DOCUMENT RESUME IR 002 067 Connecticut ESEA Title III
Total Page:16
File Type:pdf, Size:1020Kb
DOCUMENT RESUME ED 108 572 88 IR 002 067 TITLE, Connecticut E.S.E.A. Title III Catalog. _7-- INSTITUTION Area Coopera,ive Edutat,tonal Services, New Haven, Conn. Educationaliesources center. SPONS AGENCY Connecticut State Dept. of Education, Hartford.; Office of Education (DHEW), Washington, D.C. PUB DATE 75 NOTE 290p. EDRS PRICE MF-$0.76 HC-$14.59 PLUS POSTAGE DESCRIPTORS Catalogs; Educational Assessment;-Educational Finance; *Educational Innovation; *Educational Legislation; *Educational Research; Elementary Education; Evaluation Methods; Experimental Programs; *Federal Aid; Federal Programs; Financial Support; Information Dissemination; *Program Descriptions; Secondary Education; Statewide Planning IDENTIFIERS Connecticut; *Elementary Secondary Education Act Title III; ESEA Title III ABSTRACT Title III projects conducted by local education agencies in Connecticut are listed alphabetically by agency and described. Each 'entry gives project title, amount and term of funding, target population, major objectives, evaluation design, findings to date, and dissemination plan. The agency name and address and the project_ director for each of the 91 entries is also given. A subject index to the projects\is attached. (SK) ********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. EPIC makes every effort * * to obtain the best copy available: nevertheless, items of virginal * * reproducibility are often encountered and this affects the quality * * of the nicrofiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EBBS are the best that can be made from the original. * *********************************************************************** tM4 FORI,ARD . , This publication was prepared for the Bureau of Evaluation and Educational Services, Connecticut State Department of Educations by the Educational Resources Center, a unit of Area Cooperative Education:- al Services (ACES). / TheEducational/ResourcesCenter (ERC) is a retrieval and dissemination agency serving the'4Aformation needs of educators throughout Connecti ut. ,Roger E. Richards 4 Coordinator - Title III - ESEA State Department of Education Harry W. Osgoc0 Director, ERC Adele Clark Cataloger/Editor September, 1974 Elisabeth Z. Graham Secretary The work presented or reported herein waa performed pursuant to a Title II grant from the Connedticut State Department of Education serving as he State Educationkl Agency for t e United States Office of Educati Department of Health, Educatioand Welfare. However, the opinion expressed herein do not necess rily reflect the position or policy o! the Connecticut State Depar t of Education or the United Office of Education, and no fficial endorsement by either sho ld be inferred. 1 TABLE OF CONTENTS PAGE INTRODUCTION ii ABSTRACTS AND DOCUMENT ACCESSION LIST . ,ABSTRACTS AND NARRATIVE REPORTS WITH PROJECT IDENTIFICATIONS 1 INDEX OF PROJECTS BY SUBJECT . 268 4 INTRODUCTION Concerning Title III In 1965 the Elementary and Secondary Education Actwas enacted by the Congress in an effort to help updatethe nation's schools. Discontented with some of the educational practices in basiceducation, Congress earmarked money for different kinds of categoricalaid in the form of various titles.One of these, Title III, was designed to hiing about creative solutions to educational problems.Title III or PACE (Projects to Advance Creativity in Education) has attempted to encourage new ways of teaching by providing innovativeservices for children and teachers and by adopting anddemonstrating exemplary programs based'on proven practices.No limit was established on the type of educational problem that could be addressednor the amount of money that would be granted toa particular project except for the constraint of the state's totalentitlement. Legislation has changed Title III to theextent that, as of 1967, 157. of all Title III dollars must beexpended in programs designed for the handicapped, and,as of July 1, 1970, the guidance and counseling section of NDEA (National DefenceEducation Act), Title V-A, was transferred to Title III. For the first three years of Title III activities,grants were made directly to local education agencies (LEA's) by theU. S. Commissioner of Education, USOE. In July of 1968, however, Congress amended the legislation so that the states themselves would be primarily responsible for the administration of Title III.The legislation was changed again in April of 1970so that the U. S. Commissioner as well as the states may make direct grantsto LEA's. This provision was made in Section 306.Currently, the-U. S. Office of Education administers 15% of the appropriation while thestates_ administer 857.. IN CONNECTICUT Adminiseiation of Title III in Connecticutis the responsibi- lity of the Bureau of Evaluation and Educational Services with direct coordination provided by Dr. Roger E. Richards, Title III Coordinator. Projects have been funded on a competitive basis and cover a wide range of educational concerns. In some cases, projects have a single focus, such as reading improvement or music education. In other cases, projects are multi-faceted incorporating several components or emphases. To review the range of project emphasis, the reader is referred to the Subject Index, foundon page xi. Another variable in Title III projects is thenature of the approach utilized. To a surprisingly high degree, the effort has ii been innovative, i.e., developing quite unique and novel approaches to educational problems.Other Title III projects, while not creat- fug. a new approach, have developed fIxemplaryprograms based on successful practices in existence elsewhere.Additionally, some Title III projects have adapted to their settings,programs complete- ly developed and proven in ongoing school practice. A final important difference among Title III projects is the 1 number of participating school districts.At one extreme, there are projects which have involved only one school. At the other extreme a few projects have served as many as 25 to 35 school districts. There is no standard requirement in this regard; the number of participants and the scope of operation depend primarilyupon the purposes and nature of the specific project. Most projects'have had a Title III funding period of three years. Since a critical part of the change psecess is-adoption, it was thought that this would give each LEA enough timeto work out the problems in the project, evaluate its worth and, hopefully,make it a regular part of the on-going schoolprogram. Grant support given the LEA usually decreases eachyear of project operation so that the LEA assumes increasing levels of financial responsibility during the project's life span. STATEWIDE DISSEMINATION OF TITLE III PROJECTS The dissemlnation of project information plays a vital role in the effectiveness of Title III. In fact, dissemination was written in as a requirement of Title III on the local, state and national level. Unless more educators become aware of the newer trends and have access to data on the successes and failures encountered in the search for educational improvement, the comparativelysmall amount of money that is available for educational innovationmay have limited long-range effects. Part of the State's administrative responsibility in the dissemination of project informationon a state-wide basis has been invested in the Area Cooperative Education- al Services (ACES) and its Educational Resources Center (ERC). ACES, a former Title III Project, is a regional education service center for the greater New Haven area. It is through this vehicle that information for this publication has been gathered.The ERC will also serve those who want to learn more about the Title III projects described herein. PURPOSE AN!) USE OF THIS PUBLICATION The purpose of this publication is to activate a communications system so that the educational community-at-large may become aware of programs supported by Title III; so that educators will have enough iii information to decide whether to explore the programs in more detail with a view to adopting them; and so that a resource network can be established for those in the processed studying aodkr planning new programs in their communities.With these uses in mind, this publication consists of abstracts of all Title III projects, past and present, accession listings of project documents, and a subject index. As additional projects come into being, periodic supplements will be issued. Most of the abstracts of the projects were submitted by the project directors/coordipators and contain the LEA, project number, financial information,-target population, major objectives of the project, project activities, design, findings to date, dissemination plan and progressro tow adoption. Few editorial modifications were made by the ERC on the project abstracts. The abstracts are arranged alphabetically by grantee agency and are followed by project-related document listings (e.g., planning proposal, initial opprational proposal, continuation proposals, project evaluation ieports and on-site evaluation reports). The accession numbers are pre-fixed by TT (e.g., Title Three) so as to distinguish this file from other special collections housed at the ERC. The first three digits refer to the project, while the second three digits refer to