REPORT RESUMES

ED 011 838 SE 000 691 CATALOG OF EDUCATIONAL CHANGES IN OHIO PUBLICSCHOOLS. By- STUFFLEBEAM, DANIEL L. AND OTHERS THE OHIO STATE UNIV., COLUMBUS, COLL. OF EDUC. PUB DATE 66 EDRS PRICE MF-90.18 HC-$4.72 119p,

DESCRIPTORS- *CURRICULUM, *EDUCATIONAL RESEARCH,*EDUCATIONAL FACILITIES, *INNOVATION, *INSTRUCTIONAL INNOVATION,*SCHOOL PERSONNEL, ADMINISTRATION, INSTRUCTION, COLUMBUS

INFORMATION RELATED TO INNOVATIVE ELEMENTARY AND SECONDARY SCHOOL PROGRAMS IN OHIO IS PRESENTED. DATA WERE OBTAINED FROM SCHOOL ADMINISTRATORS AND TEACHERSTHROUGH THE USE OF QUESTIONNAIRES. ENTRIES INCLUDE--(1) GEOGRAPHIC REGION,(2) COUNTY,(3) CITY OR VILLAGE,(4) LOCAL DISTRICT, AND (5) PROJECT TITLE. DETAILED DESCRIPTIONSOF SELECTED PROGRAMS ARE INCLUDED. A FUTURE REPORT WILL CONTAIN AN ANALYSIS Or THE TYPES, ORIGINS, FUNDING, AND EFFECTIVENESSOF CURRENT INNOVATIONS. THIS PUBLICATION IS ALSO AVAILABLEFROM PUBLICATIONS OFFICE, THE OHIO STATE UNIVERSITY, 242 W. 18TH AVENUE, COLUMBUS, OHIO 43210, FOR $2.25. (AG)

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY. Uhio tducational Innovations Survey

The Ohio Educational InnovationsSarvey, the projecton which this publication is based, was sponsored, conducted, and financed by The Ohio Association of SchoolAdministrators The Ohio Education Association The Ohio School Boards Association The Ohio State University The State of Ohio Departmentof Education

Project CommitteeMembers Daniel L. Stufflebeam Project Director Robert T. Baker Roy A. Larmee Egon G. Guba John Marrah Richard E. KelleyGerald R. Norman

Published by the College of Education The Ohio State University Columbus, Ohio MAR 1 5 1967

catalog of EDUCATIONAL CHANGES in obio publicschools

U.S. DEPARTMENT OF HEALTH, EDUCATION& WELFARE OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECE'VED FROM THE PERSON OR ORGANIZATION ORIGINATINGIT.POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIALOFFICE OF EDUCATION POSITION OR POLICY. PRECEDING PAGEBLANK- NOT FILMED * gir catalog of qp ED U C A T I 0NIA C Ft A NGlIE .., .4 ..: ... , 1,-thoblo44 ppEgic schools

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I. Copyright, 1966, by College of Education The Ohio State University

"PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS BEEN GRANTED

BY Daniel L. Stufflebeam

TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE U.S. OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PERMISSION OF THE COPYRIGHT OWNER."

Copies of this publication may be obtained from Publications Office The Ohio State University 242 W. 18th Avenue, Columbus, Ohio 43210 $2.25 each. Discounts for quantity orders. NOT FILMED PRECEDINGPAGE BLANK-

FOREWORD As this book will attest, educational change is inaccomplish those tasks they are suited and mandated the air.Itisthe unusual school today that is notto do (i.e., to produce new knowledge and to make trying out new ideas: the Initial Teaching Alphabet,practical decisions) while bridging the gap between the PSSC curriculuminphysics,prekindergarten them with new mechanisms and agencies that are "head start" experiences, modular scheduling, pro-charged with intermediate functions such as inven- gramed instruction, ungraded primary units, special tion, design, field-testing, demonstration, dissemina- programs for potential dropouts, large group instruc-tion, and adaptation, none of which are properly at- tional spaces, machine processing of school data, and,tended to now. literally, hundreds of others. School people are acutely Such an undertakingisvastindeed, and one sensitive to public criticism, and they are attemptinghears only the beginning rumblings of such an effort to meet objections, when these are justified, as rapidlynow. The new Federal Elementary and Secondary and effectively aspossible. Further, an awakeningEducation Act of 1965 (Titles[II and 1V in par- professional conscience has aroused these same edu-ticular), the special effort of certain state departments cators to a self-criticismfar more penetrating than (for example, New York and Pennsylvania), and that which the public has been able to stimulate. Thethe development within university settings of special searching questions that educators have posed for agencies to deal with this problem (for example, Ken- themselves demand attention and reply. tucky and Ohio State) are straws in the wind. Edu- What kind of strategy can educators follow in at- cation cannot wait until these new efforts are fully tempting to meet the deficiencies and shortcomingsdeveloped; practical action must begin at once. The that are evident? How can they further improve thereport on the nature and location of educational inno- practices which seem -atleast minimally acceptablevations in Ohio schools in this book is one such be- even to the critics? How can completely new con- ginning step. cepts and techniques be invented and put into prac- The inventory of educational innovations reported tice? Questions such as these appear to be amongin this Catalog was suggested by and somewhat paral- the most important among thosecurrentlybeing lels the work of Henry M. Brickell in New York raised. state. However, while Brickell's inventory was con- The traditional (and notably ineffective) responsefined to instructional innovations, the present inven- to these questions recommends linking practice more tory includes six other areas as well: (1) Administra- intimately with research and theory. It has been main- tion, Organization, Business, and Finance; (2) Pupil tained that all of the problems attendant on the ac-Personnel Services; (3) School Plant; (4) Staff; (5) complishment of change would fade away if adequateSchool-Community Relations; and (6) Research. This channels of communication could be established be-Catalog, then, is probably the most complete compen- tween researchers and practitioners. That this isfal- dium yet to be assembled in respect to an area as lacious reasoning is patent as one notes the fervor large as a state. with which the two groups denounce one another for While Ohio State's Bureau of Educational Re- the evident failure to accomplish this much hoped forsearch and Service took the leadership in initiating rapprochement.Researchersarelabeledasivory- the effort, the Bureau was joined almost at once by tower, egg-head, cloud-nining "mere" theoreticians,four other agencies that collaborated throughout on and practitioners are viewed as rule-of-thumb, short-the effort and contributed funds and/or staff to the sighted,fly-by-the-seat-of-the-pantsmanipulators.In project: the Ohio State Department of Education; the the meantime, it is becoming apparent that no amount Ohio School Boards Association; the Ohio Education of vilification will solve the dilemma because each Association; and the Ohio Association of School Ad- side is both right and wrong. What is needed is a ministrators. The willingness of these groups to par- broad approach that will permit each of the camps to ticipatein and support thiseffortillustratestheir commitment to and belief in the importance of theald Norman all contributed time and energy well Catalog. Halfway through the project, a special grant above the levels we originally asked of them. from the Research Grants and Leaves Committee of Whether or not the Catalog will play a dynamic the College of Education, The Ohio State University, role in facilitating the educational change process in made possible some expansion in the study design thatOhio schools remains to be seen; I believe that it does emerged as useful. represent a useful firststep. In the final analysis, The efforts of Daniel Stufflebeam, chairman, and however, this utility depends upon the degree of inter- the personnel comprising the ad hoc committee foraction which theCatalog has with Ohio school the development of the Catalog deserve special atm-.people, and which it promotes among Ohio school peo- tion. The original estimates of the work and effortple. The best evidence that this potential has been necessary to do the project turned out to be grosslyrealized will be the speed with which the Catalog inadequate, but Dr. Stufflebeam's dedication to the is outdated. It is my fervent hope that a revision will project remained and, in fact, seemed to increase in need to be undertaken almost at once. direct proportion to the apparent impossibility of ever Egon G. Guba getting the task done. Other members of the ad hoc Assistant Director group worked with equal fervorRobert T. Baker, School of Education Richard Kelley, Roy Larmee, John Marrah, and Ger- The Ohio State University ACKNOWLEDGMENT Many people and several organizations contributedfrom the city. Everyone of the men acknowledged to the success of the project that has resulted in theabove cooperated fully -and wholeheartedly andin a production of this report. Hundreds of teachers and fine professional spirit. I wishto express my sincere administrators in Ohio's public schools took the timepersonal appreciation of theirvery generous coopera- to complete and return the detailed questionnairestion on the committee. they received. The Ohio Association of School Ad- My special thanks go to the graduateassistants ministrators, Ohio Education Association, Ohio School and clerical persons who worked diligentlyin pre- Boards Association, State of Ohio Department of Edu-paring and processing project materials. PolyKipp cation, and The Ohio State University contributedassisted the project during the questionnairedevel- support in both men and money. opment and administration phases; her systematic Major acknowledgment, however,goes to Egonmonitoring and follow-up of the questionnaireadmin- G. Guba. The idea for conducting the studywas his,istration were largely responsible for obtainingreturns and it was primarily at his suggestion that thespon- from 74 per cent of the school districtssurveyed. soring organizations supported thesurvey. He assistedCarol Spence worked efficiently and effectivelyin in designing the study and provided the services oforganizing the volume of returned questionnairesand his office for pfinting and mailing the questionnairesin coordinating the data processing activities.Michael and for editing the materials in this book. Hock brought hismany talents to bear on completing The Survey Committee members who helpedconthe final phases of the project; Iam especially appre- duct the project also deserve acknowledgment forciative for his editorial assistance in the writingof theirefforts.GeraldR. Norman's comprehensivethe introductory chapter. Invaluable clericalassistance knowledge of Ohio public schools and his diligentwas provided by Barbara Fincher, Kathy Cope, Jean- efforts in all phases of the study provided invaluableette Zedaker, and Hazel Hardin. helpI am especially grateful for the times he acted Several persons from The Ohio State University as project director when I had to be absent. Royvolunteered to read and classify returned question- Larmee provided much counsel and practical helpnaires and towrite program descriptionsVirgil throughout the project. His knowledge of educationalBlanke, Frank Ewing, Torn Goodman, LarryHughes, innovations, especially the various modern curricula,and Robert Wynkoopwere generous in their services was of great utility in evaluating and classifying theto the project. returned questionnaires. He also persuadeda number Although not associated with the project, M. J. of graduate students to assist in processing and ratingConrad, Desmond L. Cook, Walter Hack, andHer- the returned questionnaires. Robert Bakerwas veryman Peters took time from their busy schedules to helpful in designing the questionnaires and evaluat-assist the project committee in visiting schools and ing the questionnaire returns. His background in jour-observing programs which had been reported in the nalism was very helpful in designing the format forreturned questionnaires. My thanksto each of them. the Catalog and for the program descriptions which Grants were made to the project by the Ohio appear in Chapter 4 of this book. John Marrah, whoAssociation of School Administrators, the Ohio Edu- replaced Leonard Nachman, brought himselfup tocation Association, the Grants and Leaves Committee date in the work of the project, and proceededto of The Ohio State University College of Education, serve many useful functions. While Mr. Nachmanand the Ohio School Boards Association. Without served on the committee he assisted materiallyin these funds the study would not have been possible. designing the questionnaires. Richard Kelleyspent Daniel L. Stufflebeam many hours in reading and screening the returned Director questionnairesboth he and Mr. Nachman left the Evaluation Center committee because of new positions which took them The Ohio State University vii PRECEDING PAGE BLANK-NOT FILMED

112113111111111111EIUMINWIRliften

CONTENTS

Foreword Acknowledgment vii

Introduction 1 The Lists of Innovations 7 Instruction 9 Administratior 22 Pupil Services 27 School Plant 31 Staff 35 Public Relations 37 Research 41 The Program Descriptions 45 Instruction 47 Administration 80 Pupil Services 85 School Plant 88 Staff 91 Public Relations 95 Research 100 Index to Descriptions 110 INTRODUCTION

Many changes are taking place in our schools and Fortunately, thepresentsenseof urgencyfor colleges, and undoubtedly many more changes willchange in education isbeing feltat a time when be required and attempted in the near future. Yet, farpositive forcesranging from sympathetic discussions lessis known than should be about almost everyof educational problems, tooffers of assistance,to aspect of ;:ducational change. There is an urgent need concrete programs designed to produce progressare to understand and structure the change process sosupporting the production of needed changes and that new educational programs can be developed oneducational progress, Within education itself there is sound bases, diffused rapidly and thoroughly, and notable evidence of discontent with the current state implemented effectively. The Ohio Educational In.of affairs and of a desire to work toward producing novations Surveyon which this report is based--was educational change. Considering that many teachers conducted in the belief that information about recentand administrators are overworked, underpaid, and changes in Ohio public schools would be useful toprovidedwithinadequateresources,theircurrent teachers and administrators for identifying, studying,activities -devotedtoaltering schoolpracticesand and adopting new programs; to educational research-programs are quite remarkable., In conducting this ers for analyzing the content and process of currentstudy, it was quite impressive to see teachers' and change in Ohio public schools; and to educationaladministrators' readiness for change and their desire leadersfororganizing educationtofacilitatethe for a means capable of instituting new school pro- change process. grams. They are encouraged in their efforts by many agencies outside of education which are allocating The Need for Educational Change. huge stuns of money for educational research and Because of the pressing requirements Of nationaldevelopment. The most notable example is the Fed- defense, the growing Mobility- Of society, and theeral government, which has been active through the increasing automation of the economy, education must Cooperative Research Program of the U.S. Office of meet and keep pace with the times now more thanEducation, the National Science Foundation, the Na- ever before. New problems arc created almost dailytional Defense Education Act, and the Manpower for education to solve, as change upon change sweepS Development and Training Act. There are strong the social, political, economic, technological, and re-indications that the Federal government's efforts to ligious sectors of our country. Educators must beimprove education will increase greatly within the prepared to respond -unremittingly to these pressuresnext few years. As this report goes to press, President by revising current programs and by developing newLyndon B. Johnson has just signed into law the Ele- programs-and practices. To facilitate their wdrk, there mentary and Secondary Education Act of 1965, the must be available explicit, workable provisions to al- Higher .Education Act of 1965, the Manpower Devel- low them, ina constant 'and. effective manner, toopment and Training Act Amendment of 1965, and anticipate future problems and needs and to plan,the National Humanities and Arts Foundationall develop, disseminate, and implement necessary inno-promise to direct massive resources against the prob- vations. Ways and means must be found to introduce newly developed innovations into the schools wherelems of education. Many private foundations, e.g., they are needed, so that unnecessary .duplication ofFord, Carnegie, and Rockefeller, also provide large developmental .effort can be eliminated. Educators can amounts of money for educational research, and de- no longer tolerate,a policy of change characterized by velopment. waiting for crises to arise and then applying stop- Severe pressures for change and the many re- gap, emergency measures. Too often, hastily applied sources seeking to reduce them have resulted in a "mending tape" solutions serve to mask a situationclimate that has already stimulated the production of that will simply grow more and more serious. many significant new educational programs. Modern

1 technology has been harnessedto education throughand when to change. A basic understanding of the the use of computers, television, teaching machines,change process is crucial for the future of education. and mechanized reading laboratories. Our ideasabout the basic process of learningare changing and ex- tensive efforts are being madeto take new evidenceThe Need for Statewide Studies into consideration in the curricula and in teaching, Before hypotheses bearing on the production of with greater emphasison stimulating students towardchange in education can be developed and tested, it self-motivation. The conventionalpattern of educationwill be necessary to make a thorough analysis of the is yielding to more flexible and functionalarrange. content and process of change asit presently exists ments through the use of team teaching, ungraded in schools and colleges throughout the United States. primary education, and honorsprograms. On the sur-Statewide studies of the status of 'educational change face, it would appear that education has alreadymadecan provide much of the necessary information for a massive response to the many pressures for change.the establishment ofa comprehensive experimental Many writers have recently hailed the beginningof research program. It will be importantto: an educational revolution and the ending ofan era of slow evolutionary change. 1. Identify and analyze recent changes in schools and colleges. Before the existence ofan educational revolution can be verified, however, the current changes sweep- 2. Identify the origin of the changes. ing our elementary and secondary schools 3. Stratify schools according to the types,amounts, must re- and rates of change they produce. ceiveacomprehensivelook.Arethesechanges amounting to sound progress? Is the theory-practice 4. Compare the strata according to various school gap closing?Isthistruly a course of continuous, and community characteristics. anticipatedchange andprogress?Isthechange 5. Determine time lags between the availability of process understood and able to be controlled? Ac-new programs and their dissemination into various cording to Gross and Murphy in The Revolution in types of schools. the Schools (1964), American education hasa long 6. Identify perceptions of school people concerning way to go before it will be involved in thoroughgoingwhat promotes or deters needed changes. revolution, innovation, and change. Miles in Innova- 7. Stratify school personnel accordingto whether tionin Education (1964) statedthat we have in-they are developers of innovations;are early, average, adequate information about almostevery aspect ofor late adopters of new programs; or are obstruc- innovation in education. Hewas concerned that al- tionists. most all available resources are going into the devel- 8. Determine what sources of informationschool opment of innovations themselves, leaving onlya personnel use to learn about innovations. fraction of the resources foruse in examining, plan- 9. Determine what impact colleges,state education ning, and executing the changeprocesses. Such state- departments, other education agencies, andnoneduca- ments indicate that the current turmoil in educationtion agencies have on effecting change in the schools. It will obviously benecessary to conduct many studies needs considerable study before the production and before utilization of educational innovations adequatedataaboutexistingeducational can be accom-change can be amassed and organized. plished within a sound and workableprogram for The literatureisnearly continuous, educational progress. . void of research-based Before change can bedirectedeffectively,the information about educational change. Thenotable exception is Henry M. Brickell's study of changein characteristics and interrelationships of innovations,the innovators, schools, and other agencies affecting de- public and privateelementary and secondary velopment and diffusion of schools of New York state. He utilizeda question- new educational programsnaire approach to survey schools throughout the must be identified and understood. The educational state in order to identify and analyze instructionalchanges. system must be restructured to meet the requirements He published his findings intwo books, Organizing for producing planned change. Educatorsmust knowNew York State for Educational Change (1961), and what to change, what not to change, howto change,Commissioner's 1961 Catalog of Educational Change. 2 -4.111111

Brickell's study has been very important for educationcational programs inOhio. A second report will because it demonstrates thatsurveys of recent educa-contain analyses of the types, origins, funding, loca- tionalchanges can provide important informationtion, effectiveness, etc., of the changes whichare con- about the content and process of change in education.tained in this first report. Many more statewide studies of educational changes are needed to provide a cross-validation check on Brickell's findings and to provide information aboutProcedures in Conducting the Survey areas not covered in Brickell's work. In conducting the project, the Surveyteam sent Ohio provides an excellent framework for thequestionnaires to educators in all public school dis study of educational change. Its history of leadership ,'.rictsin Ohio, analyzed the returned questionnaires in educational research and development, itslargeand visited several of the schools reportingnew pro- population (sixth largest among the states), and itsgrams. The Survey Committee sought information vast and expanding manufacturing, mining, and farm-covering the total range of school functions. To facili- ing industries provide most, if not all, of the factorstate investigation, analysis, and organization of the to be considered in an analysis of educational change.results, the committee definedseven areas it believed Because of Ohio'ssocialand economic heteroge-make up the total schoolprogram. These are: (1) neity,carefullyproducedanddelineatedfindingsInstruction; (2) Administration, Organization, Busi- about change in Ohio schools should have heuristicness, and Finance; (3) Pupil Personnel Services; (4) value and practical application for otherstates. PhysicalPlant;(5)Staff;(6) School-Community Relations; and (7) Research. Questionnaires oftwo Background for the Ohio Survey basic types were constructed for each of theseseven areasthe type I questionnaire servedto identify new The Ohio Educational Innovations Surveywas programs and the typeIIquestionnaire servedto initiated in response to the many pressing needs forobtain detailed information about thenew programs understanding and improving theprocess of changeand the schools and communities fostering them.In in Ohio schools. This report is just the firststep in adeveloping the two types of questionnaires,tryout combined effort by several agencies in Ohioto organ- forms were constructed and givento educators in all ize the state for a calculated and coordinatedprogram public school districts in Franklin County. On the of educationalprogress. The cooperating agencies,basis of results from the tryout, both questionnaires which jointly funded and conducted the Surveyon were revised and refined. The final questionnaires which this book is based, are The Ohio State Univer-were then sent to educators throughout Ohio. The sity, the State of Ohio Department of Education, Ohioreturned information was carefullyevaluatedand School Boards Association, Ohio Education Associa-classified so that theresults could be analyzed at tion, and the Ohio Association of School Adminis-different levels of various qualitative characteristics. trators.The majorobjectiveofthiscooperative The type 1 questionnairewas administered in Feb- venture is to develop a valid strategy for producingruary 1964 to all Ohio superintendents and executive educational change and to mobilize the elements ofheads. They were asked to provide titles andcapsule the strategy into a functional structure which willdescriptions of all of theprograms started in their effect and facilitate continuing educational innovation.districts since approximately 1958, andto identify The first step in the researchprogram has been tothe individuals in charge of thenew programs. This amass and structureafoundation of informationquestionnaire and its accompanying letter of explana- about the content andprocess of changes that havetion specified that the Survey Committeewas seeking recentlyoccurredin Ohio public elementary andinformation about programsor practices in all areas secondary schools. it was felt that sucha pool of infor- of education whichwere new to the schools where mation could be useful to both educational research- these programs were operating, althoughnot neces- ers andto elementary and secondary schoolstaffsarily new to education. Threeor more judges with members. professional education experience screened the infor- This initial report of findings from the Surveycon- mation from the superintendents accordingto evalua- tains descriptions and cataloged listings ofnew edu-tive criteria developed by the Survey Committeeto 3 determine those programs meriting follow-upstudy. listing of program titles, Chapter 3, in additionto Each judge read the returnedtype i questionnaire, those rated "I' or "2." and assigned each reported change withone of the "4"---judged to be out of place ina catalog of following ratings: educational change because of lack ofinformation, "1"clearly outstanding and, insome aspects, new out -of -date, etc. to education in Ohio. (The first of these classificationss pertinent to the "2"of high quality, maybe innovative. analysisanddiscussionofsignificanteducational "3"new national program. changes in Ohio public schools which willappear in "4"not innovative, but worthy of follow-up inves-a second report, which was mentioned earlier. will tigation. include the results of statistical analyses of theques- "5"not enough information to decide the merits tionnaire data that have been designedto indicate of the program. which regions of Ohio show the highestrates of edu- "6"clearly not worthy of further study (thesecational change, what grade levels andsubstantive were programs such as "painted twenty classrooms," areas are undergoing the most change, the prevalent "passed a bond issue," or "employed an additional sources of outside support for development ofnew custodian"). programs, etc.) Programs classified "1," "2,"or "3" All programs that received a majority of ratingsprovide the basis for the listing,Ofprogram titles in higherthan "6" were selected IAA furtherstudy thisreport; programs classified as "1" or, "2" are through administration of the type II questionnaire. included in the section ofprogram descriptions. The type II questionnaire was sent out in April The criteria used in ranking theprograms were: and May 1964 to the individuals named by theiruniqueness of conceptualiiation' and/op pie* n- superintendents as most knowledgeable about,thepro- ta don ; clarity of objectives;, care in planning; evidence grams selectedfor follow-up study. Part 1 of the of evaluation; relevanceto current and 'critical prob- questionnaire was a checklist designed to yield data lems in education; and appliCabihty"to other school for analysis of the new programson such matters situations. Each rater was frequest,eidto consider the as reasons for deciding to change, sources of ideas for above criteria before assigningan overall rank 'Of' "I," selecting or developing new programs, funding,con- "2," "3," or `4" to a prograik , tent emphasis, participating personnel, students served, Initially,a,rough screening separated theprograms organizational changes required for installing thenew belonging in category. "4" *(those programs'judged in- program, and use of new equipment. Part 2 of theappropriate forthis study):,'The programsinthis type IIquestionnaire included open-end questions category were to be excluded 4frorn* statistical analysis requesting enumerations of the problem that caused and from inclusion in ,either ethetwo, reports. Pro- the school to institute the newprogram, the broad grams were usually assigned To category "4" because objectives and operational characteristics of thepro- the respondent either had not filledin the requested gram, the method and results of evaluation, and the information or had' not supplied Sueficientdata for staff members needed for operating theprogram. This analysisor descriptionof theiiiogram. HoWever, section also asked for identification of factors consid- programs were also rated "4" if the respondent, al- ered fundamentally important either in deterring.or though completing a questionnaire,requestedthat facilitating educational change in Ohio. his program not be publishedor included in, the data During the Spring and Summer of 1964, the typeanalysis; if program was started earlier than five H questionnaireswere thoroughlyevaluated. On years ago; or if the questionnaire data clearly indi- the basis of the evaluation, eachprogram was assigned cated that the ,program had failed,etc. The purpose one of the following ratings: of this,,first,.rough, screeningwas-to ,reduce immedi- "1"meets the evaluation criteria most fully (re-ately the!,nurnher ofTeturns to that group 'which stricted to the approximately thirty top programs). would require the attention of allMembers of the "2"judged worthy of'summary description inSurvey Committee. Approximately1,000question- this Catalog (approximately 170 programs): . naires, averaging qninepages each, Were read and "3"judged worthy bf inclusion in the cataloged rated.. 4 The questionnaireswhichsurvivedtheinitial use this volume and the works that will follow. To screening were read and rated by at least three mem-this end, it is hoped these suggested uses will suggest bers of the Survey Committee in order to sort the still more. programs among categories "1," "2," and "3." The judges, however, were still allowed to assign a rating For the administrator or policymaker, this report of "4," if they deemed such a rating appropriate. The can serve as a handbook to people with similar in- programs were classified according to the modal orterests and schools with similar problems.It may median rating assigned by the judges. All programs make an administrator's decisions more certain by al- receiving a final modal or median rating of "1," "2,"lowing him to see, in action, alternative approaches or "3" have been listed beginning on page nine. De-to a particular goal or problemoften within similar scriptions beginning on page forty-seven are for all economic and political systems. programs receiving a modal or median rating of "1" For the principal, this Catalog can serve to estab- or "2 "; these descriptions were written, using the in-lish communication among persons working on sim- formation appearing in part 2 of the type II question- ilar programs. It will indicate programs nearby which naire. may serve to validate his decision to adopt a par- The Survey Committee readily acknowledges thatticular method. Using the Catalog the principal will the use of questionnaires in research admits a largebe less dependent on trial and error in developing his source of error. The listings and descriptions of newprogram because he can locate similar programs al- programs in this report are not a complete represen-ready in operationprograms at varying stages of tation of educational change in Ohio public schools.completion can illustrate the pitfalls and barriers of However, thisreportrepresentsthe questionnairea chosen solution, and make evaluation of the end responses we received. Because the majority were not product considerably easier. seen in actual operation, the quality of the programs For the teacher, this Catalog can dramatize the cannot be reported with certainty. Limited resourcesimportance of the innovator in the classroom. New and time necessitated evaluating programs on themethods which appeal to the teacher may be found basis of the information provided in the returned ques-in operation throughout the state in varying forms, tionnaires. While some persons may have writtenallowing the teacher to see what mixture of conven- with creativity and exaggeration, others may havetional and new approaches may be best for his situa- undersold their programs. The Survey Committee,tion. Many ideas embodied in this report are best therefore, made every effort to reduce possible sources tried in a single class, before adoption throughouta of bias. At least two expert judges assisted in initiallysystem is urged; at this level, the classroom teacher screening the returned type 11 questionnaire. Thoserequires all the facts that can be placed at his dis- type 11 questionnaires which survived initial screen-posal. The teacher, too, will find this report a help- ings were read and rated several times by groups of ful guide to other teachers with similar problemsor atleast three expert judges. Further, most of theinterests in Ohio. descriptions which appear in this book were reviewed by the school persons responsible for the programs For the educational researcher,thisreport can before the des:riptions were considered acceptable help to diagnose the present conditions of educational for publication. Many fine new programs in Ohiochange in Ohio and suggest hypotheses to be tested public schools may not be represented in the following concerning the relationships among the innovators, pageseither the existence of such programs was not the factors affecting educational change, and theover- known, or the information ,provided was too scantyall process of educational change. to allow a proper evaluation of them. The varioususeslistedhere are superficialat best. It is not the known, but the unknown uses, which Uses for This Survey Report will herald a new attitude to match society's change. The stated purpose of this report is to catalog edu- Itis hoped that, by means such as this report, the cational change, but the hidden hope is that it maycontent and process of change can begin to be known serve to foster increased conversation about innova-and controlled so that today's educators can better tion. To do this, many people must not only read, but meet the challenges of tomorrow. 5 la $0

010. ladiliLki *SENECA. This section contains the /is/ ofinnovations. Pro-dividual schools follow in alphabetical grams are arranged first by one of order, with the seven areas oftitles of the innovations last.Page numbers accom- the public schoolprogram: Instruction; Administra-panying some of the tion, Organization, Business, and program titles indicate the page Finance; Pupil Per-on which descriptions of theseprograms appear. sonnel Services; Physical Plant;Staff; School-Com- Following the county munity Relations; and Research. name inthelistisan abbreviation (N, NE, S, etc.)corresponding to the Within each area, countiesare listed alphabetically. OEA region of Ohio in which the Within counties, school program is loca- systems are arranged by city,ted. A map of Ohio showingthe counties covered village, and localdistricts. School systems and in-is on the facingpage. Instruction

ALLEN (NW) Local Local AUGLA1ZE (W) Buckeye District City Landeck District 2428 Blake Road Route 1 Wapakoneta District Ashtaula, Ohio44004 Delphos, Ohio45833 Team Teaching: Vocational Horticulture South 131ackhoff Street MPATI, Elementary grades and Agriculture, Grade 10 Wapakoneta, Ohio45895 S'ow Learner Program, Gmdes 4-8 Block-of-Time InstructioninBusiness, Grade 12 Wapakoneta District ASHLAND (NE) Senior Health Instruction in Large and South Water Street City Small Groups Wapakoneta, Ohio45895 Ashland District Remedial Reading Classes for Slow and 416 Arthur Street Buckeye District Average Students, Grades 1-4 Ashland, Ohio 44805 3436 Edgewood Drive DevelopmentandRemedial Reading, Ashtabula, Ohio44004 Grades 7-12 Curriculum Study in Art, Music, and Local Accelerated Program for College Bound Physical Education, Grades K-12 Students, Grades 7-10. ., C-idersville District Special Classes for Slow Learners, Grades 300 Main Street Jefferson Area District 4-12 , Cridersville, Ohio45806 SoUth Poplar Street High School Student Demonstrations in Jefferson, Ohio 44047 Science for Elementary Grades, Grades Team Teaching in Most Areas of the 2-6 and 10-12 ASHTA13ULA (NE) High School Curriculum City Geneva Area District Minster District 819 Sherman Street 86 North Hanover Street Minster, Ohio Geneva, Ohio44041 45865 PTA Tutoring Program to Assist Slow EnglishHonorsProgram,Grade 12 p. 61 Learners, Grades 1-6 . , ATHENS (SE) City Jefferson, Area District Athens District 108 East JefferS'on Putnam Drive :4104'r. Athens, Olhiti457 T. Enrichment Progrim-Sfkinish Programed ing, Grades 7 and L'ea min 4,, ifrEnglish 2600BELMONT (E) and 3200 'withpecial"Reading Pro- Nongraded Primary City. .; gram Carpeting Old Classrooms, Gradc2 Martins Ferry District Local, 633 Hanover Street Pymatuning Valley District. Alexander District Martins Ferry, Ohio43935 WeStMain'Street: Waterlo4 School .1, . AndoVer, Ohio'44003',';'' Cosmetology Added to Vocational Pro- "New Mardificld, Ohio'' 45710 gram, Grades 11 and 120. 78 'Utilizing Oronping. Abilify in the' 'Rad-'7'Special Education' fOr SltA, Learners and ing Program. Grades 4-8p.61 Research SeminarStudy'Group for Su- -Potential'/ binpou ts,'rades 2-12 perior Students, Grade 8 Local Shiloh District CLERMONT (SW) Shadysidc District 5566 jacksonburg Road Local 2890 Lincoln Avenue Trenton, Ohio45067 Shaclysicic, Ohio43947 MPATI for English, Science, and Social Clermont Northeastern District Programed Mathematics Using TEMAC Studies, Grades 2-4 Owensville, Ohio45160 Materials, Grades 8-11 Special ClassSlow Learners, Grades 2 Shiloh District and 3 Seven Miles, Ohio 45062 PSSC Physics, Grade 12 West Clermont District SRA Reading Program, Grades5-8 609 Brantner Lane Cincinnati, Ohio45244 BROWN (SW) Talawancla District TeamTeaching:TotalCurriculum, Local Oxford, Ohio45056 Grades 5 and 6p. 52 Mt. Orab District BSCS Biology, Grades 9-11 Route 2 Trenton District West Clermont District Georgetown, Ohio45154 300 North Miami Street 4342 Withamsville-Glen-Este Road MPATI for French and Spanish,Grades Cincinnati, Ohio45245 5 and 6 Trenton, Ohio45067 Trades and Industrial Education High School Special Education to Reach to In- Potential Dropouts clude Automotive Training, Cosmetol- ogy, and Electronics, Grades 11 and 12

West Clermont District BUTLER (SW) P.O. Box 177 City CARROLL (EC) Village Amelia, Ohio45102 Hamilton District Ungraded Primary 332 Dayton Street Carrollton District Organization in Mathematics and Reading, Grades 1-3 Hamilton, Ohio45011 Third Street, N.E. SpecialEducation ClassesforSlow Intramural and Extended School Rec- Carrollton, Ohio44615 Learners (IQ 50-79), Grades 2-12 reation Program, Grades 3-12 English for Slow Learners, Grade 8 Hamilton District Sixth and Dayton Streets Hamilton, Ohio45011 Notchand, Grade 9 CHAMPAIGN (C) City CLINTON (SW) Hamilton District Urbana District Local Fair Avenue 500 Washington Avenue New Kenton District Hamilton, Ohio45011 Urbana, Ohio43078 New Vienna, Ohio45138 Cooperative Office Education, Grade12 Study and Revision ofthe: Chemistry ElementarySpanishProgram, Grades Curriculum, Grades 11 and 12 4-6 Middletown District PSSC Physics, Grade 12 1515 Girard Avenue French and Spanish, Grades 7-12 Middletown, Ohio45042 Advanced Placement English, Grades 11 MPATI, Grades 1-8 and 12

Local COLUMBIANA (EC) Fairfield District 1111 Nil les Road City Fairfield, Ohio45014 CLARK (C) East Liverpool District Reading Program, Grades 9 and 10 Local M.C. 20, Boring Lane Northeastern District East Liverpool, Ohio43920 Ross District 4445 Ridgewood it oad Team Teaching (Dual Teaching)for 3371 Hamilton-Cleves Road Springfield, Ohio 45502 Entire Curriculum, Grade 3 . Hamilton, Ohio45013 Parent-Teacher Conferences in Place of SpanishandMathematics Curriculum Grade Report Local Modifications, Grades 9-12 Beaver District Northwestern District Route 3 Ross District 5780 Troy Road Lisbon, Ohio44432 Cincinnati-Brookville Road Springfield, Ohio 45502 Team Teaching: English, Mathematics, Okeana, Ohio45013 ETV for Foreign Languages, Science, and Phonics, Grades 1 and 2 ETV for English, Science, and Foreign and Social Studies, Grades 3-6, and Continuous Progress with the Ungraded Languages, Grades 1-7 for Special Education Classes, Grade 9 System 10 CRAWFORD (C) Brecksville District Garfield Heights District City 1551 East Wallings Road 4900 Turney Road Bucyrus District Brecksville, Ohio44141 245 Woodland Avenue Garfield Heights, Ohio44125 MPATI Advanced Bucyrus, Ohio44820 PlacementEnglish,Grades Distributive Education 7-12 Brooklyn District AdvancedPlacementBiology,Grades Bucyrus District 9200 Biddulph Road 7-12 630 Jump Street Brooklyn, Ohio44109 HomogeneousGroupinginEnglish, Grades 10-12 Bucyrus, Ohio44820 Team Teaching, Grades 9,11, and 12 Educational Television GreaterClevelandSocialScience: A Homogeneous Grouping for AllStu- Course Designed to Develop Aware- dents, Grades 7-9 nessofCommunityCharacteristics Local and Citizenship, Grades K-3 Lakewood District Colonel Crawford District SMSG Mathematics, Grades 7-12 1470 Warren Road North Robinson, Ohio44856 Swimming Program Lakewood, Ohio44107 Cleveland District Back-to-Back Mathematics and Physics, 1380 East Sixth Street Grades 11 and 12p. 68 Cleveland, Ohio44114 Advanced Placement Program in Eng- A Saturday Morning Class to Give Oc- lish, American History, and European CUYAHOGA (NE) cupational Skillsp. 63 History, Grades 11 and 12 City English Skills Program for Below-Aver- Power Mechanics, Grades 10-12 age Students, Grades 10-12p. 65 General Music for Nonperformers, l3ay Village District Basic Mechanics, Electricity, and Appli- Grades 10-12 29230 Wolf Road ance Repair, Grades 7-12p. 65 Bay Village, Ohio44140 Accelerated Mathematics forthe Aca- Team Teaching of Citizenship in Social Mayfield District demically Talented,Grades7-12 6116 Wilson Mills Road Studies, Grade 9p. 62 p. 66 "Je Par le Francais"An Audiovisual Cleveland, Ohio44124 Advanced Placement in History, Grade Team Teaching: English, Grades 10-12 LingualApproachtothe Study of 12 French, Grades 7-10 Paperback BookStoresinSecondary HonorsAdvanced Placement in Eng- Schools PSSC Physics, Grade 12 lish, Grades 10-12p. 66 Citywide Transitionto Comprehensive Mayfield District Bedford District High Schools, Grades 10-12p. 63 475 Northfield Road 1123 SOM Center Road Saturday Morning Workshop forthe Bedford, Ohio44014 Science Talented, Grades 8-12 Cleveland, Ohio44124 p. 67 SpecialEducation Team Teaching: English Literature for ACoordinatedAdvancedPlacement (Work-StudyPro- College Bound Students, Grade 12 Program in High School History gram) for Slow Learners, Grades 1- VocationalHorticulture, Grades 10-12 12 Bedford District p. 64 475 Northfield Road IntroductiontoMedicalTechnology, North Olmsted District Bedford, Ohio44014 Grade 12p. 67 30395 Lorain Road Modern ScienceThe StudyofAd- North Olmsted, Ohio44070 vanced Biology and Laboratory Re- Team Cleveland District Teaching:TotalCurriculum, search Techniques for SuperiorStu- Grade 2 dents, Grade 12 2064 Stearns Road Cleveland, Ohio44106 MPATI North Olmsted District Curriculum Study Group for Newer Me- Work-Study Program for School Drop- outs, Grades 9-12p. 64 24724 Lorain Road dia and Proceduresp. 62 North Olmsted, Ohio44070 Sharing Information and Experienceson Listening StationsElectronic Reading, Curriculum Innovationsp. 62 Cleveland District Grade 1 Rockefeller Building Brecksville District 614 Superior Avenue North Olmsted District 8611 Wiese Road Cleveland, Ohio44113 24101 Maple Ridge Road Brecksville, Ohio44141 Greater Cleveland Mathematics and So- cial Science Programs North Olmsted, Ohio44070 Nongraded Primary Program, Grade I Initial Teaching Alphabet, Kindergarten Brecksville District Fairview Park District Parma District 6376 Mill Road 4507 West 213th Street 6726 Ridge Road Brecksville, Ohio44141 Fairview Park, Ohio44126 Parma, Ohio44129 Team Teaching: Social Studies, Grades PSSC Physics, Grade 12 10-12 UnderstandingandAppreciatingthe Greater Cleveland Mathematics Program Arts,Grades 11and12 p.68

11 ExtensiveForeign Language Program, Team Teaching: American Problems, Learning Materials Center Grades 4-12 Grade 12 PSSC Physics, Grades 11 and 12 Olmsted Falls District Parma District Strongsville District 9999 Independence Boulevard 7105 Fitch Road 13200 Pearl Road Olmsted Falls, Ohio44138 Parma, Ohio44130 Strongsville, Ohio44136 Advanced Science Topics for Superior GreaterClevelandMathematicsPro- Publication of Information Pamphlet for gram, Grades K-6 Students, Grade 12p. 68 "Kindergarten Parents" Parma District Olmsted Falls District 55-11 West 24th Street Westlake District 26350 Bagley Road Parma, Ohio44134 27830 Hilliard Road Olmsted Falls, Ohio44138 44091 MPATI Elementary SpanishI,II, and Westlake, Ohio Team Teaching, Grade 5 III, Grades 4-6 English Honors Program, Grades 10-12 p. 69 Orange District TeamTeaching:CollegePreparatory 32000 Chagrin Boulevard Rocky River D:strict English, Grade 12 3111 Wooster. Road Cleveland, Ohio44124 Rocky River, Ohio44116. Special EducationforSlow Learners, Continuous Progress Ungraded Primary Westlake District Grades 7-9 Pilot Study, Grades K-3 2282 Dover Road Reading, Grades 9-12 Interdistrict Program for Slow Learnels, Westlake, Ohio44091 Developmental Reading, Grades 7 and 8 Ages 7-16 GreaterCleveland MathematicsPro- Reorganization of Junior High Curricu- gram, Grades K-6 Solon District lum and Teaching Methods, Grades 7 MPATI, Grades 3-6 33600 Inwood Drive and 8 SMSG Mathematics, Grades 7 and 8 Solon, Ohio44139 GCMP Mathematics, Grades K5 13SCS Biology, Grade 10 Special Education for Mentally arkl Phys- FLESForeignLanguage,Grades 5 ically Handicapped Sfudents, Grades and 6 10-12 Village TeaM Teaching: Englal'and 'American Science Consultant for the Elemental y Chagrin Falls District Level, Grades 1-6 Literature, Grades 1'1 .And, 400 East Washington Street Remedial and Developm' entai,;,Rcading, Chagrin'Falls, Ohio44022 Grades 4-12 Rocky River District Science Seminar and AdvancedSocial 20951 Detroit Road Studies Program, Grade 12 Rozky River, Ohio44116 Reading Improvement Laboratory, Grades 9-12 Chagrin Falls District DARKE (W) V Team Teaching:QuantitativeScience, 77 East Washington Street ' Village Grade 9 Chagrin Falls, Ohio44022 Team Teaching: English and Language Versailles District English and Mathematics Honors Pro- Box 11, South Center Street gram and Advanced Placement, Grades Arts, Grades 7-12p. 70 Modular Scheduling, Grades 7 and 8 Versailles, Ohi6 45380 9-12 Block of Time and Team Teaching for Modified PSSC Physics, Grade 12 Team* Teaching:Priniary,Grade 2 , p. 69 . the Total Curriculurii..6rades 7 and 8 Ungraded Primary Rocky River District Local 21600 Center Ridge-Road Rocky River, Ohio Local New Madison District 44116 New Madison, ()hip MPATI, Grades K -6 Beachwood District 45316 PSSC Physics, Grade 12_, 25501 Bryden Road Physical ,Fitncss.Program,Qradts,1-12 Shaker Heights District I3eachwood, Ohio44122 15600 Parkland Drive Individualized ApproachtoTeaching, Shaker Heights, Ohio44120 Grades K-6p. 70 Work-Study Skills, to, Encourage Inde-

pendent Usage of Teaching Media, Beachwood District DEFIANCE (NW) , Grades 4-6 24602 Fairmount Boulevard Cleveland, Ohio44124 Defiance District Shaker Heights District SMSG Mathematics, Grades 4-6 629 Arabella Street 15911 Aldersyde Drive Defiance, Ohio43512

Shaker Heights, Ohio44120 Beachwood District . . BSCS Biology, Grade 10. PSSC Physics, Grade 12 25100 Fairmount Boulevard. Advanced Algebra Program in Modern Chemistry Study, Grades 10-12 Beachwood, Ohio44124 Mathematics, Grade 9 12 Ad vanced .Placement Program 'in English FAIRFIELD (C) PriniaryProgression Language Arts Plan=-Continuous and Mathematics, City ProgressWithouta Grade 12 , Break -in' the Lancaster District Child's Growth Pattern . Special Education for Slow Learners'at the Intermediate, 315 East Millberry' Street Junior High,' and Lancaster, Ohio43130 Senior High School Levels" 'Columbus District Cursive Writing Experience, Grade 75 South .Washington Avenue *Levels' of Learning PrOgra.m Through Summer Kindergarten Program Ability Grouping, Grades'K-6 .ColumbuS',Ohio'43215- Post HighSchool'Retraining MDTA 'Commercial Art, Grades 10-12P, 57 Reading Course to Improve Speed and Programs in Drafting' and `Clerk -Ste- Comprehension, Grades 9 -12 nographer Area's Special Reading.for 'Underachievers and COlumbus DiStrict Joint City-CoMity Workshop' 'to` 'Share 5535 SandleWood Boulevard '(Forest Booster Reading for 'College Bound Educational Ideas and'Resourees Pupils, Grades 3-6 Park) Modern Mathematics 'Program, Grades 6286 Anibleside- Drive' (DevonShire) 1-6 Lancaster District .213n4.- 710 North Broad Street A 'Study of Spelling 'Test Scores Involv- Lancaster, Ohio Local 43130 ing Programed Learning,: Grade6 Underachievers' Class for Total Curricu- p. 58 Ayersville District lum, Grade 5 Route 6 Defiance, Ohio43512 Local Columbus District Developmental Reading Program, Grades Fairfield Union District 270 East State Street 7-9 Route 5 Columbus, Ohio43215 .. . . Modified Joplin ReadingProgram, Lancaster, Ohio43130 Secondary Social Studies Program: Grades 4-6 Modern Mathematicg Program, trades Americanism Versus Communism, ,t, , .P1. ) 5-12 Grade 1 2 ..,\)% V T. , r p,.59 Student Assistants for Nonreaching Liberty Union -Thurston District Chores, Grades 1-3 ,p.55 '. 1 j 600 Washington Street Community Study Trips,.,Grades,.3 and BaltienOre, Ohio' 43105" 4 p.55 ERIE (NE) 'DevelOPMentalReading, Grades 7 and 8 LiteratureEnrichment,GradesK-6 Local 'reaching Machine (Auto Tutor, Mark p. 56 V), Used for Elementary Algebra and Electricity and Electronics StUdy, Grades Margaretta District 10-12 209 Lowell Street Eleinentary ElectrOnics, Grades 9 and p. 58 Continuous Castalia, Ohio44824 Foreign ,'-Language I'Study, . Grades 5-12'p.56 Basic English Program' Ca Develop Read- Walnut District ing Skills' Of' Poten't'ial' School Drop- !Columbus, the Buckeye Capital,," His- Millersport, Ohio43046 tory, Grade 4p. 56 outs, GradeS 9.-11, Audiovisual In-Service Training, Grades Introducing Conservation' Concepts Departmental Ins'tru'ction, TeaM 'Teach- 7-12 Through Outdoor Education,' Grade 5 ing: English, Mathematics,' ands Sci- p. 57 ence, Grade 5 TEMAC Algebra II, Grade Ill:, Superintendent Responds to Telephoned TV Conversationdl', SpartiSh COOrdinated Community QuestiOnS'via TY . Three-Year ,-Experiinent' in Handy/inn-1g with Social StudieS','Grade441nd,5 FRANKLIN (C) KelleYs Readiness at the, Primary'Level..- Camping 'City IndiVidualized Reading Program;:drades Grades 6 and 7 Bexley District 1-6 250 South Cassingham The 5-1 Unit Experimental Program in Perkins District Columbus, Ohio4320. Compensatory Education ,.(All, Areas 3714 South Campbell1. Street,,,.t 'Individualized Reading;Grade 2' of Curriculum), GraclesIancl,2 Sandusky, -Ohio, 44,811, Elementary FOreign't angtiage VrOgram Consumer Economics,:drades,11 and 12 BSCS Biology, Glade and via TV Health-Science Program Developed Reading ,Program Tfirocigh,,A0ieVernent High School Honors Program in Science AroundCommunity., Neecls, .Grouping,,Gracies.375, and Mathematics Community Resources, Grade, Homework Assignment NoteboOks,i All ..11exley,District. Grade Levels . Vermilion , . 2555,E,ast Main ,Street Updatingand Standardizing,',Office 1245 Aldrich Road ' Columbus, Ohio43209 Vermilion, Ohio Equipment and 'Machina -,-,Iggedin 44089 Modern Mathematics, Grades 1-6 Business Edircation,'Grade'4,2','" Speed Reading PrOgram ina Variety of Gkdes and Surrimer:SehoOl-w Program' to EnCourage 'Wider Commu- Columb'us District nity Use of ScHo'ol Buildings Team Teaching': :Science "fore (13onServa- 1939 Stratford Way' don Unit, Grade.5 '.:t/ Inibfoving Student and,- Staff-. Matile Columbus, Ohio. 43219 Through School ,Siee Beautificatioh New Warehouse Facilities to Provide for ProgramforAcademicallyTalented, Six-Week Kindergarten Program to Pre- More Efficient Supply of Educational Grades K-12 pare Pupils for First Grade Materials Library and Instructional Materials Cen- Descriptive Diplomas Reflecting Student ter in Elementary Schools Fulton-Lyons-Metamora District Programs and Achievement, Grade 12 C13A Chemistry for Superior Students, P. 0. Box 247 Introduction of Ncw Course inSocial Grade 11 Lyons, Ohio43540 Studies and Geography, Grade 9 Classes for Children of Migrant Work- Substitute Information BlankUsed to Local ers, Grades 1-6p. 47 InformTeacherof Work Accom- Mifflin District plished During His Absence by Sub- 2355 Middlehurst Drive Pettisville District stitute, All Grade Levels Columbus, Ohio43219 Pettisville, Ohio43553 ResearchTechniquesofVocabulary SpecialEducationProgramforSlow Special Reading Program, Grades 7-9 BuildingIn Cooperation with The Learners, Grades 3-8 Ohio State University, Grades 6 and 8 Swanton District SRAGreaterClevelandMathematics 206 Cherry Street Program, Grades K-3 Rcynoldsburg District Swanton, Ohio43558 SMSG Mathematics, Grade 4 6699 East Livingston Avenue SMSG Mathematics, Grade 6 Modern Mathematics in a New Mathe- Rcynoldsburg, Ohio43068 matics Sequence, Grades 7-12 "Parlons Francais," TV French Program, Revised Science Program: PSSC Physics, Grades 4-6 CHEM Chemistry, and BSCS Biology, Distributive Education, Grade 12p. 60 Grades 10-12 GEAUGA (NE) Scioto-Darby District Local Grandview Heights District Scioto-Darby Creek Road West Gcauga District 1587 West Third Avenue Hilliard, Ohio43026 13401 Chillicothe Road Columbus, Ohio43212 Special Program Development for Slow Chester land, Ohio44026 A Comprehensive Teachers' Guidefor Learners, Grades 3-12 Reading Laboratory, Grades 8-12p. 70 Student Evaluationp. 59 Social Studies Seminar for Academically Chemistry Study, Grades 10 and 11 TalentedJunior HighSchoolStu- dents, Grades 7 and 8 Westerville District Flexible Ability Grouping in Elementary 303 South Otterbein Avenue and Junior High School, Grades 1-9 Westerville, Ohio'13224 Science and Mathematics Seminar Utiliz-GREENE (W) Course in Economic Understanding De- ing Outside Resource Persons, Grades City velopedinCooperationwith Ohio 10-12 Fairborn District University, Grade 9 PSSC Physics, Grade 12 306 East Whittier Avenue Unified Advanced Mathematics Course, Fairborn, Ohio45324 Grade 12 BSCS Biology, PSSC Physics,Grades 10-12 Whitehall District Xenia District 675 South Yearling Road 600 Buckskin Trail Columbus, Ohio 43213 FULTON (NW) Village Xenia, Ohio45385 TEMAC Programed Mathematics, Grades Programed English Instruction, Grade 9 8-12 Wauseon District Village Burr Road Village Wauseon, Ohio43567 Worthington District Yellow Springs District SpecialReading ProgramforPupils East Enon Road 6500 Northland Road with Reading Problems, Grades 3-8 Worthington, Ohio43085 Yellow Springs, Ohio45387 Team Teaching Pilot Project for Ele- SMSG Mathematics, Grades 9 and 10 mentarySchool,Grades5and6 Wauseon District PSSC Physics, Grade 12 p. 60 Parkview and Glenwood BSCS Biology, Grades 9 and 10 Wauseon, Ohio43567 Team Teaching: American Government, SpecialEducation ProgramforSlow Grade 12 Worthington District Learners(IQ50-79),AllGrade Volunteer Lay Theme Readers Program, 50 East Granville Road Levels Grades 11 and 12 Worthington, Ohio43085 Special Program Development for Slow Local Local Learners, Grades 11 and 12 Fulton - Lyons - Metamora District Beavercreek District MPATI Program in Five Subject Matter Route 2, Box 295 2940 Dayton-Xenia Pike Areas, Grades 1-6 Swanton, Ohio43533 Xenia, Ohio45385 14 Block-of-TimeScheduling,Grades7 Mt. Healthy DistrLct Programed English, Grade 7 and 8 1411 Compton Road Summer School, Grades 3-12 Special 'reaching Areas to Meet Unique Cincinnati, Ohio'15231 Pupil Needs Remedial Reading, Grades 2-8

Cedar Cliff District Princeton District North Main Street 11080 Chester Road HANCOCK (NW) Cedarville, Ohio'15314 Cincinnati, Ohio45246 City JointDiversifiedCooperative 'reaching An Electronic Classroom for Teaching Findlay District Program, Grade 12 Modern Foreign Languages, Grades 1200 Broad Avenue 7-12 Findlay, Ohio458'10 RegionalStudies Designedto Achieve Balance Between World History and PSSC Physics, Grade 12 Geography Princeton Reading Program Method to Findlay District I1AMILTON (SW) Encourage Summer Reading at Sec- 200 West Lincoln Street City ondary LOT! Findlay, Ohio45840 Cincinnati District Writing Program, Grades 7-12p. Summer School Program for Advanced Studies, Grades 2-12 3250 Victory Parkway Cincinnati, Ohio45207 Wyoming District "Project90,"a Team 'reaching Pro- 17 Wyoming Avenue Findlay District gram, Grade 8p. 53 Cincinnati, Ohio'15215 1001 Blanchard Avenue SMSG Mathematics, Grades 7-12 Findlay, Ohio'15840 Cincinnati District PSSC Physics, Grade 11 Electronics Program of Trade and In- 608 East McMillan Street English Conference, Emphasis Placed on dustrial Education, Grades 10-12 Cincinnati, Ohio45206 Writing, Grades 10-12 GeneralMetalsPi,..grninofIndustrial Summer Enrichment for Academically AdvancedBiologyforStudentsNot Arts, Grades 10-1.2' Able Pupils, Grades 10-12p. 53 Electing Chemistry or Physics, Grades 11 and 12 Local Advanced Placement Program inBasic Arlingttilistrict CurriculumSubjects,Grades9-12 Village p. 52 Box 656 Basic Mathematics 11, Grades 10-12 Indian Hill District Arlington, Ohio'15811 Science for Below-Average Pupils, Grades 6205 Drake Road Block Scheduling, Grades 7 and 8 10 and 11p. 52 Cincinnati, Ohio452'13 PSSC Physics, Grade 11 Developmental Reading, Grades 3 and BSCS Biology, Grade 9 SRA Reading Laboratory, Grades 4-6 Maricmont District MinnemastArithmetic: A New Ap- 6750 Wooster -Pike HARDIN (NW) proach to Mathematics, Grades K and 1 Cincinnati, Ohio45227 City Flexible Scheduling Provides Two and U1CSM Mathematics, Grades 8-12 Kenton District One-Half Periods for English, Grades PSSC Physics, Grade 12 Oriental Street 7 and 8 Local Kenton, Ohio43326 Direct Instruction by TV, Grades K-6 Advanced Chemistry, Biology, and Social Talent DevelopmentA Pilot Program, Finneytown District Studies, Grades 11 and 12 Grades K-3 8916 Fontainbicau Terrace Music Major for Students Interested in Cincinnati, Ohio'15231 Career in Music, Grades 10-12 Deer Park District 'ream Teaching UsingClosed- Circuit Modern Mathematics Using SMSG, Scott 8351 Plainfield Road Television,i' Grades 7-12p. 54 Foresman, and Silver Burdett Mate- Cincinnati, Ohio'15236 rials, Grades 7-9 Typing, Grade 7 ForestFI/District

Mathematics, Science, and Foreign Lan- 7537 . eechmontAvenue guage Program for Academically Tal- Ci11911111:16, Ohio45230 ented Students, Grades 8-12 "Musje Time," Taped Music Lessons, GAdes 1 and 2 HARRISON (E) Deer Park District Local 8688 Donna Lane Forest Hills District Scio District Cincinnati, Ohio45236 7600 Forest Road Scio, Ohio43838 NongracleclPrimaryProgram,Grades Cincinnati, Ohio'15230 Programed Learning in Trigonometry, 1-3p. 5'1 TEMAC Programed Learning, Algebra I Grade 12 15. HENRY (NW) Local Wickliffe District City Lick District 2221 Rockefeller Road Napoleon District Route 3 West Main Street Wickliffe, Ohio44092 Jackson, Ohio45640 SMSG Mathematics, Grades 7-12 Napoleon, Ohio43545 Ungraded Plan, Grades 7and 8 SMSG Algebra I and Algebra II, Grades Special Program for Slow Learners and/ or Underachieving Students, Grades 4,5,7, and 11 1-9 SMSG Mathematics, Grades 4,5,7, and 8 Greater Cleveland Mathematics Program, Developmental )leading for Six Weeks Grades K-6 in English Class, Grade 9 JEFFERSON (E) ForeignLanguage Program(French) City for Superior Students, Grades 7 and 8 Willoughby-Eastlake District Steubenville District 37047 Ridge Road 932 North Fifth Street Local Willoughby, Ohio44094 Steubenville, Ohio43952 Damascus District School of Practical Nursing (Adult Edu- Summer School EnrichmentProgram, cation) McClure, Ohio43534 Grades 4-12 Reading Improvement Program, Grades 1-6 Willoughby-Eastlakc District Steubenville District 38106 Euclid Avenue Liberty Ccntcr District 1904 West Market Street Willoughby, Ohio44094 Young Strcct Steubenville, Ohio43952 Developmental Reading, Oracles 7 and 8 Liberty Center, Ohio43532 Program for Academically Talented Stu- Automated Control of Audiovisual Ser- Reader's Digest Reading Program (Sup- dents, Grades 1-8 vicesp. 72 plementary Reading Program), Grades SMSG Mathematics, Grade 7 4-6 Class for Emotionally Disturbed Chil- SRA Reading Program, Grades 4-6 dren, Grades 3-5p, 71 Report to Citizens on School Program and Accomplishments KNOX (C) City Willoughby-Eastlake District Ridgeville District Mount Vernon District 5000 Shank lancl Road Ridgeville Corners, Ohio43555 Box 352 Willoughby, Ohio44094 TEMAC Trigonometry, Grade 12 Gambier, Ohio43050 CBA Chemistry, Grades 11 and 12 Ungraded Primary Program, Grades 1- 3 Village p.60 Mentor District Local 8979 Mentor Avenue HURON (NW) Fredericktown District Mentor, Ohio44060 City Fredericktown High School PSSC Physics, Grade 12 Bellevue District Freclericktown, Ohio43019 North Street ModularSchedulingin Agriculture, Bellevue, Ohio44811 Home Economics, and Industrial Arts, IntroductionofaNew Mathematics Grades 9-12 Program, Grades K-8 LICKING (C) City Norwalk District Newark District 64 Christie Avenue Wright Street Norwalk, Ohio4'1857 LAKE (NE) Newark, Ohio43055 Activity Program, Grades 7 and 8 City Team Teaching: Home Economics, Intramural Program, Grades 7 and 8 Painesville District Grades 10-12 Improvement Roll Showing Student Scho- 58 Jefferson Street Chemistry Study, Grades 11 and 12 lastic Progress from Last Grading Pe- Painesville, Ohio44077 riod, Grades 7 and 8 Developmental Reading, Grades 3 and 4 p. 71 Newark District Elementary School Camping Program, 9-19 North Fifth Street Grade 5p. 71 Newark, Ohio43055 A Special Educational Program for Slow JACKSON (SE) Learners in the High School City Painesville District Wellston District 200 West Walnut Avenue Village South Pennsylvania Avenue Painesville, Ohio44077 Granville District Wellston, Ohio45692 Swimming Instruction Through Coop- Remedial Reading, Grades 3-1Q 130 North Granger Street eration with YMCA, Grade 7 Granville, Ohio43023 16 Summer Enrichment Program inBusi- Consumer Study Group for Boys, Grade ness, Driver Education, and Develop- Biology Enrichment Program for Supe- 8 rior Students, Grade 9 mental Reading, Grades 9-12 Reading, Grade 5 PSSC Physics, Grade 12 Local Midvicw District Adams District Local 942 Main Street Heath District 3117 Nebraska Avenue Grafton, Ohio Toledo, Ohio 680 South 30th Street 43615 Nongraded Newark, Ohio Experiment with Six, Eight, Ten, and Continuous PrimaryPlan, 43.055 Modulated Periods Grades 1-3p. 48 Individualized Reading Program, Grade 2 ExperimentalSchool AdjustmentPro- gram Heath District Licking View Drive Adams District Newark, Ohio43055 LUCAS (NW) 5558 West Bancroft Vocational Area High School City Toledo, Ohio45615 Maumee District Mathematics Supervisor Internship Johnstown-Monroe District 1147 Seventh Street Johnstown, Ohio 43031 Maumee, Ohio43537 Ottawa Hills District Microchemistry, Grade 11 Continuation Room Designed to Improve 3602 Indian Road Reading Skills, Grade 2 Toledo, Ohio43606 Lakewood District Ungraded Primaryp. 48 709 Deacon Street Maumee District Hebron, Ohio 43025 102 East Broadway Ottawa Hills District Ability Grouping in Arithmetic, Grades Maumee, Ohio43537 2532 Evergreen Road 4-6 Individualized Reading, Grade 6 Toledo, Ohio43606 Achievement Grouping, Grades 2-6 Team Teaching: English, Grade 12 Lakewood District French for Superior Students, Grade .7 Jacksontown Elementary School Maumee District Springfield District Hebron, Ohio43025 1147 Saco Street Holland, Ohio 43607 Joplin-Like Approachto Maumee, Ohio 43537's.' the Reading Departmentalization, Grades 5 and 6 Problem, Grades 4-6 PSSC Physics and BSCS Biology Washington District Licking Valley District Maumee District 5601 Clegg Drive Route 4 Gibbs and Sackett Streets Toledo, Ohio43613 Newark, Ohio43055 Maumee, Ohio43537 Remedial Civics for Below-Average Pu- SpecialEducationforSlowLearners, Slow Learners Program, Grades 1-12 pils, Grades 10-12p. 49 Grades K-4 Biology Team Teaching, Grades 10-12 Oregon District Science Seminar for High School p. 49 5721 Seaman Road Oregon, Ohio Grouping by Achievement Levels, Grades LORAIN (NE) 1-6 City Summer Program in Mathematics and Reading, Grades 3-6 MADISON (C) Lorain District Local 1020 Seventh Street Team Teaching: Englishfor Superior Jefferson District Lorain, Ohio44052 Students, Grades 10-12 West Jefferson, Ohio Program for Slow Learners, Grades 9-12 43163 Vocational Auto and Electricity-Electron- Sylvania District Ability Grouping, Grades 2-12 5424 Whiteford Road ics Programs, Grades 11 and 12 The Plains District Sylvania, Ohio43560 Junior Primary Between 94 West Main Village Kindergarten Mt. Sterling, Ohio and Grade 1p. 48 45780 Wellington District Seeing Through Arithmetic, Grades 3-6 South Main Street Sylvania District Wellington, Ohio 44090 6801 'Maplewood Avenue SpecialEducation forSlowLearners Sylvania, Ohio43560 (50-75 IQ), Grades 2-7 PlaygroundDesigned forDeveloping Physical Fitness MAHONING (NE) Local Principal Internship City Firclands District Occupational Education Course of Study Campbell District Route 2 for Below-Average and Mentally Re- 280 Sixth Street Oberlin, Ohio tarried Students, Grades 8-11 Campbell, Ohio 44405 17 High School Speed Reading, Grades 11 SpecialEducation ProgramforSlow Kettering District and 12p. 72 Lea-ners, Ages 7-16 3490 Far Hills Avenue PSSC Physics, Grade 12 Kettering, Ohio4542.9 Clovedeaf District Saturday Science Seminars, Grades 10- Campbell District Roitte I, Box 291 2514 Wilson Avenue 12 p. 50 Medina, Ohio4425.1 Seven-Period Day, junior High School Campbell, Ohio44405 PSSC Physics, Grade 12 Program for Slow Learners, Grades 6-12 Developmental Reading, Grades 7 and 8 VocationalDrafting Program Utilizing Six-Year Sequential Program in French, Youngstown District Actual Industry Problems for Course Grades 7-12 20 West Wood Street Content Youngstown, Ohio44503 Oakwood District MusicforDeaf and Hard-of-Hearing 1200 Far Hills Avenue Children, Grades K-4 Dayton, Ohio45419 ProgramfortheBlindandPartially Slow Learner Program, Grades 7-9 Sighted, Grades 7, 9, 10, and 12 MIAMI (W) Coordinated Double Period of American Village History and Geography, Grade 7 Local Covington. District Six-Year Programs in French and Span- Boardman District Grant Street ish, Grades 7-12 7410 Market Street Covington, Ohio45318 Mathematics V: Pre-Calculus, Grade 12 Youngstown, Ohio44512 BSCS Biology, Grade 10 Advanced Placement in English, Grades Team Teaching: American History, 9-12 Grade 11p. 73 Tipp City District Partial Departmentalization of Grade 6 Team Teaching: Developmental Read- 223 West Broadway to Aid in the Transition to Grade 7 ing, All Grade Levels Tipp City, Ohio45371 Formal Units of Teaching About Com- Advanced PlacementinEnglish Lan- Ungraded Primary munism guage Arts, Grade 12 Team Teaching: SocialStudies, Grade PSSC Physics, Grade 12 12 Oakwood District 735 Harman Avenue North Lima District Local Bethel District Dayton, Ohio45419 North Lima, Ohio44452 Early Identification of Perceptual-Motor Departmentalized Program, Grade 6 Route 1 Tipp City, Ohio45371 Handicapped Children, Grades K-6 PSSC Physics, Grade 12 Organization of Central Library Facili- Springfield District ties in Elementary School Petersburg, Ohio44454 Auditory Feedback and Reading Com- Newton District Vandalia-Butler District prehension, Grade 7p. 73 Long Street 600 South Dixie Drive Pleasant Hill, Ohio45359 West Branch District Vandalia, Ohio45377 Accelerated Program for GiftedJunior Enrichmentand Box 325 High Students, Grades 6-9 Remedial Summer Beloit, Ohio44619 School, Grades 8-12 Special Education Program forBelow-. Accelerated French and Algebra, Grades SpecialEducationProgramforSlow Average Students, Grades 3-8p. 50 Learners, Grades 1-12 7 and 8 Cooperative Office and Distributive Edu- cation Program, Grade 12 Village MARION (C) MONROE (E) West Carrollton District Local Village 5833 Student Street Ridgedale District Woodsfield District West Carrollton, Ohio45449 Route 1 North Paul Street ElectricityI and ElectronicsIand II, Morral, Ohio43337 Woodsfield, Ohio43793 Grades 11 and 12 Elementary Physical Education Program TEMAC Programed Learning in Alge- Local bra and Geometry, Grades 9-11 Madison District 444 South Broadway Trotwood, Ohio45426 MONTGOMERY (W) IntroductionofModernMathematics p. 50 MEDINA (NE) City Local Dayton District Mad River District Brunswick District 348 West Fifth Street 1900 Harshman Road 3555 Center Road Dayton, Ohio45402 Dayton, Ohio45424 Brunswick, Ohio44212 Enrichment Program, Grades 9-12 Great Books Seminar, Grades 10-12 18 Mad River District Block Curriculum Program, Grades7 BSCS Biology, Grade 10 200 South Loop Road and 8 SpecialEducation ProgramforSlow Dayton, Ohio45431 Learners, Grades 9-12 SpecialEducationfor Slow Learners, Grades 2-12, Including a Work-Study Local Program, Grades 11 and 12 PAULDING (NW) Crestwood District Mad River District 10919 North Main Street Local Mantua, Ohio44255 5555 Enright Avenue Antwerp District Enrichment Program in English, For- Dayton, Ohio45431 Antwerp, Ohio45813 All Male Class, Grade 1 eign Language, andSocialStudies, Good Books Seminar, Grades 9-12 Grades 5 and 6 Northmont District Melrose District Remedial and Developmental Reading, Crestway Drive Melrose, Ohio45861 Grades 7-12 Clayton, Ohio'15322 Special Education for the Slow Learner, Team Teaching: English and Language Ages 11-11 James A. Garfield District Arts, Grade 12p. 51 Route 1, Box 183A Remedial Reading Program Providing Paulding County District Garrettsville, Ohio44321 Classroom and Individual Laboratory 114 East Jackson Street Seminar in the Humanities for Superior Experiences, Grades 9-12 Paulding, Ohio45879 Students, Grade 12 Providing forthe Academically Gifted Washington Township District in the Small High Schoolp. 49 Rootstown District 99 Virginia Avenue State Route 44 Centerville, Ohio45459 Rootstown, Ohio44272 Study and Revision of English Curricu- Enrichment Class Language Arts, Grades lum, Grades 7-12 PERRY (SE) 5 and 6p. 73 Advanced Biology, Grade 12 Local SpecialEducationClassesforSlow FreeSummer ExtensionofRegular Learners (50-75 IQ), All Grade Lev- SchoolYeartoProvideRemedial Northern District els Reading for Elementary Leveland Route 1 Enrichment and Make-Up Opportuni- Thornville, Ohio43076 Southeast District ties for High School Level Students Division of English Curriculum,Grades Administration Building 9-12 507 East Main Street Ravenna, Ohio44266 Slow Learners Program, Grades K-3 MUSKINGUM (E) PICKAWAY (C) Local City Maysville District Circleville District Route 2 520 South Court Street RICHLAND (NE) Zanesville, Ohio43704 Circleville, Ohio43113 City Team Teaching: Biology, Grade 10p. 79 TEMAC Mathematics, Grade 9 Mansfield District 218 Marion Avenue Local Mansfield, Ohio44903 Teays Valley District Introductionto DataProcessingfor NOBLE (E) Route 1 Adults Village Ashville, Ohio43103 Special Education for Slow Learners Mansfield District Caldwell District Under 75 1Q, Grades 9-12 240 Euclid Avenue Fairground Street Mansfield, Ohio44903 Caldwell, Ohio43724 Westfall District SMSG Mathematics, Grades 5 and 6 SpecialEducationClassforStudents Route 3 with IQ Range of50-75,Grades Circleville, Ohio43117 Local 9-12 Jackson Reading Program, Grades4-8 Madison District 1515 Grace Street Mansfield, Ohio44905 NongradedPrimary Program,Grades OTTAWA (NW) PORTAGE (NE) 1-3 Local City Springfield District Salem-Oak Harbor District Ravenna District Ontario, Ohio44862 Church Street Clinton and Main Streets Team Teaching: English, Grades 10 and Oak Harbor, Ohio13119 Ravenna, Ohio44266 11 19 )7.1--.--"----..1.4-.-_---

GreaterCleveland MathematicsPro-STARK (EC) Enrichment Period in a Six-Period Day gram, Grades 1-3 City for Language Arts, Home Economics, Modern Mathematics and Science Ap- Canton District Spanish, and Speech, Grades 7-9 plied to the Teaching of Astronomy, 1510 Clarendon Avenue, N.W. Grades 5 and 6 Canton, Ohio44708 Braille Unit, Grades .1, 3-6p. 77

Canton District SUMMIT (NE) 618 High Avcnuc, N.W. City ROSS (C) Canton, Ohio44703 Akron District Local Outdoor Education Program, Grade 6 70 North Broadway Union-Scioto District p. 76 Akron, Ohio44308 Routc 1 Work Experience Programto Reduce Foreign Language, Grades 5-12 Chillicothe, Ohio45602 Dropouts, Grades 11 and 12p. 77 Citywide Use of the Planetarium, Grades SmallGroupInstructionforBelow- High Ability Program, Grades 4-8p. 76 4, 6, 8, and 12p. 74 Average Students, Grades K-12 Nongradcd Primary Program, Grades 1 Lane Community School Basic Educa- and 2 tion Program, KAdultp. Work-Study School, Grades 9-11 Massillon District 1314 Main Avcnuc, W. Akron District SANDUSKY (NW) Massillon, Ohio44646 225 East Tallmadgc Avcnuc Akron, Ohio City Reading Laboratory, Grade 1 44310 Fremont District Individualized Reading Program, Grades Summcr CreativeLearningProgram, 211 South Park Avenue 1-6 Grades 5-10 Fremont, Ohio43'120 Barberton District Special EducationClassesforSlow Massillon District 479 Norton Avenue Learners(IQ 50tomid-70's),All 340 First Street, S.E. Barberton, Ohio44203 Grade Levels Massillon, Ohio44646 Major Work Program,Grades4-10 Honors English III for the Academically p. 74 Village Gifted Student, Grade 11 Gibsonburg District Team Teaching: English Language Arts Barberton District Harrison Street for the Average Student, Grade 10 489 West Hopocan Gibsonburg, Ohio43431 Barberton, Ohio44203 Grouping by Ability for Reading and Massillon District Reading Improvement Program, Grades Arithmetic Instruction, Grades 3-6 1212 Tenth Street, N.E. 10-12 Massillon, Ohio44646 Cuyahoga Falls District Local Physical Education Instruction Through Lakota District 2300 Fourth Street the Usc of Tapes and the Public Ad- Cuyahoga Falls, Ohio Route 1 dress System, Grades K-6 44221 Kansas, Ohio43457 Distributive Education in Business, Math- Accelerated Program for Superior Stu- ematics, and Technical Subjects, Grade dents, Grades 9-12 Massillon District 12 340 First Street, S.E. Diversified Cooperative Training, Grade Massillon, Ohio44646 12 Vocational English for Automotive Me- chanics Students, Grade 11 Cuyahoga Falls District 431 Stow Street SCIOTO (SE) Massillon District Cuyahoga Falls, Ohio44221 Local BSCS Biology, Grade 10 Green District 128 South Avenue, S.E. Massillon, Ohio, 44646 Franklin Furnace, Ohio45629 Program for Planned Change in the In- Tallmaclge District PSSC Physics, Grades 11 and 12 troductionof Modern Mathematics, 484 East Avcnuc Grades 1-8 Tallmadge, Ohio44278 BSCS Biology, Grades 11 and 12 Developmental Reading Program Using Massillon District Purdue Films, Shadowscope, SRA Ma- 661 Trcmont Avenue, S.W. terials, etc., Grades 10-12 SENECA (NW) Massillon, Ohio44646 Local Developmental Reading Program, Grades Local New Riegel District 7-9 Copley District New Riegel, Ohio44853 Four-TrackLanguageArtsProgram, 1531 South Cleveland-Massillon Road Modular Scheduling, Grades 9-12 Grades 7-9 Copley, Ohio44321 20 Survey of Industrial Technology, Grade Advanced Mathematics Placement Pro- Local 9 p.75 gram forSuperior Students, Grades Goshen District 8-12 Box 122 Midvale, Ohio'H653 Coventry District Special Reading and English Classes for 3257 Cormany Road Below- Average Students, Grades 7-10 Akron, Ohio44319 Niles District Developmental Reading Using SRA Ma- 155 East Church Street terials,Controlled Reading Machine, Niles, Ohio44146 and Other Devices in Unison, Grades Work-Study Program for Studcnts with Salem-Washington District 10-12 an IQ Range of 60-78, Grade 12 Port Washington, Ohio43837 ETV InstructioninArt,Music, and Supplementary Use of Programed Learn- Science, Grades 1-6 ing Materials in Mathematics, Grades Hudson District 10-12 77 North Oviatt Street Hudson, Ohio44236 Warren District Reading Laboratory Using Films, Charts, 585 East Market Street Pacers, etc., Grades 7-12 Warren, Ohio44483 French Program Extended Through Lab- Cooperative Occupational Training Pro- oratory Experiences, Grades 7-12 gram for Slow Learners, Grades 11UNION (C) Advanced Placement Classes, Grades 11 and 12p. 76 Village and 12 Special Education Classes, Grades 3-12 Marysville District 254 West Sixth Street Warren District Marysville, Ohio13010 Nordonia Hills District 261 Monroe Street, N.W. Supplementary Use of Programed Texts 9370 Akron-Cleveland Road Warren, Ohio44483 in Mathematics for Gifted Students, Northfield, Ohio41067 Periodic AdministrativeStaffBulletins Grades 11 and 12 InitialTeaching Alphabet, GradesI: Containing Guidance DataforAs- Special EducationforSlow-Learning and 1 signing Programs, Increasing Achieve- Students, Grades 3-12 PSSC Physics, Grade 12 ment, and Reducing Dropouts, Grades K-12

Norton District Local 4128 Cleveland-Massillon Road McDonald District Barberton, Ohio44203 Summer Speed Reading, Grades 7-12 Iowa and Seventh Streets VAN WERT (NW) p. 75 McDonald, Ohio44137 Developmental Reading, Grades7,8, Local Reading Improvement Program, Grades 11, and 12 7 and 8 Ohio City-Liberty District A Four- to Six-Year Foreign Language Ohio City, Ohio45871 Course, Grades 9-12 ProgramedLearninginAlgebra Mesopotamia District Through the Use of the Encyclopae- Mesopotamia, Ohio11439 dia Britannica Press, Grade 9 Silver Lake District Physical Fitness and Health, Grades 1-8 2970 Overlook Road Improved Mathematics Program, Grades Cuyahoga Falls, Ohio 1-8 Special Reading Program, Grades 3-8 Reading Program Using the Scott Fores- SRA Reading Laboratory, Grade 6 man System, Grades 1-8 WASHINGTON (SE) City Marietta District Seventh and Glendale Streets TRUMBULL (NE) TUSCARAWAS (EC) Marietta, Ohio45750 Experimental Mathematics for Superior City City Studcnts, Grades 8-12 Girard District Dover District 31 Ward Avenue 520 Walnut Street Girard, Ohio14420 Dover, Ohio42949 Local Science and Mathematics Seminar for Develppmental and Correctional Read- Fort Frye District Academically Gifted Students, Grades ing Center, Grades 7-12, and Adult Beverly, Ohio45715 11 and 12 Education Nongraded Primary, Grades 1-3 21 WAYNE (EC) Developmental Reading Laboratory, Local City Grades 7-12 Ostego District Wooster District BSCS Biology, Grade 10 Weston, Ohio43565 Bowman at Quinby Streets Wooster, Ohio44691 Team Teaching of General Science: To Intermediate Elementary Guidance Pi o- Team Teaching, Grades 1-6p. 77 Include Biology, Chemistry, and Phys- gram, Grades 4-6 Humanities, Grade 12p. 78 ics in the Curriculum, Grade 9 Modern Mathematics Program, Grades Block and Team Teaching in the Total K-6 Curriculum, Grade 7 Rossforcl District 701 Superior Street WOOD (NW) Rossford, Ohio43460 Northwood District Village MPATI Classes, Total Program, Grades 512 Lemoyne Road Toledo, Ohio45616 Perrysburg District K-6 140 East Indiana Avenue NongradedReading Program, Grades NongradedPrimary Program,Grades Perrysburg, Ohio43551 4-6 1-3

Administration

ADAMS (SW) Assistant Principal Position Created to Middletown District Local Provide Internship in School Admin- 1515 Girard Avenue Manchester District istration Middletown, Ohio45042 Ninth Street Burroughs Bookkeeping (Sensimatic Post- Reimbursement of College Tuition Costs Manchester, Ohio45144 ing and Accounting) for Teachers Through Local Board of Data ProcessingPupil Records Education

Local BELMONT (E) Fairfield District City 1111 Nil les Road Fairfield, Ohio45014 ASHLAND (NE) Martins Ferry District Local 633 Hanover Data Processing for Student Records Mapleton District Martins Ferry, Ohio43935 Route 3, Box 553 Administrative Team for Policy-Making Ashland, Ohio44805 Budgetary Procedures Madison District Dual Routing of Buses on Evening Run 1368 Middletown-Eaton Road Route 4 Middletown, Ohio45042 School RecordsData Processing BUTLER (SW) City AUGLAIZE (W) Hamilton District Ross District City 332 Dayton Street 3371 Hamilton Cleves Road Wapakoneta District Hamilton, Ohio45011 Hamilton, Ohio45013 West Harrison Street Use of Citizens Committee toEstablish Transportation: Reorganization of Sys- Wapakoneta, Ohio45895 School Levy Needs tem 22 CLARK (C) Data Processing of Student Grades DARKE (W) City Village Springfield District Versailles District 701 East Home Road Cleveland Heights District P.O. Box 11, South Center Street Springfield, Ohio45501 13263 Cedar Road Versailles, Ohio45380 Post High School Program in Computer Cleveland Heights, Ohio44118 Payroll Accounting, Reynolds and Reyn- Technologyp. 81 Unit Principal Organization, Grades 10- olds Equipment 12 Local Local Ansonia District Mad River-Green District Ansonia, Ohio45303 Tecumseh Road and Robert Pike Euclid District Individual Attendance Cards (Keysorl) Route 1 651 East 222nd Street Administered by Central Office Springfield, Ohio45502 Euclid, Ohio44123 Index Salary Policy for Equitable Dis- Data Processing in the Total School Sys- tribution of Available Funds temp. 82 AppropriationsRequestsandBudget Planning New Carlisle-Bethel District DEFIANCE (NW) Route 3 New Carlisle, Ohio45344 City Data Processing for Census, Scheduling, Maple Heights District Defiance District and Attendance 5500 Clement Drive Arabella Street Maple Heights, Ohio44137 Defiance, Ohio43512 Internship Program for School Psychol- Payroll and Other Financial Accounting ogists by Machine

CLERMONT (SW) Local Parma District 6726 Ridge Road West Clermont District Parma, Ohio44.129 DELAWARE (C) P.O. Box 176 Systematic Bidding on All MajorPu r- Amelia, Ohio45102 Local Data ProcessingStudent Records chasesp. 82 Buckeye Valley District Rental of Additional School Space Route 1 Administrative Internship Delaware, Ohio43066 Written School Board Policies to Provide Consistent and Uniform Guidelines CRAWFORD (C) Rocky River District for the School District City 2985 Wooster Road Bucyrus District Rocky River, Ohio44116 1130 South Walnut Street Administrative Council to Promote Bet- Bucyrus, Ohio44820 terCommunication Among School Machine Accounting Administrators Professional Growth Increments Data Processing for ClassScheduling,FAIRFIELD (C) Grades 9-12 Local Walnut District Millersport, Ohio43046 Scheduling by Data Processing Shaker Heights District CUYAI -IOGA (NE) 15600 Parkland Drive City Shaker Heights, Ohio44120 Bedford District Total School System Involvement in a 475 Northfield Road Budget Programp. 82 Bedford, Ohio44014 Merit Evaluation of Administrative Per-FRANKLIN (C) Continuous Census by Data Processing sonnelp. 82 City Centralized Clerical Assistance for Sen- Columbus District ior High School Teachers 270 East State Street Administrative andSupervisorySalary Local Columbus, Ohio43215 Schedule and Calendar Oltnsted Falls District ActivitiesCoordinatorofCocurricular 26184 Bagley Road Programsp. 81 Brecksville District Olmsted Falls, Ohio44138 Development of Job Descriptions, Job 8915 Highland Drive Machine Bookkeeping for Financial Ac- Classifications, andSalary Programs Brecksville, Ohio44141 counting for Cafeteria Employees 23 GREENE (W) Local City Willoughby-Eastlake District Fairborn District Finneytown District 38106 Euclid Avenue 306 East Whittier 8916 Fontainbleau Terrace Willoughby, Ohio44094 Cincinnati, Ohio Fairborn, Ohio45324 45231 Automated Payrollp. 84 Cadet Principal Training Program, Ele- Data Processing to Free Teachers from Automated Control of Audiovisual Ser- mentary Clerical Workp. 81 vices Local Village Three Rivers District Mentor District Beavercreek District 8575 Bridgetown Road 7565 Hopkins Road 2940 Dayton-Xenia Pike Cleves, Ohio15002 Mentor, Ohio41060 Xenia, Ohio45385 Data Processing in Grading andTest Administrative Job Specifications to Clar- Scoring Blanket Insurance Program for School ifyResponsibilities andtoImprove System Insurance Needs Placement of Personnel Formation of Western Ohio League for Athletics,Music,Speech, Dramatics, Debate, and Girls' Athletics HANCOCK (NW) City LAWRENCE (SE) Findlay District Local 1001 Blanchard Avenue Rock Hill District GUERNSEY (E) Findlay, Ohio45840 Star Route City Data Processing for High School Sched- Ironton, Ohio45638 uling,Pupil Reporting, and School Ungraded Primary, Grades 1-3 Cambridge District Attendance 152 Highland Avenue Cambridge, Ohio43725 Elementary Supervisor Business Manager LICKING (C) HARDIN (NW) Local City Licking Valley District Kenton District Route 7 Oriental Street Newark, Ohio43055 HAMILTON (SW) Kenton, Ohio43326 Full-Time Cafeteria Supervisor City Superintendent of Building and Grounds Cincinnati District 608 East McMillan Street Cincinnati, Ohio45206 LORAIN (NE) City Data Processing for Administrative andHURON (NW) Pupil Servicesp. 80 Elyria District Local 348 Fifth Street Mt. Healthy District Western Reserve District Elyria, Ohio44035 1411 Compton Road River Street A Study of Administrative Organization Cincinnati, Ohio45231 Wakeman, Ohio44889 TeacherEvaluation(ExtraIncrement Supervisory Principal Lorain District Awarded for Superior Teaching) Brownell and Tenth Streets School Board Policies Lorain, Ohio44052 LorainTechnicalSchool,Grades 13 Princeton District LAKE (NE) and 14 11080 Chester Road City Cincinnati, Ohio45246 Lorain District Flexible Scheduling at the Junior and Painesville District 1020 Seventh Street Senior High School Level (Individu- 58 Jefferson Street Lorain, Ohio44052 alized Scheduling of Pupils) Painesville, Ohio44077 Data Processing forFinance, Business, Reorganization of Junior High, Grades and Student Accounting 6-8 Village BurroughsBusinessMachinetoAid Indian Hill District School District Bookkeeping 8100 Given Road LUCAS (NW) Cincinnati, Ohio45243 Wickliffe District City Decentralized Budget Preparation with 2255 Rockefeller Road Maumee District TeacherandPrincipalInvolvement Wickliffe, Ohio44092 p. 80 1147 Saco Street SchedulingRoyal McBee Maumee, Ohio43537 24 Data Processing for Grade Reporting Northridge District Local 5120 North Dixie Drive Crestview District Sylvania District Dayton, Ohio45414 Route 2 6801 Maplewood Avenue Data ProcessingtoFacilitateBusiness Mansfield, Ohio44805 Sylvania, Ohio43560 andPupilAccounting,andPupil Internship for School Principals Internship for School Principals Guidance Services In-Service Training ProgramforAll Service Personnelp. 80 Service Department Handbooks Three-Way Check and Balance in Col- lecting Lunch Money ROSS (C) OTTAWA (NW) Local Local Union-Scioto District Salem-Oak Harbor District Route 1 Church Street Chillicothe, Ohio45602 Oak Harbor, Ohio43449 Elementary Grade Coordinators MAHONING (NE) Policy Manual for Noncertificated School City Employees Campbell District 2514 Wilson Avenue Campbell, Ohio44405 Salary Schedule Based on Professional SANDUSKY (NW) Growth PICKAWAY (C) City Circleville District Fremont District 520 South Court Street 211 South Park Avenue Circleville, Ohio43113 Fremont, Ohio43420 Revision of Financial Reporting Proce- School Administration Internship MIAMI (W) dures Local Village Bethel District Clyde District Route 1 106 South Main Street Tipp City, Ohio45371 Clyde, Ohio43410 Royal McBee Keysort Grade Reporting Substitute Teachers' Handbook: Clarifi- Development of Definitive Board of Edu-PIKE (SE) cation of the Role of the Substitute cation Policies Local Teacher Scioto Valley District Jasper, Ohio45661 Scioto Valley Survey and Revision of Transportation Facilities MONTGOMERY (W) SCIOTO (SE) Local City Oakwood District Northwest District 1200 Far Hills Avenue Route 1 Dayton, Ohio45419 PORTAGE (NE) McDermott, Ohio45652 IBM Grade Reporting, Grades 7-12 City Machine Bookkeeping System Ravenna District 507 East Main Street Vandalia-Butler District Valley District 306 South Dixie Drive Ravenna, Ohio44266 Box 606 Classification of Nonteaching Personnel Vandalia, Ohio, 45377 Lucasville, Ohio45648 Development of Athletic Budget Future Teachers of America Usedas Principals' Salary Schedule Substitute Teachers Reorganization of Central Office Staff Key Punch Training for Commercial Students Local RICHLAND (NE) Mad River District City Washington District 200 South Loop Road Mansfield District Box 830 Dayton, Ohio45431 75 Carpenter Street West Portsmouth, Ohio45662 Data Processing to Relieve Clerical Load Mansfield, Ohio44903 Special Educational Classes for Below- of Teachers Cadet Principal Programp.84 Average Students 25 SHELBY (W) Cuyahoga Falls District In-ServiceWorkwithChildrenand Local 131 Stow Street Staff Through Student Teaching and Jackson Center District Cuyahoga Falls, Ohio11221 Future Teachers Jackson Center, Ohio15331 Using IBM Series 50 Equipment for Pu- Development of Written Policies pil Accounting Cadet Principal Program Lebanon District Development of a Ratio Salary Sched- 25 Oakwood Avenue ule Lebanon, Ohio45036 NCR Office Automation with Machine Bookkeeping STARK (EC) City Alliance District 408 South Arch Avenue TRUMBULL (NE) Alliance, Ohio11601 City II3M in Pupil Accounting and Census WAYNE (EC) Warren District Local 2747 Montclair, N.E. Triway District Canton District Warren, Ohio44183 3205 Shreve Road 618 High Avenue, N.W. IBM Data Processing for High School Wooster, Ohio'14691 Canton, Ohio,'14703 Scheduling and Attendance, Secondary Administrative and Supervisory Apprais- Administrative Council: A Team Ap- School Report Cards, and Standard- al p. 83 proachp. 83 ized School Records

Massillon District Warren District 128 South Avenue, S.E. 261 Monroe Street, N.W. Massillon, Ohio44646 Warren, Ohio41182 WOOD (NW) Central Staff Planning for More Efficient Cadet Training Program forPrincipals and Supervisors Village Delegation and Performance of Ad- Perrysburg District ministrative Responsibilities West South Boundary Strect Job Descriptions Used as Basis of Ad- Perrysburg, Ohio13551 ministrative Personnel Evaluations Data Processing: Service Bureau Corpo- ration Grade Reporting and Records TUSCARAWAS (EC) Analysis for Senior High School City Dover District Rossford District SUMMIT (NE) 219 West Sixth Street 701 Superior Street City Dover, Ohio44622 Akron District Rossford, Ohio43460 Central Office Machine Accountingfor Centralized 70 North Broadway CafeteriaServiceforAll Board of Education Business Office Elementary Schools in the District Akron, Ohio44308 Data Processing Center for Administra- tion, Pupil Accounting, and Finance Local p. 83 Northwood District 3750 Woodville Road WARREN (SW) Toledo, Ohio'13216 Barberton District Village Development Reading Program for Slow '179 Norton Avenue Lebanon District Reading Groups Using Community Barberton, Ohio 11203 Holbrook Avenue Volunteers Who ListentoChildren Scheduling by Data Processing Lebanon, Ohio45036 Read on an Individual Basis

26 Pupil Services

ASI 'LAND (NE) Local College Night (Four Area Schools on a Local Fairfield District Rotating Basis), Grades 9-12 Mapleton District 5050 Dixie Highway Route 3, Box 553 Hamilton, Ohio45014 Ashland, Ohio14805 Permanent Citizens' Committee for Bet- Homogeneous Grouping of Students in ter Schools English Courses, Grades 9 and 10 SpecialReading ProgramtoIncrease CRAWFORD (C) Comprehension, Grades 1-12 City Bucyrus District Shiloh District 245 Wood lawn Avenue Seven Mile Road Bucyrus, Ohio44820 Seven Mile, Ohio45062 A Dropout StudyatBucyrusHigh 111'.1Iv1()NT (E) Family-Class-Teacher Group Conferences Village School Bridgeport District Local Bennett Street Colonel Crawford District Bridgeport, Ohio43912 North Robinson, Ohio44856 Health Service, Grades K-12 CLARK (C) McBee System Grade Cards Local Northwestern District 5610 Troy Road Springfield, Ohio45502 BROWN (SW) Advanced Placement Program in Eng-CUYAHOGA (NE) Local lish, Grade 12 City Mt, Oral) District Developmental Reading, Grades 10-12 Bedford District Box 86 475 Northfield Roach Georgetown, Ohio14630 Bedford, Ohio44014 Phonics and Phonetic Reading Multilevel English Curriculum VisitingTeacher ProgramtoAscer- COLUMBIANA (EC) tain the Cause of Absenteeism, Tru- City ancy, and Poor Achievement East Liverpool District Improved College Placement BUTLER (SW) Fourth and Broadway StandardMethodof Keeping Health City East Liverpool, Ohio43920 Records Hamilton District Dropout Study from July 1960 toJune 332 Dayton Street 1963, Grades 1-12 Euclid District Hamilton, Ohio45011 651 East 222nd Street WithdrawalProcedureCloseControl East Palestine District Euclid, Ohio44123 of Dropouts West Grant StreCt Item Analysis of Arithmetic and Spell- Scholastic Aptitude Survey East Palestine, Ohio44413 ing, Grades 4 and 6 27 Scheduling of Psychological Services Local 11ARRISON (E) Walnut District Village Lakewood District Millersport, Ohio43046 1470 Warren Road Cadiz District Dropout Study and Follow-Up of Grad- 440 East Market Street Lakewood, Ohio44107 uates, Grades 7-12 Early Entrance and Acceleration Pro- Cadiz, Ohio43807 gramsp. 85 Survey of Graduates and Dropouts for High School Classes, 1961-1963 Mayfield District 6116 Wilson Mills Road Cleveland, Ohio44124 GRI1ENE (W) High School Profile City HENRY (NW) Fairborn District Local North Olmsted District 200 Lincoln Drive 27573 Butternut Ridge Road Fairborn, Ohio15324 Damascus District North Olmsted, Ohio Cooperative Work-Study Programas a Courthouse 44070 McClure, Ohio Homogeneous Grouping, English, Grades PartialApproachtotheDropout 43534 7-12 Problem, 10-12 College Night, Grades 10-12 Vocational Night, Grades 10-12 Rocky River District Village 20951 Detroit Road Yellow Springs District Rocky River, Ohio44116 East Enon Road JACKSON (SE) Career Nights to Inform Students of Vo- Yellow Springs, Ohio45387 cational Possibilities, Grades 9-12 DiversifiedCooperativeTrainingPro- Local gram, Grade 12 Jackson County District Rocky River District Court House 3111 Wooster Road Jackson, Ohio45640 Rocky River, Ohio44116 Local School Health Services, Grades K -12 GuidanceandEvaluationCenter: A Beavercreek District Diagnostic Clinic for Children with 2940 Dayton-Xenia Pike School Adjustment Difficulties, Grades Xenia, Ohio K-6 Early School Admissions Program, Pre- Early Entrance to Kindergarten for the first Grade JEFFERSON (E) Exceptionally Mature Child City Steubenville District Shaker Heights District Cedar Cliff District 932 North Fifth Street 15600 Parkland Drive Cedarville, Ohio45314 Steubenville, Ohio43952 Shaker Heights, Ohio44120 Summer Kindergarten OrientationPe- Ungraded Primary Plan, Grades 1-3 Standard Score Profile for Test Interpre- riod Dropout Study, Grades 7-12 tation, K-6p. 86 Greenview District Jamestown, Ohio45335 "Education-After-High-School Night" LAKE (NE) Presents Educational and Occupational City ERIE (NE) Information, Grades 8-12 Local Willoughby-Eastlake District Perkins District 38106 Euclid Avenue 3714 South Campbell Street Willoughby, Ohio44094 Sandusky, Ohio44871 IBM 1620 Automatic Test Scoring Pro- GuidanceElementaryCenter,Grades gram, Grades 4-12 K-5 HAMILTON (SW) Village City Mentor District Lock land District 8979 Mentor Avenue 210 North Wayne Avenue Mentor, Ohio44060 Lock land, Ohio45215 EducationalScheduling InvolvingAll FAIRFIELD (C) Remedial Reading Workshop, 3-6 Faculty, Students, and Parents, Grades City 9-11 Lancaster District Lock land District Lewis Avenue 210 North Cooper Avenue Mentor District Lancaster, Ohio43130 Lock land, Ohio45215 Revision of Permanent Student Records 7860 Johnnycake Ridge Road Elementary Guidance, Grades K-6 Mentor, Ohio44060 28 Program to Improve Quality of Teacher- Child Study Program Designed to HelpPORTAGE (NE) Made Tests, Grades 1-12 Teachers Understand Children, Grades Local K-12 Aurora District 102 Garfield Road Aurora, Ohio41202 LICKING (C) Diversified Cooperative Training, Grades Local MONTGOMERY (W) 11 and 12 Heath District Licking View Drive City Newark, Ohio13056 Oakwood District Crestwood District Heath Area Vocational School Screening 735 Harman Avenue 10919 North Main Street Program, Grade 10 Dayton, Ohio45'119 Mantua, Ohio11255 Elementary Faculty Stalling Sessionsto Remedial and Developmental Reading, Discuss Individual Childrenp. 85 Grades 7-12

LORAIN (NE) Vandalia-13utler District City 306 South Dixie Drive Lorain District Vandalia, Ohio45377 1020 Seventh Street Health Service Policies and EmergencyPUTNAM (NW) Lorain, Ohio41052 Care Procedures Handbook Local Data Processing in Child Accounting Lcipsic District Gifted Child Program, Grades 1-12 Village Oak Street Annual Follow-Up Study of Graduates West Carrollton District Lcipsic, Ohio15856 5833 Student Street Career Night, Grades 9 and 10 Village West Carrollton, Ohio15449 Wellington District Parent Orientation South Main Street Local Wellington, Ohio11090 Madison District RICHLAND (NE) Study of Block Time for Senior High 114 South Broadway School Local Trotwood, Ohio15'126 Union District Identification of Potential School Drop- Savannah, Ohio14903 outs, Grade 1 SRA Reading Program for Poor or Slow LUCAS (NW) Readers, Grades 5-8 City Mad River District Maumee District 200 South Loop Road Dayton, Ohio15131 Union District 1117 Saco Street Route 2 Maumee, Ohio13537 Special Education for All Age Ranges p. 85 Mansfield, Ohio41903 Measure to Reduce Dropouts Developmental Reading Through Group- Sylvania District ing by Proficiency, Grades 9, 10, and 6801 Maplewood Avenue 12 Sylvania, Ohio13560 MORROW (C) Social Worker Pilot Study Local Program for Evaluation and Improve- Highland District ment of School Attendance ROSS (C) Developmental Reading, All Grade Levels Sparta, Ohio13350 "Track" Approach to Required High Local Local School Subjects, Grades 9-12 Kingston-Union District Ottawa Hills District Kingston, Ohio45641 2532 Evergreen Road Preregistration Night to Assist Students Toledo, Ohio43606 andParentsinAdjustingto High Counseling and Guidance for College, PICKAWAY (C) SchoolEnvironment, andtoSelect Grades 7-12 City Appropriate Course of Study, Grade 8 Circleville District 520 South Court Street Union-Scioto District Circleville, Ohio13113 Route 1 MIAMI (W) Program to Retain and Prepare Potential Chillicothe, Ohio15602 Village School Dropouts Eighth GradeParent-TeacherConfer- Tipp City District Individual and Group Interpretation of ence to Help Effect a Smoother Tran- 223 West Broadway StudentTestingandMeasurement sition to High School and to Assist in Tipp City, Ohio15371 Program, Grade 9 the Selection of a Course of Study 29 SANI)USKY (NW) School Dropout Survey, Grades 10-12 FacultyEvaluation AmongStudents, Local FacultyMembers,andAdministra- Green Springs District Barberton District tion,Grades 9-12 Box 188 Hopocan and Newell Green Springs, Ohio Barbermn, Ohio44203 CollegeEducationClubtoAcquaint "Keeping Fit Is Fun," Physical Fitness Students with Educational and Finan- Program, Grades K-12 UNION (C) cialRequirements and Opportunities Village in Cuyahoga Falls District Occupations andProfessions Re- Marysville District quiring Post High School Education 431 Stow Street Cuyahoga Falls, Ohio 44221 East Sixth Marysville, Ohio Townsend District Reading Laboratory with Booths,Shad- 43040 Intensive Route 1 owscopes, Tachistoscope,andOther Summer RemedialReading Program, Grades 3-5 Vickery, Ohio43464 Facilities, Grades 10-12 Testing andCounseling Programsto Identify and Prevent SchoolDrop- Tallmadge District outs 484 East Avenue Tallmadgc, Ohio44278 \VASHINGTON (SE) Scheduling with McBee Keysort Cards Local Student Evaluationof GuidanceSer- SHELBY (W) vices, Grades 9-12 Wolf Creek District City Waterford, Ohio45786 Sidney District Local Study to Determine the Gravity of the Campbell Street Hudson District Local School Dropout Rate in Rela- Sidney, Ohio45365 77 North Oviatt Street tion to National Figures, and What Dropout Study, Grades 9-12 Hudson, Ohio44236 Steps Should Be Taken to Meet the College Visitation by Guidance Coun- Needs of These Students, Grades 9-12 selorsp. 86 STARK (EC) City Canton District .1.RUMBULL (NE) WOOD (NW) 618 High Avenue, N.W. Village Canton, Ohio44703 City Niles District Perrysburg District Programs to Reduce the Dropout Rate, 550 East South Boundary Street Grades K-12p. 87 155 East Church Street Niles, Ohio44446 Perrysburg, Ohio 43551 VisitingCertifiedGuidanceSpecialist Choosing Students to be in Accelerated Massillon District Classes, Grades 6-12 340 First Street, S.E. for Potential Dropouts, Grades 9-12 "After Graduation I Plan to . . ." Sur- Massillon, Ohio 44646 Warren District vey Conducted in Sep:ember of Senior Identification and Prevention of Poten- Year Followed by Group and Indi- tial 261 Monroe Street, N.W. School Dropouts Through Indi- vidualCounseling Throughoutthe vidual and Group Counseling, a Dis- Warren, Ohio44483 Job Description of Pupil Personnel Ser- Year tributive Education Program, and a vices Staff Program for Parents of College Bound Flexible Curriculum to Meet the in- Students to Receive General and Spe- terests of Students, Grades K-12 CourseSelectionCriteriatoImprove Education and Decrease Failures, cific Information About Colleges and Their Children's Problems Through Massillon District Grade 8 Employment of Counselor and Improved Group andIndividualConferences, 128 South Avenue, S.E. Grade 11 Massillon, Ohio 44646 Educational Program to Decrease ElementarySchoolGuidance Program Dropouts, Grades 7-12 Appraisal Perrysburg District UtilizingTeachers in Conjunction andCounselingofBelow- with the Pupil Personnel Staff Average Students, Grades 1, 3, and 6 140 East Indiana Avenue Visiting Teacher, Grades K-6 Reporting Test Results to Parents, Grades Perrysburg, Ohio43551 3, 6, and 8 Reading Improvement Program, Grades 7 and 8 SUMMIT (NE) City TUSCARAWAS (EC) Rossford District 701 Superior Street Local Barberton District Rossford, Ohio 43460 Administration Building Salem-Washington District New Evaluation System for Elementary 479 Norton Avenue 13ox 8 School Children to Give a More Vivid 13arberton, Ohio44203 Port Washington, Ohio43837 Picture of Student Progress 30

ri School Plant

ASHLAND (NE) CUYAHOGA (NE) Team Teaching Facility,Senior High Village City School Loudonville District Bedford District 210 East Main Street '175 Northfield Road Mayfield District Loudonville, Ohio448'12 Bedford, Ohio44014 1123 SOM Center Road Good Plant Utility with the K-4-4-4 Flexible Classroom Arrangement in All- Cleveland, Ohio44124 Program New Construction New Senior High School Buildingp. 89 Centralized Administration Center Parma District Brecksville District 6726 Ridge Road 8915 Highland Drive Parma, Ohio4'1129 ASHTABULA (NE) Brecksville, Ohio'H141 Competition Among ArchitectsinDe- EducationalSpecificationsforElemen- signing New Buildings Local tary School Corridor less Elementary Schools Buckeye District 2'128 Blake Road Cleveland District Rocky River District Ashtabula, Ohio44004 3213 Montclair Avenue Centrally Located Library, Grades 10-12 20951 Detroit Road Cleveland, Ohio4'1109 Rocky River, Ohio44116 Air-ConditionedJuniorHighSchool Developmental Reading Laboratory, Planetarium, Grades 7-12p. 88 Grades 9-12 Faculty Library Project for High School Cleveland District Teachers, Including Offices,a Work AUGLAIZE (W) 11918 Miles Avenue Room,BrowsingandProfessional Local Cleveland, Ohio 4'1105 Magazines, and Reference Materials Minster District Garden Service Building for Horticul- Centralized Cataloging of All Material Minster, Ohio'15865 ture Instruction, Grades K-12p. 89 Centers, All Grade Levels Ncw High School with Climate Control Cleveland District Shaker Heights District 11731 Mt. Overlook Avenue 15600 Parkland Drive Cleveland, Ohio44120 Shaker Heights. Ohio'14120 Toilet Facilities for Handicapped Physical and Natural Science Laboratory, CLERMONT (SW) Grade 9 Local Euclid District 711 East 222nd Street An Experimental Program in Teaching West Clermont District Euclid, Ohio44129 Work-Study Skills, Grades 4-6p. 89 609 Brantncr Lane Language Laboratory (70-Station) Cincinnati, Ohio45244 Westlake District Large Central Instructional Room Sur- Maple Heights District 2282 Dover rounded by Six Smaller Classrooms 5500 Clement Drive Westlake, Ohio44091 for Team Teaching, Grades 5 and 6 Maple Heights, Ohio44137 Reading Laboratory 31 Village Child-Centered, Library-Centered School, Chagrin Falls District Mifflin District.Local Grades 7 and 8p. 88 400 East Washington Street 2546 Sunbury Road Chagrin Falls, Ohio44022 Columbus, Ohio43219 Language ArtsEnglish Team Teaching Junior High School Building Plan De- Facilities, Grades 9-12 velopment Using Expandable Rooms, Central Kitchen, Team Teaching, and JEFFERSON (E) Local TV City Beachwood District 24525 Hilltop Drive Reynoldsburg District Steubenville District 932 North Fifth Street Cleveland, Ohio4412 1346 Terry Drive New Classroom Facility Accommodates Reynoldsburg, Ohio43068 Steubenville, Ohio43952 New Elementary Building with Special Team Teaching andIndividualized Building Plan Development foran Ex- pandable Campus-Type High School SectionforPhysicallyHandicapped Instruction, Grade 6 Children Scioto-Darby District West Main Street Hilliard, Ohio43026 ERIE (NE) Climate Control for Year-Round Use of Eight Elementary Classrooms LAKE (NE) City City Huron District 710 East Cleveland Road Willoughby-Eastlake District Huron, Ohio 38106 Euclid Avenue 44839 GR.EENE (W) Individual Study Carrels ina New Ele- Willoughby, Ohio44094 mentary Building to Encourage Inde- Village Conversionof Former NIKE Siteto pendent Study Yellow Springs District Bus Maintenance and Storage Facil- East Enon Road ities Local Yellow Springs, Ohio45387 Village Milan District New High School with Carpeting Mentor Distict South Main Street 7060 Hopkins Road Milan, Ohio44846 Mentor, Ohio44060 Commons Area or Lounge for Students New Library-Centered High School ParticipatingintheReleased TimeHAMILTON (SW) Program, Grades 11 and 12 Local Finneytown District Vermilion District 8916 Fontainbleau Terrace 1245 Aldrich Road Cincinnati, Ohio45231 LICKING (C) Vermilion, Ohio44089 Junior High Building Language Section, City Instructional Materials Centeror Cen- Grades 7 and 8 Newark District tralized Storage Center in New Li- 9-19 North Fifth Street brary Facility, Grades K-5 Newark, Ohio43055 TwinPortableElementaryClassroom I- IANCOCK (NW) Units, Grade 4p. 88 City Findlay District Village FRANKLIN (C) 1001 Blanchard Avenue Granville District City Findlay, Ohio45840 130 North Grange Street Granville, Ohio Westerville District Study Carrels for Teachers 43023 Lighting over Blackboards in Elemen- Booth less Language Laboratory, Grades 303 South Otterbein Avenue tary Schools 10-12 Westerville, Ohio43081 New Open-Stage Auditorium in High Development of Building Plans to In- School corporate Middle School Concept

Whitehall District 4738 Kae Avenue LORAIN (NE) HURON (NW) City Columbus, Ohio43213 City Utilization of Main Corridor Elyria District as Library Norwalk District 348 Fifth Street Area in Developing Building Plans for 64 Christie Avenue an Elementary School Elyria, Ohio44035 Norwalk, Ohio44857 School Building Program, Grades K-12 32 Lorain District Local Citizen Involvement in Developing Spec- 1020 Seventh Street Mad River District ifications for a NewElementary Lorain, Ohio44052 200 South Loop Road Building Remodeled High School Dayton, Ohio45431 Local Materials Center, Grades 1-12 Keystone District 301 Liberty Street LaGrange, Ohio44050 STARK (EC) High School Addition MORROW (C) Local City Highland District Massillon District Sparta, Ohio43350 128 South Avenue, S.E. Laboratory UsedJointly by Language Massillon, Ohio44646 LUCAS (NW) and English Departments, Grades 9- Development of Specifications for Con- City 12 structing an Elementary School Maumee District Eastfield Drive Local Maumee, Ohio43537 Marlington District Constructionof aNew ElementaryOTTAWA (NW) 10450 Moulin Avenue, N.E. School, Grades K-6 Local Alliance, Ohio44601 Salem-Oak Harbor District Windowless Classrooms, Grades 8-12 Carpeted Library, Grades 8-12 Sylvania District Church Street 6801 Maplewood Avenue Oak Harbor, Ohio43449 Sylvania, Ohio43560 JuniorHighDevelopmentalReading High School Addition Including Closed- Program Circuit TV Facilities, Multipurpose Li- brary, and Science Laboratories SUMMIT (NE) RICHLAND (NE) City Local Cuyahoga Falls District 431 Stow Street Springfield District MIAMI (W) Cuyahoga Falls, Ohio44221 Ontario, Ohio44862 Village Development of EducationalSpecifica- Team Teaching: English, Grades 9and tions for Elementary Schools Tipp City District 10 North Hyatt Street Cooperative Planning by City Recrea- Tipp City, Ohio45371 tion Department and Schools to De- Elementary School Materials Center Union District velop the Total School Program Route 2 Mansfield, Ohio44903 Language Room Planning onLimited =Building Budget with TwoRooms MONTGOMERY (W) Adjoining a Central LanguageLabora- City tory, Grades 9-12 TRUMBULL (NE) Oakwood District City 1200 Far Hills Avenue Niles District 155 East Church Street Dayton, Ohio45419 SANDUSKY (NW) Reading Laboratory, Grades 7-12 Niles, Ohio44446 City Air Conditioned Elementary Schoolto Sandusky County District Provide for Extensive Summer Usage Oakwood District Court House Carpeting for Control of Noise in Kin- 2705 Far Hills Avenue Fremont, Ohio43420 dergarten and Hard-of-Hearing Class- Dayton, Ohio45419 Staff Workshop in Implementation of rooms Laboratory Wing for Sciences, Foreign Modern Mathematics Languages, and PublicSpeaking, Grades 7-12 Niles District Trumbull Drive Niles, Ohio44446 Vandalia-Butler District SHELBY (W) Study Carrels for Recording and Listen- 306 South Dixie Drive Local ing to Languages in Renovated High Vandalia, Ohio45377 Jackson Center District School Library Complex, Grade 10- Portable Lunchroom Operation Jackson Center, Ohio45334 12 33 TUSCARAWAS (EC) WASHINGTON (SE) New Gymnasium with Sunken Playing City Fort Frye District Floor andThrccDistinctPhysical Dover District Beverly, Ohio457!5 Education Areas, Grades 9-12 520 Walnut Street Centralized Cafeteria and Purchase of Dover, Ohio 44622 Equipment for the Transportation of Art CenterFine ArtsforInterested Food, Grades 1-6 W001) (NW) and Qualified High School Students, Village Grades 7-12 Perrysburg District 140 East Indiana Avenue Perrysburg, Ohio WAYNE (EC) 43551 Dover District Pians for Closed-Circuit TV Instruction, 2131 North Woostcr Avenue Village Grades 9-12 Dover, Ohio 44622 Rittman District Rossforcl District Elementary School Library and Related 75 North Main Street Rittman, Ohio 44270 701 Superior Street MaterialsCenterwith a Self-Serve Rossford, Ohio Method, Grades 1-6 ' 'A Study of School Building Needs inan 43460 Exempted VillageDistrict with the New ElementaryAdditionIncluding Aid of the Bureau of Educational Re- Centralized Cafeteria Service and search, The Ohio State University Rooms for Remedial Reading, Speech Uhrichsville District Therapy, Health and First-Aid, and Regular Instruction Eastport Avenue Local Teacher-Employee-Architect Committees Uhrichsville, Ohio44683 Triway District to Determine Future Educational Two New Elementary Centers for Class- 3205 Shreve Road Needs andSpecifications for School room Instruction Wooster, Ohio44691 Building Program, Grades K-12

34 Staff ALLEN (NW) CLERMONT (SW) In-Service Committee for Orientation of Village New Teachers Bluffton District Local p. 94 106 West College Avenue West Clermont District Bluffton, Ohio45817 P.O. Box 177 Mathematics In-Service Program, Grades Amelia, Ohio45102 K-6 In-Service Training ProgramforEle-DEFIANCE (NW) mentary Science Curriculum City Defiance District West Clermont District 629 Arabella Street 1139 West Ohio Pike Defiance, Ohio43512 Amelia, Ohio45102 New Teacher Orientation Program Custodial In-Service Training AUGLAIZE (W) Local New Bremen District FAIRFIELD (C) Walnut Street CRAWFORD (C) Local New Bremen, Ohio45869 Lay Study Hall Assistance to Make Bet- Village Liberty Union-Thurston District ter Use of Teaching Resources, Grades Crestlinc District 600 Washington Street 7-12 North Pearl Street Baltimore, Ohio43105 Crestlinc, Ohio44827 Self-Appraisal Program by Teachers and Lay Supervisors in Study Hall Administrators oftheElementary School

BUTLER (SW) CUYAHOGA (NE) Local City FRANKLIN (C) Fairfield District City Cleveland District Bexley District 5050 Dixie Highway 1380 East Sixth Street Hamilton, Ohio45014 348 South Cassingham Road Cleveland, Ohio44114 Columbus, Ohio VerticalCurriculumPlanning,Grades 43209 Procedures for Promotion of Adminis- Bexley Salary Planp. 92 1-12 trative Personnel Columbus District Talawanda District Rocky River District 3111 Wooster Road 270 East State Street South College Avenue Columbus, Ohio43215 Oxford, Ohio45056 Rocky River, Ohio44116 Teaching Personnel Relations Commit- SubstituteTeacher RatingBlankfor Junior High Students as LunchroomSu- Principalsp. 92 pervisors teep. 93 DevelopmentPlanto ImproveStaff Substitute Information Blanks on Daily Evaluationp. 93 Assignments TheHelpingTeacher,GradesK-6 Local p. 92 Scioto-Darby District 198 Scioto-Darby Creek Road Strongsville District Hilliard, Ohio43026 CLARK (C) 13200 Pearl Road In-Service Training ProgramforI3us Local Strongsville, Ohio44136 Driversp. 92 Mad River-Green District Staff Meeting on the Role of Education Tecumseh Road and Rebert Pike in a Democracy Route 1 Springfield, Ohiu45502 Village LAKE (NE) Teacher Evaluation and Merit Pay Pro- Chagrin Falls District City gramp. 91 77 East Washington Street Wickliffe District DevelopmentofIndexSalaryPolicy Chagrin Falls, Ohio44022 2221 Rockefeller Road p. 91 Curriculum Council, Grades K-12p. 94 Wickliffe, Ohio44092 35 .14

CurriculumCouncilof TeachersandRICHLAND (NE) Administrators, Grades K-12 Public Relations Consultant Local Professional Growth Through In-Service Plymouth District Training Program Plymouth, Ohio44865 Superintendent's Teaching Staff Advisory Canton District Committee 618 High. Avenue, N.W. LUCAS (NW) Canton, Ohio44703 City Cadet Principalshipp. 95 Sylvania District Massillon District 6801 Maplewood Avenue ROSS (C) Sylvania, Ohio43560 128 South Avenue, S.E. Teacher Appraisalp. 91 Local Massillon, Ohio44646 Union-Scioto District Staff Evaluation ProgramtoImprove Route 1 Teaching and to Providea Basis for Chillicothe, Ohio45602 Tenure Decisions Elementary Science Coordinator Local MIAMI (W) Marlington District Local 10450 Moulin Avenue, N.E. Bethel District SANDUSKY (NW) Alliance, Ohio44601 Route 1 Staff Participationin Budget Develop- Tipp City, Ohio45371 Village ment Faculty Workshop on HandlingStu- Gibsonburg District dent Behavior Problems, Grades 7 Harrison Street Gibsonburg, Ohio45431 Teacher Appraisal: Utilization of Self-SUMMIT (NE) Appraisal, Evaluation bya Superior, City and Conference TechniqueinStaff Barberton District Appraisal 479 Norton Avenue Barberton, Ohio44203 MONTGOMERY (W) Merit Salary Schedule Local Mad River District SENECA (NW) Tallmadge District 200 South Loop Road Local 484 East Avenue Dayton, Ohio Tallmadge, Ohio44278 45431 Thompson District Superintendent's Administrative Adviso- Use of College Student as Laboratory ry Council Route 3 Aide, Grades 10 and 11 Bellevue, Ohio44811 Teacher Aides, Grades K and 6 Local Coventry District 3257 Cormany Road Akron, Ohio44319 PORTAGE (NE) SHELBY (W) FacultyCouncilforDiscussingand City City Evaluating New Ideas Ravenna District Sidney District 507 East Main Street 320 East North Street Nordonia Hills District Ravenna, Ohio44266 Sidney, Ohio45365 9370 Akron-Cleveland Road Continuing Curriculum Committees, In-Service Training of Teachers inIn- Northfield, Ohio44067 Grades 1-12p. struction of Modern Mathematics Modern Mathematics Program for Par- Staff and Lay Study of School Curricu- ents of Elementary Students Local lum Modern Mathematics In-Service Program Aurora District Staff and Lay Advisory Groupon School for Teachers, Grades K-12 1037 East Boulevard Administration Aurora, Ohio44202 Norton District Curriculum Council, Grades 1-12 4128 Cleveland-Massillon Road Barberton, Ohio44203 Southeast District STARK (EC) In-Service Program for Teachers, Grades 1-6 Administration Building City 507 East Main Street Alliance District Silver Lake District Ravenna, Ohio44266 408 South Arch Avenue Teachers' Aids, Grades 1-8 2970 Overlook Road Alliance, Ohio44601 Cuyahoga Falls, Ohio44224 36 r

Noontime Aides for Cafeteria and Play- Joint Meeting of the City School ground Supervision, Grades 1-8 BoardWARREN (SW) and Representatives of the Certificated Village Staff to Discuss Personnel Policies Twinsburg District Lebanon District 9198 Darrow Road Holbrook Avenue Lebanon, Ohio45036 Twinsburg, Ohio44087 Warren District Supplemental Teacher, Grades Combined Reading Classes GroupedAc- 1-3 261 Monroe Street, N.W. cording to Ability, Grades 3 and 4 Warren, Ohio44483 Twinsburg District Teacher Placement by Balance ofAge, 10270 Ravenna Road Sex,Training, Twinsburg, Ohio Experience,Marital 44087 Status, and Geographic Origins, GradesWASHINGTON (SE) Teacher Evaluation Procedures K-12 Local Warren District Route 1 Local Vincent, Ohio45784 TRUMBULL (NE) Fowler-Vienna District In-Service Program for Improvementof City Mathews Building Instruction, Grades K-8 Niles District Vienna, Ohio District Library Program InvolvingStu- dent and Clerical 155 East Church Street Study Hall Monitor AssistantstoIn- Niles, Ohio44446 to Relieve Certif- crease Library Facilities for Students, icated Teachers, Grades 7 and8 Grades K-12

Public Relations ALLEN (NW) Radio-Newspaper Coverage BUTLER (SW) Village Parent Orientation Meetings Bluffton District City General School Development Projects 106 West College Avenue Hamilton District Bluffton, Ohio45817 Village Gorwin A 2nue Hamilton, Ohio Meeting of Bluffton CollegeEducation Loudonville District 45011 Professors and Public SchoolAdminis- 210 East Main Street "Chalk-Talk" (Weekly Staff Communi- tratorsto cations Publication) Facilitate Communication Loudonville, Ohio44842 Between the College and the Public School Local School News BureautoInformthe Community Fairfield District Modern Mathematics Program forPar- ents 5050 Dixie Highway Hamilton, Ohio45014 Committee for Better Schools ASHTABULA (NE) Local CLERMONT (SW) ASHLAND (NE) 'efferson Area District Local City South Poplar Street West Clermont District Ashland District Jefferson, Ohio 416 Arthur Street '14047 1139 West Ohio Pike Three Seminars on Finance EachSum- Amelia, Ohio Ashland, Ohio44805 Mer 45102 Steering Committee for Better Schools 37 COLUMBIANA (EC) Parma District DELAWARE (C) Village 6726 Ridge Road City Columbiana District Parma, Ohio14 129 Delaware District New Waterford Road Coordinator of Publications 289 Euc lio Avenue Columbiana, Ohio11108 Science Advisor), Committee Composed Delaware, Ohio43015 Citizens Committee for Better Schools of Scientists of the Major Research "The Starting Gate" (A Student Radio Centers in the Area and the Science Broadcast Presenting School Ncws to Local CurriculumAdministratorsofthe the Community) Beaver District School Route 3 Lisbon, Ohio44132 Rocky River District Home Seminar to Promote Operation 3111 Wooster Road Levy Rocky River, Ohio Fathers' Night to Attend School Con- 11116 ERIE (NE) Report Card Inserts to Inform Commu- City ferences nity of School Programsp. 98 Erie County District Court House Westlake District Sandusky, Ohio44870 2282 Dover `Road "Learning about Our Schools" (A De- CRAWFORD (C) Westlake, Ohio11091 velopmental Program Designed to Pro- City Citizens Advisory Committee vide Information about Our Educa- Bucyrus District A Plan for Action by Citizens in Educa- tionalSystem), Grades K-12 1130 South Walnut Street tion Bucyrus, Ohio11820 Local Grass Roots Campaignto Informthe Cuyahoga Heights District Public of School Needs 1820 East 71st Street Cleveland, Ohio14125 Sound Movies to Explain School Pro-FRANKLIN (C) gram to Parents City Columbus District CUYAHOGA (NE) Solon District 270 East State Street City 33600 Inwood Drive Columbus, Ohio13215 Berea District Solon, Ohio14139 Citizens Ask Superintendent Questions 390 Fair Street Industrial SurveyField Trips to Local on TVp. 96 Berea, Ohio11017 Industries Community-SchoolLiaisonCommittee SouthWestern District 3708 South Broadway Brecksville District Grove City, Ohio13123 8915 Highland Drive Comprehensive School-Community Rela- Brecksville, Ohio44111 DARKE (W) tions Program Community ResourcesFileto Enable Local Senior High School Technical Training TeacherstoEnrichthe Curriculum Center, Grades 11 and 12p. 97 p. 97 New Madison District New Madison, Ohio45346 Village School News Sent to Parents Every Two Worthington District Cleveland District Weeks 1380 East Sixth Street 50 East Granville Road Cleveland, Ohio44111 Worthington, (Alio43085 Fall1963NeighborhoodConferences "Open Classroom" (WLW-C TV School p. 97 Information Program) DEFIANCE (NW) Mayfield District City 6116 Wilson Mills Road Defiance District Cleveland, Ohio44124 629 Arabella Street Lit), Evaluation of Proposed Technical Defiance, Ohio13512 GREENE (W) Program and Equipment Speakers Bureau to Make School Per- Local sonnel Available for Community Con- 13eavercreck District North Olmsted District tact 2910 Dayton-Xenia Pike 27573 Butternut Ridge Road Team Conferences with Administrators, Xenia, Ohio15385 North Olmsted, Ohio44070 Teachers, and Parents about School CompletePupilOrientationProgram, Science and Education Fair Issues or Problems All Grade Levels 38 HAMILTON (SW) Fifteen-Member Citizens Advisory Com- LAKE (NE) City mittecto InformCommunityof City Cincinnati District School Building Needs Painesville District 608 East McMillan Street 58 Jefferson Street Cincinnati, Ohio'15206 Painesville, Ohio44077 School Efforts to Meet Community Oc- Publication of School Letters and An cupational Needsp. 96 trial Report Boys Week: A Clean-Up,Paint,andHARRISON (E) Beautify Week to Develop an Appre- Local ciationof City Government andto Jewett Union District Present a Clean City Each Year West Main Street LORAIN (NE) "Know Your Schools" (Radio Program Jewett, Ohio43827 City Designed to Inform School Patrons) AnnualSchool ExhibitA Reportof Student Progress, Grades K-12 Elyria District Mt. Healthy District 348 Fifth Street 1411 Compton Road Elyria, Ohio44035 Cincinnati, Ohio 415231 Business Education Day p. Parent and Teacher Curriculum Study Survey of Needs forVocationalCos- Groupp. 96 metology liENRY (NW) Local SchoolPlanningCommission(Assists Local Board of Education with Problems of Avon Lake District Finance, Curriculum, Buildings, and Ridgeville District 175 Avon Belden Road Public Relations) Ridgeville Corners, Ohio '13555 Avon Lake, Ohio44012 Citizens CommitteetoAdvise School Modern Mathematics for Parents Princeton District Board on Proposed Bond Issues and 11080 Chester Road Other School Issues Cincinnati, Ohio'15246 Art and Academic Fair (Methbd of En- couraging Parentsto Become Better LUCAS (NW) Acquainted with Schools) City HURON (NW) Maumee District Sycamore District City 11417 Saco Street 4881 Cooper Road Norwalk District Maumee, Ohio43537 Cincinnati, Ohio44882 80 East Main Street Guidance for Parents in Evening Semi- School Planning Commission (Organized nars Norwalk, Ohio '14857 to Inform Citizens) "Norwalk Schools Beat" (Weekly Radio Program) Oregon District Village 5721 Seaman Road Mariemont District Oregon, Ohio43616 6750 Wooster Pike Information Booklet for Parents of Pre- Cincinnati, Ohio45227 schoolers Better Schools Citizens Committee (De-JACKSON (SE) signedto Screen Candidates for the Local School Board) Lick District Route 3 MAHON1NG (NE) Jackson, Ohio45640 City Seminars to Inform Citizens ofSchool HANCOCK (NW) Needs Youngstown District Local 20 West Wood Street Youngstown, Ohio41503 Arlington District "Report Card" (TV Reportto School Box 656 Patrons)p. 98 Arlington, Ohio45814 Parent-Teacher Conferences, GradesK-8JEFFERSON (E) City Steubenville District 420 North Fourth Street MARION (C) Local IIARI)IN (NW) . Steubenville, Ohio '13952 City Newsletter (Published Every Six \Veeks) Ridgeda le District Kenton District toFacilitate Communication among Route 1 Oriental Street theAdministration,Staff,andthe Morral, Ohio43337 Kenton; Ohio43326 Public Citizens' Seminar on School Finance 39 1,4,-14*

MEDINA (NE) MUSKINGUM (E) Annual ReporttothePublic onthe Local Local Progress, Objectives, Policies, and Pro- Cloverleaf District East Muskingum District cedures of the School System Box 291, Route 1 Route 1 Lodi, Ohio44254 New Concord, Ohio43762 Canton District Demonstration of Educational TV Pro- Patrons Advisory Council 618 High Avenue, N.W. gram to Parents Canton, Ohio44703 CitizensAdvisory CommitteetoAd- ministrationto Stimulate Interest in School Issues and Activities

PICKAWAY (C) Massillon District MONROE (E) City Village 128 South Avenue, S.E. Circleville District Massillon, Ohio44646 Woodsficld District 520 Sou 7h Court Street South Paul Street Ministers' Meetings with High School Circleville, Ohio43113 Principals Woodsfield, Ohio43793 Pupil-Parent Handbook for the Elemen- Franklin School Community Center for Public Seminar on School Program and tary Schools Adults Finance Advisory Committee for Trade and In- dustrial Safetyp. 99 Modern Mathematics for Parentsp. 99 Full-Time Public Relations Director ROSS (C) "Top Teens" (A Weekly Newspaper MONTGOMERY (W) Local Feature Story Writtento Acknowl- City Union-Scioto District edge the Good Citizenship of Out- Kettering District Route 1 standing Young People) Prospectus for Staff L.mmunication 3490 Far Hills Avenue Chillicothe, Ohio45602 Kettering, Ohio45429 Lay-Staff Committee to Study and Eval- Citizens' Seminars Designed to Increase Elementary Principals' Planning Group uateSchoolProgramsUsingState Community Understanding and Sup- to Promote Uniformity in Instruction- Standards as a Basis of Comparison port of Schools and Education al,Curricular,andAdministrative Procedures Massillon District 1212 Tenth Street, N.E. Oakwood District Massillon, Ohio44646 1200 Far Hills Avcnuc Get-AcquaintedTeaforKindergarten Dayton, Ohio45419 SHELBY (W) Mothers Vocational Career Conference, One Eve- City ning per Yearp. 95 Sidney District 320 East North Street Oakwood District Sidney, Ohio45365 Consulting Committee of Citizensp. 95 2705 Far Hills Avenue SUMMIT (NE) Dayton, Ohio45419 City Parent-Adthinistrator Small Group Meet- ings at the Elementary Level Barberton District 479 Norton Avenue Village STARK (EC) Barberton, Ohio44203 West Carrollton District City Barberton School of Technology, Adults 550 East Pease Avcnuc Alliance District Cuyahoga Falls District West Carrollton, Ohio45449 408 South Arch Avcnuc 1910 Scarl Street Public Information Comtnittec to Aid in Alliance, Ohio44601 Cuyahoga Falls, Ohio44221 the Passage of School Issues Superintendent's Lay Advisory Council BIB', Day (Business, Industry, and Edu- Weekly Colutnn for Local Newspapers Speakers Bureau to Inform Community cation) InformingthePublicaboutLocal, Organizations about School Activities State, and National Activities and Is- and Need., sues in Education School-Community Relations Workshop with Various Community Public Re- Local lations Agencies TRUMBULL (NE) Mad River District City 200 South Loop Road Canton District Warren District Dayton, Ohio45431 316 30th Street, N.W. 261 Monroe Street, N.W. Community Advisory Council Canton, Ohio44703 Warren, Ohio44483 40 Business-Industry-Education Day Through "School Notes" (Informative School Pa-WOOD (NW) the Staff and Chamber of Commerce per Sent Home with Each Grading Local Village Period) Lake Township District Hubbard District Route 1 110 Orchard Avenue Millbury, Ohio43447 Hubbard, Ohio44425 FactsBooklettoInform Community Citizens Information Committee to Fa- about School District cilitate the Expression of Public Opin-WAYNE (EC) ion on School Issues and to Dissemi- Local nate School Policy to the Community Wayne County District North Baltimore District 142 East Larwill Street 124 South Second Street Local Wooster, Ohio44691 North Baltimore, Ohio45872 Lakeview District "Your Schools Today" (School Radio Booklets to Inform Community of the Cortland, Ohio44410 Program Presented Twice Weekly) School Program, Grades K -12

Research BUTLER (SW) Unemployed Out-of-School Youth Sur- Shaker Heights District City vey, Ages 16-21p. 107 23325 Wimbledon Road Hamilton District Shaker Heights, Ohio44122 332 Dayton Street Cleveland District ITA at Kindergarten Levelp. 107 Hamilton, Ohio45011 Rockefeller Building, 4th Floor After-School Study Program fnrLow- 614 Superior Avenue Strongsville District Achieving Students, Grades 7-9 Cleveland, Ohio44113 13200 Pearl Road p. 100 The EducationalResearch Councilof Strongsville, Ohio44136 Greater Clevelandp. 105 Team Testing:Large Group Testing with Immediate Scoring and Small Lakewood District Group Critique Shortly Following the 1470 Warren Road CUYAHOGA (NE) Exam, Grade 7 Lakewood; Ohio44107 OSU Kindergarten Study City Long-Range Planning Bedford District Westlake District 475 Northfield Road North Olmsted District 2282 Dover Road Bedford, Ohio44014 27253 Butternut Ridge Road Westlake, Ohio44091 Gifted Student Program, Grades 7-12 North Olmsted, Ohio44070 GCMP Testing Invitational Curriculum Study Charting the Universe; Testing Ability Reading Program, Grade 1 toComprehend AstronomicalCon- 13recksville District cepts, Grade 6 8915 Highland Drive Brecksville, Ohio44141 Rocky River District ERIE (NE) Study of Methods in Speech and Hear- 20951 Detroit Road City ing Therapy, Grades 1-6p. 106 Rocky River, Ohio44116 Huron District Class Profile and School's Characteris- 710 West Cleveland Road Cleveland District ticstoInformCollegeAdmissions Huron, Ohio44839 1380 East Sixth Street Officersof Applicants' High School, Study of Vocational Needs for Students, Cleveland, Ohio44114 Environment Graduates, and Adultsp. 108 41 FRANKLIN (C) Five Years of Research in Televised In- Willoughby-Eastlake District City struction, Grades 5, 6, 7, 9,10, and 4284 Center Street Columbus District 12 p. 101 Willoughby, Ohio44094 270 East State Street Evaluation of an Accelerated Arithmetic Standardized Test ResultsinRelation Columbus, Ohio43215 Program, Grades 3-6p. 101 to Four Methods of Test Adminis- Vocabulary Researchp. 104 An Evaluation of a Programed Course tration Home Visitation Pupil Mobility Study, inVocabulary Development, Grades Study and Revision of Methods of Teach- All Grade Levelsp. 103 7-9p. 102 ing Composition, Grades 7 and 8 A StudyofMobilityofPupilsby Village Grandview Heights District Achievement, Grade 6p. 102 1587 West Third Avenue Mentor District 5670 Hopkins Road Columbus, Ohio43212 Study of First Quarter College Perform- Mentor, Ohio44060 Junior High Reading Improvement Pro- ance in Math and Englishp. 105 gram South-Western District HARDIN (NW) 3708 South Broadway City Grove City, Ohio43123 Kenton District "DistrictwideDropoutStudy,"1962- Oriental Street LUCAS (NW) 63: An Analysis of the Valuation and Kenton, Ohio43326 City Comparative Financial Wealth of the Evaluation of Student Success in College Oregon District Various Townships Through the Use of Expectancy Ta- 5721 Seaman Road Census Data StudyUse of Demograph- bles Oregon, Ohio ic Data to Predict Trends 43616 British-American Elementary. Education Comparison Study, Grades 1-6p. 100 Whitehall District Development and Evaluation ofa Lab- 4569 Etna Road oratory in Industrial and Vine Arts, Columbus, Ohio43213 Grades 10-12 Achievement Level Grouping for Read-HURON (NW) ingp. 104 City Sylvania District Local Norwalk District 6801 Maplewood Avenue Mifflin District 80 East Main Street Sylvania, Ohio43560 2500 Purdue Avenue Norwalk, Ohio'14857 Questionnaire Evaluation of Lunchrooms, Columbus, Ohio43219 InformalExperimentswithReading, Grades 3-9 Joplin Plan of Reading, Grades 4-6 Grades 2, 4, 5, and 6 Local Adams District 5558 West Bancroft Toledo, Ohio45615 The Effectiveness of Children's Litera- ture Programs in Elementary Schools GREENE (W) JEFFERSON (E) Local City Beavercreek District Steubenville District 2940 Dayton-Xenia Pike 1904 West Market Street Xenia, Ohio45385 Steubenville, Ohio'13952 MAHONING (NE) Follow-Up Study of High School Grad- A Study of Steubenville's Academically Local uates Attending College Talented Pupils(1963) North Lima District School System Dropout Study North Lima, Ohio Prediction of School Population Growth, 44452 All Grade Levels Prediction of Success in Algebra I

LAKE (NE) City MIAMI (W) HAMILTON (SW) Willoughby-Eastlake District Village 38106 Euclid Avenue Tipp City District City Willoughby, Ohio44094 Cincinnati District 223 West Broadway Street Student MotivationStudies(Develop- Tipp City, Ohio45371 608 East McMillan Street merit and Motivation of a Nonverbal Honors Program in Chemistry, Grades Cincinnati, Ohio45206 Motivation Index), Grades 7-9 11 and 12 42 Local SUMMIT (NE) Warren District Bethel District City 261 Monroe Street, N.W. Route 1 Cuyahoga Falls District Warren, Ohio44483 Tipp City, Ohio45371 431 Stow Street An Attempt to Predict Success in For- Evaluative Study of Homogeneous Cuyahoga Falls, Ohio41221 eign Language Instruction, Grade 9 Grouping, Grades 1-6 Study of Progress of Early Entrants and A Comparisonof Two Methodsof a Control Group, Grades 2-12 Teaching English, Grade 92717 Creative Thinking and Small Group Be- havior, Grade 5 MONTGOMERY (W) City Stow District Vanclalia-Butler District 1819 Graham Road WARREN (SW) 306 South Dixie Drive Stow, Ohio44224 Vandalia, Ohio45377 EvaluationofMathematicsProgram, Local Survey of Ungraded Primaryp. 100 Grades 1 and 6-12 Clearcreek District Springboro, Ohio45066 Tallmaclge District Using Expectancy ChartstoSchedule 484 East Avenue Course Work, Grade 9p. 103 PORTAGE (NE) Tallmadge, Ohio44278 Local Correlation of Iowa Tests of Educational Rootstown District Development with Grade-Point Aver- State Route 44 age, Grade 10 Rootstown, Ohio44272 Telephone Survey of Graduates to De- Local WOOD (NW) termine Post High School Activities Twinsburg District Local Stacly of the Effectiveness of Grouping 9198 Darrow Road Eastwood District by Sex to Facilitate Discussion, Grade 7 Twinsburg, Ohio44087 4900 Sugar Ridge Road Evaluation of ITA as a Tool in Reme- Pernberville, Ohio43450 dial Reading, Grades 2 and 3 Evaluation of College Preparatory Pro- gram in English Through a Survey of SANDUSKY (NW) the School's College Students and a Village Study and Revision ofthe Present Clyde District TRUMI3ULL (NE) English Curriculum, Grades 7-12 Administration Building City 106 South Main Street Girard District Elmwood District Clyde, Ohio43410 31 Ward Avenue 541 West Wooster Street Study of Potential Tax Base, Costs per Girard, Ohio44420 Bloomclale, Ohio44817 Pupil, and Course Offerings Through Local Dropout Study Compared to State ReadingStudyCounciltoImprove Consolidation of Various Contiguous and National Dropout Studies, Grades County Reading Program, Grades K- Districts 8-12 12

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This section contains descriptions of severalpro- vial funding involved, and research conducted. The grams selected from the list of innovations in Ohioname and address of the person responsible for or schools. The descriptions present information obtainedmost familiar withtheinnovation appear below from questionnaires and, insome cases, from visits the description. to the schools. Each writeup summarizes the innova- The organization of this section is byone of the tion's purpose, motivating factors, and overall design.seven areas of the school program: Instruction; Ad- Any special methods, unique approachesto a prob-ministration, Organization, Business, and Finance; lem, or unusual use ofresources are reportedin Pupil Personnel Services; Physical Plant; Staff; School- the description. Preparations foror results of evalua-Community Relations; and Research. (The internal tion are also included, as wellas problems inherentorganization within each of these areas is by OEA in design or changes recommended when duplicatingregions, illustrated by the map on page eight;coun- the program. To help the reader decide ifa programties, with their city, village, and local districts, and is applicable to his circumstances, the description isthe descriptions follow alphabetically.) The described followed by summary statements, suchas the yearprograms are indexed at the back of the Catalog ac- of inauguration, type of school, number andtype ofcording to areas of potential application and reader pupils and teachers involved, materials required,spe- interest.

Instruction CLASSES FOR CHILDREN OF MIGRANTthe children need to know the importance ofproper WORKERS, GRADES 1-6The Lyonsprogram iseating habits and cleanliness. an effortto provide schooling for the children of Children are grouped on the basis of reading migrant workers who livein Northwestern Ohiolevel and the judgment of teachers. Theprogram between August and November. School officialsin- director believes that the language barrier and the itially acquired the services ofa Mexican priest, whoemotional climate make testinga questionable proce- stressed the need for education to the migrant work-dure, though some testing of an experimental nature ers and encouraged them to send their children to is clone. the special classes. His assistance in settingup th.c r rig- Children taking part in the program have shown inal program was invaluable. Since the firstsummer, improvement in their physical and emotional adjust- however, the migrants, now .that they havesome ments in the cafeteria and in playground situations. knowledge of the program, participate quite willinglyThey are also developing some interest in outside in the effort. reading. The program emphasizes English and language Additional Information arts, since many of the pupils speak another language School District:Fulton-Lyons-Metamora Content Area:all among themselves and in their homes. The value of areas Organization: elementary Grade(s): 1-6 Number of Teachers Involved: usually 2 Special Personnel: admin- learning correct English is stressed. Comprehension istrators, professional teaching staff, and nonprofessional staff and written and oral communicationare emphasized, Number of Pupils Involved: 67 Prerequisites for Pupils: mi and vocabulary work is done on all levels. Arithmetic grant children Grouped According to: teacher judgment and is taught in practical terms, to provide knowledge of reading level Materials or Equipment Necessary: textbooks andsupplementarymaterials Minutesper Week:1,500 basic operations that the childrencan use in their Method of Funding: state funds Inaugurated: 1961 Evalu- everyday lives. In geography, history, and science, the ation: no Written Description: available Additional Infor- concepts of sharing and cooperation and preparation mation May Be Secured from: Stanley R. Shaffer, Principal for assuming the responsibilities of citizenshipare P.O. Box 247 stressed. Health is emphasized, too, becausemany of Lyons, Ohio43533 47 JUNIOR PRIMARY BETWEEN KINDERGAR- The teachers participating in theprogram receive TEN AND GRADE 1The Junior Primarywas in-service training and conducta study of all available instituted to help those children who havecompleted literature on nongraded primaryprograms. As the kindergarten but are not ready for first-gradework,program progresses, conferences are held between often because of meager home experiences.As a re-parents and teachers. Each pupil is graded within sult of this intermediateprogram, the children his range of ability. Further evaluation ismade of not have to repeat kindergarten, nor do theyrun thethe pupil's academicprogress and emotional adjust- risk of falling behind in the first grade, especiallyin ment by the use of the complete series of California reading. Achievement Tesss and bya conference or question- Reading readiness and primary reading materialsnaire completed by parents and teachers whohave are presented at a much slower rate than ina regularobserved the child extensively. first-grade class. To enrich their experiences, the chil- dren take frequent field trips by bus. Additional Information School District: Adams Content Area: all areas Organiza- The teacher considers the individual needs of each tion:elementary Grade (s) :1-3 NumberofTeachers child. She maintainsa bright, attractive room, and Involved:7 SpecialPersonnel:administrators andprofes- tries to foster a healthy attitude toward learning. The sional teaching staff Number of Pupils Involved: 158 Pre- requisites for Pupils: none Grouped According to: achieve- entire program stresses feelings of accomplishmentment tests and teacher judgment Materials or Equipment instead of failure on the part of the pupils. Necessary: textbooks Time Spent: total Method of Fund- ing: no special funds Additional Information Inaugurated: September, 1963 Eval- School District: Sylvania uation: no Written Description:available AdditionalIn- Content Area: beginning elemen- formation May Be Secured from: tary subjects Organization: elementary Grade (s): between Dean DeLong, Principal kindergarten andfirst Number of Teachers Involved: 1 SpecialPersonnel:administrators,professionalteachingstaff, 3117 Nebraska Avenue andpsychologist Number ofPupilsInvolved:24 Pre- Toledo, Ohio'13615 requisites for Pupils: belowaverage and immature Grouped According to:- teacher judgment,age, mental ability test scores, and achievement test scores Materials or Equipment Neces- sary: textbooks, sound recorders, visual projectors, films,and recordings Minutes per Day: full time Method of Fund- ing: no special funds Inaugurated: February, 1962 Ter- UNGRADED PRIMARYThe ungraded primary minal Date: continuous,as long as needed Evaluation: yes program was initiated to challenge pupils and help Written Description: available Additional Information May meet community demands for academic excellence. Be Secured from: The program is designed Dean L. Wise, Principal to provide a more flexible 5424 Whiteford Road organization that allows formore learning based on Sylvania, Ohio43560 the discovery method,a more comprehensive program for each child, an opportunityto put into practice the theory of "continuous learning,"a more thor- ough curriculum full of challenge and enrichment, NONGRADED CONTINUOUS PRIMARYPLAN,and a means of encouraging creative teaching. GRADES 1-3The nongradedprogram proposes to These aims are fulfilled through flexible grouping provide a continuous learning experiencefor the pu-(other than classroom assignment),individualized pils, eliminate any stigma for bothparents and chil-teaching techniques that give opportunitiesto the dren by minirniz.ingany failures, and remove anypupil to express thoughts creativelyin oral,written, limits placed on the bright child. and art work. A strong readinessprogram for the After the initial testingprograms to determinemature five-year-old, and institution of the Greater maturity and mental ability, the pupilsare placed inCleveland Mathematics Program, together withsim- the appropriategroups or "primary levels." Specialple research in social studies, also helpfulfillthe materials and textbooksare provided for each group;primary objectiveto strengthen the curriculum. ifthe more advanced pupils demonstrateadequate Additional Information knowledge, they are allowed ioprogress beyond the School District: Ottawa Hills Content Area:art, language third-grade-level materials. arts, foreign language, health and safety, mathematics, 'music, physical education, science, and social studies Organization: 48 elementary Grade(s): K-3 Number of Teachers Involved: role as good citizens. Seniors were selected for the 15 Special Personnel: Dr. Helen Holt and Dr. Herbert Sand- berg, University of Toledo (resource personnel) Number of class on the basis of past marks and teacher judgment. Pupils Involved: 264 Grouped According toage and mental Emphasis was placed on government at the local ability,achievement,andteacherjudgment Materialsor level because of its relevance to the students' daily Equipment Necessary:textbooks, sound recorders, packaged lives. A simplified text was used, and local issues kits,visual projectors,recordings, films, team teaching, and multilevel materials Minutes per Day: entire clay Method were discussed. The students took field trips to the of Funding: board of education operating fund Inaugurated: local courthouse and jail, and officials explained some September, 1961 Terminal Date: September, 1965 Evalua- of the legal processes. For example, the District At- tion: yes Written Description: in progress Additional In- torney's office explained the indictment process while formation May Be Secured from: the class sat in the Grand Jury seats in the jury room. Marjorie L. Slayton, Principal There has been a noticeable increase in the num- 3602 Indian Road Toledo, Ohio43606 ber of students in the class who are reading news- papers and bringing local, state, and Federal problems to class for discussion,although these activities have not been assigned as homework. The major problem that has arisen is to find adequate textsthe material SCIENCE SEMINAR FOR HIGH SCHOOLTheis either too advanced or too simplified. seminar developed topics not usually covered in the Additional Information regular classroom. The students carried out projects, School District: Washington Content Area: social studies civics Organization: high school Grade(s): 12 Number and various staff members provided lectures. Existing of Teachers Involved:I Number of Pupils Involved: 28 equipment was used in new ways to illustrate the Prerequisites for Pupils: below averageGrouped According particular topic under discussion. to: past marks and teacher judgment Materials or Equipment The participating students were classified as su- Necessary:simplifiedtextincivics Minutes per Day: 60 Minutes per Week: 300 Method of Funding: speciallocal perior, but they were not grouped because of the schooldistrict fund Inaugurated:September,1963 Ter- small number involved. The staff had special academic minal Date: January,1964(pilotcourse) Evaluation:in preparation in the sciences and were able to handle process Written Description: not availableAdditional In- advanced topics effectively. formation May Be Secured from: Maryjayne Roenick Additional information Chairman, Social Studies Department SchoolDistrict:Washington Content Area:science Or- 5601 Clegg Drive ganization: high school Number of Teachers Involved: 4 Toledo, Ohio43613 SpecialPersonnel:professionalteachingstaff Number of Pupils Involved: 4 Prerequisites for Pupils: superior Ma- terials or Equipment Necessary: present equipment Minutes per Day: 55 Minutes per Week: 275 Method of Funding: nospecialfunds Inaugurated:September,1963 Evalua- tion: no Written Description: not available Additional In- PROVIDING FOR THE ACADEMICALLY GIFT- formation May Be Secured from: ED IN THE SMALL HIGH SCHOOLThis pro- Richard J. McLeod gram was inaugurated for superior high school stu- 5601 Clegg Drive dents in two counties. A project director coordinates Toledo, Ohio43613 the efforts of the eleven participating high schools. In each high school center, the project is directed by a local teacher-adviser appointed by the administra- tion. Programing, done largely on an individual basis, REMEDIAL CIVICS FOR BELOW-AVERAGEincludes projects, experimentations, resea*h studies, PUPILS, GRADES 10-12--The school conducted aacceleration in mathematics using programed learning pilot study to determine the advisability of a remedialdevices, and correspondence study on both the high civics course for below-average students. The objective school and beginning college levels. Project plans in- was to interest slow students in the operation of ourclude sharing opportunities for student participants government so they would better understand theirand the formation of at least one good books semi- 49 nar, involving students from threeor more high secondary schools. Grade(s): 6-9 Numb'er of TeachersInvolved: 2 Special Personnel: psychologist Number of Pupils In- The teacher-adviser in eachhigh school center is volved: 68 Prerequisites for Pupils: superior cording to: achievement Grouped Ac- responsible for selecting thestudent participants. Stan- testscores, reacting age, and grade Materials or EquipmentNecessary: textbooks, recorders, ford-Binet IntelligenceTest scoresare also used in jectors, and television receivers pro- selection. Minutes per Day: 42 Min- utes per Week: 200 Method of Funding: local trict funds school dis Despite problems inscheduling and study time Inaugurated: September, 1962 Terminal Date: allotments, the continuous Evaluation: yes Written Description: program seems to have been wellre- able not avail- ceived by parents andstudents. Individual Additional Information MayBe Secured from: interest in Warren W. Coy the areas studied hascontinued after completionof the program. Long Street Pleasant Hill, Ohio45359 Additional Information School District: Paulding County Content Area:allareas Organization:highschool Grade(s):9-12 Number of Teachers Involved:12 Number of Pupils Involved: Prerequisitesfor 2,900 Pupils:superior Grouped Accordingto: SATURDAY SCIENCESEMINARS, GRADES 10- mental ability testscores, achievement test scores, inventoried 12 Thisprogram is a three-hour weekly session interests, marks, teacherjudgment, and aptitude in- Materials or Equipment testscores volving intensive research Necessary: visual recordings andpro- and experimentation.The gramed instruction books andmachines original purposeswere: to increase interest in science, tember, 1961 Inaugurated: Sep- Terminal Date: June, 1963 Evaluation: yes to show the community theauthentic desire students (a completesummary is with Torn Stephens, State of Educatiol) Department have to study academicsubjects, to giveto the aca- WrittenDescription:available Additional demic subjects Information May Be Securedfrom: a little of the glamour of extracurricu- R. F. Weible lar activities, to affordan opportunity to the facultyto 114 East Jackson Street teach in areas of sciencenot normally covered inreg- Paulding, Ohio45879 ular classes, andto give students greater opportunity to observe the scientific methodin operation. The program has beenso successful that it has been extendedto the new second high school. of the experiences Some ACCELERATED PROGRAM within the seminar havebeen FOR GIFTED JUN..incorporated in the regular IOR HIGH SCHOOLSTUDENTSThe acceler- science courses. Scientists atedprogram was designed to from the community haveparticipated substantially, promote proficiency in-and students have the new mathematicsprogram, stimulate acceleration shown an increasedinterest in Science-related communityprojects. in reading, and providemore individual workexpe- riences in science. Asa result, pupils withdrewa Additional Information School District: Kettering larger number of booksfrom both the schooland Content Area: science Organiza- public libraries. tion: high school Grade(s): 10-12 Number of Teachers Involved: 6 Number of Pupils Involved: With the stimulus for for Pupils: 90 Prerequisites learning more pronounced, superior Grouped Accordingto:achievement, pupils exhibitan intense desire topursue the senior aptitude, andteacher judgment Minutes per Week: 180 high school academic Method of Funding: localand Federal funds program. Those of averageor September, 1961 Inaugurated: below ability have alsobenefited from special Evaluation: no Written Description:not pro- available Additional Information MayBe Secured from: grams designed to meet their specificneeds. Since the L. 'Toward Flatter, AssistantSuperintendent introduction of the acceleratedprogram, the pupils 3490 Far Hills Avenue are happier and have better academicattitudes and Kettering, Ohio45429 more mature judgment, the teachersare more stimu- lated, and the juniorhigh program hasfirmer ob- jectives. Additional Information INTRODUCTION OF MODERN School District: Newton MATHEMAT- Content Area: English, industrial ICS--The introduction ofa modern mathematicspro- arts, mathematics, and science Organization: elementary and gram in this school system became 50 a communitywide program. When modern mathematics was introducedtrace the language through the Anglo-Saxon period, into the system, trained consultants and staff membersusing Beowulf; continue through the Middle English held workshops for the teachers on each level as theperiod, using Chaucer (examining the proportions of program was introduced. As more teacherswereFrench and Anglo-Saxon elements, as well as word trained and modern mathematics was introduced toorder and loss of inflections); and progress through each grade level, plans were made to hold a workshopthe development of the language in the United States, or classes for parents. The parents were introducedusing Markwardt's American English. Through this to the modern mathematics program through a teamstudy the teachers attempt to develop a perspective teaching approach. Those who were expert in the fieldtoward language that is based on scientific research conducted large classes to introduce materials; otherinto the patterned changes over the years. Another faculty members assisted in small group work oneadvantage of the team teaching approach is that it night a week for twelve weeks. also allows the teachers to prepare and evaluate more The program has been entirely voluntary, but theeffectively and in greater detail. response from teachers and parents has been excel- The students are divided into two basic groups, an lent. There has been a growing interest in mathe-average group of 100 and an above-average group of matics in the school system. The program has beenthirty(the advanced placement class contains thir- evaluated by checking the students who have contin-teen). Within the first two groups, various smaller ued mathematics in college, by using standardized groupings are made depending on the subject matter tests on the high school level, and by surveying theand teaching method to be used. Audiovisual aids are opinions of students, teachers, and parents. used extensively. Individual conferences are held--pe_ Additional information riodically with each student to ascertain hisprogress, School District: Madison Content Area: mathematics Or- attitude, and particular problems. ganization:highschool Grade(s):11-12 Numberof The teachers specialize according to training and Teachers Involved:85 SpecialPersonnel:directorofin- abilities in pres-rating lectures, leading discussion, or struction Number of Pupils Involved: 2,500 Method of Funding: local,state, and Federal funds Inaugurated: Sep- working with the students in the advanced placement tember, 1962 Terminal Date: continuous AdditionalIn- group. Community people are brought in to lecture formation May Be Secured from: on particular subjects. The teachers are now experi- Carl E. Noffsinger menting with a lay reader who does some of the 444 South Broadway paper grading. Trotwood, Ohio45426 The program seems to be training the students more effectively for college level work. The students have responded well and have shown greater interest and motivation. TEAM TEACHING: ENGLISH AND LAN- Additional Information School District: Northmont Content Area: integrated pro- GUAGE ARTS, GRADE 12The team teaching gram of langnage, literature, and composition, enriched with program in English and language arts allows for related music, art, philosophy, history, and linguisticscience greater flexibility in grouping and, consequently, more Organization: high school Gradc(s): 12 Number of Teach- ers Involved: 2 Special Personnel:' lay reader Number of effective teaching. Lectures are presented tolarge Pupils Involved: 143 Prerequisites for Pupils: previous en- groups, and discussion and individual help, especially rollment in academic track Grouped According to: interests, in composition, are provided for in smaller groups. marks, test scores, and teacher judgment (smaller and larger groups) Materials or Equipment Necessary: individual listen- The program is designed to present students with ing or recording booths, sound recorders, visual projectors, films, a vivid picture of literature and the history of language records, and books Minutes per Day: 42 Method of Fund- and to provide more individual help so that students ing: no special funds Inaugurated: September, 1963 Evalu- can learn to express their ideas logically, clearly, and ation:no WrittenDescription:availahle AdditionalIn- creatively in both oral and written work. Teachers formation May Be Secured from: Eloise C. Rosser begin the course with the Indo-European languages Crestway Drive and study the findings of the linguistic researchers; Clayton, Ohio45322 51 TEAM TEACHING: TOTAL CURRICULUM,attend advanced placement conferences,seminars, and GRADES 5 AND 6The goals ofteam teaching areinstitutes to keep up withnew techniques and ad- tofacilitatelearning through flexible grouping,to vances in their particular fields. enable teachers to teach subjects in whichthey are best trained, and to Advanced courses are offered in six highschools increase students' interestin in English, mathematics, American history,European learning. history, French, Latin, and chemistry.Parents must Each teacher plans the subjectmatter to be cov- give their permission andsupport an intensified study ered and lectures in his special area. Discussions andprogram for their son or daughter. The reactionsare audiovisual aidsare used. After the lectures,the generally favorable fromparents, students, and col- students arc divided intogroups so that the superiorleges receiving advanced placement students. students can do further studyor research and the below-average students can receive remedial instruc- Additional Information tion. SchoolDistrict:Cincinnati Content Area:allareas Or- ganization: high school Grade(s): 9-12 Number of Teach- An evaluation will be made aftersufficient time ers Involved: 46 Special Personnel: subjectarea supervisors has passed to measure achievement andlevels of stu- Number of Pupils Involved: 1,148 Prerequisites for Pupils: dent interest and participation. Afterthe first year of superior Grouped Accordingto:achievement and mental abilitytest scores, grades, and teacher judgment Materials operation, the parents have reacted favorablyto this or Equipment Necessary: individual listening booths, experimental program. textbooks, sound recorders, visual projectors, films,and television Meth- od of Funding: allotment frominstructionalsupply budget Additional Information Inaugurated: School District: West Clermont September,1954 Evaluation:yes Written Content Area: all areas Or- Description:available ganization: elementary Grade(s): 5-6 Number of Teach- Additional Information May BeSe- ers Involved: 4 cured from: Special Personnel: administrators and teach- Ralph E. Schauck ingstaff Number of Pupils Involved:110 Prerequisites for Pupils: all 5th and 6th graders 608 East McMillan Street Grouped According to: Cincinnati, Ohio teacher judgment and expressed interests Materials or Equip- 45206 ment Necessary: textbooks, sound recorders, visualprojectors, and films Method of Funding:nospecial. funds Inau- gurated: September, 1963 Evaluation: no Written Descrip- tion: not available Additional Information May Be Secured from: SCIENCE FOR BELOW-AVERAGE Mrs. Catherine S. Huhccy, Principal PUPILS, 609 Brantncr Lane GRADES 10 AND 11Thisprogram is designed Cincinnati, Ohio45244 for pupils whoare overage, low in ability, poorly motivated, retarded in reading,and who may bepo- tential dropouts. It aimsto give these students satis- fying experiences in science. Thestudents develop responsibility in the classroom andlearn how to ex- ADVANCED PLACEMENT PROGRAMIN BA-press themselves effectively. An effort SIC CURRICULUM SUBJECTS is made to The advancedcreate an understanding of the students' physicaland placement program offerscollegelevelcourses forbiological environment. The students able and ambitious students. Later they participate in take advancedlaboratory experiments with others.The added atten- placement examinations, and theirscoresaresub- tion given to these studentsprovides many of them mitted to colleges and universitiesfor considerationwith the incentive to work of advanced placement up totheirpotential. or college level credit. StudentsTheir attitudes improve, and theirwillingness to par- must have superior ability, must wantto learn whatticipate in class discussions andto give oral reports "study" means, and must liketo work independentlyincreases. and conscientiously. Additional Information The teachers involved in these classesmust be School District: Cincinnati able, ambitious, and willing Content Areascience and health to accept the responsi- Organization:highschool Grade(s):10th,biologicalsci- bility of extra time and preparation that thesecourses ence;11th) physical science Number of Teachers Involved: require. Lectures and assignmentsare as challenging 7 Special Personnel: administrators, teachingstaff, and con- and stimulating as in college sultants Number of Pupils Involved: 224 Prerequisites for courses. The teachersPupils: below average, usuallytwo years below grade level 52 and 2-5 years below reading level Grouped According to: 90 Prerequisites for Pupils: good ability but below-average age, mental abilitytest scores, and teacher judgment Ma- achievement Grouped According to: marks (groups vary in terialsor Equipment Necessary:textbooks, sound recorders, size from 1 to 90 pupils) Materials or Equipment Neces- visual aids/ laboratory facilities, equipment, supplies, and sup- sary:visualprojectors,recordings, andfilms Minutes per plementary books Minutes per Day: 55 Minutes per Week: Day: variable Minutes per Week: 1,050 Method of Fund- 275 Method of Funding:localandFederalfunds In- ing: no special funds Inaugurated: September, 1963 Evalu- augurated: September, 1963 Evaluation: yes Written De- ation:yes Written Description:available AdditionalIn- scription:in progress Additional Information May Be ;3e- formation May Be Secured from: cured from: Raymond J. l3rokamp, Assistant Principal Kenneth E. Vordenberg 3250 Victory Parkway Superintendent of Science Cincinnati, Ohio45207 608 East McMillan Street Cincinnati, Ohio45206

SUMMER ENRICHMENT FOR ACADEMICAL- "PROJECT 90," A TEAM TEACHING PRO-LY ABLE PUPILS, GRADES 10-12Pupils enrolled GRAMThis program of team teaching gives specialin this program are required to have an IQ of 120 or attention to college preparatory eighth-grade pupilsabove on the LC 011011 McNemar Test or on an indi- whose seventh-gradeL chievementinmathematics,vidual psychological examination. Students with an English, social studies, and/or Latin was below theIQ of 115 or above are also considered for enrollment, average for the school. A concentrated effort is made provided other evaluations show they have the poten- by a team of teachers and other school personnel totial. Marks and teacher judgment are also considered establishaclose relationship with each student in in recommending students for the program. order to motivate his desire to learn, to improve his The seminar approach is followed when possible, skills, and to advance his mastery of the eighth-gradebecause the courses are not a part of the regular curriculumspecifically in mathematics, English, andcurriculum and the classes represent highly selected Latin. groups. Community resources are used when desir- The program is characterized by:a cooperativeable, and scheduling is flexible. High school credit is effort by several teachers working with the samenot granted for these courses, but the name of each group of pupils; flexible time arrangements allowingcourse successfully completed is entered on the stu- aclassto proceed without interruption for a fewdent's record along with the grade received. Most of minutes or for several hours; flexible class sizes, rang-the grades given are A's or B's. If a student cannot ing from individual teacher-pupil conferences to large do the work in a course, the teacher asks that he be groups; and provision of time and facilities for regularwithdrawn. He will not be penalized inany way, and effective staff planning. since neither course dismissal nor a failing mark is Each teacher tries to begin where the student isentered in the records. In the Summer of 1965, addi- now in his knowledge of a particular subject and tional programs were designed for junior high pupils. plans to take the student into the established college Both teachers and students have received the en- preparatory curriculum. Instruction timeinLatin,richment program enthusiastically. School andcom- English, and mathematics may be extended one ormunity leaders have shown arealinterest inits two hours per week beyond the time spent in the success. regular eighth-grade class. As a result of the program, Additional Information. the pupils seem to be more willing to contribute and School District: Cincinnati Content Area: business, English, more eager to learn. Marks have improved in most language arts, mathematics, science, and socialstudies Or- ganization: high school Grade(s): 10-12 Special Person- cases. nel: professional teaching staff Number of Pupils Involved: Additional Information 200 Prerequisites for Pupils: superior Grouped According School District: Cincinnati Content Area: English language to: mental ability,testscores, marks, and teacher judgment arts, foreign language, and mathematics Organization: jun. Materials or Equipment Necessary: textbooks, sound recorders, ior high Grade(s): 8 Number of Teachers Involved:3 packagedkits,visualprojectors,films,and TV Minutes Special Personnel: administrators,professional teachingstaff, per Day: varies with course Method of Funding: local school counselors, and student teachers Number of Pupils Involved: district, special fund established Inaugurated: 1961 Eva lu- 53 ation:not formally Written Description:available Addi- dents each week. The board of education employs t:onal Information May Be Secured from: inactive majors in English to read the work and to Ralph E. Shauck 608 East McMillan Street make pertinent comments on the strengths and weak- Cincinnati, Ohio45206 nesses of the writing. Two marks are given for each written pieceone forcontent, organization, and originality, and the second for neatness, correctness, and clarity of expression. The value of each grade is left to the discretion of the teacher. The teachers also NONGRADED PRIMARY PROGRAMThe non-hold personal interviews with pupils to discuss their graded system in grades one, two, and three has sev-writing further. eralcharacteristics. Children arc assignedto rooms To develop effective methods of teaching writing, according to reading progress and ability. The place-an in-service program for teachers was inaugurated. ment is flexible so that teachers feel free to changeThe teachers are required to submit monthly reports them ascircumstances demand. Children progressto the department head on the assignments made and through eight levels of classroom groups according the purpose of the writing. to their ability. Parent-teacher conferences are held to The intensifiedwriting course hasresultedin replace the first quarterly report card. Teacher judg-higher marks for students in college English,up ment and a testing program determine when a pupilgraded quality of writing in journalism,a large num- isready to advance to the next level. The restric-ber of student manuscripts being sold to nationalmag- tions of a "graded" school, "graded" materials, andazines, and better occupations after graduation for "graded" teachers generally are cast off. the lower-le pupils. ..',valuation has been made through questionnaires answered by teachers and parents. Measurements and Additional Information School District: Princeton Content Area: language arts Or- charts have been composed showing the results of ganization: secondary Grade(s): 7-12 Number of Teach- various testing programs. ers Involved: 25 English teachers and 6 noncertificated read- Additional Information ers Special Personnel: lay readers or graders Number of Pupils Involved: 2,090 Prerequisitesfor Pupils:allpupils School District: Deer Park Content Area: all areas Organi- Grouped Accord:ng to: teacher judgment Minutes per Day: zation:elementary Grade(s):1-3 Number of Teachers 60 Minutes per Week: 300Method of Funding: Involved: 24 local Special Personnel: administrators and profession- boardofeducationfunds Inaugurated:September,1959 alstaff Number of Pupils Involved: 540 Prerequisites for Terminal Date: continuous Evaluation:yes Written De- Pupils:allpupils Grouped Accordingto:.mentalability, scription:limited Additional Information May Be Secured marks, achievement testscores, and teacher judgment Ma- from: terials or Equipment Necessary: textbooks Method of Fund- Rollin W. Coyle ing: no special funds Inaugurated: September, 1959 Eva lu- Head, English Department at on:yes WrittenDescription:available AdditionalIn- 11080 Chester Road formation May Be Secured from: Cincinnati, Ohio45246 Laurence E. Haughey Assistant Superintendent 8688 Donna Lane Cincinnati, Ohio45236 TEAM TEACHING USING CLOSED-CIRCUIT TELEVISION, GRADES 7-12The junior andsen- ior high schools incorporated team teaching through WRITING PROGRAM, GRADES 7-12--The Eng-closed-circuit television as part of their instructional lish teachers initiated a writing program to improveprogram. Since the school had been previously wired student writing skills. This program was designedwith a coaxial cable, the equipment was installed at to help those going on to college with their entranceminimal cost. The cost of operation itself is low. It examinations and alsoto improve the writing of is possible for the television instructor to originatea lower-ability students. telecast with no one elsein the studio. However, The teachers use literature as a background forduring all programs, students help with placement of most of the writing assignments required of all stu-cameras and provide assistance in demonstrations. 54 Closed-circuit television was added to the curricu-of nonteaching chores. The professional teachers are lum to upgrade the teaching of seventh- and eighth-relieved of clericaltasks and have more time for grade science and mathematics. The administrationplanning, teaching, and individualized instruction. feels that uniformly high-quality instruction is possi- The assistantsreceive aregular wage for their ble for large numbers of students with educational services, and they also receive field experience credit television. Benefits are the "front row seats" for allfrom their college. They are required to do clerical demonstrations, the need for less demonstration equip- tasks, prepare teaching aids and materials, and serve ment, the increased concentration by students who in the home-school communications area. have found they cannot question immediately to catch The program is coordinated by university and pub- a lost point, and the fact that itis not necessary tolic school personnel. move to a darkened room for movies and filmstrips. Additional Information Educational television originating at the school is also SchoolDistrict:Columbus Organization:elementary advantageous becauseofitsflexibility.Scheduling Grade (s): 1-3 Number of Teachers Involved: 10 Special allows students either to participate in regular class- Personnel: College of Education students Numbe: of Pupils Involved: 2,500 Time Spent: 20 hours per Nveck Method room activities or to use televised teaching at a mo- of Funding: local fundsInaugurated: September, 1962Ter- ment's notice with no disruption. minal Date: continuous Written Description:not available The high school mathematics program is one ex- Additional Information May Be Secured from: ample of the use of educational television. Under the L. W. Huber, Assistant Superintendent schools' three-tract system, the accelerated group is 270 East State Street attempting to finish five years of mathematics in four Columbus, Ohio13215 school years through closed-circuit television. Testing indicates that this group is achieving normal mathe- matical growth. Limitations are twofold: the lack of color setsCOMMUNITY STUDY TRIPS, GRADES 3 AND for science demonstrations (prohibitive cost) and the4This study trip program for third and fourth lack of opportunity for students to ask questions dur- graders involves relating an area of study in the class- ing the broadcast. Administrators also feel that poorerroom to a point of interest in the city. Third-grade students benefit considerably less from televised pre-trips center on such topics as food, clothing, and shel- sentations. ter; fourth-grade trips involve aspects of civic pride. Additional Information The program attempts to motivate interest in school SchoolDistrict:Finneytown ContentArea:scienceand curriculum units, to broaden children's experiences, mathematics Organization:secondary Grade (s) :7-12 Special Personnel: team teachers Number of Pupils Involved: and to correct any false ideas they may have in the 990 PrerequisitesforPupils:gradelevel Materialsor area under study. Equipment Necessary: closed-circuit TV Minutes per Day: A bus schedule and a list of suggested trips, for flexible Minutes per Week: as much as 450 minutes, but which preliminary arrangements have been made, are flexible Method of Funding: local and Federal funds In- augurated:September, 1961 TerminalDate:continuous sent to each third- and fourth-grade teacher at the Evaluation:yes Written Description: not available Addi- beginning of the year. The individual teacher is re- tional Information May Be Secured From: sponsible for selecting the placeto be visited and F. William Vockell, Director-Coordinator making final arrangements. Teachers are not limited Closed-Circuit V to suggestions on the list as long as the community 8916 Fountainbleau Terrace resource they wish to visit relates to the area being Cincinnati, Ohio45231 studied by the pupils. Notes, which can be written by the children, explaining the trip and its purpose, are sent to parents; their signatures are required be- fore the children can participate. Each class is allotted STUDENT ASSISTANTS FOR NONTEACHINGone trip per year. CHORES, GRADES 1-3Advanced college students School personnel feel that careful preplanning to in elementary education are hired as teacher assist-give the children a clear idea of the trip's purpose is ants for grades one, two, and three to handle a varietyimperative for the program's effectiveness. Follow-up 55 activities are also important; these include an evalu-LITERATURE ENRICHMENT, ation of the trip, discussionto extend and clarify GRADES K -6 This programwas designed to introduce childrento meanings, expressions of appreciationto adult help-the wide range and high ers, and recording experiences. quality of children's litera- ture available in the elementary schools. Theprogram Additional Information is related to classroom learningby allowing time in School District: Columbus Content Area: social studies Or- ganization: elementary class to read and discuss goodbooks. Grade(s): 3-'1 Number of Teach- Elementary teachers ers Involved: 500 Number of Pup:Is Involved: 1,500 Pre- were introduced to the idea requisitesfor Pupils:3rd and 4th graders Grouped Ac- by participating in classesinvolving children's litera- cording to: no specificgroups Witerials or Equipment Ne- ture. A Good Books Committee selectedseveral hun- cessary: visits to plants, city and state buildings,etc. Time dred books to become Spent: 1 a part of a traveling library trip a year per class Terminal Date: continuous which visited all elementary Evaluation: yes Written -Description: ava1able Additional schools. Books for this Information May Be Secured from: list were read, evaluated, andrecommended bypar- Genevieve Miller ents, children, and teachers. The listwas published 270 East State Street and then sent to all schools Columbus, Ohio in the system. Permanent 43215 circulating librarieswere selected for all schools on the basis of this list. Librarieswere also provided at each summer schoolcenter for students, children, and adults in the community. Theprogram was recog- "COLUMBUS, THE BUCKEYECAPITAL," HIS-nized as a part of the PTAprogram. TORY FOR GRADE 4Theoverall social studies Several favorableresults areevident:increased program begins with a study of the home and schoolrequests from the public. schoollibraryfor more in kindergarten andprogresses to a study of world classroom libraries,more requests for "book fairs" history in the sixth grade. Itwas felt 'that the fourth-conducted by PTAgroups, and greater interest in grade level would be the idealtime for children toreading by childrenat all levels. study theirown city. The program that was devel- oped provides information about Additional Information the city from early School District: Columbus Content Area: English language times to the present. skills Organization:elementary Grade(s):K-6 Num- Before the programwas initiated, all teachers in- ber of Teachers Involved: allelementary teachers Number of volved were givenan opportunity to make suggestions Pupils Involved: all elementarypupils Prerequisites for Pu- about content and general makeup pils:all elementary pupils Grouped Accordingto: no spe- of the text. Asa cific group Method of Funding: local funds Inaugurated:' result, "Columbus, the BuckeyeCapital," was devel- Spring, 1962 Terminal Date: continuous Evaluation: yes, oped, along witha study guide to aid teachers in informally Additional Information MayEe Secured from: using the text and planning classroomactivities. The Genevieve Maloney, Supervising Principal course was reviewed for the teachers througha series 270 East State Street of four televisionprograms. Administrators in the Columbus, Ohio43215 school system feel that theprogram has resulted in some excellent and a greater understanding of their city by both students andparents. Additional Information CONTINUOUS FOREIGNLANGUAGE STUDY, School District: Columbus Content Area: social studieshis- GRADES 5-12In the beliefthat students should tory of Columbus Organization: elementaryGrade(s): 4 begin learninga foreign language earlier than junior Number of Teachers Involved: 300 Number of Pupils In- or senior high school, the school volved:9,000 PrerequisitesforPupils:all4thgraders system extended a Grouped According to:no specific grouping Minutes per foreign languageprogram tothe elementary level Day: 40 perclass Minutes per Week: 200 Method of beginning at grade five. The Funding: local school district funds program emphasizes Inaugurated: September, listening and speaking. Otherobjectives are to provide 1962 Terminal Date: continuous Evaluation: yes Addi- students with tional Information May Be Securedfrom: a few language skills and to establish Anamae Martin good learning habitsso that acceptable speaking, read- 270 East State Street ing, and writing competencycan be further developed Columbus, Ohio43215 on the junior and senior high levels. 56 At the start of the program, a foreignlanguageplant and animal life; and developing inpupils a specialist developed a manual and radiolessons in sense of obligationconcerning conservation. French, German, and Spanish. The radio lessons are The program seems to have producedfavorable broadcast for fifteen minutes once a weekand are toresults, many beneficial for the community. It has be followed up at the discretion ofthe classroominvolved communication with local groupssuch as teacher. Tape recorders and tapes have beenprovided conservation clubs, garden clubs, PTA groups,and On the secondary level, lan-the Ohio Forestry Association. Four schoolshave be- to aid in the follow-up. forests, nature trails, and outdoor guage laboratorieshave been provided (or are in thegun small school provided) in all schools to supple-classrooms. Attendance and interest in community process of being had ment regular classroominstruction. The laboratoriesparks have increased. The park levy, which are used twice aweek after the class work has beenfailed annually, was passed the year followingestab- introduced. lishment of this program. Evaluation shows that the elementary students con- Additional Information sistently do very well on the threelistening-compre- School District: Columbus Content Area:agriculture,art, student', enter physicaleducation, natural science, and socialstudies Or- hension tests given each year. These Grade(s): 5 Number of Teachers skills, ganization: elementary junior high school with good motivation, some Involved: 1 Number of PupilsInvolved:8,500annually and some idea of how to go aboutlearning a foreign Prerequisites for Pupils: all 5th graders Grouped According language. to: grades Materials or Equipment Necessary: field trips to Blacklick Woods Metropolitan Park Minutes per Day: 75 Additional Information perclass Minutesper Week:1,125(actualclasstime) School District: Columbus Content Area: foreign languages Method of Funding: no special funds Inaugurated: Septem- Organization:elementaryandsecondary Grade(s):5-12 continuous Evaluation:yes Number of ber, 1959 TerminalDate: (5-7 by radio, 8-12 by regularinstruction) WrittenDescription:not available AdditionalInformation Teachers Involved: 96 high school, 200 elementary Number and senior high, May Be Secured from: of Pupils Involved: elementary, 9,550; junior George F. Jenny, Special Teacher 6,896 Prerequisites for Pupils: all students exceptmentally test scores, 270 East State Street retarded Grouped According to: mental ability Columbus, Ohio43215 achievement and aptitude scores, expressed interest,grades, and teacher judgment Materials or Equipment Necessary: radio and TV, individual listening and recordingbooths Minutes per Day: elementary, 15 perclass; junior and senior, 1 class period Method of Funding: local school districtfunds In- augurated:1959 Terminal Date:continuous Evaluation: COMMERCIAL ART, GRADES 10-12--The school yes Written Description: available in manualsfor elementary in commercial art. Its teachers and in information bulletin tolanguage teachers Ad- system developed a program ditional Information May Be Secured from: objectives are to encourage creativity andsensitivity Mrs. Margaret L. Harold in students, to strengthen the students'understanding 270 East State Street of good design, to provide knowledge of thefunction Columbus, Ohio43215 of commercial art, and to provide an opportunity to master the skills required inthis .,field. The art in- structor spent a summerpreparing to teach the neces- sary techniques. INTRODUCING CONSERVATIONCONCEPTS Classroom instruction and visits to commercial art THROUGH OUTDOOR EDUCATION,GRADEstudios are the bases for the program. Advicefrom in conservationpracticing commercial artists is also used. The course 5-1n an effort to improve instruction preparation for the less tech- on the fifth-gradelevel, field trips to the Blacklickis organized to provide Woods Metropolitan Park wereinstituted; these re-nical jobs, those not requiring college or artschool placed trips to the museum. Theobjectives of thetraining. firsthand experi- Representatives from six local advertising agen- outdoor program include: providing offered advice ence of conservation conceptstaught in the classroom;cies have observed the program and demonstrating the integration of plants,animals, and for improvemeints. School officialsbelievethat im- minerals and their meaning for man;providing anprovement is itieeded in theselection of students for opportunity to see changes that havetaken place inthe program, since those involved need tobe self- 57 motivated in order to be successful. The timeallotted Additional Information to the program seems to be too brief. It has been School District: Columbus Content Area: industrial arts and suggestedthat students should devote one-half of trade andindustrialeducation Organization: highschool every day to their laboratory work. Grade(s): 10-12 Number of Teachers Involved: 7 Special Personnel: industrial arts teachers with industrialor service ex- Additional Information perience Number of Pupils Involved: 630 Prerequisites for SchoolDistrict:Columt Is Content Area: commercialart Pupils: grade levelsuperior andaverage students Grouped Organization:highschool Grade(s):10-12 Number of According to: mental ability,test scores, aptitude test scores, Teachers Involved: 1 Special Personnel: art teacher Num- and inventoried interests Minutes per Day: 45-90 Minutes ber of Pupils Involved: 25 (15 class members, 10apprentices) per Week: 225-450 Method of Funding: local funds In- Prerequisites for Pupils: junior high art teacher's recommenda- augurated:September, 1961 TerminalDate:continuous tion, superior and average students, production ofan assigned Evaluation: yesby advisory and staff committees Written project Grouped Accordingto:inventoriedinterests,ex- Description:inprogress AdditionalInformation May Be pressed interests, and teacher judgment Materials or Equip. Secured from: ment Necessary: local commercial art studios Minutes per R. 0. Knight, Director Week: 450 Method of Funding: local funds Inaugurated: Industrial Education September,1961 Terminal Date: continuous Evaluation: 270 East State Street yesby representatives of 6 local advertising agencies Writ- Columbus, Ohio43215 ten Description: not available Additional Information May Be Secured from: Helen E. Sandfort Director, Fine Arts 75 South Washington Avenue Columbus, Ohio43215 A STUDY OF SPELLING TESTSCORES IN- VOLVING PROGRAMED LEARNINGTheex- perimentation in programed spelling study, conducted in the elementary school,was an attempt to discover if the students' spelling ability wouldimprove through ELECTRICITY AND ELECTRONICS STUDY,a programed instruction method using teachingma- GRADES 10-12Acourse of study in electricity andchines. Gains made by these studentswere compared electronics was establishedto give students a basicto gains made by students using current textbook understanding of their principles and applications.Itmethods. The school officialswere interested in pro- is beneficial for those desiring further educationingramed instruction becauseitlessensthe teacher- the science and engineering fields and for thosepre- student ratio problem, allows studentsto complete paring for employment in machine operation fields,work at their own rate, and enablesaverage and business data processing, and servicingor mainte-above-average students tosave time. nance. Sixty students were involved in the study for Students were selected for theprogram on thetwelve weeks or two six-week grading periods. The basis of tests and interviews. Regular classroomandTMI-Grolier programed textbookwas used because laboratory methodsare used in instruction. In theit contains all the characteristics ofa teaching ma- electricity course, students learnto service some elec-chine. Two spelling tests of 125 words eachwere trical equipment, appliances, and devices. Studentsindeveloped; Test I was given at the beginning of the Electronics I construct and service simpleelectronic study, and Test II at the end of the twelve-week devices as a practical application of their knowledge.period. Electronics II includes training in constructing and The study results show that the experimental servicing communication and industrial controlsys- group, using the programed textbook, scored higher tems. gains after eight weeks of study than the control Advisory and staff committees have evaluated thegroup, using the conventional methods. The students course and consider the results favorable. Differentliked the principles and philosophy of programed schools in the system arenow in the process of de-learning better than those of the traditional methods, veloping a course of study for theprogran-i. Thereand they felt that they learned with thenew method. has been a problem in securingcompetent personnelHowever, they were dissatisfied with the physical to teach the course, and the armed servicesor indus-properties of the particular programed textbook used try often serve as sources. in the study. 58 sql

Additional Information Inaugurated:September,1961 Terminal Date:continuous School District: Columbus Content Area: English language Evaluation: yes Written Description;available Additional artsandspelling Organization:elementary Grade(s):6 Information May Be Secured from: Number of Teachers Involved:3 Number of PupilsIn- L. W. Huber, Assistant Superintendent volved: 60 PrerequisitesforPupils: all 6thgraders 270 East State Street Grouped According to: mental abilitytest scores, personality Columbus, Ohio 413215 test scores, grades, achievement test scores, and teacher judg- ment Materials or Equipment Necessary: programed instruc- tion using books and machines Minutes per Day: 30 per A COMPREHENSIVE TEACHERS' GUIDE FOR class Minutes per Week: 150 Methodf Funding: local STUDENT EVALUATIONThe elementary school school district fund Inaugurated: January, 1962 Terminal Date: continuous Evaluation: not applicable (hypothesis of staff has prepared a manual to serve as a ready refer- researchprojectaccepted) WrittenDescription:available ence to assist the teacher in evaluating skill develop- Additional Information May Be Secured from: ment by grade level progression. The purpose of such James L. Tefft, Principal systematic evaluation is to identify better a student's Forest Park School 5535 Sandalwood Boulevard difficulty for possible referral for further evaluation. Columbus, Ohio'13224 The manual is organized in terms of grade level ex- pectancies at the end of a school year, as determined by available objective measures, inthebasicskill subjects of reading, writing, arithmetic, and English. The teacher is presented with a list of age level char- SECONDARY SOCIAL STUDIES PROGRAM:acteristics in motor, physical, and social development. AMERICANISM VERSUS COMMUNISMFacedA similar list of characteristics of typical children is with the need to teach Communism in comparisonpresented to aid in identifying children with special with democracy, the teachers of American govern-problems. ment required a syllabus. Consequently, a representa- Teachers have been advised to use the manual to: tive group of teachers developed a guide for teaching 1. Determine specific grade level skill deficiencies the "Principles of Democracy" in the twelfth grade.by evaluating the grade level expectancies and the ap- The guide produced consists of five units. The propriate test reference. units carry the following titles: "The Origin of Amer- 2. Observe the behavior of the child. ican Government, How It Functions"; "The Origin 3. Examine mental ability scores and relate to in- of Communist Government, How ItFunctions";telligence quotient expectancy chart. "Techniques of Communism"; "How Communism 4. Examine the health record of the child. Controls People's Lives"; "Comparison of Rights in 5. Determine the appropriate level of function- the United States and in Communistic Countries."ing for the child and the remedial procedures to be The course attempts to give students an appreciationemployed, if these are indicated; or if the learning of the American way of life as opposed to that ofproblems cannot be adequately identified or remedied, Communism. Students are asked to trace the originthe child is referred for further evaluation by com- of a particular right and its history in the Unitedpleting the referral form. States. They then determine if this right exists or ever This manual is still being evaluated in terms of its existed in Communist countries. Another interesting usefulness and effectiveness. aspect of the course involves student research on the contribution of ideas of men like Plato, Sir Thomas Additional Information School District: Grandview Heights Content Area: reading, More, Karl Marx, and Nikita Khrushchev to the English,writing,spelling,and mathematics Organization: growth of Communism. The curriculum guide also elementary Grade(s): K-6 Number of Teachers Involved: includes other topics for research, a list of basic terms, 30-35 Number ofPupilsInvolved:1,680 Prerequisites and separate bibliographies for students and teachers. for Pupils: all pupils Time Involved: monthly meetings to discussmanual Method of Funding:localschoolrlistrict Additional Information funds Inaugurated: September, 1962 Terminal Date: con- SchoolDistrict:Columbus ContentArea:socialstudies tinuous Evaluation: in progress Written Description: avail- Organization: high school Grade(s): 12 Number of Teach- able Additional Information May Be Secured from: ers Involved: 35 Number of Pupils Involved: 4,000 Pre- Robert A. Timmons, Superintendent requisites for Pupils:all12th graders Minutes per Week: 1587 West Third Avenue varies Method of Funding: local board of education funds Columbus, Ohio43212 59 TEAM TEACHING PILOT PROJECT FOR ELE-college bound. The program attemptsto promote good MENTARY SCHOOLThe professional schoolper- student attitudes toward work, good work habits, and sonnel believed that team teaching would providefeelings of self-respect and achievement. It alsoat- instruction that would bettermeet the needs of pu-tempts to provide student guidance and limitedsu- pils, especially at the fifth- and sixth-grade levels. Thepervised experience ina working situation. The work staff thought. the following could be achieved throughexperience is correlated witha double period of class- a team teaching program: providing experiences tai-room instruction. lored to the needs of each individual; adding flexi- The program has been well accepted by thecom- bilityto the program designed during the schoolmunity, forit serves an educational and vocational year; reorganizing insti uctional units when necessary; need and also provides part-time. helpto employers. varying the size of ';lassesor groups; and continuingEvaluation shows the following results: students have the evaluation of learniug experiences. achieved a high permanent employmentrate at their The physical plant was designed forteam teach-supervised place of training;many who have had no ing, but school personnel believed that specific empha-goal or objective have been provided witha sense sis had to be directed toward teacher. preparation.Theof direction; and dropouts have been reduced. teachers selected had to be in sympathy with the The school system has found that collegebound philosophy of team teaching, andto have a personal-students can benefit in severalways from a vocational ity compatible with other teachers. Balance of strengtheducation program. Distributive education in various curricular has been areas was another importantgood experience for college students seekingpart- consideration. The teacherswere prepared for teamtime employment; theprogram has proved beneficial teaching through in-service educationat the schoolto those students interested in retailingon a college and attendanceataconference devotedtoteam level; and students from theprogram after securing teaching. a B.S. degree in education plus a field experience Teachers participating in theprogram have foundbackground have made outstanding distributiveedu- challenges in presenting materialsto large groups, in cation coordinators. working with basic elements ofprogram organization such as grade range, and in issuing pupil marks. Additional Information School District: Reynoldsburg Content Area: business Or- Additional Information ganization: high school Grade(s): 12 Number of Teachers School District: Worthington Content Area: art, physical edu- Involved: 1 Number of Pupils Involved: 25 Prerequisites cation, language arts, health-safety, arithmetic, music, science, for Pupils: 12th grade Grouped According to: aptitudetest and social studies Organization: elementary Grade(s): 5- scores, grades, and teacher judgment Materials or Equipment 6 Number of Teachers Involved: 5 Number of Pupils In Necessary:part-time community employment Minutesper volved: 153 Grouped According to: IQ, achievementtests, Day: 90 per classMinutes per Week: 450 Method of interests, school marks, and teacher judgment (smalland large Funding: local,state, and Federal funds Inaugurated: Sep- groups) Material or Equipment Necessary: visual projectors, tember, 1961 Terminal Date: continuous Evaluation: yes radio, and TVMinutes per Week: full time Method of Additional Information May Be Secured from: Funding: local board of education funds Inaugurated: Sep- 0. K. Rogers, Teacher-Coordinator tember, 1963 Terminal Date: continuous Evaluation: plans Distributive Education toevaluate Written Description:inprogress Additional 6699 East Livingston Avenue Information May Be Secured from: Reynoldsburg, Ohio43068 Robert D. Fisher, Principal 6500 Northland Road Worthington, Ohio43085

UNGRADED PRIMARY PROGRAMTwoyears of study of the ungraded primary bythe teachers at the school preceded thisprogram so that pupils and DISTRIBUTIVE EDUCATION, GRADE 12Theteachers were not placed intoan educational venture discributive education programwas developed to pro-unprepared. Parentswere also informed of the pro- vide skills and practical training for both terminal gram and its operation before it was initiated. students in the high school (approximately70 per The program is broken down into sixlevels with cent of the total student body) and students whoare nine levels of reading instead of the previousthree 60 ---

grades. There is no radical difference in the teaching Additional Information techniques used, in this program, the teachers are School District: Geneva Area Content Area: English language better able to recognize the physical, mental, and so- arts Organization: high school Grade(s): 12 Number of Teachers Involved: 1 Special Personnel: professional teach- cial growth of each pupil, Each child progresses at ing staff Number of Pupils Involved: 21 Prerequisites for his own rate, and he does not repeat work he has Pupas: superior Grouped According to:achievement tests, mastered. The child moves from level to level after marks, and teacher judgment Materials or Equipment Nec- teachers, principal, and parents have agreed on his essary:textbooks,librarybooks, andpaperbacks Minutes per Week: 210 Method of Funding: no special funds In- advancement. augurated: March18,1964 Evaluation: planstoevaluate Formal report cards are sent to the child's home Written Description:available Additional Information May four times a year, but the parent-teacher conferences Be Secured from: that are held are more significant. These conferences Jeanne R. Jackson, English Teacher 819 Sherman Street are held twice a year with additional ones scheduled Geneva, Ohio44041 when necessary. Additional Information School District: Mount Vernon Content Area: allareas of thecurriculum Organization:elementary Grade(s):1-3 Number of Teachers Involved: 6 Number of Pupils Involved: 152 Prerequisites for Pupils: none Grouped According to: UTILIZING GROUPING ABILITY IN THE age, mental ability, achievement tests, and teacher judgment READING PROGRAMPoor reading performance Materials or Equipment Necessary: programed instruction and and lack of student interest in reading motivated the new materials Minutesper Day:allday Minutesper establishment of this program. Its purposes are the im- Week: full time Method of Funding: localschooldistrict funds Inaugurated: qptember, 1963 Terminal Date: con- provement of individual reading abilities, the broad- tinuous Evaluation: no WrittenDescription: available ening of tastes in reading materials, the mastery of Additional Information May Be Secured from: individual reading skills, and a revitalization of teach- Richard D. Cumberland, Principal ing techniques in the field of reading. Box 352 Gambier, Ohio43050 Children in grades four through eight are tested in September, January, and May with the Stanford Achievement Test and ranked accordingtotheir reading level. The school believes that a child should ENGLISH HONORS PROGRAM, GRADE 12be permitted to advance only one grade level beyond This program was introduced to meet the needs ofhis actual grade level because of an "experience lag." those seniors enrolled in college preparatory EnglishThe reading groups are small in size, especially in who have mastered grammar and basic composition.the case of the poor readers (not more than fifteen It is designed to prepare them better for advancedat this level). In the lowest level reading group English courses in college. second grade to third grade and three monthsreme- The objectives are to prepare some students to takedial instruction in elementary phonics, basicinter- the Advanced Placement Test in English and to ex-pretation,sightoralreading,silentreading, and pose all of the participants to an advanced level ofstructural analysis is presented. In the advanced group comparative analysis of many types of literature notseventh grade to ninth grade and six monthscom- normally covered in the usual senior English course.prehension and self-expression with diversification of Aristotle's Rhetoric and Poetics have been added inreading materials are stressed. No letter grade in addition to the college level rhetoric and logic textsreading is given until the end of the year; however, used. Extensive research is done by the students soreports of improvement are given every six weeks. that library and reference techniques are strength- Results are evident in many areas. The average ened. Discussions, recitations, and individual reportspupil gain is one year and three months in reading are comparative in nature; all written work is basedlevel. Reading averages of each of the grades ob- on the literature being evaluated. tained in January 1965 are above the expected aver- An evaluation of the program is being plannedages. The public library has had to expand greatly after the participants have completed their first col- itsreading selections over the past five years and lege English course. fewer high school pupils are reading on low levels. 61 1

Additional Information TEAM TEACHING OF CITIZENSHIP IN SO- School District: Pymatuning Valley Content Area: reading Organization: elementary Grade(s): 4-8Number of Teach- CIAL, STUDIES, GRADE 9The objectives of this ers Involved: 20 Number of Pupils Involved: 610 Grouped team teaching program areto prepare the student According to: age, achievement, and teacher judgment Min- for responsible citizenship, to acquaint him with the utes per Day: 50 Minutes per Week: 250 Method of Fund- functions of all levels of government, andto increase ing: board of education funds Inaugurated: September, 1959 Additional Information May Bc Secured from: his knowledge of economics. Ralph H. Wagoner, Elementary Supervisor The social studies departmentwrote the original Andover Elementary School course of study. All procedures and techniques for West Main Street the course are planned by the two teachers actually Andover, Ohio44003 involved in teaching thecourse. Any changes, addi- tions, or deletions have to be approved by the head of the department and the principal. The librarians and guidance personnel have given their help. Some CURRICULUM STUDY GROUP FOR NEWERof the techniques being used in teaching thecourse MEDIA AND PROCEDURES Summer curricu-are large group lectures, discussion groups, assignment lum study groups, composed of threeto ten teachers,of special readings, and assignment of special projects. were established to upgrade the high school curricula. The community has received theprogram well, The teachers are paid $100a week for two weeksand parents of participating students have reported to evaluate the present subject program and to revisethat they themselves have becomemore interested in the program through theuse of newer instructionalgovernment and economics. The students who have media and educational procedures. The needto ex-participated now are more aware of world happenings. pand the material covered in the school's science and Additional Information mathematics courses has received special attention. School District: Bay Village Content Area:socialstudies A chairmanisappointed before the two-week Organization: secondary Grade(s): 9Number of Teach- sessions begin. This person is responsible for directing ers Involved: 2 Special Personnel: professional teaching staff, principal, guidance staff, and librarians Number of Pupils the revision process ofa particular course of study and Involved:260 PrerequisitesforPupils:all9thgraders alsofor evaluating the newprogram during the Grouped According to: mental ability, achievement scores, and coming year. The curriculum directormeets with the teacher judgment Materials or Equipment Necessary:text- chairman prior to the two-week session books and visual projectors Minutes per Day: 45 Minutes to select the per Week: 225 Method of Funding: no special funds In- professional materials needed in the revisionprocess. augurated: September, 1961 Evaluation: yes Written De- Staff members involved in the projectreport that scription: available Additional Information May Be Secured the revised curriculum guidesare more workable and from: betterutilizedthan previous guides. Teachers Georgette DeLassus and James L. Sams are 29230 Wolf Road more interested in following the literature and sug- Bay Village, Ohio44140 gestions of national subject-area organizations. One problem the school system had toovercome was the acquisition of adequate funds topay teachers and secretarial assistants. Additional Information SHARING INFORMATION AND EXPERI- SchoolDistrict:BedfordContentArea:Englishlanguage ENCES ON CURRICULUM INNOVATIONS arts, health and safety, and mathematics Organization: sec- The curriculum conference, composed ofrepresenta- ondary Grade(s):7 -12 Number ofTeachersInvolved: tives from surrounding school districts,was initiated varies, 3-10 Prerequisites for Pupils: all students Minutes per Week: 2,520 (42 hours per week) Method of Funding: to determine if there was a need for an exchange of localfunds Inaugurated: Summer, 1963 Terminal Date: workable educational practices. It seemed likely that continuous Evaluation: yes Written Description: not avail- the conference would reduce the repetition of the able Additional Information May Be Secured from: "trial and error" method of experimentation. Itwas William E. De Hard, Director Secondary Education felt that both large and small schools could benefit 475 Northfield Road from such an exchange. Meetingswere scheduled Bedford, Ohio44014 every two months. 62 At the first meeting in September of 1963,the high school seniors in each school, andone program conference discussed its organization and delineatedsupervisor for both schools. Students participatedin its area of concern. Thegroup decided that shar-the following activities:a field trip to Western Re- ing sound educational procedures now in practiceserve for testing; listening experiences throughvoca- was more feasiblethanresearchorexperimental tional films and talks by members ofvarious occu- studies, andthat thetopicsofdiscussion wouldpations who visited the class; speaking experiencesby encompass the total school organization. The educa-practicing job interviews and giving brief talkson tors present decided that curriculum would be thesome occupation; practice in writing skills by filling main interest of thegroup with specific subjects un-out personal data forms and job applications and writ- der considerationat each meeting. The agendais ing compositions ona field trip to Cleveland Hopkins decided at the previous meetingso that any school Airport. The class was organized around units of five personnel especially interested in the particulartopic pupils and a counselor trainee. Teachers and guidance may be invited. Participants introduce themselves atpersonnel conducted the class througha team ap- each meeting and explain how their respectiveschools proach. deal with the topic at hand. Administrators concluded that extension of the At the second meeting, social studiescurricula and school week was workable, since 85per cent of the programs for noncollege bound studentswere disoriginal sample at one school and 63per cent at cussed. The third and fourth conferencesconsidered the other school remained in attendance untilthe mathematics and data processing. Schoolpersonnel close of the program. Students felt that the experi- who have participated in the meetings feelthat theyences provided by the counselor trainees in the small have been worthwhile and have facilitatedcommuni- groups werethe most rewarding andinteresting cation among individual school members. experiences of the program. They considered theem- Additional Information phasis on occupational informationas the program's School District: Bedford Content Area:allareas Organi- most attractive element. zation: elementary and secondary Grade(s): K-12 Num- ber of Teachers Involved:varies Inaugurated:September, Additional Information 1 963 Terminal Date: continuous Evaluation:no Writ- SchoolDistrict:Cleveland Content Area:communications tenDescription:available Additional Information May Be skills Organi'zation: secondary Grade(s): 9 Number of Secured from: Teachers Involved: 7 Special Personnel: guidance counselors Frank H. Brown, Assistant Superintendent and guidance trainees Number of Pupils Involved: 89 Pre- -175 Northfield Road requisites for Pupils: grade level andaverage plus other selected Bedford, Ohio -HO 1 -1 students Grouped According to:units of 5 Minutes per Day: Saturday-120 Minutes per Week:120 Method of Funding: private foundation funds Inaugurated: Spring, 196.1 TerminalDate:June,196-1pilotstudy Evaluation:yes Written Description: available Additional Information May Be Secured from: A SATURDAY MORNING CLASS TOGIVE OC- Joseph L. Mazur, Chief CUPATIONAL SKILLSSensinga need to accom- Bureau of Educational Research modate beginning high school students fromcrowded 1380 East Sixth Street urban areas in terms of occupational skills,the school Cleveland, Ohio -H11-1 system initiated a Saturday morning class in these areas. The program is financed by the Thomas White Foundation and thus representsa joint effort by a public school system anda private foundation to sup-CITYWIDE TRANSITION TO COMPREHEN- plement the educational experiences alreadysupplied SIVE HIGH SCHOOLS, GRADES 10-12The pub- by the school. lic high schools in the city have changed fromaca- Classes were organizedon Saturday mornings demicallyoriented to completelycomprehensive from from 9:30 to 11:30at two junior high schools.schools. This transitionwas made in an attempt to The staff was composed of a guidance counselor, an increase the holding power of the high school,to English teacher, eight counselor trainees anda guid-prepare noncollege high school graduates and non- ance supervisor from Western Reserve University,two graduates better for employment, andto provide spe- 63 cial opportunities not only for the gifted but also fortional program in horticultureto include activities mechanically oriented and the culturallydeprived. applicable to urbanareas. The basic purpose of the The school system faced theproblem of financing program was to equip students with thenecessary the construction oftwo new buildings and there- skillsfor employment in modeling of all existing horticulturalfields; how- ones. Conferences with busi-ever, it was also likely to have a long-range effecton ness, labor, and industrial leaderswere necessary tothe city's physical devise appropriate appearance. The school system re- programs. Inestablishing voca-ceived reimbursement for theprogram under the tional courses, school officialsalso relied onrecom-Smith-Hughes Act. mendations from the Ohio State Employment Service Two committeeswere establishedto implement in terms of existing job vacanciesand future oppor-the program. The Industry Advisory tunities. Courses for vocational Committee rec- education in business,ommended the types of trainingnecessary and the home economics, distributiveeducation, trade andjob opportunities available. Plans industrialeducation, were made for on- horticulture,andposthigh the-jobtraining and placement byindustry. The school training were offered. Theschool system alsoGuidance Committee selected studentsfor the pro- established single skill and multiskillclasses for less gram. Specific training was offered in landscapings able students, plus work-study classes for school drop-floriculture, ornamental horticulture,fruit and vege- outs who have returned to school. In-servicetrainingtable production and marketing, programs were established for teachers. conservation, horti- culture mechanics, and horticultureeconomics. The shift toa comprehensive program has had A total of 120 students have been enrolled the following results: in the a 92 per cent placement record classes. Results of theprogram include the completion for students, improved holdingpower and eventualof 118 cooperative projects, the job placement for the less able, and placement of 21 stu- an increase in thedents, and the establishment ofan FFA chapter with number of academically talentedstudents qualifyinga present membership of 25. In the Spring of 1964, for advanced placement collegecredit. two classes were held for 60 adult employees.Six Additional Information such classes were planned for the fallof 1964 with SchoolDistrict:Cleveland ContentArea:industrialarts, 62 pre-enrollments. trade and industrial education, technicaleducation, agriculture, art, business, and home economics Organization: high school Additional Information School Grade(s): 10-12 Number of Teachers Involved: 1,037(in- District: Cleveland Content Area: agriculture, clues principals and assistants) Number of Pupils Involved: science, and technical education Organization:high school 24,490 PrerequbitesforPupils:all students Grouped Grade(s):10-12 Number of Teachers Involved:5 Spe- According to: age, mental abilitytest scores, achievement test cial Personnel: persons with collegetraining in horticultureor scores, expressed interests, and teacher judgment (smallerand agricultureeducation NumberofPup IsInvolved: 120 larger groups) Materials or Equipment Necessary: employ. Prerequ:sites for Pupils:all students (an electivecourse, but ment for work-study aspect Method of Funding: state and guidance counselors aid in selection) Grouped According to: Federal funds plus vocational educationsupport Inaugurated: inventoried interests and smallergroups Materials or Equip- 1962 Term:nal Date: 1967 Evaluation:partially, through ment Necessary: on-the-job training for pupils Minutes per pilot studiesplan touse job placement record, rate of drop- Day: 90 Minutes per week: 450 Method of Funding: local outs, and percentage of students entering college andtheir schooldistrict,state, and Federal funds Inaugurated: Sep- degree of success Written Description: available Additional tember,1961 Terminal Date: continuous Evaluation: yes Information May Be Secured from: enrollment progress, on-the-job placements,Advisory Com- William R. Mason, Director, mittee evaluation, and statereports and supervision Written Description:available Technical-Vocational Education Additional Information May Be Se- 1380 East Sixth Street cured from: Cleveland, Ohio44114 Herbert G. Meyer, Supervisor 1380 East Sixth Street Cleveland, Ohio44114

VOCATIONAL HORTICULTURE, GRADES10- 12 Unemployment of youth ina large urban areaWORK-STUDY PROGRAM FORSCHOOL can be a serious problem. In an attempt to alleviateDROPOUTS, GRADES 9-12After this problem, the school conducting an system expanded itsvoca- Unemployed Out-of-School YouthSurvey and find. 64 ing that these youth wished to return to school forestablished. This program offers instruction in wood- training, the school system initiated a part-time em-working, plastics, graphic arts, and metals. To main- ployment and class program. The Occupational Plan-tain continuity, the school staff has initiated an indus- ning Committee of the Welfare Federation cooperatedtrial arts curriculum at the senior high school level both in the initial study and in the resulting program.for the city's depressed areas. This program for po- Applicants selected for the program had toat- tential dropouts stresses appliance repair. tend job orientation classes about three hours a day The basic mechanics program was designed to for four to six weeks, with no part-time work in-provide instructioninthe principles of mechanics volved. Candidates either had to work toward highthrough a combination of applied mechanics, power school graduation or to take courses for vocationalmechanics, and electricity. The course is designed to competence under the direction of the work-studydevelop the student's curiosity, imagination, and ini- coordinator and with parentalapproval. Arrange-tiative, and to encourage him to explore mechanical ments were made for student employment at a suit- devices. able wage. Jobs were found in the home neighborhood The course of study in appliance repair presents a to reduce travel and costs and to make the results ofbasic understanding of electricity, plumbing, gas, and the program evident in the community. building fundamentals. This knowledge may be ap- The school system expected to have approximately plied when servicing,maintaining, andrepairing 220 students enrolled in the program during the sec-appliances. In addition to teaching practical skills, the ond semester of 1965. At present, 71 students havecourse offers instruction in mathematics, social science, part-time jobs and 50 are in the Hospital Cooperativegeneral science, and mechanical drawing as they are Training Program. Excluding the graduating class ofneeded to learn the fundamentals of service repair January 1965, the program has had 36 graduates: work. 24 are fully employed; 7 are housewives; 2 are in This course tends to bridge the gap between the the Community College;1 isin a seminary; and 2regular industrial arts program and specialized train- are unemployed. ing. The objective of each unit in appliance repair is Additional Information to develop a salable skill; however, it is expected that School District: Cleveland Content Area:business, English after having developed the fundamental skills, stu- language arts, health, home economics, industrial arts, mathe- dents may continue their training in one of the areas matics, science, social studies, and trade and industrial Or- of appliance mechanics at a technical institute. ganization: high school Grade (s) : 9-12 Number of TeachersInvolved: 9 Number ofPupilsInvolved:250 Additional Information Prerequisites for Pupils: average and below average; students, SchoolDistrict:Cleveland ContentArea:industrialarts 18-20, who have dropped out of school Grouped According Organization: secondary Grade(s): 7-12 Number of to: inventoried interests, expressed interests, and smaller groups Teachers Involved: 184 Number of Pupils Involved: 22,577 dependent on phase of program Materials or Equipment for industrial arts Prerequisites for Pupils: potential dropouts Necessary:part-timeemployment opportunities Method of Minutes per Day: junior high school-45; senior high school- Funding: local school district funds (employers pay students' 90 Minutes per Week: junior high school-225; senior high salaries) Inaugurated: April, 1962 Terminal Date: contin- school-450 Method of Funding: local board of education uous Evaluation: yes, in terms of interest of youth and em- funds Inaugurated: January, 1960 Terminal Date: continu- ployment records Written Description: in progress (copy of ous Evaluation:planstoevaluate Wr:ttenDescription: study preceding the programisavailable) AdditionalIn- available AdditionalInformation May Be Securedfrom: formation May Be Secured from: Ralph R. Akers John A. Spezzaferro, Assistant Supervisor Supervisor of Industrial Arts 2064 Stearns Road 1380 East Sixth Street Cleveland, Ohio44106 Cleveland, Ohio44114

BASIC MECHANICS, ELECTRICITY, AND AP-ENGLISH SKILLS PROGRAM FOR BELOW-AV- PLIANCE REPAIR, GRADES 7-12As a result ofERAGE STUDENTS, GRADES 10-12--When the reorganization of the junior high school industrialboard of education passed a resolution requiring four arts program, a new program of basic mechanics was years of English for all high school students, school 65 administrators and teachers were faced with the prob-program in the seventh grade receive instruction in lem of organizing an English program designed toboth seventh- and eighth-grade mathematics. In the meet the needs of below-average students. A programeighth grade, the talented students study the firstyear was inaugurated that would develop reading, writing,of algebra. In the ninth grade, they takean inte- speaking, and listening skills to help promote goodgrated course of plane and solid geometry. Thepro- citizenship and gainful employment. gram continues in the tenth grade with Algebra III The tenth-grade English skills course is centered(intermediate) and trigonometry. The eleventh-grade on readingcorrecting basic reading problems andstudents study Algebra IV (college level)one semes- reviewing elementary reading skills. The course seekster and advanced mathematics one semester. Then in to strengthen and develop further reading skills. the twelfth grade, they receive instruction in analytic In the eleventh grade, emphasis is placed on writ-geometry and calculus. ingbiographical and vocational essays, letters, and This accelerated program gives academically tal- simple expository prose. The latter is based on read-ented students an opportunity to begin the study of ing, with American literature as the focus. college preparatory mathematics inan earlier grade In the twelfth grade, a utilitarian oral communica-and complete one and one-halfyears more of such tions course is given to help students function morecourses thanisordinarily possible. Students whose competently during their remaining school year, oneducational and career plans donot require additional the job, and in social and organizational situations. mathematics are able to schedule subjectsto provide Although this is not a public speaking course, the de-more thorough preparation in their area of major velopment of speaking skills is central. interest. Since many of the weaknesses of slow learners Additional Information arise from lack of motivation and fromgaps in learn- School District: Cleveland Content Area: mathematics Or- ing caused by transiency, illness, emotional difficulties, ganization: secondary Grade(s): 7-12 Number of Teach- and family problems, the students for whom this ersInvolved:I20 SpecialPersonnel:administratorsand program is designed need a great deal of personal guidancecounselors NumberofPupilsInvolved:2,387 Prerequisites attention. Therefore, small, homogeneous classesare forPupils:superior Grouped Accordingto: IQ,achievement,marks,andteacherjudgmentMaterials needed if students are to receive individual attention.or Equipment Necessary: projectors, films, and TV Minutes Additional Information per Day: 45 Method of Funding:localboard andstate funds School District: Cleveland Inaugurated: September, 1960 Terminal Date: con- Content Area: English Organi- tinuous Evaluation:yes WrittenDescription:available zation: high school Grade(s): 10-12 Number of Teachers Addit:onal information May Be Secured from: Involved: 75 Number of Pupils Involved: 8,500 Prerequi- sites for Pupils: below averageGrouped According to: IQ, Lawrence Hyman interests,school marks, and teacher judgment Materials or Directing Supervisor of Mathematics Equipment Necessary:recorders, packagedkits,films,radio, 1380 East Sixth Street and team teaching Minutes per Day: 40 Method of Fund- Cleveland, Ohio44114 ing:local boardof education funds Inaugurated: January, 1962 Terminal Date: continuous Evaluation: no Writ- tenDescription:available AdditionalInformation May Be Secured from: Verda Evans, Supervisor English and Language Arts HONORSADVANCED PLACEMENT IN ENG- 1.380 East Sixth Street LISH, GRADES10-12--TheHonorsAdvanced Cleveland, Ohio44114 Placement English Program was organized to meet the needs of able learnersingrades ten through twelve. The content was developed by cooperating English teachers and the English Experimental Cen- ACCELERATED MATHEMATICS FOR THEter at one of the city high schools. A grant from the ACADEMICALLY TALENTED, GRADES 7-12 Division of Special Education of the State Department The school system's accelerated mathematics program made possible the teacher workshops and three sum- begins in the seventh grade and continues throughmer curriculum sessions for producing ateacher's the twelfth grade. Students selected for the acceleratedguide for English Honors. 66 The general plan of the Honors Programwas toto inculcate the technique of the scientific method by accelerate the study of literature and composition in encouraging A,nstruction of science projects. Although a two-year program leading to Advanced Placementstudents are not expected to 10 original research by English. To free the twelfth grade fora college levelworking on the projects, they should gain insight into course, the tenth-grade English honors course con-a few of the problems encountered by research sci- tains substantial parts from the regular tenth-gradeentists in their work. English course, plus material from regular eleventh- Students are given the opportunity to visit various grade English. The eleventh-gradecourse includescolleges and universities in thearea and to tour the some material from regular eleventh-grade English,laboratories of industrial, governmental, and private together with substantialparts of regular twelfth-research organizations. Such field trips permit students grade English. The Advanced Placement Program,to become more aware of the opportunitiesin science given in the twelfth grade, is basedon suggestions ofthat are available locally. the College Entrance Examination Board,as presented Additional Information in the Advanced Placement Program: Course De- School District: Cleveland Content Area: science Organi- scriptions. zation:secondary Grade(s):8-12 Number ofTeachers The Advanced Placement EnglishProgram has two Involved: 2 Special Personnel: scientists, engineers, and col- special features to extend itsscope: a series of twelve legeprofessors Number ofPupilsinvolved:120 Prere- enrichment lectures held quisites for Pupils: superior Minutes per Day: 120 Min- on Monday evenings, and a utes per Week: 240 Method of Funding: local board of edu- series of workshops for teachers of AdvancedPlace- cation funds Inaugurated: February, 1958 Terminal Date: ment English. continuous Evaluation:no WrittenDescription:available A summer readingprogram for the HonorsAd- Additional Information May Be Secured from: Sanford M. Eisler, Supervisor of Science vanced Placement students is distributed in thespring 1380 East Sixth Street of each year. The listsare to be used by students in Cleveland, Ohio44114 their preparation for the subsequentyear of English. This practice gives students themore extensive read- ing background needed for the AdvancedPlacement Examination, and provides teachers witha challeng- ing opening unit for each year's work. INTRODUCTION TO MEDICAL TECHNOL- OGY, GRADE 12A medical technologyprogram Additional Information was established at a high school in a culturally de- School District: Cleveland Content Area: English Organi- prived area of the city to help reduce the incidence of zation:highschool Grade (s) :10-12 Numberof TeachersInvolved:25 Number ofPupilsInvolved:500 dropouts. The program provides academically talented Prerequisites for Pupils:superior Materials or Equipment youths who are unable to continue their educationat Necessary:radio,films,recordings,andvisual projectors the present time an opportunity to find meaningful Minutes per Day: 40 Method of Funding: local school board employment. It offers specific training in basic labora- andstatefunds Inaugurated: September,196(1 Terminal Date:continuous Evaluation: yes WrittenDescription: tory techniques related to medical technology (hema- available AdditionalInformation May BeSecuredfrom: tology,urinalysis,histology,bacteriology,serology, Verda Evans, Supervisor and parasitology). Training in keeping laboratory English and Language Arts 1380 East Sixth Street records, communication, and handling of specimens Cleveland, Ohio44114 is also provided. Medical office procedures, conduct, ethics, and personnel relationshipsare stressed. This program is designed to supply hospitals and medical laboratories with a pool of high school grad- uates trained to perform simple and basic laboratory SATURDAY MORNING WORKSHOP FOR THEanalysis. Itis hoped that students will ultimately be SCIENCE TALENTED, GRADES 8-12To enrichable to continue their education to meet the require- the science program for brighter students, scientists ments for certificated medical technologists. from industry and research laboratoriesmeet with junior and senior high school students and discuss Additional Information School District: Cleveland Content Area: science Organiza- research in their particular fields. An effort is made tion:high school Grade (s) :12 Number of Teachers 67

431 Involved: 1 Number of Pupils Involved: 20 Prerequisites title for Pupils: satisfactory achievementin biology and chemistry carries only the word science,mathematics is Grouped According to:IQ, achievement, and school marks also emphasizedas an area of research. Studentsse- Minutes per Day: 80 Minutes per week: 100 Method of lected have completed Funding: course work in biology, chem- localschool board funds Inaugurated:September, istry, PSSC physics, and possiblyearth science. 1969 Terminal Date: continuous Evaluation: in progress WrittenDescription:available Additional Information May The program demands depth ofinvestigation in Be Secured from: the areas of scienceor mathematics. Students are en- Sanford M. Eisler, Supervisor of Science couraged to discuss freely the broadspectrum of sci- 1380 East Sixth Street ence and mathematics. They have been ableto use Cleveland, Ohio44114 areas of their research for oral reports in speech and written reports in composition classes.Both oral and written reporting have showna decided improvement. A room was designed specifically forthe advanced BACK-TO-BACK MATHEMATICSAND PHYS-science course before the high schoolbuilding was ICS, GRADES 11 AND 12Fiftysuperior studentsconstructed. Sinceno other classes are held in the are scheduled into a three-period daily block of time.room, students are able to set up experiments that This long period is plannedto provide mathematicsentail'. long periods of time. Theroom is open each and physics experiences ina related fashion. Twoperiod so that studentsmay work on their projects speciallyeducatedteachersconducttheprogram,during their free periods. which includes laboratory and classroomactivities. A Science Advisory Committeehas research scien- The introduction of the PhysicalScience Study tists in the area availableto help improve the program. Committee (PSSC) physicscurriculum pointedup The scientists have been ableto interpret to the public the students' need fora more sophisticated develop-many facets of the science curriculum. ment of mathematics skills. Thepurpose of the math- Additional Information ematics-physics program is to teach more effectively SchoolDistrict:Parma Content Area:science Organiza- tion: the mathematics needed forthe new physics byre- highschool Grade (s): 12 Number ofTeachers lating laboratory and classroomwork to both subject- Involved: 1 Number ofPupilsInvolved:12 Prerequi- matter areas. Any school system trying this sites for Pupils: superioras indicated by inventoried interests, program IQ, achievement and aptitudetests, school marks, and teacher is advised to select the cooperatingteachers carefully judgment Materials or Equipment Necessary: technicaljour- to make certain that each reflectsa similar philosophy nals, student science educational journals,packaged kits, and of curriculum development. college textbooks Minutes per Day: 55 Minutes per Week: 275 Method of Funding: local board ofeducation funds Additional Information Inaugurated:September,1962 Terminal Date:continuous School District:Lakewood ContentArea:physicsand Evaluation:yes WrittenDescription:inprogress Addi- mathematicsOrganization:highschoolGrade (s) : 11-12 tional Information May Be Secured from: Number of Teachers Involved: 2 Number of Pupils Involved: William Schreiner 50 Prerequisites for Pupils; superiorGrouped According to: 9999 Independence 13oulevarcl achievement and mental ability Minutes per Day: 3 periods Parma, Ohio44130 Inaugurated:September, 1962 Evaluation:yes Written Description:available Additional Information May Be Se- cured from: Arthur j. Knape 1170 W:,rren Road Lakewood, Ohio99107 UNDERSTANDING AND APPRECIATINGTHE ARTS, GRADES 11 AND 12Thisprogram is an interdepartmental approachto thearts planned by the teachers in music,art, and literature. It was ini- tiated to give studentsan adequate background for ADVANCED SCIENCE TOPICS FORSUPERIORunderstanding and appreciating the STUDENTS, GRADE 12The arts. Its purposes Advanced Scienceare: to show principles common to thearts; to show Topics course was organized forsuperior science stu-possibilities of the arts in everyday living; dents at the twelfth-grade level in place to provide of a coursesome tools for understanding the arts; andto provide in Advanced Placement Science. Althoughthe course a variety of art, literature, and music and also give 68 an opportunity for thorough and completestudy of certain selected works. Additional Information School District: Westlake Content Area: English Organi- The course has beenso successful for superior zation: high school Grade(s): 10-12 Number of Teachers Involved: 1 students that it isnow being planned for Number of Pupils Involved: 148Prerequisites average stu- for Pup.ls: grade level (10-12),previous year's English grade, dents. Perhaps itssuccess partially stemmed from the IQ (lowest 110), composition fact that the sample, and parents' permis- course of study was in the planningstage sion Grouped According to: mental abilitytest scores and teacher judgment three years. Traditionalscheduling patterns havebeen Minutes per Day: 55per class M:nutes the chief deterrentsto the program. per Week: 275 Method of Funding:no special funds In- augurated: September, 1963 Terminal Date: continuous Additional Information Evaluation:no Written Description:available Additional Information May Be Secured from: School District: Parma Content Area: arts highschool Organization: Lowell H. Holloway, English Teacher Grade(s):11-12 Number of TeachersIn- volved: 3 in each high school Number of Pupils Involved: 27830 Hilliard Road 90in Westlake, Ohio44091 each high school Prerequisites for Pupils:superior Grouped According to: studentinterest and teacher judgment M:nutes per Day: 55 Minutes per Week: 275 Method of Funding: local funds Inaugurated: September, 1962 Eval- uation: yes Written Description: available Addit:onal In- formation May Be Secured from: TEAM TEACHING:PRIMARYThe teaching Robert L. Cowden team, currently composed of five members,is responsi- 6726 Ridge Road ble for 120 children. Two Parma, Ohio44129 teachers conduct four arith- metic groups thatare organized according to the children's arithmetic achievement.These two teachers are also jointly responsible for the social studiesand science areas for which thegroups are combined. ENGLISH HONORSPROGRAM, GRADES 10-There are six languagegroups with the children di- 12 The English HonorsProgram was developedto vided into twelve readingsections on the basis of raise the achievement ofsecondary students in Eng-reading achievement. The teachersin this area lish in order are to meet the challenge of theAdvanced responsible for reading, English, andspelling. Special Placement Program and ofthe Commissionon Eng-areas, such as library activity, physical education,mu- lish of the College EntranceExamination Board. Thesic, and art, have also beenintroduced. program seeks to present the bestthat has been The instruction takes placein a newone-room thought and saidover a 3,000-year period. facility, 60 by 70 feet. Thelarge openroom is used A detailedcourse of study was written bya teacherfor large group instruction;it can be divided for of English at the school.The course of study outlinessmall group activity. the program weekly fora three-year period covering Children taking part in theprogram are on the grades ten to twelve. Classrank, previous Englishprimary-two level. Because ofspace limitations not grades, IQ, composition sample,parental permission, all of the childrenon this level can be accommodated and teacher judgment enter into the selectionprocess. in the special building. Tworandomly drawngroups The maximum class enrollmentis twenty. are housed in self-contained classrooms. Features of theprogram include a substantial bib- Administrators believe that thequality of instruc- liography to facilitate theteacher's research activitiestion and planning has improvedgreatly. The pupils' and an emphasison composition when the studentslearning experience has beenenriched by having five are critically examining the literature.Continuity overdifferent teachers, and therehas been the three more time for years is achieved by dealing with man'sre- "one-to-one" teaching. Problemshave arisen because lationship to God; his relationshipto society and theof the noise factor and thedistractions caused by the state; his search for identity; andthe role that suf-more immature pupils during largegroup activity. fering plays in his life over the centuries, beginning Additional Information with the Bible and the writersof ancient Greece and School District: Chagrin Falls Content Area: team teaching extending to the mid-twentieth-centurywriters Arthur Organization: elementary Grade(s): 2 Number of Teach- Miller and J. D. Salinger. ers Involved: 5 Number of Pupils Involved: 120 Grouped According to: age and teacher judgment Minutes per Day: 69 114

total Inaugurated: September, 1961 Evaluation: no Ad- ditional Information May Be Secured from: gress scholastically at theirown rate through a pro- Donald Knox gram of improved and individualizedinstruction. 77 East Washington Street This type of situation allows forindividual differences Chagrin Falls, Ohio44022 and de-emphasizes unfaircompetition and compari- sons. When the programwas initiated, the objectives were explained to all teachers, and only those who were interested were asked to participate. Those who TEAM TEACHING: ENGLISHAND LAN-wished to take part GUAGE ARTS, GRADES 7-12Themain objec- were encouraged to read Educa- tive of this program is tors Guide to Personalized Reading, by Dr. W.Barbe, to provide students with abefore the program began and more complete background in literature and language to participate in a sum- arts.It was instituted in mer workshop. an effort to bring clarity, Results show that the bright children logic, and effectiveness to the students'thought. seem to have These objectives been stimulated; the teacher feelsmore of a responsi- are pursued through linguisticbility to the slower child instruction and a sequential literatureand writing now that he is no longer part program. Expository writing of a group; and the libraryis being used more,es- isintroducedatthepecially in research. Teachers seventh-gradelevel,continuedintensivelythrough were concerned at first the senior level. Structural linguistics that children would miss instructionin some skill, and small group but they now feel creative writing are introducedat the junior level and more secure about the effects of the instruction because of the students'performance on carried on through the senior level.Mythology, anstandardized tests. introduction to the Old Testamentas literature, Brit- ish and American literature, and worldliterature are Additional Information covered in the ninth through twelfthgrades. School District: Beachwood Content Area: English language Each teacher presentshisspecialtiesinsubject arts, mathematics, science, and socialstudies Organization: matter and skill areas in lecture periods elementary Grade(s): K-6 Number of Teachers Involved: and discus-all-11 Special Personnel: 6 teachers Number of Pupils sion; review and testing follow. Involved: 255 Grouped According to: age and individualized mastery of content Time Spent: total school clay Method Additional Information of Funding: no special funds School District: Chagrin Falls Content Arca: English lan- Inaugurated: September, 1962 guage arts Terminal Date: continuous Evaluation: yes Additional In- Organization: secondaryGrade (s) : 7-12Num- formation May Be Secured from: ber of Teachers Involved: 10 Special Personnel: professional teachingstaff Number of Pupils Involved: 750 Prereq- N. A. Bazil, Principal uisites for Pupils: all pupils Grouped According to: achieve- 25501 Bryden Road ment tests,teacher judgment, and instruction approach,i.e., Beachwood, Ohio44122 lecture or discussion Materials or Equipment Necessary: in- dividual listening or recording booths,visual projectors, team teaching, planning room, large lecturearea, and small class- rooms for seminar work Minutes per Day: 55 Minutes per Week: 275 Method of Funding: Federal and community votedfunds Inaugurated:September, 1961 Evaluation: READING LABORATORY, GRADES8-12--The no Written Description: yes Additional Information May reading laboratoryprogram operates on a nine-week Be Secured from: basis. The participating studentstake time out from Claude R. Colvin, Chairman their study halls. Some work Department of English for five days a week; 77 East Washington Street others alternate with other classes. Chagrin Falls, Ohio44022 At the beginning and end of thenine-week period, the Nelson-Denny Test, formsA and B, is given. Various individual timings and checkson compre- hension and vocabularyare made while the program is in operation. The studentsgrade themselves and INDIVIDUALIZED APPROACH TOTEACH-keep their own recordson file in individual folders. A ING, GRADES K-6The individualizedapproachcomplete evaluation is madeat the end of the nine- to teaching was developedto enable students to pro-week period. 70 A.* WA'

The reading improvement program also includes demically gifted classes Number of Teachers Involved:11 Special Personnel: re4stered nurse, art and music supervisors, adult education and summer school phases. and physical education director Number of Pupils Involved: Additional Information 275 Prerequisites for Pupils: class rank Materials or Equip- School District: West Geauga Content Area: reading Or- ment Necessary: camping area Minutes per Week: one week ganization: secondary Grade(s): 8-12 Number of Teach- during the month of September Method of Funding: local ers Involved: 1 Special Personnel: administrators and pro- schooldistrictspecialfund Inaugurated: September,1963 fessionalteachingstaff Number ofPupilsInvolved:369 Terminal Date: continuous Evaluation:yes Written De- Prerequisites for Pupils: all students Grouped According to: scription: available Additional Information May Be Secured age and expressed interest Materials or Equipment Necessary: from: shadowscopes, tachistoscope,filmstrip projector, 16 mm pro- Armand O'Neil jector, controlled reader, graded training films and filmstrips: 58 Jefferson Street multigrade books, and exercise books Minutes per Day: 45 Painesville, Ohio44077 Method of Funding: special local school district fund Inaugu- rated: November, 1961 Evaluation: yes Written Descrip- tion:available AdditionalInformationMay BeSecured from: Mr:. Helen L. DeVoc 13401 Chillicothe Road CLASS FOR EMOTIONALLY DISTURBED Chester land, Ohio44026 CHILDREN, GRADES 3-5This class is designed for children whose emotional problems interfere with learning and/or whose behavior is unacceptable in the regular classroom. Tutorial and small group in- ELEMENTARY SCHOOL CAMPING PRO-struction is provided in a setting where children lack- GRAM, GRADE 5In an effort to make the out-of-ing in confidence and needing support can feel free doors serve as a classroom for students, the schoolto respond and risk failure. Acceptable behavior is system provided a week's camping experience for eachtaught by example and demonstration. Student moti- fifth-grade class (plus fourth-grade academically gifted vation toward academic achievementis encouraged pupils) during the month of September. This campthrough the careful use of individual rewards and ispart of awell-integrated instructional program,punishment. providing exploration in all subject areas through na- Additional Information ture and actual experience. Other objectives of the School District: Willoughby-Eastlake Content Area: emotion- program include: facilitating social behavior amongally disturbed children Organization: elementary Number of Teachers Involved:1 Special Personnel: psychologist and students through a living experience in small cabin social worker Grouped According to: achievement, individual groups, developing leadership, broadening children's tutoring, and teacher judgment Materials or Equipment Nec- interests, and developing an appreciation of our nat- essary:audiovisual equipment usedextensively Method of ural resources and the beauty of nature. Funding: state funds Inaugurated: September, 1962 Eval- uation: yes Written Description: available Additional In- Supervision is provided by the elementary physical formation May Be Secured from: education supervisor (camp director), the classroom Mildred Collins teacher,parents, and collegestudents. Pretraining 38106 Euclid Avenue sessions are held for parents. Willoughby, Ohio44094 A teacher's manual has been provided, which in- cludes the program's objectives, equipment and stu- dent material lists, a correlation of subject areas and possible nature activities, suggestions for and explana- tionsofthese differentactivities,evaluationtech- DEVELOPMENTAL READING, GRADES 3 niques, and a day-by-day time schedule of events. TheAND 4This program proposes to test a develop- evening program includes both educational and en-mental and therapeutic approach to third- and fourth- tertaining activities. Each student prepares a campinggrade boys of average intelligence with reading prob- notebook of daily activities and projects. lems and to develop techniques to cope with them. Teachers and administrators referred the boys to Additional Information School District: Painesville Content Area:all areas Or- the psychologist who performed the final screening. ganization:elementary Grade(s):5thplus 4th grade aca- Six boys were selected to take part in the program. 71 Books of several readinglevels basedon the boys' in- terests were introduced; log. The bookingsystem provides an excellent a workbench, carpentry tools,od for evaluating the_ meth- and some related bookswere placed in the project use of audiovisual aids. The room to stimulate the boys' system indicates which teachersuse certain items and interest in reading. Awhich schoolsrequest a variety of films. typewriter was also availablefor the boys'use. The remedial approach Additional Information to the teaching of readingwas School District: Willoughby-Eastlake eliminated. of the curriculum Content Area: allareas The project teacher Orgadzation: elementaryand secondary and psychologist whoworked Grade(s): 1-12 Number of Teachers Involved: with the participants ber of Pupils Involved: 611 Num- checked closely withthe boys' 12,768 Materials or EquipmentNec- teachers for evidenceof progress in essary: data processing equipment Method of Funding: local areas other than schoolboardfunds reading. It is hoped thatthe final evaluation Inaugurated:September,1961 Ter- will show m:nal Date: continuous evaluation:yes that theprogram was the turning point tion: available Written Descrip- in learning Additional Information MayBe Secured from: for those who participatedin it. James T. Hamilton Additional Information 38106 Euclid Avenue SchoolDistrict: Willoughby, Ohio44094 Painesville ContentArea:reading Or- ganization: elementary Grade(s): 3-4 Number of Teach- ers Involved: 1 Special Personnel: alteaching administrators, profession- staff,carpenter, and psychologist Number of Pupils Involved: 6 Prerequisites for Pupils: achieving average, under inreading Grouped Accordingto: HIGH SCHOOL SPEED ability, personality, and age, mental READING, GRADES 11 achievement testscores Materials or AND 12In orderto provide students going Equipment Necessary: soundrecorders, supplemental on to large-type typewriter, books, college with additionalskills in comprehension workbench, and work tools Minutes and per Day: 60 Minutes per Week: 300 speed reading,a reading programwas inaugurated state funds Method of Funding: Inaugurated: September,1963 Terminal Date: for students in theeleventh and twelfth grades.The June,1964 Evaluation:plansto scription: evaluate WrittenDe- program was organized for capablereaders who could in progress Additional InformationMay Be Se- profit from the cured from: eye training that would enablethem Naomi B. Sinks to read faster. A concertedeffort was also madeto in- 58 Jefferson Street crease comprehension andvocabulary skills in the Painesville, Ohio44077 basic areas of the highschool curriculum. Increased reading speedwas achieved by theuse of reading machinesand special books.The Craig Reading Program Awas used to establishproper eye movements. The Rateometerwas used to control read- AUTOMATED CONTROL ing speed in OF AUDIOVISUAL any type of printed material.Science SERVICESThe administrationand board of educa-Research Associates (SRA)Better Reading Book tion have installed dataprocessing equipment, Number 3 helped only to train people not to increase speed, comprehension, to become technicians in thearea, and terminology. TheSRA Reading LaboratoryIV, but also to provideservice for the schools in college preparatory edition, and processing printing improved speed,compre- report cards, permanent records,health hension, and enlargedvocabulary. records, attendance records,test results and analyses, Over the two years the reading enumerations, special program has been statereports, payroll records,in effect, students haveaveraged an increase in and audiovisual records. of 220 words speed In the audiovisual per minute. The average increasein area, each item is processed by comprehensionwas approximately ninepercentage the key-punchoperator, who records itstitle, level, points. subject area, coloror black and white, length, and Additional Information producer. These cards School District: Campbell Content Area: reading are used for severalpurposes, zation: Organi- one of which is to print the senior high school Grade(s): 11-12 Number of masters for the Curricu- TeachersInvolved: 1 lum Materials Handbook. NumberofPupilsInvolved:70 The Handbookcan be re- Grouped Accordingto: superior, based on marks and vised and multiple judgment teacher copies provided entirelyby ma- Materials or EquipmentNecessary: teaching ma- chine except for the chines and packaged kits Mhiutes per Day: 50 descriptive section of thecata- per Week: 250 Minutes 72 Method of Funding: localboard of educa- tion funds Inaugurated: Summer, 1962 Terminal Date: chological tests, and an informal inventory continuous Evaluation: yes Written Description: not avail- are also able Additional Information May Be Secured from: administered. Thus, pupils' reading problems thatre- John R. Cvengros, Reading Supervisor sult in poor achievement or ina reading level two to 280 Sixth Street three years below grade level may be corrected. . Campbell, Ohio44405 The program consists of daily exercises inpara- graph paraphrasing by silent reading, paraphrasing into a tape recorder, answering open-ended questions, intensive listening to paraphrasing, checkinganswers TEAM TEACHING: AMERICAN HISTORY,(self-evaluation), and paraphrasing an entire selection. GRADE 11The team teaching approachwas used At the end of the semester, pupils were more en- to improve the quality of social studies instruction.thusiastic about methods of presentation. Oralpara- After various committee meetings involving thead- phrasing and recognition of paragraph construction ministration and team members,a course outline andhad improved. The written work in relationto con- otherplans were developed. During thesummer tent,structure, punctuation, and handwriting also months, they worked on learning materials. showed improvement. Both the lectures and the testingprogram were Additional Information geared to various abilitygroups. Each lecture was SchoolDistrict:Springfield ContentArea:reading Or- taped so that the exact information given during each ganization: junior high school Grade(s): 7 Number of period could be checked later.This was valuable Teachers Involved:2 Special Personnel:psychologists and guidance counselor Number of Pupils Involved: 31 Pre- for assisting in make-up work for students whoare requisites for Pupils: average or average with adjustment prob- absent. lems Grouped According to: IQ, personality, and achieve- The program has improved social studies instruc- menttests MaterialsorEquipmentNecessary:listening tion and teacher morale. Much of its booths, teaching ml,chines, and sound recorder Minutes per success can be Day: 45 Method of Funding:localfunds Inaugurated: attributed to the way the team members complement January, 1964 Terminal Date: continuous Evaluation: be- one another in methods, interest, and ability. ing evaluated Written Description: not available Addition- al Information May Be Secured from: Additional Information School District: Boardman Content Area: social studies Or- Eleanore E. Begalla, Remedial and Develop- ganization: high school Grade(s): 11 Number of Teach- ment Reading Instructor and Consultant ers Involved: 4 Special Personnel: administrators and pro- Springfield Local Schools fessionalstaff Number of Pupils Involved: 316 Prereq- Petersburg, Ohio44454 uisites for Pupils: all 11th -grade pupils Grouped According to:larger groups and groups within team units Materials or Equipment Necessary: sound recorders,visualprojectors, recordings, and films Minutes per Day: 45 Minutes per Week: 225 Method of Funding:nospecialfunds In- ENRICHMENT CLASS LANGUAGE ARTS, augurated: September, 1961 Evaluation: yes Written De- scription: not available Additional Information May Be Se- GRADES 5 AND 6The enrichment program origi- cured from: nally involved pupils in grades four through six, bu' Grant F. Kibbel later it was limited to grades five and six. Thepro- 7410 Market Street gram was conducted with the aid of Kent State Uni- Youngstown, Ohio44512 versity;thecountyelementaryschoolsupervisor served as a liaison person between the school and the University. The primary emphasis was placedon language AUDITORY FEEDBACK AND READING COM- artsskills. Reading was broadened to include the PREHENSION, GRADE 7The readingprogramclassics, independent titles, and poetry. Various phases is organized to enable pupilsto develop paraphrasingof reading and the purposes of readingwere discussed skills that may be used in contentareas, and to en- and studied. Considerable attentionwas given to the gage pupils actively in learning. writing skills and oral expression. Creative writing, Pupils are given a student interest inventory andboth prose and poetry, was undertaken. Pupilswere a home information questionnaire. Reading tests, psy-encouraged to criticize their own and others' work. 73 The mathematics and socialstudies programs wereLANE COMMUNITYSCHOOL BASIC EDUCA- continued as usual, without theextreme emphasis onTION PROGRAM, enrichment. However, sciencewas structured entirely KADULTThe Lane Commu- for the unit approach. nity Schoolprogram provides extended educational As a result of the enrichment opportunities for children andadults in a densely program, organiza-populated inner-city neighborhood tional skills improved, andstudents have shown evi- through remedial dence of doing teaching, skill development,cultural experiences, and more independent work. intergroup experiences. Additional Information Allagegroupsareincluded.Prekindergarten SchoolDistrict:Rootstown Content Area: classes are held for three-and four-year-olds,many of health and languagearts, safety,mathematics,science, andsocialstudies whom have not had sufficienthome stimulationto Organization: elementary Grade(s): 5-6 Number of Teach- learn to talkor express their feelings and often would ersInvolved: 1 Special Personnel:countysupervisors have adjustment problems Number of PupilsInvolved: 27 PrerequisitesforPupils: upon entering kinder- superior and averageGrouped According to: garten. Remedial reading and arithmeticare offered menttest IQ, achieve- scores,inventoriedinterests,andpupils'marks for the upper-elementarychildren. An adult educa- Materials or Equipment Necessary:recordings, films, and much tion program includes theteaching of basic reading, more reading material Minutes per Week: 330 Method of arithmetic, English, and Funding: local board of educationfunds typing. Clubs have been tember, 1961 Inaugurated: Sep- formed for all Terminal Date: continuous Evaluation: no age groups, and community projects Written Description: available Additional Information May have been organized. Be Secured from: Funds are provided by the Dorothy Dundon, Principal Akron Community State Route 44 Trusts and the Akron Boardof Education. Policy is Rootstown, Ohio44272 set by a lay board of trustees. Theprogram has been promoted by a lay committee oflocal citizens from the area. In general, therehas been a great deal of local interest in theprogram. Many local groups have cooperated with the schoolsystem. Additional Information CITYWIDE USE OF THEPLANETARIUM, School District: Akron Content Area: allareas tion:elementary, Organiza- GRADES 4, 6, 8, AND 12Allpupils in grades four, secondary,andpostsecondary Grade (s) : six, eight, and twelve prekindergarten-12, adult Number of Teachers Involved:23 -Ire given the opportunityto Special Personnel:administrators, visit a new planetariumas part of a unit of study in professionalteachingstaff, and community citizens Number of Pupils Involved:1,200 astronomy. The program is designedto teach the basic in gym activities; regular classes:659 children and 281 adults Prerequisites for Pupils: understandings and facts aboutthe solar system,to must residewithin specified inner- arouse interest in astronomy and city district Grouped According to:age, achievement tests, space, and to de- expressedinterests, velop an appreciation of man's andteacherjudgment Materialsor space accomplishments. Equipment Necessary:textbooks,soundrecorders,packaged Classroom teacherswere given in-service instruc- kits,visualprojectors,recordings,andfilms Day: 60 or 120, depends Minutes per tion in astronomy, anda course of study was devel- on pupil age and course Minutes per Week: 240, depends on pupilage and course oped for each grade level.Two additional planetarium Funding: local Method of teachers were employed school district funds, specialfund established to carry out the program. by a private foundation Inaugurated: January, 1964 uation:in Eval- process WrittenDescription:available Addi- Additional Information tional Information May BeSecured from: School District: Akron Content Area: astronomy Organi- Mrs. Theresa Haney zation: elementary andsecondary Grade(s): 4, 6, 8, and 12 70 North Broadway Special Personnel: two planetariumteachers Number of Pu- Akron, Ohio44308 pilsInvolved:9,139 Materialsor Equipment Necessary: planetarium MethodofFunding:localfunds Inaugu- rated: 1963 Written Description: available Additional In- formation May Be Securedfrom: Virginia M. Lloyd MAJOR WORK PROGRAM,GRADES 4-10In 70 North Broadway an effort to do more for "gifted" students,the school Akron, Ohio44308 system, with the consent of 74 parents, established sep- :trate classes for these students. An enriched and ac-problem. Mc must construct a product that contains celerated program was established for those students a feature or features that, to the best of his know. meeting rigid academic and emotional requirements.edge, arc patentable. in addition, the class studies The major work program classes use materials and chemical and physicalproperties of materials and teaching techniques that arc considered above the explores various fabrication methods. level of comprehension of average or below-average Additional Information pupils of the same age. The students taking part in School District: Copley ContentArea: the program are able to assimilate the basic instruc- industrial arts Grade(s):9 Number of Teachers Involved: 1 Number tional materials considerably faster than pupils of av- of PupilsInvolved:25 PrerequisitesforPupils:superior erage ability. Even though itis possible for them to and average Grouped According to: mental ability, expressed interests, and teachers' marks and judgments Minutes per complete approximately one and a half year's work Day: 40 Minutes per Week: 200Method of Funding: in one year, they are not permitted to graduate at an localboardofeducationfunds Inaugurated:September, earlier age. The program has been structured to pro- 1962 Terminal Date: continuous Evaluation: yes Writ- mote enrichment as well as acceleration. The breadth tenDescription:hiprogress AdditionalInformation May of knowledge Be Secured from: and depth thatthestudents gain Alfred Vrapp or William C. Peterson should serve as an excellent foundation for higher 1531 South Cleveland-Massillon Road academic learning. Copley, Ohio.H321 Additional Information School District: Barberton Content Area: all' areas Organi- zation: elementary and secondary Grade(s): 4-1(1 Num- ber of Teachers Involved: 20 Number of Pupils Involved: 200 Prerequisites for Pupils: academically talented Grouped SUMMER SPEED READING, GRADES 7-12 According to: IQ and achievement test scores Materials or The summer reading program, offers instructionto Equipment Necessary: recorders and projectors Minutes per Week: 1,800 for elementary pupils, 1,200 for secondary !limits help students become more proficient in reading all Method of Funding: local board of education funds Inaugu- kinds of literature. rated: September, 1958 Terminal Date: continuous Evalu- To aid in the summer speed readingprogram, ation:yes Written Description:notavailable Additional extensiveuseis visual Information May Be Secured from: made of projectors,films, E. L. Hunt reading machines, and reading pacers. The reading 479 Norton Avenue program emphasizes both speed and comprehension. Barberton, Ohio44203 Efficiency in reading is achieved in twoways: speed is increased by widening the readingspan, training the student not to look back, and developing rhyth- mical eye movements; comprehension is emphasized SURVEY OF INDUSTRIAL TECHNOLOGY, by focusing the student's attentionon organization of GRADE 9This industrialarts program was or- material,details,vocabulary,inferences, and other ganized to meet the needs of pupils interested in factors that lead to understanding. engineering and science. The survey of industrial Additional Information technology comprises two phases, each requiring a School District: Norton Content Area: reading Organiza- semester's work. First, the pupils study industries; tion: secondary Grade(s): 7college Number of Teachers Involved: 1 Special Personnel: guidance .ounselor Num- and second, they put into practice the major appli- ber of Pupils Involved: 36 each session; 2 sessions eachsum- cations of scientific principles involved in industrial mer PrerequisitesforPupils:individualcounselingand technology. diagnosis Grouped According to: expressed interests (limited It is hoped that the first phase will enable students to 12 per class) Materials or Equipment Necessary: reading machines and reading pacers Minutes per Day: 90 Minutes to gain an insight into the technology of various in-kr Week: 540 Method of Funding: local funds and Lions dustries. They should then be able to grasp the great Clubcontribution Inaugurated:August,1962 Terminal variety of occupational fields that exist in our indus- Date:continuous Evaluation:yes WrittenDescription: trial society. available Additional Information May Be Secured from: Eugene K. Moulin The second phase of the program requires each 4128 Cleveland-Massillon Road pupil to apply his theoretical knowledge toa practical Barberton, Ohio44203 75 COOPERATIVE OCCUPATIONALTRAINING Each classroom is equipped with PROGRAM FOR SLOW LEARNERSThis an abundance of pro- instructional materials. The school,library proved lim- gram, designed for students withan IQ range fromited in the number of books 50 to 79, has three interrelated for the higher reading purposes: social ad-level developed by the students.The students in the justment,occupationaladjustment,and academic upper elementary grades were encouraged,therefore, competencies in keeping with the needsand abilitiestouse the public libraryfor advanced of the students. The needs ofthese pupils seem to be literature. best served if emphasis is placedupon preparation for Additional Information School District: Canton Content Area: all home and family living, citizenship,and employment. riculum areas of the cur- Organizat:on: elementary Grade(s): 4-8 Num- Under theCooperativeOccupational Training ber of Tea:hers Involved:II Number of Pupls Involved.; Program, students spenda half clay on a job and the 259 total, 25 per classroom Prerequisites for Pupils: 125 IQ other half clay in school whereclass work is inter- Grouped Accord1ng to: mentalability, achievement tests, and subject grades Minutes per Week: fulltime Method of related with the students' jobrequirements. A teach- Funding: local school funds Inaugurated: September,1958 er-coordinator maintainsa communication link be-Terminal Date: continuous Evaluation:yes WrittenDc- tween the school and the employer. The subject script:on: available Addit:onal Information May Be areas from: Secured of language arts, American andOhio history, and Lloyd R. McFarren, Director ofElementary science arc closely relatedto the occupational inter- Education ests of the students. Marksarc based upon achieve- 618 High Avenue, N.W. ment according to the students' ability level. Canton, OhioI4703 Administrators report that the citywidedropout rate has dropped from 4.79to 2.02 (1964) since 1960, when the schoolcame into existence. They have OUTDOOR EDUCATIONPROGRAM, GRADE also observed thatcourt cases involving these stu-6The Outdoor EducationProgram is designedto dents have been reduced. Throughthe Cooperativegive children in large citiesan opportunity to learnt Occupational Training Program, theschoolis able firsthandandrealisticallyaboutnatureandthe to place all graduates of theprogram in full-time em-great outdoors. It is an effortto keep alive one im- ployment. portant phase of our national heritagewhich is the Additional Information love and close associationwith the landas it relates School District: Warren Content Area: trade and industrial to the biological man. The primary Organization:secondary Grade (s) :11-12 Number of objective isto Teachers Involved: 2 Special Personnel: teacher-coordinators teach principles of naturalscience with emphasisupon Number of Pup:Is Involved: 36 Prerequisites for Pup:Is: Ohio ecological relationships innature, the importance and definition of "slow learner" 50-79IQ Grouped According techniques of conservationin all areas. to: mental abilitytestscores, achievement test scores, marks, In addition to learning what and teacher judgment (small groupsI5) Minutes per Day: is being taught direct. 180 daily at school, 180 dailyor more on the job Method ly, a child may develop socially,achieve greater self- of Fund:ng:localschooldistrict funds Inaugurated: Sep- reliance, and developnew patterns of recreation for tember, 1962 Terminal Date: continuous Evaluation: future use of leisure time. planstoevaluate WrittenDescription:available Addi- t:onal Information May Be Secured from: Additional Information W. K. Dunton School District: Canton Content Area: all areas Organiza- 585 East Market Street tion:elementary Grade(s):6 Number of Teachers volved: In- Warren, Ohio44483 all6th-grade teachers Special Personnel:conserva- tion resources personnel Number of Pupils Involved: 1,518 for a 2-year period Prerequisites for Pupils:none Grouped Accordingto:expressedinterests. Materialsor Equipment . Necessary: films andspecialpamphlets Time Involved:3 HIGH ABILITY PROGRAM, GRADES4-8--This dayseachyear Methodof Funding:parentsand PTA Inaugurated: September,1962 program is designed to develop broad educationalex- Terminal Date:continuous Evaluation: yes Written Descr:ption: available Additional periences and study skills, leadership,reflective think- Information May Be Secured from: ing, and creative abilities in students.The program Lloyd R. McFarren, Director of Elementary isbasically one of enrichmentnotacceleration of Education content or grade. 618 High Avenue, N.W. Canton, Ohio44703 76 BRAILLE UNIT, GRADES I, 3-6Braille Unit iswork. A concomitant objective is the attempt to aid a special program designed for blind students in thethese youth in maintaining or reclaiming their self- elementary school. The program was initiated at the respect, request of parents of blind children who wished to An important feature of the program is the em- enroll their children in school on a day basis ratherployment of ateacher-coordinator who must have th:n in a residential school. counseling ability, meet the standard of work and The blind children are integrated intoa regular trade experience to qualify the program for reim- classroom setting, in addition to receiving specializedbursement from the state vocational department, and and individualized instruction. The school seeks tohave the desire to work in such a program. This per- teach braille communication, to train for orientationson secures jobs, visits the student on the job, visits and mobility, and to provide special counseling for the student's home, and clears jobs with the Indus- the handicapped. The local ,Ichool district providedtrial Commission and the Department of Labor. funds for an interested teacher to become qualifiedto Besides offeringthisdirect connection between teach this group of students. The school also securedschool and employment, the school also providesa abraillist from volunteer workers trained in using program of English, history, civics, and economics like braille. thatforotherstudents;avocationalinformation The school has had few problems in integrating period every clay during thenoon hour in which trade blind and sighted children. The blind students have information is given; and a counseling period before been achieving at expectancy and have hadno diffi- schoolbeginsforindividual problems of students cult), keeping up with their sighted classmates. Evalua- involved in the program. tion indicates that further development is needed in Success is evidenced by improved attendance, a the nonacademic areas. Social, vocational, andcom- better attitude by many students toward school and munity experiences need to be provided for the blind toward people, improved grades, and the belief that students. many would graduate who might have dropped out Additional Information of school. School District: Canton Content Area: all areas Organiza- Additional Information tion:elementary Grade(s):1,3-6 Number of Teach- School District: Canton Content Area; all areas Organiza- ers Involved: 2children integrated with regular classes of fon: high school Grade(s): 11-12 Number of Teachers 6teachers, 1 resource teacher SpecialPersonnel:braillist Involved:- 2 Number of Pupils Involved: 50 Prerequisites and resource teacher Number of Pups Involved: 10 Pre- forPupils: below average, iequisites for Pupils: physically handicapped; blindness (stan- selectedby committee including school principal, school counselors, and teacher Grouped Ac. dards of state department of special education) Grouped Ac- cording to: no specific group Materials or Equipment Nec- cording to: mental ability, test scores, marks, teacher judgment, essary: on-the-job training in industry M:nutes per Day: 75 and individual tutoring Minutes per Day: 75 per individual M:nutes per Week: 300 chili by resource teacher Method of Funding: localschool Minutes per Week: 375 Method district special fund, state funds (foundation) Inaugurated: of Funding: state and Federal funds, and community interest September,1963 groups Inaugurated: September, 1960 Terminal Date:continuous Evaluation: Terminal Date: con- yes Written Description:notavailable AdditionalInfor- tinuous Evaluation: yes Written Description:inprogress mation May Be Secured from: Additional Information May Be Secured from: George W. Swindell, Director of Vocational Carl V. Pegnato and Technical Education I 5 I 0 Clarendon Avenue, N.W. 618 High Avenue, N.W. Canton, OhioI-1708 Canton, Ohio14703

WORK EXPERIENCE PROGRAM TO REDUCETEAM TEACHING, GRADES 1-6--Toorient DROPOUTS, GRADES 11 AND 12Thepurpose the staff to team teaching, a consultant on team teach- of the occupational work experience program isto pro- ing visited the Wooster City Schools in the Spring of vide potential dropouts (those with IQ's of 70 to 90) 1963, on two occasions. He spoke to the entire staff with a means of obtaining and holdinga job inof the Wooster City Schools, and to parents in the order to make an orderly transition into the world ofMelrose School area, the school chosen for this ex- 77 periment. The entire staff being used in theproject The course, conducted ,,as chosen from among volunteers. by English teachersspecially trained in humanities,presents important civilizations In June 1963, theMelrose staff, the principal,and the director of elementary of the past andtheir contributionsto our own cl- instruction .attendeda team ture. Some time is devoted teaching workshop.During thesummer months, the to studying importantre- staff met periodically ligions of the worldand some of thegreat literary to make further plans and selectworks, such materials. as the Iliad, the deneid, and theplays of In the fall, the staff., Sophocles. A weekly themeand a termpaper, pre- principal, and director ofele- pared-on a topic chosen mentary instruction tooka two-day trip to the Lam. by the student, withthe ad- vice of the teacher,are required. The students phere School Systemin Madison Heights,Michigan, to are en- visit, evaluate, plan, couragedto think more deeply aboutwhat they and discuss theirteam teachingwrite and to develop program. The entire staff alsoattended a team teach- their own writing styles.Many ing workshop in June guest instructors are used fromother departments of of 1964. the high school The pupils participatingin as well as the College of Wooster. this program have The teacher believesthat the shown great gains inthe areas ofart, music, and phys- course could be pre- ical education through sented ideally bya team of four teachersin history, the use of highly skilledteach- music,art,and ers in these areas. Thesame has been true in the English. However,thematerial other subject should be integrated insuch a way that thedevelop- areas, although to a lesserextent. In- ments are seen chronologically. creased flexibility hasimproved the readingprogram organization. Additional Information All concernedteachers, School District:Wooster parents, and students Content Area:humanities Or- have favorable opinionsof theprogram. The results ganization: high school Grade(s): 12 Number of Teach- ers Involved: 1 of standardizedtesting given after Special Personnel: curriculumdirector and one year show chairman of EnglishDepartment at the College of the team teachingprogram to be as good Number of Pupils Involved: Wooster as the self- 37 PrerequisitesforPupils: contained classroom,in the areas measuredby the superior and aboveaverage Grouped According to: expressed tests. interests and teacher judgment Materials or Equipment Nec- essary: books, recordings,tapes, and paperback books Additional Information utesper Day: 55 Min- School District: 'Wooster Minutes per Week: 275 Methodof Content Area: allareas Organi- Funding: local board of educationfunds zation: elementary Grade(s): 1-6; special tember, 1963 Inaugurated: Sep- ber of Teachers Involved: education Num- Terminal Date: continuous Evaluation: no 11 Special Personnel:none Num- Written Description: available Additional Information May ber of Pupils Involved:307 Prerequisites lie Secured from: students for Pupils:all Grouped According to: 50-60children work with LeRoy R. Watt, Superintendentof Schools two teachers, and are groupedto meet the demands best of Bowman and Quinby Streets the task at hand; thisincludes some crossing of Wooster, Ohio Materials or Equipment grade lines 44691 Necessary: textbooks, visualprojectors, recordings, and films Minutes per Week: 400 Funding:no Method of specialfund Inaugurated:September, Evaluation:yes 1963 WrittenDescription:no AdditionalIn- formation May Be Securedfrom: COSMETOLOGY ADDEDTO VOCATIONAL Maurice D. Pe lton, Director ofElemt.ntary Instruction PROGRAM, GRADES 11AND 12Cosmetology Bowman and Quinby Streets was added to the school'svocational programas a Wooster, Ohio result of 44691 many girls expressing interest in thisfield. It was feltthat cosmetologywould offer another career possibilitytogirlsnot planning toattend college. HUMANITIES, GRADE Participants are selectedon the basis of scoreson 12The humanitiescourse, the Flanagan Aptitude scheduled ona semester basis, has been organized Classification Test, IQ,rating, around the idea that record of attendance, andage. The curriculum is de- our present civilization has itssigned to enable students roots in many ancient civilizations.Areas of lan- to pass the State Board of guage arts, art, and music Cosmetology examination.To date, 100per cent of are considered. the students participating 78 have passed thisexamina- Lion, and all those desiring employment have beenhim to more outsidesources of information. A pro- placed. Standards for participation inthe program aregram of lectures, discussion classes, and laboratory rising every year. work provides a variety of instruction,benefiting both Additional Information teachers and students. Theprogram was evolved after SchoolDistrict:Martins Ferry Content Area: cosmetology a committee of teachers and the county supervisor Organization: high school Grade

79

(-) Administration IN-SERVICE TRAINING PROGRAM FORALLjob-cost accounting, and lunchroom fund accounting. SERVICE PERSONNELAone- to three -clay work- In addition to the savings of time for teachersand shop is held for each servicearea. During this time,principals, there has beena substantial reduction in consultants conduct training and retrainingprograms, the number of extra and overtimepay hours which present new materials, give demonstrations, andpre- the previous method of data processing required.The sent and discuss a variety of pertinent topics. Aregu- school has also been able to make the equipmentavail- lar preplanned curriculum is used. able for students in the technicalprogram at the high The three major objectives of theprogram are: to school. achieve better trained personnel,to develop standard- Additional Information ized procedures, and to demonstrate andtest products. School District: Cincinnati Organization:alllevels Num- The program has received national attention and berof TeachersInvolved:2,905 SpecialPersonnel:staff has been the subject of several magazine articles. trained in data processing operation Number of Pupils In- volved:83,000 Materials or Equipment Necessary:IBM data Additional Information processing equipment Minutes per Week:2,400 or more Method of Funding:no specialfunds Inaugurated:Janu- School District: Sylvania Organization:totalschool system ary,1963 Terminal Method of Funding: Date:continuous Evaluation:yes local funds Inaugurated:1959 Ter- Written Descript:on:available Additional Information May ncnal Date:continuous Evaluation: yes Written Descrip- Be Secured from: tion: programsavailable AdditionalInformation May Be Edward Ebel, Director Secured from: Division of Data Processing Richard P. Fuller, Assistant Superintendent 608 East McMillan Street 6801 Maplewood Avenue Cincinnati, Ohio45206 Sylvania, Ohio43560

DECENTRALIZED BUDGET PREPARATION DATA PROCESSING FOR ADMINISTRATIVEWITH TEACHER AND PRINCIPALINVOLVE- AND PUPIL SERVICESThe school MENTThis program keeps budget planningand system addedadministration close to the operational level, establish- dataprocessing equipmenttoitsschoolmanage- ment operation to make data on pupil population and ing greater authority and responsibility inbudget de- cisionsatthebuilding-principallevel.Classroom mobility and information about financial proceduresteachers are also involved. more easily accessible. It had been noted that the cler- ical work load of teachers and principals Principalsare givenappropriationclassification was increas- sheets early in the year, which include such expendi- ingly disproportionate to its purpose and value. Planstures as faculty salaries, textbook purchases, library also included utilizing the equipment for bettertestbooks and other expenses, educational supplies, scoring and analysis, for analysis of needed change in equip- the curriculum and instructionalprogram, and as ament replacements, and playground and physical edu- source of information for assistance in the pupil guid- cation equipment. Each sheet, except that for faculty ance program. salaries, states the amount to be allocated. Principals work with the teachersto developlistsof items The school system installed the IBM 1,10J-P105 needed; the items are described and the probable to achieve these plans after a careful study of its needs. cost indicated. A building-by-building priority list An important aspect of selectionwas an analysis of is the the costs of a computer system and result. If the requests exceed the allotment, materials a study of whichare purchased according to priorities for buildings. particular model could do the best job planned for it. The data processing equipmentnow handles payroll, Additional Information pupil census, warehousing, appropriation accounting, School District:Indian Hill Organization:total schoolsys- tem Method of Funding:localfunds Inaugurated:July, 80 1963 Evaluation:planstoevaluate Written Description: a result of the post high school program. Planning, not available Additional Information May Be Secured from: financing, and utilization have been and remain a Robert L. Walter, Superintendent cooperative venture for both the county and the city 8100 Given Road Cincinnati, Ohio45243 systems. Pilot programs using data processing conducted to date include high school scheduling, school enumera- tion, school attendance, mailing lists,report cards, payroll, and data-reduction research. DATA PROCESSING TO FREE TEACHERS Additional Information FROM CLERICAL WORKThe major reason for SchoolDistrict:Springfield Organization: KH Special introducing dataprocessing intothisjunior-senior Personnel director of thetechnical education program and high school was to free teachers from the many "sec- asupervisorofdataprocessing Mater'alsor Equipment Necessary: computer (IBM 1620) and peripheral equipment retarial tasks" they had been performing. The equip- Method of Funding:interdistrict,state,and Federalfunds ment includes: key-punch machines, electronic sorter, Inaugurated:September,1962 Terminal Date:continuous accounting machine, reproducer punch, interpreter, Evaluation:yes Written Description:not available(visita- collector, test scorer, and electronic transmission ma- tionswelcome) AdditionalInformation May BeSecured from: chine. This data processing center is used by all of the Richard 0. Brinkman, Director schools in the county. 701 East Home Road Keeping attendance records, accounting, test scor- Springfield, Ohio45501 ing, and scheduling are some of the tasks now per- formed by machine. Additional Information ACTIVITIES COORDINATOR OF COCURRICU- School District: Finneytown Organization: secondary Num- ber of Teachers Involved: 50 Number of Pupils Involved: LAR PROGRAMSEach high school in the system 983 Method of Funding: interdistrict and local funds In- has an activities coordinator as a part of its admin- augurated:September,1960 TerminalDate:continuous istrative staff. The coordinator has the responsibility Evaluation: has been and continues to be evaluated Writ- ten Description:available Addaional Information May Be to develop, enrich, and expand the cocurricular activi- Secured from: ties of the school and to coordinate the cocurricular Vernon E. Thomas, Assistant Principal program with the instructional program. He provides 8916 Fontainblcau Terrace the supervision and leadership necessary to maintain Cincinnati, Ohio45231 the cocurricular activities at a high level. He also serves as a liaison person between community and school and attempts to develop a close relationship with the various new media. POST HIGH SCHOOL PROGRAM IN COM- The major objectives of the program are: (1) to PUTER TECHNOLOGYThe operation of a postprovide a wider variety of activities for students, (2) high school technical education program in businessto provide more opportunity for participation in stu- data processing and computer technology has made a dent activities, (3) to develop student activities to help complete data processing laboratory available to thestudents gain the maximum benefit from their school school district. This equipment is being used to pro-experience, (4) to provide resource assistance to the cess student records and school business, and to mecha- staff and students, and (5)to assist the chief ad- nize accounting procedures. ministrator of the school so he can devote more time The accounting and record keeping procedures are to instructional activities. now being completely revised. The major feature of Additional Information this program is that a centralized system is available School District: Columbus Content Area: cocurricular activ- to handle financial and pupil accounting for the city ities Organization: high school Grade(s): 10-12 Special Personnel: activities coordinator Number of Pupils Involved: and six local school districts. The cooperating districts 14,898 Minutes per Day: 40 minutes per class Minutes are able to pool their resources because the equipment per Week: 15,400 Method of Funding: local funds Inau- is already available at no cost except maintenance, as gurated: September, 1958 Terminal Date: continuous Writ- 81 ten Description:available Additional Information May Be Secured from: The program has required reeducationof the staff. C. L. Dumaree, Assistant Superintendent, Emphasis is placedon the need for strict adherence to Administration the policy of purchasingas well as an education pro- 270 East State Street gram for the suppliers. Columbus, Ohio4.3215 Additional Information SchoolDistrict:Parma Organization:K-12 Methodof Funding: local funds Inaugurated: September, 1958 Ter- minal Date: continuous Evaluation: no Written Descrip- tion:available AdditionalInformationMay BeSecured DATA PROCESSING IN THE TOTALSCHOOL from: SYSTEMThe three objectives of thisprogram were Oliver G. Buhl, Purchasing Agent to find a better and quicker method of pupil account- 6726 Ridge Road ing and class scheduling,to improve business office Parma, Ohio44129 efficiency, and to producemore accurate budgeting and purchasing. As a result of the introduction of data processing, administrativeresponsibilityhasbeenreassigned, MERIT EVALUATION OFADMINISTRATIVE special training has been provided for present staffPERSONNELThis administrativeappraisal system members, new positions have been created, andout- awards "merit increases" in salaryto administrative side persons have been introduced into theprogram. officials of the schoolsystem for their exercise of lead- The community also benefits by being permittedership abilities. Meritoriousservice is determined by to use the IBM equipment. City officials thus havethe judgment of the chief administratorand by fac- free machine time for the preparation of payrolls. tual evidence. Additional Information An evaluation scalewas developed by a committee SchoolDistrict:Euclid Organization:totalschoolsystem of administrators in the districtand approved by the SpecialPersonnel:administrativeassistant,supervisor,and board of education. Important features other technical personnel to operate equipment Materials or of the scale Equipment Necessary: IBM data processing equipment Min- are its flexibility and its recognition that each school utes per Week: full time Method of Funding: local funds within the district has unique characteristicsand ad- Inaugurated:September,1958 Terminal Date:continuous ministrative problems. Determininghow these unique Evaluation: plans toevaluate through costanalysis Writ- problems are to be handled is the ten Description: in progress Additional Information May Be primary considera- Secured from: tion, rather than measuring all schooladministrators Walter Schwegler on a common yardstick of formal administrativebe- 651 East 222nd Street havior. Euclid, Ohio44123 Additional Information School District: Shaker Heights Organization: K-12 Meth- od of Funding: no special funds Inaugurated: 1963-64 school year TerminalDate:continuous WrittenDescription: available Additional Information May Be Securedfrom: SYSTEMATIC BIDDING ON ALL MAJOR PUR- Donald G. Emery, Superintendent CHASESIn order to obtain quality specifications 15600 Parkland Drive and prices in writing, and to developa good rela- Shaker Heights, Ohio44120 tionship with suppliers, the schoolsystem developed a schedule of predetermined dates for the purchase of materials and supplies. Prime dates for bidson various items are scheduled, and vendorsare informed ofTOTAL SCHOOL SYSTEM the dates. INVOLVEMENT IN A BUDGET PROGRAMAn effortto develop good An important feature has been the grouping oflong-range planning andto place more emphasis items for bids, which attracts on more competitive bid- felteducational needsasa partofthedistrict's ding. The program is revised annually withrespect to planned spending resulted ina program whereby the business conditions and needs. professional staff and the board ofeducation coopera- 82 tively develop the school budget. The planinvolves all Terminal Date:continuous Evaluation: no Written De- of the teachers at the building levelas they meet with scription: not available Additional Information May Be Se- their department heads. Departmentheads and prin- cured from: cipals serve as ex officio members of Gordon G. Humbert, Superintendent the district bud- 618 High Avenue, N.W. get committee and preparea budget prospectus one Canton, Ohio44703 year in advance. The emphasis ison long-range plan- ning and staff involvement. The broad objectives of theprogram are: (1) to have the budget reflect the educationalprogram, (2) to coordinate the preparation of thebudget under theADMINISTRATIVE AND SUPERVISORYAP- direction of a budget director whois also the clerk-PRAISAL--This programwas developed to identify treasurer, (3) to bring all schools and divisions and encourage effective administrative andsupervisory intopractices. It involves the the development of the school budget,(4) to anticipate use of a form for self-appraisal needs before they become critical, and (5) and for outside appraisal. to develop A significant feature of the long-range plans for communityendorsement and program is the estab- planning. lishment of personal objectives for each administrator Additional Information and supervisor that hemay use as "job targets." As School District:Shaker Heights Organization:totalschool the year progresses, both the individual administrator system Number of Teachers Involved: 460 Minutes per and the evaluator appraiseprogress toward the "tar- Week: 600 Method of Funding: local funds Inaugurated: gets." A general overall appraisal is also June, made. For- 1960 TerminalDate:continuous Evaluation:yes mal consultations, as wellas informal meetings, are Written Description:nota va i lab le Additional Information May Be Secured from: held at regular intervals. Fredrick A. David, Budget Director Additional Information 15600 Parkland Drive School District: Triway Organization:totalschoolsystem Shaker Heights, Ohio44120 Minutes per Week: 20 Method of Funding: local funds In- augurated:September,1960 TerminalDate:continuous Evaluation:yes Written Description:available Additional Information May Be Secured from: Charles W. Smith ADMINISTRATIVE COUNCIL: A TEAMAP- 3205 Shreve Road PROACHThe school superintendent believesthat Wooster, Ohio44691 a teach approach can facilitate communicationamong the administrators within the schoolsystem. Conse- quently, the forty-seven administratorsmeet together once each month. The large group is broken downDATA PROCESSING CENTER FOR ADMINIS- into smaller groups consisting of elementaryand sec-TRATION, PUPIL ACCOUNTING, ANDFI- ondary school administrators. NANCESeveral problems involvingpaper work An agenda is prepared before each meeting.Thehad arisen because of the increase in the kindsof council reviews board actions and policies,studies data used in administering the schools; the increase innovations, and discusses routinematters. in the amount of reporting, record keeping, analysis, The administrators believe thatbetter communi-etc., required in public schools; the growing complex- cation is achieved through directperson-to-person con- ities resulting from sheer. numbers of people,contacts, tact than through bulletins, whichare often arbitraryagencies, and materials involved in runninga large and may be misunderstood. Theteam approach in-city school system; and delegationto, or assumption volves thetotalstaffin the solutionof common by, schools of manynew and expanding activities. problems, since the principals meet with the teachers The areas in which electronic data processingas- before meeting with the superintendent. sists the schools include: personnel records,payroll Additional Information and labor accounting,property accounting, accounts School District: Canton Organization:alllevels Number payable, pupil personnel, budgetary accounting,and of Administrators Involved: 47 Inaugurated: September, 1960 research studies. 83 Additional Information operators,. andsupervisor Materials School or Equipment Neces- District: Akron Organization: K-12 Number of sary: accounting machine, calculating punch, interpreterkey ProfessionalStaffInvolved:2,286 SpecialPersonnel:yes punch, sorter, collator, reproducingpunch, and computer (IBM Number of Pupils Involved: 58,138 Method of Funding: 1620) MethodofFunding:interdistrictfunds localfunds Inaugu- Inaugurated:August,1963 Terminal Date: rated: January, 1962 (payroll); September, 1956(other appli- continuous Evaluation: yes Written Description: not avail- cations) Terminal Date: continuous Evaluation: not formal able Additional Information May Be Secured from: Written Description: available Additional Information May John E. Hartz ler, Assistant Superintendent Be Secured from: 70 North Broadway Milan Stetanik Akron, Ohio44308 38106 Euclid Avenue Willoughby, Ohio44094

AUTOMATED PAYROLLDataprocessing equip- ment is leased and owned to automate completely theCADET PRINCIPAL PROGRAMThepurpose of payroll accounting and reduce thenumber of hoursthe program is to providea continuing source of edu- professional administrators needto spend on book-cational leadership. Thesemester program is designed keeping. At present the followingareas are automated: to give interested and well-qualified candidates the pupil accounting, personnel records,and payroll ac-opportunity to receive practical experience in thetotal counting. school operation, prior to being assigned thefull re- As a result of leasing and purchasing thedata sponsibility of administeringa school unit. processing equipment and employing fivepersons to Additional Information operate the equipment, it has been possible to expand SchoolDistrict:Mansfield Content Area:allareas Or- the curriculum in the district-operatedtechnical school ganization: elementary and secondary Grade(s): 1-12 Num- and in adult education classes. Thecurriculum now ber of Pupils Involved: 9Method of Funding: local funds includes many phases of data processing Inaugurated: 1954 Evaluation: yes Additional Information technology. May Be Secured from: Additional Information L. L. Mishey, Assistant Superintendent SchoolDistrict:Willoughby-Eastlake Organization: total school system 75 Carpenter Street Special Personnel: key-punchoperators,tab Mansfield, Ohio44903

84 Pupil Services ELEMENTARY FACULTY STAFFING SES-prescribed curriculum has been completed successfully, SIONS TO DISCUSS INDIVIDUAL CHILDRENand a follow-up of students after graduation and Individual children who are underachieving aca-placement in another job if necessary. demically or are making a poor adjustment socially The key to the success of the program rests with or emotionally are the subject of joint staff conferences.the biweekly in-service meetings held with teachers Data on each child are gathered by his present class-regarding instructional materials, teaching techniques, room teacherandtheschoolpsychologist.Thisand parent-teacher conferences. The teachers in the information is then presented in a group conference program were trained in special education. to all teachers who have had the child in their class Additional Information during the past several years. School District: Mad River Content Area: allareas of cur- The purpose of this program isto gain a more riculum Organization: elementary and secondary Grade(s): complete picture of the child as a whole, so that a 2-12 Number of Teachers Involved:16 Special Person- program of pupil aid can be formulated. The child's nel: guidance counselor, psychologist, and curriculum coordina- tor Number ofPupilsInvolved:235 Prerequisitesfor present classroom teacher is responsible for compiling Pupils: mentally retarded Grouped Accord:ng to: IQ, achieve- the significant contributions and recommendations of ment, and teacher judgment Minutes per Day:fulltime staff participants. A report is made part of the child's Method of Funding: local,state, and Federal funds Inau- gurated: September, 1960 Terminal Date: continuous Eval- cumulative record to assist future teachers and to pro- uation: yes Written Description: available Additional In- vide a standard for follow-up discussions. formac:on Mqy Be Secured from: Additional Information Mr, Jeannette Freed, Curriculum SchoolDistrict:Oakwood ContentArea:pupilbehavior, Coordinator staff involvement Organization: elementary Grade(s): K-6 200 South Loop Road Special Personnel: psychologist,specialteachers Method of Dayton, Ohio45431 Funding: local funds Inaugurated: 1962 Written Descrip- e on:available AdditionalInformationMay BeSecured from: James C. King, Principal 735 Harman Avenue EARLY ENTRANCE AND ACCELERATION Dayton, Ohio45419 PROGRAMSSchool officialsbelievethat chrono- logical age should not be the factor determining when a child enters school. If a child is mentally, socially, and emotionally ready for school, he should not be SPECIAL EDUCATION FOR ALL AGE RANGESdenied the opportunity because of chronological age. This program for slow learners makes every effort The presence of early entrance policy was intro- to help each student become a well-adjusted,self- duced in 1959, on an experimental basis; it was revised supporting, and actively participating citizen. A dif-in January 1964. Before being admitted to the first ferentiated curriculum was set up to meet the needsgrade, a child' must meet the following criteria: (1) of the pupil in relation to his ability by establishinghis birthday fallsin November or December, and realistic goals. The school provides opportunities for he has an IQ of 120 +, or it falls between January 1 the students to participate in many of the academicand April 30, and he has an IQ of 130+; (2) he has courses and extracurricular programs of the regulargood health, good physical development, and above- students. average fine and gross muscle coordination; (3) he The program for the older students includes ahas adequate social and emotional maturity; and (4) survey of work opportunities and selection of suitable parental attitudes and home atmosphere are favorable. jobs, on-the-job placement of students under super- Since social and emotional maturity are difficult vision,eventual graduation ofstudents when theto evaluate, a preschool experience is offered in the 85 summer. Children who arc being considered for earlySTANDARD SCORE PROFILE FOR TEST IN- acceptance meet for two weeks during the summer in TERPRETATION, K-6Guidance personng in the a class situation where itis possible for the teacherschool system have developed a means of interpret- and the psychologist to evaluate their social andemo-ing test scores to both parents and teachers for grades tional maturity. The early entrance pupilsarc alsokindergarten throughsix.Standardscores and a placed in the kindergarten on a trial basis for the firstgraphic device are used tocompare students'test six weeks. scores. Officials feel that this plan frees teachers from A follow-up study of the 1959, 1960, and 1961 the problem of "test score gymnastics." early entrance pupils reveals satisfactory results. The The standard score profile folder considers the pupils are successful in standardized achievement testsstandard error of measurement, the relative compari- and achievement as reflected by school marks. Class-sons 1qf ability and achievement, and the pattern of room adjustment and social interaction with adultstest scores over a period of years (minimizing reliance and peers have been good. The reading tests revealon a single score). On the back of the folder is an that first- and second-grade early entrantsare approxi- explanation of the use and interpretation of standard mately seven months above the school grade average. scores so that persons having no training in psycho- The third-grade early entrants are eight months above metrics are able to understand them. Teachersuse the school average. the plan in their parent-teacher conferences, and both School officials also believe that an intellectually groups have been enthusiastic about it. gifted child should have an opportunity for accelera- Additional Information tion. Pupils are selected for the accelerated program SchoolDistrict:Shaker Heights Organization:elementary on the basis of the following criteria: an IQ of 130 Grade(s):K-6 SpecialPersonnel:guidancedepartment or more; high scholastic performance in academic Prerequisites for Pupils: all students Method of Funding: no subjects; good health and physical development with specialfunds Terminal Date: continuous Evaluation:yes Written Description:available(on form shown to parents) above-averagefine and gross muscle coordination; Additional Information May Be Secured from: adequate social and emotional maturity; and favorable William Cunningham, Assistant to parental attitudes and home atmosphere. Superintendent of Schools Content mastery is of primary concern when the 15600 Parkland Drive pupil is selected for acceleration. The child must dem- Shaker Heights, Ohio44120 onstrate some knowledge of the work and skills missed or acquire the necessary knowledge and skills by tutoring or some other means while pursuing the work of thenextgrade. Teachers' opinions andCOLLEGE VISITATION BY GUIDANCE COUN- achievement test scores indicate subject matter devel-SELORSThe high school guidance department ini- opment. tiateda visitation program to colleges and special Additional Information training schools in order to advise students better School District: Lakewood Content Area:allareas of the abouttheschoolstheywereconsideringattend- curriculumOrganization: elementary and secondaryGrades: ing. The program also involves developinga closer K-12 Number of Teachers Involved: 419 and 15 part time relationship between the high school and these institu- Special Personnel: psychologist Number of Pupils Involved: 9,063 Prerequisitesfor Pupils:130 or higherIQ, school tions. Contact between them facilitatesthe job of marks, achievement and aptitude tests, expressed interest, and each, especially since more andmore colleges rely teacher judgment Minutes per Day: full time Method of on recommendations from high school counselors. Funding: local school board funds Inaugurated: 1959 Ter- The counselor involved in theprogram talked to minal Date: continuous Evaluation: yes Written Descrip- tion:available AdditionalInformation May BeSecured admissions directors and their staffs and to others in from: administrative positions. An attemptwas made to talk Theodore A. Buergler, Coordinator of to graduates of the high school if any were present Research and Individual Study at the school. The guidance counselor also toured the Roger L. Holmes, Director of Elementary Education campus and participated in some of the activities in 1470 Warren Road an effort to note the atmosphere of the college or Lakewood, Ohio44107 school and the type of students attending. 86 The guidance department feels that this programin English and mathematics, broadening of thecur- has been effective in aiding students choose collegesriculum, and development of a method of selecting or training schools. The colleges contacted show apupils for the vocational high school. special interest in the students; and in several, finan- The guidance program for the pupils wasappre- cial help was secured because of the improvedcom- ciably enhanced. An intensive study was carried out munication between the high school and the college.to ascertain the common characteristics of dropouts. Additional Information An in-service education program for all facultymem- School District: Hudson Content Arca: no specific subject bers was introduced to convince teachers of the worth matter Organization: high school Grade (s) : 9-12 Num- of each child. Special members of the community ber of Staff Involved: 2 Special Personnel: guidance coun- were used as penal contacts for children who had selor Prerequisites for Pupils: superior Minutes per Week: 4 clays full time Method of Funding: local funds Inaugu- limited support from their parents. This effort resulted rated: September, 1963 Terminal Date: continuous Eval- in an 11 per cent increase in retention of pupils within uation:yes Written Description: available Additional In- a one-year period. formation May Be Secured from: Additional Information George F. Rossclot, Guidance Counselor 77 North Oviatt Street School District: Canton Content Area: all areas of the cur- Hudson, Ohio44236 riculum Organization: elementary and secondaryGrade(s): K-12 Number of Teachers Involved:all Special Person- nel:psychologist,guidanceandhealthpersonnel Num- ber of Pupils Involved: 400 Prerequisites for Pupils: below average Grouped According to: school marks, IQ, achieve- PROGRAMS TO REDUCE THE DROPOUT ment and aptitude test scores, teacher judgment, behavior, and RATE, GRADES K-12--Professional schoolperson- dropout potential Materials or Equipment Necessary: new nel approached the dropout problem by the following materials have been developed Minutes. per Day: full time Method of Funding: local school district funds Inaugurated: means: early discovery of children with school prob- 1961 Terminal Date: continuous Evaluation: yes Writ- lems in the elementary school, inauguration ofre- ten Description: available Additional Information May Be medial work and special programs, utilizationof Secured from: Lloyd M. Swan individualized scheduling at the secondary level, in- 618 High Avenue, N.W. troduction of levels or tracks for ninth-grade pupils Canton, Ohio44703

87 A.

SchoolPlant CHILD-CENTERED, LIBRARY-CENTERED 1. Maximum possible ease in installation and relo- SCHOOL, GRADES 7 AND 8In an effort to meet cation. the needs of seventh- and eighth-grade pupils, an 2. A minimum of 900 square feet per classroom architect worked cooperatively with the teachers to for thirty pupils. design a building that would provide space to pro- 3. Independent rest room fadiities. mote interest and the desire for independent study. 4. Self-contained and individually controlled heat- The building has two wingsone for the seventh- ing, ventilating, air conditioning (if feasible), grade pupils and the other for the eighth-grade pu- and lighting controls for each classroom. pils. The hub of the building contains the educational 5. Quality of design and materials so that the materials center, which has large quantities of glass, structures can be a source of pride to the stu- acoustical tile, and carpeting. The materials center was dents and the community. designed to house books and all instructional mate- rials. Adjacent to the center is a large carpeted room Additional Information School District: NewarkOrganization: elementaryGrade(s): that can be used for study, research, and large group 4 Number of Teachers Involved: 2 principals, 4 teachersIn- instruction. An electricallycontrolled folding door augurated: September, 1963 TerminalDate:completed makes it possible to divide the room for small group Evaluation:no Written Description:available Additional instruction. Information May Be Secured from: Additional Information Richard H. Cottrell, Director of Curriculum 9-19 North Fifth Street School District: Norwalk Organization: elementaryGrade (0 : Newark, Ohio43055 7-8 Number of Teachers Involved: 19 Number of Pupils Involved: 425 Inaugurated: 1963 Evaluation: no Writ- ten Description: not available Additional Information May Be Secured from: Mrs. Myra Carpenter, Librarian 64 Christie Avenue AIR-CONDITIONED JUNIOR HIGH SCHOOL Norwalk, Ohio44857 PLANETARIUM, GRADES 7-12An air-condi- tioned planetarium was built in one of the junior high schools because of community pressure for a space-age science program and the school system's desire to expand its science program. A bond issue TWIN PORTABLE ELEMENTARY CLASSROOM UNITS, GRADE 4Because of increased enrollment was required to initiate the project. and the need for additional classrooms, the board of The building has the following features: a special dome ceiling with a horizon twenty-four feet in diam- education found it necessary to locate economical sup-eter; special inclined seating; lighting effects; a plane- plemental housing. To meet this need, a prototype,tarium instrument consisting of star, solar system, and double-classroom unit was constructed at each of twoauxiliary projectors; and a stereophonic sound system. elementary school sites. Two of the four classroomsA Citizens Committee on Housing for the public were equipped as special units, including all of theschools took part in planning activities. The school furnishings and lighting controls necessary to obtain system expects that the planetarium will eventually be maximum utility from the space available. One of the special units was carpeted to compare its acoustical used by the community. quality with the acoustics it the adjoining room fin- Additional Information ished with a hard-surfaced flooring. School District:Cleveland Organization: junior high,also In planning relocatable space, the administration serves other junior and senior high schoolsGrade(s): 7 12 Number of Pupils Involved: 1,314+ Inaugurated: Septem- believes that the following criteria should be consid- ber,1961 Terminal Date:continuous Evaluation:plans ered: toevaluate WrittenDescription:available(planetarium 88 equipment specifications) AdditionalInformation May Be Secured from: building that wouldencourage the use of new and T. W. Hartman, Chief developing educationalprograms. The specifications 13ureau of Housing, Equipment, and calledfor preparation of flexiblerooms for team Supplies teaching, seminar grouping, independent study, confer- 3213 Montclair Avenue ence rooms, library study centers, educational tele- Cleveland, Ohio44109 vision,and provisionforyear-rounduseofthe building. The building has no windowson the outside walls of classrooms, but has instead studycourts which are GARDEN SERVICE BUILDING FOR HORTI-viewed through glass partitions from theclassrooms. CULTURE INSTRUCTION-1n ordertoimple- The study courtsare provided with large windows, ment an expanded program in vocational education,which use only 5 per cent of the glass foundin a particularly in horticulture, the schoolsystem built aconventional academic building. The eliminationof garden service building. A private donationwas used corridors makes it possible to housecompact academic to begin the project. facilitiesinatwo-story square structure, approxi- The building includes:an instructional and dem-mately 225 feet on a side. This construction provides onstrational classroom, a basement workroom,a toola minimum exterior and interior wall area and mini- room, a motor tool room, a greenhouse, a greenhousenum cubage; a high percentage of the totalarea is storage room, a lunchroom, a locker and showerroom, usable for educational purposes. There isa minimum and an office. The new building is surroundedby 3.2floor area to be cleaned, minimum wallarea to be acres of garden. Although the building is particularlymaintained, and minimum cubagetobeheated, usefulforthe high schoolvocational program,it cooled, and cleaned. Adjoining the academiccore are serves all grades. the compactly planned lunch and recreationareas, and Administrators have found the building satisfac-the industrialarts,music, and physical education tory for their needs. They suggest thata greenhouse complex. with hotbed and cold frame structure couldbe added. This air-conditioned building permits climatecon- Community participation in the projectwas increased trolled year-round use for 1,500 pupils. Thecontrolled by the joint cooperation of the KiwanisClub and the climate will result in savings in heating bills,main- Business Men's Association. tenance, redecorating, and repairs due to weather damage. Sincethebuildinghasbeenused only Additional Information one summer, the average cost of air conditioning has School District: Cleveland Content Area: horticulture Or- not been determined. ganization: high school, but serves three levels Grade(s): K- 12 Number of Teachers Involved:12 and 20 uncertified Additional Information Number of Pupils Involved: 20,754 Inaugurated: basic pro- SchoolDistrict:Mayfield Grade(s):10-12 Numberof gram,1904;building,1962 TerminalDate:continuous Evaluation: plans to evaluate Teachers Involved: 59 Number of Pupils Involved:1,172 Written Description: available Inaugurated: August, 1962 Terminal Date: February, 1965 (specifications for construction) Additional Information May Evaluation: Be Secured from: no Written Description:available Additional Information May Be Secured from: T. W. Hartman, Chief Bureau of Housing, Equipment, and Harvey A. Scheetz, Superintendent Supplies 1123 SOM Center Road 11918 Miles Avenue Cleveland, Ohio44124 Cleveland, Ohio44105

AN EXPERIMENTAL PROGRAM IN TEACH- ING WORK-STUDY SKILLSWork-study skills NEW SENIOR HIGH SCHOOL BUILDINGTheare being taught to fourth-, fifth-, and sixth-grade board of education, administration, high school de-pupils in a -huge group situation. The main objective partment heads, and teachers established the educa-of this program is to help pupils becomemore inde- tional specificationsfora new senior high schoolpendent when applying study techniques andto use 89 more efficientlythelearning resources withinthe(12) compiling educational a bibliography; and (13) parts ofa program. book. The center of work-studyis tht elementary library, Introducing the which had been convertedinto a learning pupilstothelearning center center.earl' and teaching themto use the facilities for inde- The learningcenterhasstacks(holding 13,000 pendent study have made theprogram successful. books) servingas room dividers to separate theareas of activity into Teachers in grades four,five, and six followan a reference area, a. browsingor story-unscheduled plan of library telling area,a study area, a class instruction usage when sending area, andchildren to work there. Teacherssend them any time a charging area. There are five studycarrels, each containing an electrical outlet during the school day, individuallyor in small groups. for filmstrip viewing, The program demonstrates an earphone for listening totapes, and corkboard on that elementary school the walls so that children are capable of workingalone. The goal of notes and other papersmay be seenthe project is to develop independent easily. Two other listeningareas contain shelves with workers at the jacks for earphones intermediate grade level. Evaluationof the study has to be used by the students. Tapes pointed toward and recordsare used in these areas, also. Programed success thus far. materials are used by childrenas an adjunct to the Additional Information reference area. School District: Shaker HeightsContent Area: allareas Or- ganization: elementary Grade(s):4-6 Number of Teachers A technician is availableto produce transparencies. Involved:21 SpecialPersonnel:administrators,profession- These can be producedon request for large group al teaching staff, librarians, andnonprofessional staff ber of Pupils Involved: Num- instruction, for class instruction,or for reports given 102 Prerequisites for Pupils:none by pupils. Grouped According to:nospecific grouping Materials or Equipment Necessary: individuallistening or recording booths, By using the learningcenter and participating viewing booths, books, sound in large group lessons, it is recorders, transparencies,pro- hoped that pupilsmaster gramed materials, films, visualprojectors, recordings, TV, and the following: (1) listening; (2)knowledge of what earphones Time Spent: variable Method of Funding: local study is, how to organize,when to study; (3) the school district funds, Ford Foundationgrant matched by Shaker Dewey Decimal System; (4) Heights Board of Education Inaugurated:1962(beginning of the card catalog; (5) 3-year study) Evaluation: in progress Written Description: use of the audiovisual center; (6) techniques available(2 of re- manuals, End-of-Second-Year Report) Additional porting; (7)map and globe studies;(8)graphs, Information May Be Secured from: charts, and tables; (9)reference books; (10) giving Mrs. Selma Leavitt oral book reports; (11)outlining and note taking; 15600Parkland Drive Shaker Heights, Ohio 44120

90 Staff TEACHER APPRAISALThe teacherappraisalfrom many of the conventionalaspects of salary program is based on achievement of goals by teachers, negotiations. Relationships between salaries paid to resulting in the general improvement of educationall personnel are maintained as beginning salaries for the pupils. Factors such as professional character-are adjusted annually to be competitive with other istics,personal qualities and performance, teachingdistricts. Wage increases may average 3 per cent for skills and techniques, classroom environment, com-all employees, but those for beginning teachers may munityrelations, appearance, and mannerisms are be only 1 per cent. The new salary program has been considered. Both the teacher and the principal preparewell accepted by the community, as is evidenced by a written comment. The results of the annual ap- its support from local government workers and unions. praisal become a part of the teacher's cumulative rec- The adoption of an index salary program began ords. Thus, a compilation of the teacher's activitieswith a countywide survey of salary schedules and an and skillsisreadily available so that recommenda-effort to place noncertificatecl personnel in the index tions can be made concerning professional interests,schedule. Results of theapplication of this policy letters of reference, and school resources. have been excellent thus far; staff participation in a A. strong feature of the appraisal program is thatcontinuing professional growth program has been ex- the principal and teacher have frequent conferences.tensive. Six years ago the school system employed This practice enables the teacher to strengthen hersixteen persons with a master's degree or with more instruction and the principal to strengthen his super-than 150 hours of training. Today, thirty-six teachers visory skills. Together, they establish goals for im-in the system have been awarded the master's degree provement in terms of changes that might occur, theor have taken more than 150 hours of training. development of rapport, the testing of methods, and Additional Information the use of new aids and materials. School District: Mad River-Green Content Area: index salary Additional Information policy Organization: elementary and secondary Grade(s): 1 -12 Number of Teachers Involved: 964 plus nonprofessional ' School D4trict: Sylvania Organization: elementary and sec- ondary Number of TeachersInvolved:266 Method of staff Number of Pupils Involved: 2,300 Method of Fund- Funding: local school funds Inaugurated: 1958 Terminal ing:local funds Inaugurated: 1958 Terminal Date: con- available Date:continuous Evaluation: yes WrittenDescription: tinuous Evaluation: yes WrittenDescription: available Additional Information May Be Secured from: Additional Information May Be Secured from: Mrs. Maxine Putman, Director R. Henry Campbell, Executive Head Instruction Tecumseh Road and Rebert Pike 6801 Maplewood Avenue Route 1 Sylvania, Ohio43560 Springfield, Ohio45502

DEVELOPMENT OF INDEX SALARY POLICYTEACHER EVALUATION AND MERIT PAY The school system has attempted to provide anPROGRAMMerit salary increases were introduced equitable salary program for all of its personnel. Theafter teachers had the opportunity to use a broad self- index salary schedule for professional and nonprofes-rating scale for a period of two years. The scale sional personnel equalizes salary increases in directconsists of seven parts with a total of thirty-three relationship to responsibility. The index system is used standards to be achieved. Opposite each standard, a to maintain a constant relationship among allsal- teacher may receive a rating of from one to five points, aries paid to personnel. with a perfect rating totaling 165 points. After the The index schedule eliminates many problems inteacher has been rated and the points totaled, the budget-making andfreesadministrativepersonnel sum is divided by 1.65 to obtain afinal rating. 91 Properly certificated teachers, who are otherwiseminal Date: continuous Written Description: available Ad- qualified for teaching in their respective areas ofprep- ditional Information May Be Secured from: aration, may be considered for merit increments of E. D. Jarvis, Superintendent 348 South Cas:,ingham not more than five steps annually until a maximum of Columbus, Ohio ten merit steps has been awarded. This merit program 43209 does not interfere with or prevent the teacher from receiving the usual experience and professional growth increment( These merit increments for exceptional service to the local school program are awarded uponSUBSTITUTE TEACHER RATING BLANK FOR the recommendation of the supervising principal andPRINCIPALSThe substitute teacher rating blank thelocal superintendent with the approval ofthewas developed to assist principals in rating the quality board of education. of work done by substitute teachersnew to the teach- ing profession or to the school system. Rating blanks Additional Information are completed by principals. Those teachers who have School District: Mad River-Green Number of Teachers In- satisfactory ratings of performance in the classroom volved: 96 Method of Funding:localboard of education funds Inaugurated: 1958 TerminalDate:continuous are used by the system, providing they meet require- Evaluation: yes Written Description: available Additional ments for assignment (certification, etc.). Information May Be Secured from: Additional Information R. Henry Campbell, Executive Head SchoolDistrict: Columbus Grade(s):1-12 Number of Tecumseh Road and Robert Pike Teachers Involved:6 Number of Students Involved: none Route 1 Method of Funding: local school funds Written Description: Springfield, Ohio45502 not available Additional Information May Be Secured from: I. F. Young 270 East State Street Columbus, Ohio43215 BEXLEY SALARY PLANThe major objectives of this salary plan are to reward outstanding teaching service and to raise the standards of teaching. The basic salary schedule includes the usual classificationsIN- SERVICE TRAINING PROGRAM FOR BUS by year and by amount of professional training, andDRIVERSThe bus rodeo was institutedto keep a somewhat unusual classification for teachers withregular and substitute bus drivers aware of driving the Ph.D., Ed.D., or equivalent. Also the usual extraskills and techniques. Drivers are tested on an ob- allowances are provided for extracurricular duties. stacle course and on a road test. The unique feature of this salary plan is the pro- The program is set up by a driver committee, and vision of "extra allowances" upon recommendationawards are presented by local business concerns. The of the building principals for individuals who have rodeo is used to train new drivers. extra duty requiring time beyond the usual teaching Additional Information load. As a result of further education, professional SchoolDistrict:Scioto-Darby Organization:entireschool system Number of Staff Involved: 1 Special Personnel: bus contributions, and outstanding achievement, teachers drivers Method of Funding: no special funds Inaugurated: may receive annually amounts from $200 to $800 1963 Written Description: available Additional Information extra. May Be Secured from: One of the major tasks in the development of the Robert L. Rohrer present schedule has been job analysis and descrip- 198 Scioto-Darby Creek Road tion. The schedule also requires regular additional Hilliard, Ohio43026 training and in-service efforts. The requirements are explicit. Additional Information School District: Bexley Organization: elementary and second- THE HELPING TEACHER, GRADES K-6--This ary Number of Teachers Involved: 127 Method of Fund- position, termed "helping teacher," does not carry ing: no special funds Inaugurated: September, 1958 Ter- with it administrative authority. No written evalua- 92 tions of teachers are made. Thus, rapport is rapidlyImperatives form. The principal must submita rec- established with teachers, and their needsare metord of thisfirst conference, a specified number of more effectively. supervisory reports (the number is dependentupon The helping teacher devotesa large portion ofthe staff member's category), the cumulative-record her time assisting beginningor new teachers in thefolder of the teacher, and a Recommendation Re- school system. She observesnew and experiencedgarding Appointment form by the third Friday in teachers and offers suggestions and informationcon- February. In the spring, the teacher fillsout a form cerning content or method. She will also performsummarizing his attempts to achieve the goals he demonstration teaching to illustratea certain tech-stated earlier. The principal evaluates the year'sper- nique for the teacher. formance on the same form. Meetings are scheduled by the helping teacher The program has been subjectively evaluated by whenever necessary to discuss a general problem,to the professional staff members and has been well share ideas and techniques, or to offer suggestions. received. Insecurity on the part of both administrators Additional Information and teachers had to be overcome before such evalua- tion procedures could be effective. SchoolDistrict: Rocky River Content Area:allareasof the curriculum Organization: elementary Grade(s): K-6 Additional Information Number of Teachers Involved: 74 Special Personnel: helping teacher School District: Rocky River Organization: elementary and Minutes per Day: full time Method of Funding: secondary Number of Teachers Involved: 215teachers and local board of education funds Inaugurated: September, 1957 Terminal Date: administrators at all grade levels Method of Funding: no spe- continuous Evaluation:no Written De- cial funds Inaugurated: September, 1962 scription: available Additional Information May Be Seemed Terminal Date: from: continuous Evaluation:yes Written Description: available Additional Information May Be Secured from: Shirley Svehla 3111 Wooster Road Allan R. Holland, Assistant Superintendent Rocky River, Ohio44116 3111 Wooster Road Rocky River, Ohio44116

DEVELOPMENT PLAN TO IMPROVE STAFFTEACHING PERSONNEL RELATIONS COM- EVALUATIONThe school system initiateda com-MITTEEThe Teaching Personnel Relations Com- prehensive personnel development plan in an effortmittee was organized to meet the need forcommu- to improve teacher and administrative evaluation.nication between the professional staff and the school This program provides a systematicprocess by whichadministration. Its purpose is to provide for the dis- administrators can help professional staff memberscussion of teacher problems, other than salary, and improve their work; it also constitutes a basis uponto provide for the referral of these problems to the which to recommend promotions, reappointments,or administration. dismissals. The teachers hold regular monthly meetings in All members of the staff are assigneda numberedeach building to discuss problems. Those that need category of 1 to 5e.g., first-year inexperienced teach-Committee attention are reported by the teacherrep- ers No. 1; or teachers on continuing contract, No. 4.resentative at the regular monthly meeting of the Theprincipals note on theirlist of staff membersCommittee. those persons in need of additional assistance. The The Committee has proved an effectivemeans for teachers then fill out a Job Imperatives formon which airing faculty-administration problems. Teachers have they state those responsibilities that must be fulfilled.been able to discuss their problems openly and to solve The teacher also mentions any long-range goals hemany of them before they reach the administrative may have for the year. He must then appraise himself level. with a code of +,0, or in terms of these "impera- Additional Information tives"listed.His principalinturnappraisesthe School District: Rocky River Organization: Rocky River Edu- teacher's performance with the same code. At cation Association Numberof Teachers Involved: allcerti- a con- fledprofessionalstaff exceptthose with administrativeau- ference, the teacher and principal discuss this Job thority in teacher evaluation Inaugurated: September, 1962 93 Evaluation:yes Written Description: not available Addi- community during a four-day orientation program tional Information May Be Secured from: prior to the opening of school. The committee is com- Roberta R. Calclerwoocl 3111 Wooster Road posed of members of the professional staff with rep- Rocky River, Ohio44116 resentatives from each building. The new teachers are welcomed into the school and community through planned meetings with the professional staff and with citizens of the community. Bus tours through the area are also provided. CURRICULUM COUNCIL, GRADES K-12The The orientation program is evaluated each year, curriculum council was organized to meet the needand changes are made as necessary. The program's for better articulation among the city's schools. Its ob-success is due to the wide participation of the school jectives included the initiation of curriculum changes,staff and community leaders. maintenance of timely curriculum guides, examina- tion and evaluation of new materials, initiation of Additional Information action research, coordination of textbook adoptions, School District: Chagrin Falls Organization: all levels Num- assistancein drawing up educational specifications ber of Teachers Involved:100 Method of Funding: local funds Inaugurated: September, 1961 Evaluation: yes Writ- for buildings, coordination of a systemwide testing ten Description:not available Additional Information May program for evaluation of pupil progress, and the Be Secured from: fostering of better school-community relations through Donald Knox strengthening the lines of communication. 77 East Washington Street Membership of the curriculum council is composed Chagrin Falls, Ohio44022 of school personnel appointed by the superintendent and any visitors who are interested. School staff mem- bers are paid $3.00 an hour for attending meetings. Directionof councilactivitiesisassumed by theCONTINUING CURRICULUM COMMITTEES, administrative assistant. The council's monthly meet-GRADES 1-12--The curriculum committees were ings, held on Saturdays, keep all schools informed oforganized to overcome the lack of articulation among current ideas and projects. Assigned tasks for projectsthe various levels of a particular curriculum area. The are taken care of in separate committee meetings. The objectives of the committees are to keep the teachers council occasionally invites outside "experts." informed about the latest thinking in specific areas, Reports of council meetings are sent to individualsto give direction to the whole problem of curricu- in key positions, such as board of education members,lum, and to provide continuous reevaluation of the ministers, city officials, PTA officers, and any otherscurriculum. requesting them. School officials believe that the pro- The committees, composed of teachers from all gram has resulted in improved public relations. grade levels under the direction of building principals, Additional Information have been instrumental in securing audiovisual aids, School District: Chagrin Falls Organization: elementary and in adopting new textbooks, and in rewriting courses secondary Grade (s) :1-12 Number of Teachers Involved: of study. 18 Method of Funding: local funds Inaugurated: Septem- ber, 1963 Written Description: not available Additional In- Evaluation will take place in a conference session formation May Be Secured from: involving the entire faculty. Evaluation guides will be Donald Knox provided for their use. 77 East Washington Street Chagrin Falls, Ohio44022 Additional Information School District: RavennaOrganization: all levelsGrade(s): 1-12 Number of Teachers Involved: all Inaugurated: Sep- tember, 1963 Terminal Dale: continuous Method of Fund- ing: no special funds Evaluation: yes Written Description: IN-SERVICE COMMITTEE FOR ORIENTA- not available Additional Information May Be Secured from: J. A. Whittaker TION OF NEW TEACHERSThe in-service com- 507 East Main Street mittee serves to orient new teachers to the school and Ravenna, Ohio44266 94 CADET PRINCIPALSHIP The internshippro- Although no formal evaluation has been carried gram was establishedto develop better principalsout, informal evaluation by principals who have gone through on-the-job training. The program providesthrough the program has attested to its benefits. the cadet principal with a thorough knowledge of the duties and responsibilities of the principal. It offers Additional Information experience in the various school programs, in all cur- School District: Canton Number of Staff Involved: 1 to 3 ricular areas, and on all levels from the elementary each year Special Personnel: cadet principals Number of school to the central office. Pupils Involved: none Method of Funding: local school funds Inaugurated: 1955 Terminal Date: continuous Evaluation: The cadet principal keeps a weekly log of activi- no Written Description:available Additional Information ties and meets regularly with the supervising princi- May Be Secured from: pal and the first assistant superintendent. The cadet H. E. White serves in the place of the regular principal when he 618 High Avenue, N.W. is absent and as a substitute for other principals. Canton, Ohio44703

Public Relations VOCATIONAL CAREER CONFERENCE, ONE Time Devoted to Program: 2 hours Method of Funding: lo- EVENING PER YEARThe unique feature of the cal board of education funds Inaugurated: 1963 Terminal Date:continuous Evaluation:yes WrittenDescription: Vocational Career Conference is that the Oakwood available Additional Information May Be Secured from: Kiwanis Club recruits all of the speakers. Each speaker is given explicit information about what is expected. Kenneth W. Christner, Guidance Director 1200 Far Hills Avenue The vocations presented this past Spring were pri- Dayton, Ohio45419 marily in professional or semiprofessional fields. This was the case because a relatively high percentage of the students continue their education beyond high school. Each student who participates in the career con-CONSULTING COMMITTEE OF CITIZENS ference is requested to evaluate the session attended.Participation in the Ohio Statehouse Conference on The students are directed to respond by "yes" or "no"Education convinced citizens that a continuing ad- to eight questions. They are also encouraged to pre-visory group could be of assistance in improving the sent written comments. The information obtainededucational program in the school system. The board from the student evaluation is used by the school andof education appointed a five-member committee to the Kiwanis Club to improve subsequent career con-study the advisory group's recommendation developed ferences. by the Steering Committee of the Statehouse Con- Additional Information ference.This Committee'sreportresultedinthe SchoolDistrict:Oakwood Organization: secondary Num- ber of TeachersInvolved: 6 per year Special Personnel: ex- appointment ofafifteen-memberCitizensSchool perts in variousoccupations Grouped According to:interest Consulting Committee. 95 'T.

The Committee is expected to contribute to the TerminalDate:continuous WrittenDescription:available improvement of education by: (1)reviewing school Additional Infcimation May Be Securedfrom: policies and proposing revisions;(2) providingtwo- Roy L. Anderson, Director of Secondary way communication between the schoolsand the Schools public; (3) helping school officialsimplement policies 608 East McMillan Street Cincinnati, Ohio45206 approved by the board of education;(4) studyingpos- sibilities for extending theuse of school facilities; and (5) developing communitysupport for policies estab- lished to govern the operation of the schoolprogram.PARENT AND TEACHER Provisionis made for an annual review ofall CURRICULUM Committee activities;the superintendent of schoolsSTUDY GROUPThe curriculumstudy group was selected from laymen in the and the board of educationmembers are invitedto community by the fifteen- attend. member planning commissionalay group serving Additional Information in an advisory capacityto the board of education. The School District: Sidney Content Area: school-communityre- decision was made to involve thirtyto forty laymen lations Organization: elementary and secondary Grade(s): in addition to school personnel. 1-12 Number of Teachers Involved:160 Number of Pu- pils Involved: 4,000+ With the formation of thestudy group, school Method of Funding: localno special officialsbelievedit would be possible funds Inaugurated: September, 1962 Terminal Date: con- to broaden tinuous Evaluation: yes (a guide for annualreview purposes) school-community communication. Thegroup pro- Additional Information May Be Securedfrom: vided an opportunity foran interchange of ideas Malcolm C. Thompson, Chairman, regarding curriculum evaluation, theeducator's anal- Consulting Committee ysis of needs, curriculum development,and reactions 320 East North Street of laymen to the Sidney, Ohio45365 program of studies. Not only has the studygroup been of considerable benefit to the administration, butseveral of themem- bers have been selected for theplanning commission. In a number ofcases, members of the group servedas SCHOOL EFFORTS TO MEETCOMMUNITYa source for potential board of education members. OCCUPATIONAL NEEDSAconcentrated effort by school officials, working with Additional Information community resources, School resulted in the development ofcourses of study that District: Mount Healthy Number of Teachers In- could lead to employment for volved: varies Meetings: 3 hours per month during theschool students upon gradua- year Method of Funding:local board of education funds tion. Two questions hadto be answered: What were Inaugurated: November,1959 Terminal Date:continuous the community needs forentry employment? How Evaluation: no Written Description:not available Addi- could students be preparedto meet the occupational tional Information May Be Secured from: qualifications? Darwin B. Keye, Supervisor of Instruction and Curriculum Coordinator Contacts were made withcommunity groups, 1411 Compton Road employers, and personnel peopletoascertainthe Cincinnati, Ohio45231 prerequisites and special skills neededfor each occupa- tion. The professional administrativestaff was then ableto organize courses of studyto meet these occupational needs. CITIZENS ASK SUPERINTENDENTQUES- Parents and schoolpatrons were informed of theTIONS ON TVThe schooladministration decided program through publications (includinga colorfulto accept a local television station'sinvitation to ap- brochure), a televised documentary,newspaper arti-pear on a "live" TV program, Crossfire, whichwas de- cles, PTA meetings, lectures, anddiscussion groups.signed so that questions phonedinto the station could Additional Information be answered during theprogram. The superintendent School District: Cincinnati Content Area: all areas Organi- and several members of his centraloffice staff sat be- zation: senior high Grade(s): 10-12 Method of Funding: fore thecameras for a period of one hour and local board of education funds Inaugurated: February, 1962 answered questions pertainingto education and of 96 interest to a large portion of the viewing audience.All ten Description:available Additional Information May Bc questions were limited to thirty seconds andwere Secured from: played on the air bymeans of delayed-tape recordings. Paul C. Hayes, Superintendent 3708 South Broadway Only "crank" or repetitious questionswere eliminated in the broadcast. Grove City, Ohio43123 Additional Information School District: Columbus Special Personnel: superintendent and assistant superintendent Time Devoted to Project: 60 minutes per year Method of Funding: local televisionspon- COMMUNITY RESOURCES FILE TO ENABLE sorship Ins ,.:gurated: September, 1963 Terminal Date: con- TEACHERS TO ENRICH THE CURRICULUM tinuous Evaluation: yes Written Description: not available Additional Information May Be Secured from The establishment and operation of theCommunity Resources File by the PTA has made possible Lyle R. Hamilton, Director of Publications more and Public Information direct and improved communication betweenschool 270 East State Street and home, parents and teachers, and pupils andthe Columbus, Ohio43215 community. The PTA from each school and the Kiwanis worked together tocreate an inventory of available personal resourcesin the community to assist teachers in enriching instruction. SENIOR HIGH SCHOOL TECHNICALTRAIN- ING CENTER, GRADES 11 AND12The techni- The file consists of a list of 600 people in thecom- cal training center munity willing to assist inareas such as social studies, was developed to help the schoolarts and crafts, natural and physical sciences, language district meet the educational needs ofstudents who are not planning to continue their education beyondarts, vocational guidance, and health and safety. Not high school. Local, only are these people experts in their fields, but fre- state, and Federal funds havequently they possess valuable materials that been utilized to addmore personnel from the commu- can be nity, to secure new materials and used to enhance instruction, suchas visual aids, perti- equipment, and to nent literature, art displays, etc. modify existing facilitiesto accommodate the new program. The purpose of the program isto provide Additional Information students with salable skillsupon completion of their SchoolDistrict:Brecksville Organization:elementaryand training. secondary Grade(s): K-12 Number of Teachers Involved: 1 Minutes per Week: 600 Method of Funding: Kiwanis The center initially will providetraining for ca- International andlocal PTA units Inaugurated: February, reers in cosmetology, dental hygiene, electronics, and 1963 Terminal Date: continuous Evaluation: yes Writ- technicaldrafting. During the planningstages,a ten Description:available Additional Information May Be number of representatives from local Secured from: business, indus- Mrs. Grace D. Krogh, PTA Community try, and professional groups, as wellas local citizens, Resources File Chairman have cooperated with school officialsto establish ob- 8915 Highland Drive jectives for the center andto provide for its continual Brecksville, Ohio44141 evaluation and modification. A communicationpro- gram through formal publications and local speaking engagements has been undertaken to acquaint the total community with opportunitiesavailable to stu-FALL 1963 NEIGHBORHOOD CONFERENCES dents through enrollment in thecenter. School officialsfelt that adequate communication Additional Information with school patronswas imperative even when the School District: South-Western Content Area: vocational edu- schools were not promotinga levy or a bond issue. cationOrganization: high schoolGrade(s): 11-12 Num- To achieve this goal,a twenty-page publication was ber of Teachers Involved: 4 Special Personnel: cosmetolo- prepared. This publication described thecurriculum gists, dentalassistants,electronics technicians, and draftsmen taught in the city's elementary schools and Number of Pupils Involved:100 Materials or Equipment ways in Necessary: new technical equipmentMinutes per Week: 1,350 which parents could help their childrensucceed. Method of Funding: local, state, and Federal funds Inaugu- Each school held one evening meetingfor par- rated: September, 1964 Terminal Date: continuous Writ- ents. Teachers discussed with the parents the school's 97 r--

objectives and the curriculumatalllevels. Parents were also given the opportunity visiting business and industrial:arms. Theyarc as- to learn how to helpsigned in smallgroups to study a business teach children at home.Parental attendance or indus- at the tryfor an entire morning.During the afternoon various school meetingswas encouraged throughra- dio, television, session, the teachers hold conferenceswith the top newspaper, the PTA, letters tocom- executives of the firms. munity leaders, and notices from each school. The Each teacher's experienceon Business Education results of a questionnairedistributed to parents re- Day supplements textbooktheory with realities. In- vealed that they overwhelminglysupported the pro- gram. structional, social, and scientifictheories are seen in action. The businessman andindustrialist also have Additional Information the opportunity School District: Cleveland to become better acquainted with the Content Area: all areas of thecur- nature of the teaching profession. riculum Organization; elementary Grade(s): K-6 Num- ber of Teachers Involved: allelementary Materials or Equip- Additional Information ment Necessary: radio, TV,newspaper, and internal publication SchoolDistrict:Elyria Method of Funding: local schoolboard funds Inaugurated: Number of Teachers Involved:all October, 1063 Time Devoted to Program: Terminal Date: November, 1963 Evaluation: one day every other year Method yes Written Description: available Additional Information of Funding: Chamber ofCommerce Evaluation: yes Writ- May Be Secured from: tenDescription:available Additional Information May Be Secured from: George E, Thcobald, Assistant F. J. Gottfried, Superintendent Superintendent 1380 East Sixth Street 318 Fifth Street Elyria, Ohio11035 Cleveland, Ohio -1'1111

REPORT CARD INSERTSTO INFORM COM-"REPORT CARD" (TVREPORT TO SCHOOL MUNITY OF SCHOOLPROGRAMSThereport PATRONS)"ReportCard" is a program airedover card insert used by theRocky River City elementary a commercial television station for halfan hour three schools to explain theGreater Cleveland Mathematics Saturdays each month. Theprogram is put on video Program (GCMP)to parents illustrates thetremen- tape the Friday afternoon before theSaturday view- dous community relationspotential of sucha publi-ing. To keep theprograms flexible and timely, school cation. The GCMP,as taught in the Westlake City officials have learnednot to schedule topics too far in Schools, is mentioned in thelistings (seepage 12). advance. At first, theprograms placed primary emphasis Additional Information upon classroom demonstrations. However, SchoolDistrict: the schools Rocky River Content Area:mathematics Organization: elementary now use the television time to talk aboutschool prob- Method of Funding: local boardof lems as well education funds Inaugurated: 1963 Evaluation: yes Writ- as to inform school patrons aboutnew tenDescription: available Additional Information MayBe educational developments. Theschools also Secured from: use the programs to demonstrate themany ways they cooper- Allan 1-Tolland, Assistant Superintendent ate in community activities. 3111 Wooster Road Rocky River, Ohio -11116 Additional Information School District: Youngstown Content Area: allareas Or- ganization: elementary and secondary Number of Teachers Involved: varies withtype of program Materials or Equip- ment Necessary: video tape, sometimesproduced "live" Time BUSINESS EDUCATIONDAYThebasic purpose Devoted to Program: 30 minutes Inaugurated: October, 1951 Terminal Date:continuous of Business Education Dayis to increase teachers'un- Evaluation:yes Written De- scription: available Additional Information May Be derstanding of America's economicsystemhow it from: Secured functions and how it contributesto and depends upon Esther M. Joyce, Supervisor, expanding productivity. School and Community Relations 20 West Wood Street The teachers spendan entire day every otheryear Youngstown, Ohio '1.1503 98 AAA

ADVISORY COMMITTEE FOR TRADEAND scription: available Additional Information May Be Secured INDUSTRIAL SAFETYA proposal by theSight from: Conservation Committee of the Massillon Lions Club Russell M. Gardner,, Vocational Supervisor 128 South Avenue, S.W. to school officials resulted in an overall safetyprogram .Massillon, Ohio for the schools' vocational shops. A Safety Education '1,1646 Advisory Committeewas organized with representa- tivesfromtheStateIndustrial Commission,the Vocational Education Department of theState Depart- ment of Education, the Sight Conservation CommitteeMODERN MATHEMATICS FOR PARENTSA of the Lions Club, vocational instructors, the course in modern mathematics has been organized for City Fireadults. It is presented by four teachersone night each Department, safety directors ofa number of localweek for a period of six weeks. Parents industrial plants, and the American Society of Safety are educated about the purpose of thenew approach to mathe- Engineers. matics instruction in the schools. The techniques Periodic safety checks of the schools' of vocational teaching are explained, andan attempt is made to shop facilities are made by the AdvisoryCommittee, and a list of safety suggestions is prepared. The develop the adults' ability to understand the funda- sug-mental principles of modern mathematics.As a result, gestions are turned over to the board of education. parents have confidence in the staff and As a result of the newprogram, the pupils are program. more conscious of safe working conditions. All pupils Additional Information are required to wear safety glasses which they purchase School District: Massillon Content Arca: modern mathemat- themselves; consequently, ematicsOrganization: night school (adult education) Num- no serious eye injuries have ber of Teachers Involved: 4 Minutes per Week: 120 Meth- occurred since the programwas established in 1959.od of Funding: registration fee Inaugurated: October, 1963 Additional Information Terminal Date: continuous Evaluation:yes Written De- scription: not available Additional Information May Be Se- School District: Massillon Content Area: trades and industrial cured from: education Organization: high school Number of Teach- Russell M. Gardner, Director of Adult ers Involved: 14+ Method of Funding: local board of edu- Education cation funds and Lions Club contribution Inaugurated: 1959 Terminal Date: continuous 128 South Avenue, S.W. Evaluation:yes Written De- Massillon, Ohio+4646

99 Research

BRITISH-AMERICAN ELEMENTARY EDUCA-SURVEY OF UNGRADEDPRIMARY --To deter- TION COMPARISON STUDY,GRADES 1-6--mine the feasibility of inauguratingan ungraded pri- Resea rch is being conductedto compare the progressmary program for grades one through three, if of British and American students in it mathematics andproveddesirable,theschoolsystemundertook a English. The majorpurposes of the study are tosurvey of existing ideas and plans for nongraded determine: (1) Do elementary students in theUnited programs. States progress as rapidly as British students in lan- Through observation of operatingprograms with- guage, arts, and mathematics? (2) 'What effect doesin the area, school officials noted the earlier entrance a number of basic age in Britain play in the educa-features common to ungradedprograms. All of the tional progress of the child? (3) Doesthe longerprograms studiedwere based school year in Britain have almost entirelyon an advancing effect? pupils' reacting abilitiesusually,eight levels of read- Research and investigationteams from the Uni-ing instruction replaced the traditionalthree, and a versity of Toledo tested the children inmathematics wider range of materials seemedto be necessary. The and language arts three times duringthe yearin approach also necessitatednew standards of achieve- October, March, and May. The AmericanCalifornia ment and means of evaluation, because of the need battery was usedas well as British tests. The sameto account for individual differences. Essentially, the tests were given in England, Scotland, and Ireland.content of the curriculum is no different in ungraded The very bright and thevery slow were eliminatedthan in traditional classrooms; thedifference between from comparison. Each of theeighteen American the two plans lies in therate of learning and the schools was comparedto a similar elementary schooltime spent on various activities. ideally,the ungraded in Great Britain. Therate of progress of the Ameri-plan will minimize frustration andembarrassment can student will be compared to therate of progressfor the pupil, as wellas minimizing the loss of con- of the English elementary student.Final results oftinuity that accompanies the "failure ofa grade" in the study will be availableas soon as the scores are a traditional school. compared. In evaluating present practices in theschool sys- An interesting side effect occurredwith the es-tem, there appeared to be few differences between tablishment of transoceanic "pen pal"teams. Thethe operatingprogram and the basic tenets of the students have becomevery much interested in theungraded primaryprogram. Granting the need for letter-writing phase of the Englishperiod. parents to understand the ideas behindany change in organization, the system felt that, if desired,the un- Additional Information graded plan could be instituted witha minimum of School District: Oregon Content Area: English and mathe- difficulty. matics Organization:elementary Grade (s) :1-6 Num- Additional Information ber Involved: 22 Staff Members Affected: administrators and School District:Vandalia-Butler Content Area: all primary teachers Number of Pupils Involved: 480 Prerequisites for areas Organization: elementary Grade(s): 1-3 Type of Pupils: all students, except thevery bright or very slow Hy- ResearchInvolved:surveyofexistingprograms andideas potheses Tested: to determine effects of longerschool year and Terminal Date:1963 Written Description: available Ad- earlier entrance age in Britain Type of Research Involved: ditional Information May Be Secured from: comparison of progress of students Method of Funding: Fed- eral funds J. M. Wisecup, Assistant Superintendent Inaugurated: September, 1963 Terminal Date: 306 South Dixie Drive June, 1964 Written Description: in progress Additional In- formation May Be Secured from: Vandalia, Ohio45377

Lawrence D. Morgan, Director of Instruction AFTER-SCHOOL STUDY PROGRAMFOR LOW- 5721 Seaman Road ACHIEVING STUDENTS, GRADES7-9This Oregon, Ohio13616 project was initiated to evaluate supervisedevening 100 study sessions for low-achieving students during thethan conventional instruction for the pupils at higher second semester of the 1964-65 school year, Teachers grade levels, and it tends to bemore effective with chose children from their classes who they believedabove-average ability pupils (unless efforts are made could benefit from a program of supervised hometo direct instruction to less able pupils). Nevertheless, study. Parents were then invited to send their childrenthe more able pupils and those in higher grade levels to a neighborhood study hall where they would havetend to prefer conventional instruction to televised thefacilitiesto study with the help of volunteerinstruction. Both methods, however, seem to result teachers, older students, and lay persons. in equal retention. If one expects significant differ- The staff believes that the provision of extra study ences favoring televised instruction, itis possible that facilities will, over a period of time, result in im-the demands may be unreasonablein eight experi- proved school achievement, improved school attend-ments, TV instruction time was less than or equal ance, and positive changes in attitude toward self,to 50 per cent of classroom time. In addition, the school, and teachers. dilemma of an inverse relationship between prefer- Additional Information ence for televised instruction and achievement must be School District: Hamilton Content Area: reading and arith- solved, to achieve a desirable atmosphere for learning. metic Organization: junior high Grade(s): 7-9 Number Additional Information of Teachers Involved: 11 Staff Members Affected: professional SchoolDistrict:Cincinnati Content Arca:English,driver teachingstaffand guidance personnel Number of Pupils education,mathematics,science,andhealth Organization: Involved: 120 Prerequisites for Pupils: low-achieving students elementary and secondary Grade(s): 5, 6, 7, 9, 10, and 12 Minutes per Week: 360Hypotheses Tested: determine changes Staff Members Affected: administrators and teachers Prerequi- in achievement, attitudes, and attendance Variables Manipu- sites for Pupils: none Hypotheses Tested: to determine the lated: opportunity for disadvantaged youth to study in evening effect of televised instruction on achievement Variables Ma- sessionswithsupervision and direction Type of Research nipulated: student characteristics and methods Type of Re- Involved: survey of attitude change and.improvement in attend- search Involved:. experimental development of new programs ance and grades Method of Funding: private foundation funds Method of. Funding; localspecial fund and community inter- Inaugurated:January,1964 TerminalDate:June,1965 est group Inaugurated:1955 Written Description:avail- Written Description: in progress Additional Information May able Additional Information May Be Secured from: Be Secured from: Charles C. Thackara James N. Jacobs, Associate Director 332 Dayton Street 608 East McMillan Street Hamilton, Ohio45011 Cincinnati, Ohio45206

FIVE YEARS OF RESEARCH IN TELEVISEDEVALUATION OF AN ACCELERATED ARITH- INSTRUCTION, GRADES 5, 6, 7, 9, 10, and 12METIC PROGRAM, GRADES 3-6To provide a After five years of experimenting with the use of tele- more challenging program of arithmetic instruction vision in direct instruction(as opposed toitsuse for capable pupils, a five-year accelerated program for enrichment), findings were reviewed to answerwas begun in grades three through six. The experi- the question: "Where are we going with educationalmental program was designed because of concern television?" The evaluation was undertaken becauseabout differentiation of content in the citywide cur- of the desire to upgrade instruction in several areasriculum in arithmetic and about the prevailing use and the possible need to utilize large classes and tele-of enrichment and supplementary materials. vised instruction. Capable classes were chosen for participation in Thirteen experiments were conducted over a pe-the program. Experiments are now being conducted riod of five years. With few exceptions, experimentsin the use of materials designed for the next higher were conducted with separate classes of average size,grade level after completion of the work in one grade. viewing TV in their own classrooms, and TVwas Although the program primarily stresses acceleration used in conjunction with classroom instruction; thethrough the use of advanced textual materials, con- latter combination was called "televised instruction."temporary mathematical ideas are also included. Usingsubject-matterachievementtestsascri- At this point in the study, the purpose of evalua- teria, televised instruction tends to be more effectivetion is to determine the rate of acceleration in relation 101 to the number of years that the students participatedpare instructional effects, and to evaluate student and in the programi.e., whether participationbegan inteacher reactions, the third, fourth, fifth,or sixth grade. Generally, ac- Twenty-four classes celeration resulted in performance were involved in the experi- two to three years ment requiring thirty-four periods of classtime. Vari- above the actual grade level of thepupils involved., ablesinthestudyincludedgrade however, pupils who level,teacher were in the accelerated programexperience with theprogram, frequency of vocabulary longer did not show higher achievementthan other lessons (two as opposedto three periods a week), and accelerants. By the sixth grade, there appeared to bethe use of a prepared list of vocabularywords defined no significant difference between the levels of perform-in the WORDSprogram as opposed to no special ance of the 1-, 2-, 3-, or 4-year accelerants. emphasis given to vocabulary. Statisticalcontrols on Several factors seem to havecontributed to thisacademic abilitywere made through the use of co- result: students always begana new grade with a varianceanalysis. Classes review of the previous year's rather than pupilswere conventional material,used as the units of analysis. Statisticaltechniques even though those students had been well intonew employedtotestsignificanceofresultsincluded material at the end of the previousyear; there were analysis of variance and t-tests when problems in grouping, since applicable. no more than two groups The conclusionswere: classes achieved more when could be handled conveniently ina classroom, regard-teachers had WORDS less of the difference between the program experience; the same groups; and thereachievement resulted fromtwo periods per week ver- is the possibility that different levelsof achievementsus three periods, as long as the total instructional were present among the groups but remainedun- time was constant; and there detected, since the criterion was some evidence that test emphasized conven-the program wasmore effectivewith ninth-grade tional, rather than modern, approachesto the subject. pupils in comparisonto seventh- and eighth-grade pupils. Teachers felt, however, Additional Information that a high level of mental ability wasmore important than grade level. SchoolDistrict:Cincinnati Content Area: arithmetic Or- ganization:elementary Grade(s):3-6 Number ofStaff Generally, pupils and teachers feltthat the WORDS Involved:125 Staff Members Affected:teachers,guidance program was boring and repetitious andmore helpful personnel, and administrators Number of Pupils Involved: to spelling than to vocabulary development. 3,149 Prerequisites for Pupils: superior Hypotheses Tested: to determine if acceleration in arithmeticcan be accomplished Additional Information without adverseeffects on achievement Variables Manipu- School District: Cincinnati Content Area: English language lated: student characteristics, instructional materials,and meth- arts Organization:juniorhigh ods Grade(s) :7-9 Num- Type of Research Involved:survey of existing situation, ber of Staff Involved: 18 Staff Members Affected: professional classificationofstudents, predictionofstudent success, teaching staff Number of Pupils Involved: 750 Prerequi- and development of newprogram Method of Funding: local sitesfor Pupils:superior and average and state Hypotheses Tested: funds Inaugurated: September,1959 Terminal to determine if WORDS teaches itsown content well, engen- Date: June, 1964 Written Description: available Addition- ders significant transfer effects, andresults in lower achieve- al Information May Be Secured from: ment in those content areas of English which itmay displace Variables Manipulated: instructional materialsand student and James N. Jacobs, Associate Director teachercharacteristics Type of Research Involved:experi- 608 East McMillan Street mental development ofnew programs Method of Funding: Cincinnati, Ohio45206 localfunds Inaugurated:January,1963 Terminal Date: August,1963 WrittenDescription:available Additional Information May Be Secured from: James N. Jacobs, Associate Director 608 East McMillan Street AN EVALUATION OF APROGRAMED Cincinnati, Ohio45206 COURSE IN VOCABULARY DEVELOPMENT, GRADES 7-9This projectwas conducted to de- termine the effectiveness ofa programed course in vocabularydevelopment. Thethreemajorobjec- A STUDY OF MOBILITY OFPUPILS BY tives were: to determine under whatconditions theACHIEVEMENT, GRADE 6Because of WORDS program would be increasing most effective, to corn-concern about the achievement of pupils whomove 102 171

frequently, the sciA:3n1 system conducted study ofrely on eighth-grade marks in predicting success in 5,578 pupils in grade six during 1959 and 1960. Thehigh school subjects. One immediate problem in the results of this study were compared with those of aschool was the number of students with low marks similar, study in 1952, which had indicated that mo-in eighth-grade arithmetic who registered for Alge- bility did not have a negative effect on achievement.bra I. The major objective of the rew study was to provide The cumulative records for the classes of 1964-66 information on theability and mobility of publicwere used to find the students' marks in eighth-grade school pupils in grade six as related to their achieve-mathematics and English and in ninth-grade Latin ment, which was measured by standardized readingand algebra. Expectancy charts were drawn from the and arithmetic tests. information abstracted from the students' records. Pupils inbasin (downtown), middle, and sub- Data from the expectancy charts indicate that aca- urban schools were surveyed individually. Studentsdemic performance in eighth-grade arithmetic can be were asked the number and locationof schools theyused to predict success in Algebra Iand General had attended from grades one through six and anyMathematics. However, itis questionable if success grades they had repeated. Frequency distributions and in Latin I can be predicted from marks in eighth- arithmetic averages were computed for the data relativegrade English. to mobility alone. Covariance analyses weremade to Additional Information determine whether differencesinperformance on School District: Clearcreek Cor;tent Area: foreign language reading and arithmetic achievement tests were due to and mathematics Organization: junior and senior high school Grade(s): 10-12 Number of Staff Involved: 1 Staff Mem- the effects of moving from school to school or to the bersAffected: guidance personnel andprofessional teaching differences in the ability of the group. staff Number ofPupilsInvolved:201 Prerequisitesfor The study indicated that students from the basin Pupils:allstudents Hypotheses Tested:to determinereli- schools moved most frequently and tended to move ability of 8th-grade marks in predicting success in high school subjects Type of Research Involved:(1)survey of existing into the middle school areas. Since the basin school situation, (2) classification of students, and (3) prediction of students evidenced tower ability, school officials noted student success Method of Funding: no special funds In- a drop in the median IQ in themiddle schools for augurated: 1963 TerminalDate:continuous Additional the eight-year period since the 1952 study. Results Information May Be Secured from: also indicated that pupils who attended the city public William E. Stubbs, Counselor schools for the entire six grades and stayed in the Clearcreek Local School same school scored higher on the tests ofreading and Springboro, Ohio45066 arithmetic and were more capable as measured by group intelligence tests.Administrators felt that, in general, pupils included in this study who moved most often were consistentlytheleast capable, asHOME VISITATION PUPIL MOBILITY STUDY, measured by a group intelligence test. ALL GRADE LEVELSSeven selected schools were Additional Information studied to determine how adjustment might be made School District: Cincinnati Content Area: English and math- easier for the mobile child and those who work with ematics Organization: elementary Grade(s):6 Number him. Situated in a highly mobile urban area, the ofStaff Involved:14 Number of Pupils Involved: 5,578 seven elementary schools had a pupil mobility rate Inaugurated:September,1959 Terminal Date:September, (into and out of the district) ranging from 95.8 per 1960 Additional Information May Be Secured from: cent of a school's total enrollment to 62.1 per cent, Joan Bollenbacher with an average of 77.6 per cent. Each child entering 608 East McMillan Street Cincinnati, Ohio45206 a school in the study was interviewed upon entrance. Children were asked how well they liked both the old and new schools, what difficulties they found in mov- ing,and how they thought schools might make USING EXPECTANCY CHARTS TO SCHED-moving easier. Questions similar to these were asked ULE COURSE WORK, GRADE 9This study wasof parents and teachers through visitationsin the an attempt to determinehow much the school couldhome and questionnaires in the classroom. 103 It was felt that the teachers who visited the homes An evaluation of theprogram showed the fol- had a therapeutic effecton new arrivals and alsolowing: the students found this kind made later contacts easier because of instruction of the rapport es-rewarding and challenging because theslow learner tablished with the parents. While mobilitydisturbedcould proceed at hisown pace; most students enjoyed most sudents' progress in academic subjects to a slightanalyzing and constructing words; theteachers felt extent, 36 per cent of the students reported thatindividual problems arithmetic gave them were solved more easily because more trouble than other aca-students could studyareas in which they were weak; demic subjects. However, these same students reportedthere was a marked increase in abilityto build words that arithmetic and artwere their two favorite sub-from roots and affixes; there jects. was a definite gain in ability to spell wordson the post-tests, including new The study suggested that thevisits and communi-words which were learned during the cation between parents and school course of the for adjustmentprogram; and the students' penmanship on thepost- purposes greatly facilitated pupil adjustment. Increased tests was generally much better. communication between schools couldalleviate many curriculum difficulties for the mobilestudent, and Additional Information warmth and proper diagnosis of School District: Columbus Content Area: English language children's abilitiesartsvocabulary and needs made individual adjustmentssmoother. Organization: elementary and junior high school Grade(s):6,8 Staff Members Affected:teaching staff Prerequisites for Pupils: all 6th- and 8th-grade Additional Information Minutes per Week: students School District: Columbus 30-40 Hypotheses Tested: to determine Content Area: all areas Organi- if a regular and systematic approachto the study of vocabu- zation: elementaryGrade(s): 1-6Number of Staff Involved: lary through word structure and classification 5U Staff Members Affected: administrative is fruitful Var- pupil person-iables Manipulated: learningvocabulary through individualized nel Number of Pupils Involved: all withinschool Prereq- programed instruction uisites for Pupils: mobile students Type of Research Involved: experimen- Hypotheses Tested: to de- tal development of newprograms termineifinstructionallossesin Method of Funding: local mobile children might be schooldistrict and Payne Fund from OhioState University mitigated by accumulation of backgroundinformation Vari- Inaugurated: ables Manipulated: mobility and achievement September,1961 TerminalDate:continuous Type of Re- Written Description: inprogress Additional Information May search Involved: survey of existing situation Method of Fund- Be Secured from ing: localno special funds Inaugurated: September, 1960 W. W. Miller, Assistant Superintendent Written Description:available Additional Information May Be Secured from: 270East State Street Columbus, Ohio 43215 H. M. Williams, Director Pupil Personnel 270East State Street Columbus, Ohio 43215

ACHIEVEMENT LEVEL GROUPINGFOR READINGConsiderable research is beingconducted to determine the reasons for readingretardation, es- VOCABULARY RESEARCHThepurpose of thispecially when this problemseems to be related to program was to increase students' vocabulary skillsemotional disturbances. Teachers through a systematic approach are also interested to the study of rootsin providing more enrichmentexperiences for the and affixes and word classifications(i.e., synonymsaccelerated reader. and antonyms). The studentswere made aware of Ability grouping and testing word families and are the major experi- were given a means of classifyingmental design factors in thisprogram. The program and remembering words. Animportant aspect of theinvolves ability grouping inseparate classrooms, rather plan involved individual programedinstruction, allow- than within eachroom. All fifth- and sixth-grade read- ing students to progress at their own rates. ing classes meet at thesame time daily for one hour. Two vocabulary building bookswere developedTests given at the end of the fourth grade for the sixth and eighth grades. These provide books werethe initial grouping basis, but groupingprocedures are used once a week during the regular Englishperiod.kept flexible throughout the schoolyear. The Cali- The books contained periodictests to aid the teacherfornia Reading Test, which the school in evaluating students' work. found very inadequate, is given at the beginning and endof the 104 school year as some measure of growth. The difficultywith the corresponding first quarter college grades for in securing adequate tests in both reading and emo-each student. In addition, the American College Test tional adjustment was stressed by teachers involved(ACT) was evaluated as an instrument for predicting in the program. Parents are contacted in Septembercollege performance and adequacy of high school in- during "Parents Night" and at the end of the schoolstruction. ACT quartiles for entering classes at OSU year through an evaluative questionnaire. Two fifthand for the high school graduates were compared to grades in another district school, where reading isdetermine the relative expectancies of the groups. taught in the usual way, act as control groups. Findings showed the following correlations: total The following conclusions may be drawn fromhigh school ph). (point hour ratio)to total college the study: there are no appreciable differences in thephr.74; first quarter college mathematics phi to 4- achievement test scores of the experimental group in year hip::school mathematics phr.29; to 3-year (or comparison with those of the control group; the ad-less) high school mathematics phr.24; first quarter vantages of the program cannot be measured by testsEnglish ph). to 4-year high school English phr.40 alone; many disabled readers have lost their dislike,(12 per cent of the students enrolled in remedial Eng- fear, and/or hatred ofreading; more enrichmentlish); first quarter total phr to ACT composite score has been possible in all groups; and accelerated read-.52. ers have been faced with a real challenge and have There appears to be a strong relationship between learned many advanced skills. grading at the high school and at OSU, and a general Additional Information relationship between performance in high school and School District: Whitehall Content Area: English Organi- in first quarter college English. Generally, a poor rela- zation:elementary Grade(s): 5-6 Number ofStaffIn- tionship exists between high school and first quarter volved: 8 Staff Members Affected: allindirectly Number college mathematics grades. It was decided that high of Pupils Involved: 240 PrerequisitesforPupils:disabled school English and mathematics grades did not use- and accelerated readers Minutes per Week: 360 Hypotheses Tested:to determine capabilities of disabled and accelerated fully predict corresponding college performance. How- readers Variables Manipulated: student characteristics, meth- ever, ACT scores and overall high schoolperform- ods, and instructional materials Type of Research Involved: ance do appear to predict college success reasonably survey and evaluation of existingsituation,classificationof well and thus indicate adequate preparation for col- students,andexperimentaldevelopmentofnew programs Method of Funding: no special funds Inaugurated: September, lege level work. 1956 Terminal Date: continuous Written Description: not Additional Information available Additional Information May Be Secured from: School District: Grandview Heights Content AreaEnglish, Mrs. Fern C. Laymon mathematics, andtotalhigh school performance Organiza- 4569 Etna Road tion: high school Grade(s): high school graduates in college Columbus, Ohio43213 Number of Staff Involved; 3 Staff Members Affected: admin- istrators, teachers, and guidance personnel Number of Pupils Involved: 123 Prerequisitesfor Pupils: graduates attending OSU Hypotheses Tested: to determine if there is a relation- ship between high school and college performance in selected areas Variables Manipulated: methods of instruction Type STUDY OF FIRST QUARTER COLLEGE PER- of Research Involved: survey and prediction of success Meth- FORMANCE IN MATH AND ENGLISHThisod of Funding: local funds Inaugurated: September, 1962 study was undertaken to evaluate present levels of Terminal Date: August 1, 1963 Written Description: avail- high school instruction for college bound students and able Additional Information May Be Secured from: to test the adequacy of high school grades in predict- R. A. Timmons, Superintendent ing college performance. Data were gathered to ex- 1587 West Third Avenue Columbus, Ohio43212 aminetherelationship betweenhigh school and college achievement inEnglish, mathematics, and overall performance. One hundred graduates of the high school who were attending Ohio State University formed the basisTHE EDUCATIONAL RESEARCH COUNCIL of the study. High school grade averages in English,OF GREATER CLEVELANDSeveral schools in mathematics, and overall performance were correlatednorthern Ohio reported programs involving coopera- 105 a-..,,

tion with the Educational Research Council of Greater council Grade (s):K-12 Staff Members Affected:varies Cleveland. Rather than devotespace to each of theNumber of Pupils Involved: all pupils inparticipating schools; participating schoolsor to select a few programs for approximately 250,000 Variables Manipulated: continualre- description, it was decidedto present the following search; varies with the particular study Type of Research In- volved: survey of existingsituations,evaluation of existing general description of the Council'sstructure. programs, and experimental development ofnew programs The Educational Research Councilof Greater Method of Funding: philanthropy, fees ofparticipating schools, Cleveland is a "laboratory anda pilot plant for better- and royalties from sales of Council-developedcurriculum ma- ing elementary and secondary education." terials Inaugurated: 1964Terminal Date: continuous Ad- The Coun- ditional Information May Be Secured from: cil's task is to reform curriculum,to improve teaching and implement new curricula, and Dr. George Baird, Director to improve admin- Rockefeller Building, 4th Floor istrativepractices. To accomplishthese aims, the 6H Superior Avenue Council brings the scholar and the teachertogether Cleveland, Ohio44113 touniteboth knowledge and experienceinthe classroom. The resultsal: tried, revised, tested, evalu- ated, and continually revised and improved, The Council consists of fourparts: a board ofSTUDY OF METHODS trustees; a corps of leading scholars in IN SPEECH AND HEAR- many disci-ING THERAPY, GRADES1-6--The purpose of plines; a central professional staff ofabout 30 researchthis study was to determine and subject matter specialistsand writers; and the whether pupils improved as well or better under an intensive speech andhear- administrators, 8,000 teachers, and250,000 pupils ining programas opposed to the traditional method. 26 participating schoolsystems. It is supported byUnder thetraditional method, the pupilreceived philanthropy, the fees of participatingschool systems,therapy for the entire school and royalties from the nationwide year for two half-hour sales of the im-periods per week ina group or individual situation proved teaching materials it hasdeveloped. until his difficulty In instituting anew program, the Council con- was corrected or he was dismissed. The intensive plan providestherapy atleast four ducts a year-long televisioncourse at home for sometimes a week for 3,000 teachers involved in the curriculum. a six-week period; each childis The Coun-allowed two six-week periods oftherapy during the cil has produced many innovationsin Cleveland areaschool year. schools, e.g., the Greater Cleveland Mathematics Pro- Control and experimentalgroups of fifty-three gram encompasses a modern mathematics curriculumelementary pupils each for kindergarten through sixth grade. were used in the study; they The entirewere matched closely according to grade,age, sex, process of revising material used for modern mathe-and type and severity of defect. matics took four years and is still being No first graderswere evaluated. Theincluded. Those involved in the studyfelt that certain Council is also developinga coherent and interrelatedvariables were not adequately socialstudiesprogramfor controlled and sug- kindergartenthroughgested specific improvementsfor replication of the twelfth grade. In September 1963, theCouncil co- study. ordinated the use of the Initial Teaching Alphabet Evaluation procedures included bothobjective and with about 350 kindergarten pupils.By the end ofsubjective measures. A complete thefall term, five-year-olds phonetic evaluation were reading primarywas made for each pupil at the beginning and end of books and writingten-sentence themes using suchthe program with the Templin-Darley words as automobile, helicopter, and valentine. Screening and TheDiagnostic Test, published by theBureau of Educa- Jennings Scholar Program chooses 300teachers totional Research and Service, State participate in a series of lectures conducted University of Iowa. by na-The experimental group'smean improvement score tionally prominentmen in the field of education.of 41.02 on the post-test Other projects have included data processing, was 15.85 points higher than the the control mean of 25.17. Thirty-ninepupils in the efficient use of staff (as inteam teaching), and te! ingexperimental group, as opposed and evaluation services in pupil personnel to twenty-one in the areas. control group, madean improvement score of 30 or Additional Information more points. The therapist involved with the inten- Content Area: all areas Other: nonprofit educational research sive therapy plan felt that itmore adequately met 106 the needs of pupils requiring therapy: students re- publicity was directed at the residents of the fourareas membered and made use of therapy more easily in order that they might understand its purpose. The because of the extended sessions; parents exhibitedresponses on the questionnaires were transferred to more interest and a greater desire to help, possibly IBM mark sense cards, and the results were tabulated because ofdaily homework; and scheduling wason an IBM 82-card sorter. easier in terms of combining this class with other The study revealed ,that approximately two out of special classes. Thirty-five teachers evaluated the in- three (63 per cent) of ..the out-of-school youthare tensive block therapy plan through a questionnaire. unemployed and that approximately threeout of four The majority responded affirmatively regarding the(73 per cent) of the nongraduatesare unemployed. plan, and several statedthat the frequent sessionsTwo-thirds (67 per cent) of the unemployed stated aided the pupil in using his corrected speech in read-that training in a school would aid them in obtaining ing and oral communication in the classroom. work, and four out of five (79 per cent) indicateda Additional Information willingness to return to school for such training. The SchoolDistrict:Brecksville Content Area:speechtherapy data collected in the study can be applied only to the Organization: elementary Grade(s): 2-6 Number of Staff four areas that were surveyed, and they donot an- Involved: 1 Number of Pupils Involved: 53 Prerequisites swer the questions of why unemployment is so ex- for Pupils: elementary students with speech and hearing prob- lems Days per Week: 5 Hypotheses Tested: to determine tensive among youth, nor of what can be done to whether pupils improve as well or better under the intensivesolve the problem. However, thesurvey does offer program as compared tothetraditionalmethod Variables community leaders basic information that isnecessary Manipulated: methods Type of Research Involved: experi- in finding and removing the causal factors. mental development of new programs Method of Funding: no special funds Inaugurated: September, 1962 Terminal Additional Information Date: June, 1964 Written Description: available Additional School District: Cleveland Content Area: vocational training Information May Be Secured from: Organization:highschool Grade (s) :out-of-schoolyouth Mrs. Verna Jean Schuler, Speech and (ages 16-21) Number of Staff Involved: 55 Number of Hearing Therapist Pupils Involved: 1,028 Prerequisites for Pupils: high school 8915 Highland Drive dropouts, ages 16-21 Hypotheses Tested: to determine the Brecksville, Ohio 441-11 extentof unemployment among out-of-schoolyouth,16-21 years of age, and to describe these youth in terms of certain characteristics Variables Manipulated:student characteristics Type of Research Involved: survey of existing situation Meth, od of Funding: private foundation funds Inaugurated: No- vember, 1961 Terminal Date:1962 Written Description: UNEMPLOYED OUT-OF-SCHOOL YOUTH SUR- available Additional Information May Be Secured from: VEY, AGES 16 -21 Schoolofficialsworked with Joseph L. Mazur, Chief community leaders on the committee directing the Bureau of Educational Research survey, which was made financiallypossible by a 1380 East Sixth Street grant from the Cleveland Foundation. The Central, Cleveland, Ohio44114 Central-East, Hough, and Near-West-Sideareas of Cleveland were considered areas in which theout- of-school problem was mostsevere. Using the 1960 census report, those in charge of the study foundITA AT KINDERGARTEN LEVELThe need to ratios between youth per area and youth in allareas discover the true merit of ITA for teaching reading and used these percentages to determine the makeupto kindergarten pupils led to this research project. The of the total sample of 1,200. The final sample used main objectives were to determine: (1) if there isany for statistical analysis included 1,028 youths. permanent value in the teaching of ITA at the kin- One hundred and fifty selected seniors and forty-dergarten level, (2)ifthe child's self-confidenceis two teacher-supervisors conducted the survey, using a better developed through ITA than through the tra- closed-end questionnaire. Included were such itemsditional orthography pattern, and (3) if the ITAcon- as extent of unemployment, level of education, atti-cept enables kindergarten children to learn to read tude toward obtaining training, military status, mari- with greater ease and effectiveness. tal status, past employment, and age. A great deal of Control and experimental classes were chosen; the 107

r--,71,,,II,T control group used the Ginnreading readiness pro-plexity of jobs, and the need forspecialized training gram. The summary of findingsso far is as follows:and education for both employed 1. There is a wide variance and unemployed in abilities and readi-persons spurredthisin-depth study of vocational ness of children in learning to read. education needs. 2. Some children feel obligatedto "finish" all the materials. The study provides fora community analysis and projection of vocational needs;an evaluation of the 3. Fifteen per cent of thechildren do not showa readiness to differentiate capital present status of provisions for vocationaleducation lettersin the Lee-of high school youth,post high school students, and Clark Reading Test, whereasin other years all chil-adult trainees; a determination of dren were able to differentiate capitals. plant, financial, and legal requirementsas related to present conditions; 4. The children liketo handle the books. and a recommendation of long-rangeplans and steps 5. The children liketo read for families at home. for immediate action. 6. Some children have difficultyhandling pen- Questionnaires cils properly. were sent to businessmen and in- dustrialists, inquiring aboutpresent and projected 7. All children who havebeen in theprogrameducational levels required for since Novemberare able to read. employment, and about plans for future expansion.Questionnaireswere also 8. All children at this levelenjoy having a book. sent to high school seniors in both public 9. Individual differencesare very marked. and paro- chial schools, recent and oldergraduates, dropouts of 10. Workbooks thataccompany this program re-recent years, and parents of quire more eye and hand coordination younger students. The than most kin-returned questionnaires will beevaluated and will dergarten childrenpossess. form the basis of the study. The st'ff involved in thestudy noted one inter- Recommendations are expectedto be made for the esting problem. They stated thatITA made childrenorganization and implementation feel different at thevery time in their lives when they of high school and should be developing post high school programs, andprobably for adult a feeling of togetherness withenrichment and retrainingprograms as well. society. (This was especiallytrue when brothers and sisterswere learningtoread throughtraditional Additional Information methods.) School District: Huron Content Area: vocationaleducation Organization: district and cross-district Additional Information Number of Pupils In- volved: 500 in this school Hypotheses Tested:to determil:f School District: Shaker Heights Content Area: reading and the present state of vocational writing Organization: education Type of Research elementary Grade(s): kindergartenInvolved: survey of existingsituation Method of Funding: Number of Staff Involved: 4 Staff Members Affected: ad- localandstate ministrators and teachers funds Inaugurated:August,1962 Ter- Number of Pupils Involved:80 minal Date: 1965 Additional Information May Be Prerequisites for Pupils: one-halfof kindergarten class from: Secured utes per Week: 80 Min- Hypotheses Tested: to determineifitis R. L. McCormick, Superintendent desirable for kindergarten childrento read and if they can be 710 West Cleveland Road taught to read by ITA Variables Manipulated: methods instructional and Huron, Ohio44839 materials Type of Research Involved:experi- mental development ofnew programs Method of Funding: private and local funds Inaugurated: November, 1963 Ter- minal Date: not determined Written Description: not avail- able Additional Information May BeSecured from: Mrs. Alice Van Duesen, Principal A COMPARISON OFTWO METHODS OF 23325 Wimbledon Road TEACHING ENGLISH, GRADE9This study Shaker Heights, Ohio44122 was conducted to determine if theuse of a scientific programed text, English 2600,is better than thecon- ventional method when teachingEnglish grammar. Specifically, the investigatorswanted to determine if STUDY OF VOCATIONAL time could be saved by usingthe new method and NEEDS FOR STU-materials and if the method ismore effective. DENTS, GRADUATES, ANDADULTSThe ris- Four ninth-grade English classes, ing rate of youth unemployment,the increasing Tract II level, corn- were chosen for the experimental design.One control 108 and one experimental classwere given to a male 2. Although this hypothesis teacher and an experimental and was not tested in the a control class wereexperiment directly, the investigators believe thatthe given to a female teacher. The Primary Mental Abil-method would be excellent for acceleratedand Tract ities Test, ages 11 to 17, and the Iowa Testsof BasicI groups, but impractical for Tract IIgroups. SkillsEnglish Usage Section,were given to both 3. The method consumes less instructiontime than the experimental and controlgroups before the be-the conventional method, thus leavingmore time for ginning of the study. Also,apre-test of English teaching creative writing. usage, the California Test of English Usage, Form 4. This method, like A, was given to both any effective teaching tech- groups at the beginning of thenique, requires that the teacher: (1) becomemore first experimental week. Apost-test, Form B of theinvolved with testing, scoringtests, and retesting; and California Test of English Usage,was administered. (2) spend more time helping individualstudents. The conclusive analysis shows that theexperimen- tal and control groupswere equal in ability and began Additional Information the experiment with thesame competency in English School District: Warren Content Area: English Gradc(s): grammar. However, the experimental groupwas 9 Number of Staff Involved: 2 Staff Members Affected: found to be superior to the controlgroup in the level teachers Number ofPupilsInvolved:103 Prerequisites of achievement of English for Pupils: average Minutes per Week: 275 Hypotheses grammar; furthermore, Tested:to determine if time can be saved using thenew this was accomplished in less classroom teachingtime. methods and materials and if this method isas efficient or more These results strongly indicate the following: efficient than the conventional method Variables Manipu- lated: 1. The programed text, English 2600, shouldbe instructionalmaterials Type of ResearchInvolved: continued with the ninth grade, Tract II evaluation of existing programs Method of Funding: local groups. The funds Inaugurated: October,1961 Terminal Date:1962 unit test results and the standardizedtest results have Written Description: available A,4ditional Information May shown that this method is, in all probability,a more Be Secured from: effective method of teaching Englishgrammar than Wiley S. Garrett, Assistant Superintendent the conventional type of teaching. 261 Monroe Street, N.W. Warren, Ohio44483

109 INDEX TO DESCRIPTIONS

Elementary Education

Ability Grouping, 61, 104 Library, 56, 88 Audiovisual, 72 Mathematics, 66, 101 Classroom Use, 69, 88, 88 Nongraded-see Ungraded Primary Curriculum -sec General Education and subject areas Physical Education, 57, 71, 76 ETV, 54, 101 Primary-see Kindergarten-Primary English Language Arts, 54, 56, 58, 61, 70, 71, 73, 73,Programed Instruction, 58, 102, 108 75, 102, 104, 107, 108 Pupil Personnel, 59, 85, 86 Enrichment, 50, 56, 66, 67, 73, 74, 76 Research, 100, 100, 101, 101, 102, 102, 103, 103, 104, 104, 105, 106, 107, Exceptional Children, 47, 48, 50, 66, 67, 71, 71, 73, 73, 108 74, 74, 76, 77 Science, 57, 67, 71, 74,76 Social Studies, 55, 56,57,62,71,76 Field Trips, 55, 57, 71, 74, 76 Teacher Aids, 54, 55,59,72,85,86 Foreign Languages, 56 Teaching Machines-see Programed Instruction General Education, 59, 62, 62, 70, 74, 74 Team Teaching, 52, 53, 54, 60, 62, 69, 70, 77 Kindergarten-Primary, 48, 69, 74, 107 Ungraded Primary, 48, 48, 54, 60, 100

Secondary Education

Advanced Placement (see also Enrichment and Gifted, Gifted-see Enrichment and Gifted and subject area), 52, 66, 66, 68 Honors-see Enrichment and Gifted Audiovisual, 72 Humanities-see Fine Arts and Humanities Below A\ erage-see Remedial and BelowAverage, Industrial Arts, 58, 65, 75 and subject area Mathematics, 50, 66, 68 Curriculum-see General Education and subjectareas Music-see Fine Arts and Humanities Distributive Education-see Vocational Education Pupil Personnel, 86, 87, 105, 107, 108 Dropouts, 64, 65, 67, 74, 76, 77, 87 Remedial and BL:low Average (see also subjectarea), ETV, 54, 101 49, 52, 65, 74, 76 English Language Arts, 51, 54, 61, 63, 65,66, 68, 69, 70, 70, 72, 75, 78, 102 Research, 100, 101, 102, 103, 105, 105, 107,108, 108 Science, 49, 50, 52, 58, 67, 67, 68, 68, 74, 75, 79 Enrichment and Gifted (see also subjectarea), 49, 49, Social Studies, 49, 59, 62, 73, 75, 78 50, 50, 53, 61, 06, 66, 67, 68, 68, 69, 74,78 Team Teaching (see also subject area), 51,53, 54, 62, Fine Art and Humanities, 57, 68, 78 70, 73, 79 Foreign Languages, 56 Vocational Education, 57, 58, 60, 63,64, 64, 65, 67, 76, General Education, 59, 62, 62, 63, 74, 74 77, 78, 107, 108