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Education Act), the Document Describes 4 Specific Projects Implemented Through the Alabama State Superintendent's Office Beginning in 1066

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Education Act), the Document Describes 4 Specific Projects Implemented Through the Alabama State Superintendent's Office Beginning in 1066 DOCUMENT RESUME ED 045 26U 80e RC 004 909 TITLE RCP Local School Prelects in Alabama. TNSTTTTITIoN Pegional Curriculum Prnject, Atlanta, Ga. FPONS AGENCY Bureau of Elementary ana Secondary education (D14Fw/OF), Washington, P.C. PUB PATE Dec 69 NOTr /4p. rnRs PRICE ERRS Price MV -v).so HC -!3.80 DESCRIPTORS Administrative Chance, Closed Circuit Television, *Curriculum Development, rducational Change, Educational Television, Evaluation, *Federal Programs, language Arts, Mobile Classrooms, Modern Mathematics, Planning, *Regional Planning, *Rural Education, *State Acencies, State School District Relationship IDENTIFIERS *Alabama ABSTRACT One of E state reports aenerated by the Pegional Curriculum Protect (funded under the Elementary and Secondar!, Education Act), the document describes 4 specific projects implemented through the Alabama State Superintendent's Office beginning in 1066. All projects were designed to improve instructional leadershin by defining the role(s) of the state department of education in facilitating desirable change in educational progtams for children and youth. The first project related to improving communication skills in Butler County, Alabama; with the use of mooile communication laboratories and staff inservice training in language arts, the elementary and high school children taught in the mobile laboratories raised their standardized achievement scores. A second program involved the planning and installation of a comprehensive closed-circuit educational televisior system in Jeffirscn County.A third program provided training for teachers of modern mathematics. The final program revolved around language arts improvement in Baldwin County. Each protect discussed in the document is described in terms of overall objectives, activities unaPraVAint findings, and evaluation. (At) REGIONAL CURRICULUM 'PROJECT -4* %a 111 O lt 6 041PAIttellIff Of MI FMK I000Att001 IWILtAlt °MC( OP IRCAT/ONA/ WL IMPS DM/Mile MAS WI 1111PADDOCID tltACTUF At IlkOPFID FACIA TPA 111104 OA 01FGAPOLATION OFOONAF140 it POWS OF 'OM OS WOW:MI VAUD DO MOT MECEI SAIIKT DiFftlitlitt Of FICUlt Off Kt OF IDO CAtiONP011itiOh OA POUR rcp local school projects in alabama ALABAMA LEADERSHIP State Superintendent: Dr. Ernest Stone Policy Committeeman: Dr. W. Morrison McColl, Director Division of Elementary Education State Coordinator: Lee Boone Local Project Coordinators: Gerald E. Godfrey Jefferson County Schools by L. Greenhill, Jr. Morgan County Schools Mrs. Marjorie E. Maddox Butler County Schools Katherine Steedley Baldwin County Schools RIOIONAL cuipticuLum PROM? 136 TRINITY AVENUE, LW. ATLANTA, GIOROIA 30303 TABLE OF CONTENTS Page Preface i Improving Communications Skills - Butler County 1 Closed Circuit Educational Televisim Project Jefforaon County 17 Modern Mathematics Project - Morgan County 36 Language Arts Improvement - Baldvin County 53 .1) Lt O PREFACE When the Regional Curriculum Project. was created under Title V, Section 505, of the Elementary and Secondary Educotien Act of 1965, It was designed to serve state departments of eduootion. Neither local school systems nor individual schools were its in- tender clients.But those who first envisioned the project, those wl o promoted it, and those who took part in its creation were all mindful of the ultimate criterion for measuring any effort in the field of education: "What wIl it ck for the students'?" The Proj- ect was begun not to perform a study in a vacuum, nor yet simply to study ways of improving state departments of education.Its purpose, clearly stated from the beginning, has been to study "instructional leadership' by experimenting to determine "the role or roles of state departments of education in facilitating de- sirable change fn the educational program for children and youth." In none of its activities has the Regional Curriculum Project come :loser to the real substance of educationthe interaction among students and teachers in clossroomsthan in its sponsorship of -1- school districts of twenty-five change projectsin twenty-four local as laixpotorios the Southeast. Theseprojects were designed to serve of change by the RCP,and to serve later as for the examination each case the role of a places for testing ofhypotheses involving in the changes occurring state deportmentof education in relation to or falling to occur. in each of these states Six states haveporticipated in the RCP, and of change projects. four local districts wereselected to be the sites Following are the storiesof Alabama's fourprojectsor, perhaps accurately, the highlightsof those stories.The Alabama more is responsible fot coordinator for theRegional Curriculum Project observational and collection of the data, sourcesof which include with local aneoc:otal records, interviewsand group conferences and written reports.All systems and StoleDepartment personnel, these pages on attempt that has occurred cannotbe recorded. But In tell enough of each storyto show what theState has been made to what extent, it may Department of Educationhas done; how, and to ond teachers in theclassroom have been be said that students the results appear all affected; and whether,al this early judgment, good, all bad, or m:xed. Edward T. Brown December, 1968 IMPROVING COMMUNICATIONS SKILLS BUTLER COUNTY 1 I.Background "In recent years, students in our schools hove been scor- ing lower on standardized tests in language arts than inany other curriculum area," re,)orted Mrs. Marjorie Maddox, Coordinator of a program in Butter County Schools, Alabama, designed to help pupils improve skills of communication. 1Sources of data include: tape.recorded interviewsand group conferences with local system and State Department personnel; observatkoal and anecdotal records; and writtenreports. The story of this project was prepared for the Regional Curriculum Project, identifying ways in which the State Deportment partici- pated in the Butler County Curriculum Program. Lee Boone is Alabama State Coordinator for RCP. He is responsible for the collection of data about the role of the State Department of Education In the curriculum project reported here. (Title V, Special Project 305, P.L. 89-10). Butler County is predominately rural with some light industry. The population of the county is approximately 24,000, with o school population of about 6,277. More than one-half of the students are economically deprived. There are ten schools in the county: three having grades 1-12; one, grades 9-12; one, grades 7-12; three grades, 1-8; one, grades 7-8; and one, grades 1-6. The staff is made up of approximately 250 teachers, nine principals, and eleven people In the central office. Although Butler County's pupils showed improvements in four months following the initiation of a special program, standardized test results revealed that 60 per cent of the pupils in grades 8 and 11 scored below grade level in lan- guage arts. From conferences with teachers, it was learned that In their opinion, also, the children were deficient in reading comprehension and reading speed. They were lack- ing in ability to express themselves orally or in written form, and in skills for effective listening.'For these reasons," Mrs. Maddox reported, "we decided to concentrate on im- provement of instruction in the language oils, expecting to improve pupil achievement in the skills of communicotion." Several approaches to the improvement of language arts instruction were usedestablishment of mobile units tech- nologically equipped to provide individualized and group Instruction, especially in speech, reading, elementary physical ( education and music; provision for in-service education of the Butler County staff; and use of consultant services and leadership assistance from the State Department of Education. Some of the approoches used will be discussed. Methods and Procedures Communication Laboratories: (Mobile Units) To facilitate improvement in communication skills, especially in reading and speech, the program has included the development of special classes housed in technologically equipped one-room mobile units.Each unit includes facili- ties designed to help the teachers provide individualized and small-group instruction for many of the educationally disadvantaged in each school. There ore now twenty-four such laboratories equipped with tape recorders; record players and albums of records, music and literature; Individual language masters; tape record- ings providing directions and assignments for speech improve- ment; earphones; prolectors; appropriate slides and film strips; individual carrels; and other facilities which make individual- ized use of materials possible without disturbing others when this type of procedure is essential to :ndividualized learning. - 3- Most important is a teacher for each unit who is especially interested and able in helping each child make the best of his potential, and especially in helping him learn to communicate effectively. The teacher works with twelve or fifteen pupils in accordance with a prearranged schedule for a thirty-minute period each day, after which these pupils return to their regu- lar classrooms and another Group comes to the laboratory. Some of the material used in the speech labs is of the listen and read type, some of which is used to help pupils in auditory discrimination. A pupil, using earphones, hears sounds in words. He repeats what he hears and compares his speech with the model, which helps F,:rn determine the accuracy of his own speech. He repeats the process, hearing and speaking other words or sentences,
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