIMI SUMMED 111111 NMI MN MOM111=1 PROGR AM mum IIIIIIIM MN MOM MIME MO= NUMBEROF CHILDRENWHO PARTICIPATED (AT ANY TIME) IN'TITLEPROGRAM RACIAL AND ETHNIC CHARACTERISTICS (Unduptiecited count) 1. WHITE 2. NEGRO 3. AMERICAN 4. PUERTO S. MEXICAN . OTHER 1. 'TOTAL. (Same as item INDIAN RICAN AMERICAN (Specify): HA, titre 16. Col. 7) Oriental 555- 8 .i3562 224 31 58 36 ., 15385

aml.7- 254.

FOR SERVICES PERFORMED (See OEHandbook IVforassignments) 2PROGRAM.STAFF MEMBERS EMPLOYED AND TOTAL SALARY PAID NUMBER OF PROGRAM STAFF MEMBERSEMPLOYED. TOTAL SALARY PAID (Rounded to neatest .SUMMER PROGRAM ACTIVITY ASSIGNMENT AT ANY TIME &We) FULL TIME PART TIME FULL TIMEPART TIME (5) (1) (2) (3) (4)

A 'TOTALNUMBER OF STAFF MEMBERS 91 375 31 84 $ 503.139 B STAFF MEMBERS BY ASSIGNMENT 12 12 5,568 1 TEACHING - PRE-KINDERGARTEN 8,352 2 TEACHING - KINDERGARTEN 18 18 3 .TEACHING ELEMENTARY 251 194,963 4 1 TEACHING - SECONDARY 56 28,578 928 S TEACHING UNGRADED 1 6 TEACHER MOE 7LIBRARIAN 11 15,717 8LIBRARY AIDE 9 SUPERVISION 5,320 10DIRECTION. AND MANAGEMENT 9 74,447 7,056 11 COUNSELING 12 PSYCHOLOG1$T 27,019 13TESTING 19 14 SOCIAL WORK 15 ATTENDANCE 22 5 60.030 6 NURSE 2 11.800 17 PHYSICIAN 18 DENTIST CLERICAL 17 11 3 50.026 OTHER PROFESSIONAL . $ 12 900 OTHER NON-PROFESSIONAL 16 16 NUMBER OF TEACHERS EMPLOYED TOTAL SALARY C TEACHERS WHO WERE EMPLOYEDFOR AT ANY TIME SUMMER PROGRAM (Rounded to nearest ACTIVITIES SPECIFICALLY DESIGNED dollar) FOR HANDICAPPED CHILDREN FULL TIME' PART TIME FULL TIME PART TIME (4) (5) (6) (1) (2) (3) 1 7,782 1 MENTALLY RETARDED 2 2 HARD Of HEARING 1 6,174 DEAF 2,429 4SPEECH IMPAIRED . 5 VISUALLY HANDICAPPED 10,3E5 6SERIOUSLY EMOTIONALLY DISTURBED 7CRIPPLED 12.715 aOTHER HEALTH IMPAIRED

TOTAL: 11 1 $ . 39,465

1. Number who served at 2. Number whoserved during summer VOLUNTEERS INVOLVED IN TITLE I 260 34 PROGRAM ACTIVITIES at any time (Note. A Chlid PROGRAM ACTIVITIES FOR PUBLIC ANDPRIVATE SCHOOL CHILDREN 13LOCATION AND SCHEDULE OF accordingly would be counted more thanonce.) may have participatedunder more than one arrangement and NUMBER OF CHILDREN SERVED AT ANY TIME NUMBER OF CHIL- DREN SERVED PUBLIC SCHOOL CHILDREN PRIVATE SCHOOL CHILDREN LOCATION DURING SUMMER BEFORE . OF BEFORE DURING ACTIVITIES DURING OR AFTERWEEK OR AFTERWEEK PUBLIC PRIVATE SCHOOL SCHOOL SCHOOL EN OS SCHOOL SCHOOL SCHOOL EN OS HOURS HOURS HOURS HOURS CHILDRENCH8I.OREN

(a) (9) (1) (2) (3) (4) (5) (6) (7) 57 PUBLIC SCHOOL GROUNDS ONLY 15097 2285 2331 2291 128 217 9279 2 PRIVATE SCHOOL GROUNDS ONLY 3 BOTH PUBLIC & PRIVATE GROUNDS .4. ON INSTITUTIONAL GROUNDS --) 5 OTHER $ .

255.

Time) Note. =A child rimy. be counted morethen once. 144 1PROGRAM INSTRUCTIONAL ANDSERVICE ACTIVITIES (AtAny TOTAL NUMBER' OF CHILDREN,WHO -PARTICIPATED" IN ESTIMATED INSTRUCTIONAL AND SERVICE

SHOME 'ECONOMICS 140 7 7,1'84 9INDUSTRIAL ARTS 5,561 10MATHEMATICS 1740 103 57 7.114395 11MUSIC _14-59 2138 156, 77,194 12 'RHYS.. ED. /RECREATION .% ':- '. 635 193 7e 37124E1 13 NATURA L :SCIENCE 46 114 SDCIAL SCIENCE 15 VOCATIONAL EDUCATION 16 SPECIAL ACTIVITIES FOR HANDICAPPED /86 51,096 16 I lin 2339 17 PREK .6 K (EXCEPT FOR HANDICAPPED) 219 22 10,038 18 OTHER 227 8 986 1 - 18) 19 110TAL7ESTIMATED-EXPENDtTURES-FORINSTRUCTIONA.L. ACTIVITIES (Sum 43/ 462 230

:SERVICE 4, CTIVIT1 ES 1 ATTENDANCE 2.3.5 1513 7796, 527.8 6,508 2 CLOTHING 3 FOOD 437 97 2 ,435 4 'GUIDANCE /COUNSELING 63 348 3 262 S AEA LTH 'DENTAL .6 'KEA LTH MEDICA,L 518311470 12,169 7 LIBRARY 235 1513 7796 .5278 .45.310 a.ItSYCHOLOGICAL 1377 .1303 1822, 348 75,480 9 .SOCIAL WORK 1,0 'SPEECH THERAPY 42 599 9 .11 2.429

11TRANSPORT A T ION 40173 103133666i.13271 3.070 .182 53,881 '12SPECIAL ACTIVITIES FOR HANDICAPPED 16.425 13OTHER 235 1513 779G :5278

t4TOTAL ISTIMATED'XPENDITURES FORSERVICEACTIVITIES (Sumo/1 - 13).

1. 'NUMBER ESTIMATED :EDUCATION 53 391 `CNIMB:ER TITLE I STAFF .61EMSERSWHO RECEIVED INSERVICE 265 COST--0, 1. NUM BER 2. ESTIMAT nc ua e o O'NUMBER,OF-PARENTS'WHO

TOTAL 'ESTIMATED :EXPENDITURES (Sumof A19, 814,. C, and D) 793,520 1967 (At Any 'Time) 15AMOUNT 'OF 'TITLE I FUNDS ALLOCATED, APPROVED,AN.D E XP.ENDED,. FY :ENDING JUNE 30, A(TOTAL'ALLOCATION B 'TITLE I 'FUNDS APPROVED(Rounded to nearest dollar) 1. .FOR REPORTING 2. FROM OTHER 3.1.0 OTHER COOP. 4. TOTAL NET AMOUNT AP- AGENCY COOP. AGENCIES AGENCIES PROVED FOR THIS PROGRAM s. 808 010 $808,010 $ $ 808,010

1. EQUIPMENT .2. CONSTRUCTION 3. OTHER 4. TOTAL 'ESTIMATED EXPENDITURES s 39 601 3 /53 919 $79.3,520 16 rO,UTSTANDINd *-FE-ATUR ES AND ,ACCOMPLISHMENT.S 'OFTHE FY 1967 TITLE I PROGRAM (Optional Item- Useteverseside -.4 - *n. 256.

17 PROGRAM INSTRUCTIONAL AND SERVICE ACTIVITIES (Summer Program) Note. A child may be counted More than once. TOTAL NUMBER OF. CHILDREN WHO PARTICIPATED IN INSTRUCTIONAL AND SERVICE ACTIVITIES ESTIMATED COST ALL PARTICIPANTS BY GRADE SPAN ENROLLED FROM or ACTIVIVIES (Public, Private, Out of School, and INSTS ACTIVITY Institutionalized) IN. PRIVATE FOR (Rounded to NEL. & nearest dollar) PRIEK ORS. Ili ORS. 7 -12 SCHOOLS DEL.

A INSTRUCTIONAL ACTIVITIES 20 67 BUSINESS EDUCATION 1 339 CULTURAL ENRICHMENT 4,577 'ENGLISH - READING 37,229 ENGLISH - SPEECH 592 ENGLISH- 2ND LANGUAGE 5,043 FOREIGN LANGUAGE 2,716 HOME ECONOMICS 2,274 INDUSTRIAL ARTS 1,231 MATHEMATICS 33.235 MUSIC 27,919 PHYS. E0./RECREATION 4,943 NATURAL SCIENCE 1,447 SOCIAL SCIENCE VOCATIONAL EDUCATION SPECIAL ACTIVITIES FOR. HANDICAPPED PRE -',t & K (EXCEPT FOR HANDICAPPED) OTHER

9 TOTAL ESTIMATED EXPENDITURES FOR INSTRUCTIONAL ACTIVITIES(Sun: of 1 - 18)

ATTENDANCE CLOTHING 1 "981' 3,262 HEALTH - DENTAL HEALTH - MEDICAL LIBRARY 219 267 6258 609 193 15.526 PSYCHOLOGICAL 681 191 'SOCIAL WORK SPEECH THERAPY 42 166 TRANSPORTATION 987 567 23565 1486 457 SPECIAL ACTIVITIES FOR HANDICAPPED 28 'OTHERDisseminatign & 219 267 6258 609 193 Lvaivation TOTAL ESTIMATED EXPENDITURES FOR SERVICE ACTIVITIES (Sum of /-13)

NUMBER OF TITLE I STAFF MEMBERS WHO RECEIVED INSERVICE EDUCATION 1. NUMBER 2. ESTIMATED 34 COST

NUMBER OF .PARENTS WHO RECEIVED COUNSELING AND OTHER SERVICES 1. NUMBER 2. ESTIMATEDincluded 3,000 COST 0. above TOTAL ESTIMATED EXPENDITURES (Sumof A19, B14,' C, and DI 262.518 18 AMOUNT OF TITLEI FUNDS ALLOCATED APPROVED, AND EXPENDED, FY ENDING JUNE 30, 1967 (Summer) A TOTAL ALLOCATION B TITLE I FUNDS APPROVED(Rounded to nearest dollar) ncluded in early allocatio 1. FOR REPORTING 2. FROM OTHER 3. TO OTHER COOP. 4. TOTAL NET AMOUNT AP- . AGENCY COOP. AGENCIES AGENCIES PROVED FOR THIS PROGRAM $(12 month prog a $

.1. EQUIPMENT 2. CONSTRUCTION C ESTIMATED EXPENDITURES s 15,906 OUTSTANDING FEATURES AND ACCOMPLISHMENTS OF THE FY 1967 TITLEI SUMMER PROGRAM (Optional Item )

-.5- U.S. GOVERNMENT sAINTING OFFICE : 1967 0 274-096