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'AUTHOR Wayne', Gayle TITLE C-alifornia's Demonstration Programs in Reading and Mathematics. INSTITUTION California State Dept. ofEducation,.' Sacramento. PUB ,DA-TE BO 'NotE 63p.: V.ot available in paper copy due to, institution's:restriction.. AVAILABLE. FROM Publication Sales, CaliforniaState. Department:of Education, P.O. Box 271, Sacramento, CA95802 ($2a00)2 EDRS. ED? PRICE MEDI Plus'Poszage. PC Not Available from DESCRIPTORS Academic Achievement: *Cost' EffectiveneSs: *Demonstration.tenters: Economically Disadvantaged: Rducational Improvemen. Educationally Disadvantaged: Junior High Schools: *Mathematizs'Education:*Program Descript.Lons:-Prograt Effectiveness: Program Evaluation: Trograth IMplementation: Reading Achievement: *Reading Programs: RemedialMathematics: *Remedial Programs: Remedial Reading IDENTIFIERS *California: Demonstration Programs Reading.Math (California)
ABSTRACT.' The Demonstrat.ion Programs ihreading and Mathematics were initiated inCalifornia.im an' effort to improve thereading and mathematics 'performance ,of secondaryschool, students from neighborhoods characterized by high povertylemels, transiency, and low test. scores. The programshave operated-1n California schoolsfor the pa"St 1 years. °Each programis evaluated annually using a formula that takes into account both studentachievement and cost effectiveness. The reportdescribes DemOnstration Programs now being \-implemented in 21 California junior ,high schools: 12reading. programs, one reading andmathematics program, and eight mathematics °PrOaras. Each report includes a program profileand a generil description cf program offerings and operation.Some reports include' descriptions of methods and materialsused, the staff, physical space and hardware, and notes onreplicating ,the program. (MK)
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Calif s e.41nistra tienPrograms inReadingandMathematics
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"PERMISSION TO REPRODUCE THIS MATEF,IAL IN MICROFICHE ONLY DEPARTmENT OFHEALTH. HAS BEEN GRANTED BY USEDUCATION aWELFARE INSTITUTE OF . NATIONAL EDUCATION HAS BEENREPRO- DOCUMENT RECEIVED FROM THIS EXACTLY AS ORIGIN- DUCED ORORGANIZATIONOPINIONS THE PERSONPOINTS OFVIEW OR TO THEEDUCATIONAL RESOURCES ATING IT REPRE- NOTNECESSARILYINSTITUTE OF INFORMATION CENTER (ERIC)." STATED 00 NATIONAL SENT OFFICIALPOSITiciN ORPOLICY 0, EOUCAT'O.N 4100 State Ddpartinent of Eciticatlson SonoRilesuperintendentof Public Instruction-Sacramento, 1980
JAN 1 61981 Credits and Publishing Information California's Demonstration Programs in Reading andMathematic.s was written by Gayle Wayne in cooperation with theindividual,demonstration program directors. Editorial assistance anddirection was provided by Earl Watson, manager, Derhonstration Programs, ExemplaryPrograrhs Replica- tion Unit, Education Innovation and SupportServices, Office of Instruc-. tional Support and Bilingual Education; and GeorgeNeill, assistant state. superintendent, Office of Information, California StateDepartment of Edu- caticin. The document was prepared for photo-offsetproductiod by the Bureau" of Publicationsewith artwork by Cheryl Shawver;and it was pub- lished by the California State Department of Education, 721Capitol Mall, t. Sacramento, CA 95814. The document was printed by theOffice of State Printing and distributed under the provisions of the LibraryDistribution Act.
1980
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Copies Of this publication are available for $2 per6,4py, plus 6 percent sales tax for California residents (61/2 percent forBay Area Counties),; from:
Publications Sales . California State Department of Education P.O. Box 271 Sacramento, CA 95802 A list of other publications that are available fromthe Department, Selected Publications of the California State Department.of Education,may be obtained by writing to the same address. A partial list of publications that are availablefrom the Department appears on page 60 of this publication.
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3 Foreword. , One of the most serious problems confronting cessful Demonstration Programs in. Reading and Californiaand the nation as wellas we enter the Mathematicg described in thissreport should be of 1980s is a social bomb that cannot be ignored with- particular. interestand help2--to California educa- out endangering our future as a dynamic, healthy tors in the early 1980s. They have a record of society. improving student achievement that _deserves spe- The problem, which really is tatime bomb wait- cial recognition. Between 1970 and1980, they ing to go off, is the current plight of far too many reported learning gains that are truly phenomenal. teenagers and young adults. In some of the most In the1978-79 'school year,1-51- example, the disadvantaged ,urban areas, as many as 35 to 45' median increase in reading was-141 percent over -percent of these young peoi-he are unemployed. the predicted gain'for_similaestuderits. In mathe- They are resentful, frustrated people who have matics, the increase was a dramatic 518 percent known little but failure. And certainly one of the over the predicted gain. major causes of their predicament is that many of Two other resources, both of which offeitvexem them never learned to read or compute at a basic plary programi at the secondary school level, are level of competency. the National Diffusion Network (NDN) and Title This is an intolerable loss of human. potential. IV-C of the Elementary and Secondary Education Fortunately, junior and senior high schools are Act: Both are federally supported and both provide. beginning to receive the attention elementary schools interested schools with funds for replication of suc- received. through special state and federal pro cessful practices: Both are also available to Califor- grams, starting in the last half of the1960s. nia educators through the California State Depart- One major effort began in California in 1974 ment of Education: when I appointed .the RISE (Reform of Interme- Thus, as we enter a period whenfschool imprOve- diate and Secondary Education) 'Commission to ment in our junior and'senior highchoolsis a top study problerris in California's junior and seni'cir, priority, we are -rich in resources for ideas, for high schools and, to recommend solutions. After' materials and for entire programs. nearly a -year of hearings and deliberations, the. Obviously, these successful -programs deserve Commission suggested a number of reforms that close scrutiny by all school administrators, school arebeing.implemented at least in part by 198 second-- board members.; teachers' and parents who . are ary schools participating-in the state's newSchool interested in improVing reading and mathematics Improvement Process (SIP). Heavy stress -is- being programs in junior and senior high_schools. placed on reading and computation. I urge educators,,school board membersnd par- Another major effort to improve junior and ents to study this report. The programs-described senior high schools' is President Carter's Youth in the following .pages have proved themselves Education and Employment InitiaGye, which ear- repeatedly as especially successful. They may have marked $900 million for the new federal Depart- the answers you are looking for. ment of Education to launch-the program in fiscal year 1981. This new program, designed toprovide compensatory education and job skills for disad- vantaged teenagers, will emphasize basicskills (reading and mathematics) and vocational education. Because of this new emphasis on improving edu- cation at the secondary schoOl-level, the highly sue- Superintendent of Public- Instruction. o .
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' Foreword , iD ---Roosevelt Junior High School, Oakland ,nified School District29-; Chapter IThe-Demonstration Programs: 1- leie.aJunior High, School, Bakersfield What Are They? How Do They Work? 1 ,I.inified School District 31 ,7_,Santa-Barbara Junior High School, Santa Legislative Beginnings 1 Barbara City High School District33 Why Such a Success? -2 -'".' The Cost Effectiveness Formula 3 Chapter IVA Demonstration Program Dissemination and Replication3 in Reading and Mathematics 37 Chapter IIEvaluation: TestRestilits, Cost Terrace Hills Junior High. School, Colton a Effectiveness and Competition Unified School District37 Chapter VDemonstration Programs Chapter HIDemonstration Programs 39 in Reading 9 in Mathematics De Anza Junior High School; Ontario- Franklin Junior High School, Long Beach Montclair Unified School District 10 , Unified School District40 Edison Junior High School, Los Angeles Washington Junior 'High- SchOOl, Long- 42 Unified School DiStrict 13 t Beach Unified: School District IMperial Junior High School, Ontario--4,--' Mission Junior High School, Jurupa Montclair Unified School. District 15 Unified SchOol District43 S&nta Fe Middle School; .MonrOsvia Pacoinia Junior High School, Los'Angelet 45 Unified School District 17 Unified School District Central Junior HighbSchool, Pittsburg Sierra Middle SchOblo:Riverside Unified School District, 47 -. Unified 'School District-19 1 Compton Junior High SchOol; Bakersfield Carter Middle School, OaklandUnified City Eleinentary Saba District .21 School District-49 Franklin Middle School, San Francisco .Hoover Junior. High. School, San Jose Unified School District23 Unified Schools District 51 Peter Burnett Junior High School, San' Greenfield JUnior High School, Greenfield 53'. Union Sch,761 District25 Jose Unified School Pistrict Pelton Academic Middle School, San Francisco Unified School District27 Chapter VIInformation at Your.Fingertips 54 a
Chapter I
The 0 emonstration Programs: What Are They? How Do They Work?
SIN ; Whatcan be done with a youngster who reaches Californiais the reason the California State Legis- junior high school with barely a fourth or fifth . lature enacted Assembly Bill 938 in 1969. It wanted grade competency in reading or mathematics? For to find a way to give'educationally disadvantaged lye-year-old Juan, the chances of catching up youngsters a second chance before it, was too late. with his more successful peers seemed slight. AB 938 created the, Demonstration Programs in Juan's struggle with math began in.the first grade . Reading and Mathematics, an. effort. that has when he found it diffidult to follow the math and earned an enviable student 'achie.vement record in: reading lessons in English, a language rarely spoken its first 11 years. Students enrolled in the prograrns: in his inner-city home. By the third grade, he was. are learning to read andpeform in mathematics at .hopelessly confused, and-the next year he 'gave up two to three times their expected rates. trying. In the fifth grade, he received specialreme- The new programs were limited to student popu- dial; help, but sixth-grade math and reading lost lations exclusively from neighborhoods with high hini again: poverty levels,transiency and low test .scores. By the,time Juan. entered junior high school, the These students are sometimes truant, longtime possibility. of his achieving a basic competency in Underachievers, teetering toward drop-out status. either subject seemed remote, if past experienceof The efforts -were deliberately limited to stressing young people in a similar predicament was any. proficiency in' reading and mathematics. forstu- criterion. dents in the seventh, eighth and ninth grades. Fortunately for Yuan and thousands of other AB 938 was a major statement from California's educationally. ..disadvantaged students 'who enroll lawmakers. It told 'the California. Department of each year. in the 28 junior high schools partiCipat- EduCaticin"that special needs were to be recognized ing in the state-supported Demonstration Pro- and that thoSe needs.were critical enough. to require grams in Reading and Mathematics, theodds have a state investment of new dollars. Stringent evalua-' been reversed; the likelihOod of their catching up is tions documenting success would be the key to con- heavily in favor of a happy outcome. tinued funding. AB 938 opened the door for a number of identi- Legislative Beginnings fied California school districts to compete for the The case history of Juan and his 'many counter- firSt-year appropriation of $3 million. Eligible dis-: . partsastory of major social significancein-today's tricts were defined as those .having schools `!of greatest need." Program guidelineslalled for heter- cess. Criticsinclihed to attribute the programs' ogeneous grouping,-"iiinual evaluations based effectiveness- to increased funds should quickly test performance and costeffectiveness, and coordi- observe a .number of other features often unrelated nation by the California Department of Education. to money. Among them: Under 'legislative requirements, Demonstration Amazing levels of energy and commitment on Program schools had to satisfy a series of goals the .part of program staffs at each school. never before combined ina state-funcled education Creative use of commercial materials and even Project. To keep 'their funding, schools had to: more creative effortsinlocally developed Show definite academic improvement for under- materials. achieving youngsters in reading and/ or mathe- Sophisticated levels of individualized instruction. matics. Recorcuceeping, interim testing and pupil con- Create a highly systematized program which tracts designed to make every instructional could be replicated at another school site. minute count. Produce high student achievement. iSchool levelplanning, teacher conference-time I5issrninate information to other school peo- and flexibility. ple about_ successful practices learned in the Learning laboratory areas as adjuncts to the programs. classroom. Why Such a Success? Diagnostic and prescriptive approaches. - Effective and expanded useof aides and auxil,- The success Of. the11 -year -old demonstration iary personnel.' programs is credited at leastpartially to the state Higher than usual !evels of parent involvement legislative mandate requiring schools in the pro- and interaction With project staff. gram to compete with each other on a costeffective basis.. The Legislature demanded that fundingbe Emphasis on the practical aspects of reading granted to schools achieving the most student and mathematics. learning for the least amount ofinoney. To colnply Thee, everyday applications that make mastery with the mandate, program administratorsin. the worthWhile. !22, California State Department of Education devised US,A, the national weekly edu- a unique formula fordetermining cost effectiveness . When Education (see description on page . 3). In freeenterprise cation newspaper; asked three direttors of demon- fashion, state administrators do` not dictate to stration programs how they achieved such substan- schools how results are to be attained.. All progams tial learning gains, they offered the following tips operate with maximum slhool-levelplanning and for improved student achievement in reading and direction and minimum state interference. math in their projects:"... All of the programs feature individualized instruc- "Start by finding the right teachersthose tion. No tracking is permitted. All pupils at-a speci- who-truly care -about lids;" sugge-s-B-Ifetivis A.. fied grade level must be served by the project. And Prillirnan, former project directOr of the Dem- thr, district'agrees to'pick up the most costeffective onstrafion Prograrire M.athern..itics at Frank- components.for nontargeted students in the partici- lin Junior High School in Long Beach. Because pating school. Each school selects anon-sitedirec- of the high transiency rate- of Franklin's stu: tor, usually a subject: matter specialistwith a good dents,itsdembnstration math program is record in getting'-along well With people. highly individualized an j structured: The-pro- A major outcome of the programs is a new -gram has three main components:-classroom emphasis' on school-level planniN, according to instruction, a maTh laboiatorY and a math cen- several prograM directors. At the very--leagt, the ter.Students take a "quickie0quiz" at the enable-participating schools to add aides beginning of each daily class. "This settles and to redUce student/adult ratios. Staff morale theM down and lets ,them experience success," has been raised. Schools emphasize success. And- Prilliman says. Criteriotreferenced pretests some participating schools haveserved as change are used to diagnose studentneeds, and indi-: agentsfor entire districts. vidual packets are prescribed. Students get a A visit to alT 28 demonstrationprograms-would chance to vmanipulate materials and equip- -reveal a number of similarities contributing to suc- Ment once weekly in the lab..At the end of four .a '\ 'Classroom lessons, students report to the math her, personal -journal and teachers respond center _'for a "chetkpoint" test.If a student daily to the journal. =.. scores less than 80' percent. on the test, he or The state_administrators emphasize flexibility in she remains in the center for additional work planning and directing programs at the local school and retesting. Curriculum materials used in.. level. They also say that teaching.schedules should the center are written, tried and reworked by be rearranged so all teachers..of the same subject 0 staff members. "This. is the best possible kind matter share a common .confererice period. This of in-service training. for teachers," Prilliman allows teachers time for planning, sharing ideas says. and developing programs. Le: students learn from :life-. In a dernonsira- . tion program "survival math" course at Pacoima The Cost Effectiveness Formula, C Junior High School, students learn that surviv- The formula of the Demonstration Programs in al in the cdurseand,in:life--rmay depend on Reading and Mathematics takes into account learn- computational ability, .accordingtti Elaine ing achievement-and cost, Both figures are expressed Lindsay, project director. Following a teacher- in percent. The percentage increase' in Student made curriculum ..Called "This Is Your Life," learning represcots the difference between expected students fill out application forms and Obtain .gains in achievement and actual gain, as measured jobs as salespersons. They. are not "paid" if by pre- and post-test scores on the Comprehensive they are absent because of sickness, "becauSe Tests of Basic Skills (CTBS). In effect, the formula new employee§ do not have sick pay." On pay - considers .how much :better students are doing in day, .sttidents compute salary deductions, sav- the program than they would have done without it. ings and expenses; When, in the simulation, The percent of increase in .achievement is divided students have sevaral hundred dollars saved, by-the percent of increase in expenditure; that 'they embark on a six-week unit ii buying a the difference' between per-pupil expenditure before car. Math skillS are required asstudents learn and after program funds have been added. The about car selection, loans, gasoline 'mileage least cost effective schools are dropped from thee, and maintenance expenses. In othef units stu- program each year. Schools continuingin the pro- dents learn how to budget for a. vacation, rent gram are encouraged to lower their costs so more an apartment, shop by. cornparison andfur- nish-a bedroom. One tip in using the course: schools can participate. make students keep their own records. Dissemination and Replication Make fun and ga mes part of learning to read. Commercial and teacher-made games. are used "One real test of these progranicrgAsheir portabil- to motivate junior high students in the demon- ity," says tarl Watson, manager of Demonstra- stration program at Santa Fe Junior High tion Programs at the California Department of School in MOnrovia. The rationale f-or using Education. "While skilled and, enthusiastic teachers games is simple: students' like topla,y games are certainly an' important elementof success, the and being able to read instruCtions.i§ a neces- curriculum materials that have-been developed are sary part of playing. Another successful moti- just. as useful at one.end of the state_as they are at vator used. inthe centerisa typewriter.. . the other." Students will work with lists' of vocabi.OTI,e:71... Watson points', with pride at the-many program .words, says P 'ject Direct6r Carol .LeVinfei,'-ifzduplkations that are successful-in districts without they can typrather than write words. Sim:7: special funding. He cites .a recent study conducted ilarly, students will "write" a stay for the stu- . 'determine the 'extent of program replication. A dent newspaper if they can use a type:writer.:.: questionriaire was sent to a sample of 1,000. school 'Other strategics used in the center include: .pe.Orik;who had visited a DemonstratiOn" Piogratr. teachers make three-week contracts with stti..7?-or wbo had attended aDemonstration, Program dents regarding the amount of work i.tobe conference. Questionnaires were returned by 46 accomplished ancLine_x_perisjysfield trips are percent of the schoolptOple. ,used lopay off completed contracts; sttfdents One7half of the respondents claimed that they . and teachers choose what they want To read on had adopted' programs- which represented total "silent reading day" each week; students do all replication or replication with only minor modifica-'. assignments in a composition boAk.;..each §tu- dent must write something each darin.liis-or The survey found that one Demonstration Pro: ;gram was replicated in 63 schools;another pro- adapted the formats and the facilities tomeet the needs and budgetary constraints of their schools. gram was replicated in 45. schools;and a thirdA program was replicated in 23 schools.' And all agree, it works. The legislation for the demonstration programs Forty -three percent of those responding said dissemination. The they were actually using .materialsand/or ideas includeda. requirement for from the demonstration programs. "Most schools," authors, of the legislation agreed that success must Watson explairts, "apgareritly attempt to modify a be Shared. So each program has,direct fesponsibili- demonstration prograrri to meet the special needs ties to help other schools implement program mate- rials- and ideas. of their own situations and to encourage interest EaCh year the demonstration programs jointly .and, pride among their staffs." conduct two statewide conferences to demonstrate Questionnaire responses disclosed that more than successful cost-effective" programs to other school 35.,000 additional students had been involved in the edis trict.personnel in California serving grades seven,. programs dtveloped by thereplicating -schools. eight and nine. Two or-three other smaller confer- Watson notes that this does not represent the total ences are also held in the more remoteregions of number of replications 'in the state, but is only a California reflection of the findings from the questionnaire to _ProgrAin directors entourage educators to visit. a sampling of schools. ' their .schools. They provide theircurriculum mate- In rating the effect of the replicated program on rials- at no charge to other schools. Inaddition, student achievement, 25 percent of therespondents they visit the schools that are ads -pting programs to noted "great improvement." Seventy .percentsaid provide on-site assistance to school staffs-: achievement "infproved somewhat." Forty-eight In the 1978-79 school year, program personnel percent noted a "great improvement"' in..student answered more than, 6,500 requests fordetailed attitude. Forty-five percent said attitude was "some- information and curriculum materials.-They were what improved." In other words,Watson points visited by 3,500 school 'people, and they presented out, "ninety percent or more of the responses were 'nearly 400 workshop sessions in all partsof Cali- positive regarding both student attitdde,andachieve- fornia. . ment." Watson says the demonstration programs are Watson says that Long Beach UnifiedSchool workable in any California junior high school will- District's Demonstration- Program at_FranklinJu-^ing to invest the time to study them and to shape nior High School served as a model for several.the materials' and; deas ..to- local needs.. other currently funded programs inmathematics. Funding has continued atapproximately $3 mil-. Yet, careful examination shows that thesimilarity fion annually since 'the =program began in 1969 in program stops with the curricular elemert.The ProfileS in Chapter'; III contain, highlights and staffs have taken -the Long Beach materialsand-. providebasic informaiion on each of the programs.
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Chapter II
Evaluation: Test Results; C Cost Effectiveness and Competition
Nothing is surprising about a requirement that a second year and the ninth grade in the third (in a specially funded program be evaluated and that three-year junior high), a school would nor...5411y certain specific evaluation data be submitted to the collect information' not .only for a single-year but California. Department of Education. But there-is also for students who had-spent two or three years, something unusual about the evaluation require- in ,the program. This makes it possible to report ments for California's Demonstration Programs hi changes in scores from the beginning of the seventh Reading and. Mathematics. Unique features include grade to the end of the eighth or ninth grades. the -following: k.At least one meeting is held each year for projetct directors and evaluators to discuss evaluation A particular test is specified for use by all requirements and procedures with the leaders of participants. the program at the, state level. Agreements are Costs, as well as student achievement, are reached at these meetings concerning the accept- \ included annually,in the final ratings of schools, able forms and levels of the tests to be used, the appropriateness of Various- testing and reporting Participating schools are ranked according to procedures, common testing dates and other mat- the evaluation results, with state support'with, ters of concern.. drawn from the, lowest rated _programs. .Each June, when the cost and test data, are To enable the state to comply with the mandate received from the local districts by the state evalua- of the legislation-74o terminate the least cast- tion consultant, programs are ranked in several effective programs eachiear--it has been neces ways, including: v. sary to collect the same -,information from each Mean gain in test scaled scores for the current program. All programs, therefore, submit operat- year. ing cost figures and October and May test score Actual gains in Comparison to gains predicted resultsforallparticipating students from the L - on the basis of pretest scores. . mathematics or reading portions of the Compre-' hensive .Tests of Basic Skills. Months gainedin mean grade equivalent Also, because funds for the demonstration efforts scores for each month of instruction. support .a program in the seventh grade the first Overall achievementa combination of the year a school participates, the eighth gra-de in the above three. provide support in improving` ocal program effec- Costs. in excess of 'districts' average_ operating;,. costs per student. ' tiveness by identifying specific areas of operation in "need of greater strength. Itis possible that the The Cost Effectiveness Indexthe percent of highly competitive nature of these programs has increase in achievement foxj each percent in- given impetus tocthis use of evaluation. The net crease in cost. result: a continuous "polishing" of the programs. Overall effectiveness-----7a combination orthese Another interesting feature of demonstration rankings, which is the final rank order and; program. evaluationisa determinationo! the, hence, deternnine. s the refunding or termina- extent to whichprograms are truly serving as dem- .tion of each program. onstration centers for other schools in the state. The degree of effectiveness.of the pemoristration The method used for'this part of the evaluation has Programs in Reading and Mathematics in terms ofbeen primarily -oneof countingcounting the increased student achievement has- been surpris- number of presentations each -program staff has consistent over the years. Typically, the stu- -given (at conferences, in.other school districts., and dents have achieved _abOut 2.0 ,thonths of gain, so forth); counting the number ofvisitors observ- 'according to the 'test scores for each month of ingat each program site; counting the quantity of instruction. The 1978-79 results:Showed a median materials distributed; and counting the number of of 2.0 months gr-o'vlith in reading and 3.5 months ofschools replicating a program. gt o w th n mathematits for each month ofinstruction. Figures from a recent study show the extensive- `The actual increase, in. scores, when compared ness of the dissemination effortduriRg a single with their-et:ease iharcould;be anticipated (in lightyear: 312 'presentations:, 2,19,fl,_ visitors (with a of the low pretest scores, characteristic of students median number per school or 123); 57,000 pieces of. in these programs) is mist encouraging. For the curriculum materials distributed. 7 1978-79 school 'year, the median:increase in reading rri 1977-78, to survey the extent. of replication, soared 141 13ercent over predicted score's. In .rnathe--questionnaires Nke.re sent to a-sample, of 1;000 per- matics, the increase was a dramatic .518' percent:`gons Whose names appeared- in the visitor records Far the same year (1978-79), the co-lt-effectiveness of demonstration programs. Of thoSe responding, indices indicated a median prwam increase of 8.6:63 percent stated that their schools decided to repli- percent in reading achievement scores Ind 32.8 per- cate all or part of one or more of ,the programs. cent in mathematics scores for each 1.percent of When askedwhat effect they believed the use`oxf ihe increase in program operating was. program serials or ideas had on their students,. The design of the comprehensive local evalua- more than 90 percent said there had been "some" tion is determined ,entirely at-the local district or or "great" improvement in bothachievement and school: Its purpose, is to obtain information that.'attitude: When asked to rate the overall benefit of will be useful in improvingthe program andin an- the demonstration programs; the same people . -swering que4tions the community or the, local those using the materials or ideas---answered as Tot- \ school district, may have about the effectiveness ontstanding, 28 percent; very good, 54 percent; and value: of the .program. As aresult ofinfoirtia- somewhat'. helpful,18percent; disapp 0 'tion fkop these local evaluations, schools have \ 'percent. . . decided on a'Variety of adjustments to improve pro- . . . . : The various measures orthe Valtie. of the de on-''' gram effectiveness. stra. tion programs all point in the same direction Some program administrators who had pro- success. There is much evidence that: grams operating for several years.havestudied their students' test scores and other evaluation data Ion- The students in the demonstration programs have-made strong gains in achievement and ' . -gitudinally.To evaluate the long-term effects of the
attitude'. . Programs, some administrators have' conducted . .10 studies of their students' achievement through the The ideas and terials fr.orn the programs are senior high school years. Results from these follow- being widely tributed. up studies'afe encouraging. Positive effects from Many staff members from nonproject schools the junior high se hool prograMs can bedocumented are ;Sufficiently impressed to use ideas. and effectsthat,for the majorityof. students, -last materials from the programs. through the senior high years,. O These local studies'document i3ositive changes in Students in the schools replicating the pro- students' attitudes, in the school's-atmosphere and grams showimprovement in both achievement in community .support ror the school. They.also' and: attitudes. All of these favorable findings do not mean that necessary for even the top-rated,schools ofsorie year utopia has been reached, but they do reflect pro-.to strive to do even better the following year. If gram. serving the major purposes for which they they do not., they may be dropped from the pro-,. were designedprograms which assigt 'and inspire gram. In the state's demonstration programs, there schools across California to develop more effective is never room for complacency; everyone must try` pr'ograms in reading and mathematics. to improve so that accomplishinents exceed those It should be noted, too, that the annual, rankings of the prior years. Today's successes are the' take- of the demonstration program schools. Make it. off point for future successes.
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4.7 1:3erriconstraticortCIP cograrnts eadixt as iDe -E - High- School, Ontario 111, lEdison J-Unior 1-xigti-Sch4:3431*_144cosAngeles- -40 Imperial.r.ikunior .HighSchool, Ontario 4.:.Santa-,.Fe Middle 'School; MOnrovia 1_0 e rat ri 4unior il[igh.-SchOol, Pittsburg cuppton.:--Juizior High School, Bakers- fielFranklin d Middle SiChool, San FrancisCo
40 . -1 ligh School,. Bakers-.-
field - . - Peltifin A.cadeinic: -Middle School; San Francisco Rogsevelt School, Oakland 41. Sierra- JuiniCir High' School, Bakersfield Saiita: Barbara .junior High Scheicol, Santa Barbara ..X DE ANZA JUNIOR HIGH SCHOOL DEMONSTRATION PROGRAM IN READING Ontario.-Montclair Unified School District
Program Profile School Enrollment: .650 students in the seventh andeighth grades Target Population: 312 eighth graders Specific Characteristics of Student Population: o Ethnic Distribution . ' Asian or Pacific Black. not of White; not of Islander- Hispanic origin Hispanic origin Hispanic
0.7 percent 12 percent, 40 perCent . 47.3 percent o Moderate transiency rate,with many students of limited-English-speaking abilitkliigh AFDC rate. Project Director: Ann Glaser Address and Telephone: 1450 S. Sultana;.Ontario, CA 91761 (714) 983-2118
The Program,. -,,-; 'student, regardless of reading leve, contributes to :, .- . _. ______the goal of improving .self-concep6. ... "I think CI-ye learlied a lot from the center.I've "Reading in. aSupportive Environment," the learned -how. to read better, talk better, behavebet- title of the program's descriptive booklet, aptly ter and like people better."With these words, indiCates the program's content. young Jesus aptry'sums up thegoali of the De Counseling, both group and individual, person- Anza. Demonstration Program in Reading.Not alized instruction, diagnosis and prescription, cross- only does he recognize his own gains, buthis age tutoring and contracting are someof the more teachers have also charted an astounding 2.4 important ,features of the program. months of gain for every month Jesus has spent in the De Ann program. ,Jestis' progress is not unusual at De Anza. His Methods and Materials and other: student successes have been recordedby with 80 win- The warm environment that welcomes students more than just test scores. In a center to the-reading center is well -stocked with diagnos- dows, considerable furnishings, equipment and books, vandalism is not a problem. There are also tic and prescriptive materials. virtually no discipline problems at De Anza, even As each child enters the program, a battery of though the school is located in an older, minority diagnostic tests is administered, and self-esteem is neighborhood where such problems could be expect- charteVon specil, nonthreatening opinionnaires ed among junior high students. As students workin that focus on personal attitudes. the reading center, they are self-directed andintent A student's interests, hobbies,preferences,'field upon assignments they havecontracted to com- trip choices and other information are determined plete. Contracts are important motivations. They through an overall entrance-level assessment so 'valued they can be .incorporated ,into an individualized provide an opportunity to earn highly materials of high interest to books and field trips. program by means of "A reading center that smiles at children" is how the student. the De Anza program bills itself. This theme illus- Each student signs a 20-day contract to complete trates the basic philosophy behind the programin specific assignment's and leisure reading. Each com- which building a student's self-image is of great pleted assignment is awarded a point value.,The importance to the-De Anza staff. Success for every points are highly motivational, because they can be
10 redeemed for personal paperback library books lic library and housed in the De Anzalibrary specif- and field trips. ically for this program. Each:student is expected to complete an average Parent education classes are a naturalcompo-' of two lessons a day,-but the span of contract com- nest to the 'preschool reading program,since par- These classes pletion is always flexible enough toaccommodate ents are expected to be in attendance. the student who wishes to Speed up orslow down. include films on child development and presenta- formal eval- tions by the school nurse, the districtlibrarian, At the completion of each contract, a and the uation l.of his or her performance is made byboth local nlice, the reading Center counselor by student and teacher. paramedics. The prograM is as widely accepted "The textbook approach to reading isdefinitely the mothers as itis by the children.: out," Ann Glaser, program director,explains. "We use high interest materials.As a result, the center is Physical Space and Hardware anxious for their a favorite class, and Students are The. De Anza reading center is housedin a build- turns in the center." library. About English , ing that was originally the school's The schedule provides for three weeks of the size, of two and one-halfclassroom's, it features instruction in- a classroom other than the center, round' tables. Stacks of 'books andstuderit° file then three weeks in the center, with groupsof stu- folders,line the walls, and a special"center- of -the- dents rotating, heterogeneously,throughout the center" is arranged with comfortable' easychairs year. and -sofas. Attractive carpeting,plants- and wall / Students' records are kept in theirfolders so they-decor add to the "living room"feeling, which are aware of their progress atall times. Help is at makes it a favorite reading andworking space for hand immediately with a ratio of one adult to staff and students alike. about,five or six students. Carousels or leisure reading bOoks.;displays of A full-time counselor, who reportsmajor suc- magazines and a varietyof reading hardware, such Her cesses,ispart of the reading center team. as controlledreaders and System 80 Programmed duties include individual and groupcounseling and readers, are all utilized during theclass. periods.. communication with parents. The counseling groups -An out-of-sight storage room houses amajor meet for one period a week over an,eight-week portion, of the center's hardwaretaperecorders, span. About 150 students areactive in the counsel- filmstrip machines, tachistoscopes andother read- ing sessions. A thread of values,clarification and ing machines and devices. decision making runs throughout thesessions. The counselor also teaches a nine-week classin human The Staff ,relations which further emphasizes apositive self- concept in relation to success andachievement in ,Tfie De Anza staff includes the projectdirector, reading as well, as growth in self-esteem.Student one counselor, three teachers,three aides, a part- participation is voluntary. time nurse and -a part-time psychologist. The counseling' componentincludes a concern Staff members, several of whom arebilingual, that -general health is not hamperingreading prog- work regularly with what is termed a"focus inter-' with the ress. The school nurseand counselor often confer .view" designed to keep them on target when visual or physical screeningof a child is goals of the program and to keepinterpersonal 0 relationships functioning at a high level. The spe- considered. Another unusual feature of the programis the cial interviews are considered acommunication preschool story hour.- About 50 De Anzastudents tool by Ann Glaser. "We -meet one-on-onefor 15 read to preschool children. Operatedin conjunc- minutes to an hour every three or four weeks to tion with the. Ontario Public Library, the program identify our major, concerns, discuss the feeling lev- increased self- els of these concerns and toss aroundalternatives. is mutually beneficial. It results in commitment of esteem for the junior high school students andread- The end of the interview results in a Parents of the some kind of action by both parties." Glaser says ing .readiness for the younger set. director and toddlers also benefit with special parenteducation that interviews are held 'between the classes arranged for them by the center:They meet teachers, teachers a'n'd aides and, at several points, for an hour each week, but severalpreparatory staff and students, > activities are required for the De Anzareaders. Fol- . "The process, a technique that works in any lowing the story hour, the preschoolers maycheck endeavor with specific goals, has added tremen- out three of some 1,0001i-Ooks supplied by the pub- dously to the team spirit," Glaser says. replication of the program for the other grade level. ReplicationWhere and Row The program has been replicated at another ju- The De Anza staff believes a major prerequisite nior high school in the Ontario-Montclair Unified to replicating its program is to have the people School District, and parts of the system are in use iriVolved believe that reading can be taught better throughout the state. in an atmosphere different, both physically and Glaser is happy to offer .sehools an assortment of psychblogically,. from a traditional. classroom. center Materials for use in replication. For the ask- ing, will forward her descriptive booklet and The De Anza staff also believes the'Success of the recordkeeping systems that include student profile program is built around an individualized curricu- forms, contracting forms, progress charts that cor- lum that is challenging, but not defeating, and is respond to hardware.. in the center, the "USSR"' based equally upon interests and needs of the reading record (unintpriupted sustained silent read- students. ing), the self-concept assessment and numerous The most notable replication of the De Anza other organizational management tools. program is in De Anza itself. Since the project _ Replication con be `Costly if one relies on new serves only one grade level as a state-funded dem- purchases and consumable materials. Glaser recom- onstration program, the former school principal, mends an inventory of materials available in a Bob Vislay, working with the center staff, spear- school and the consolidation of resources. Many of headed a second center for thegrade "level not the materials which are designed to be consumable served. can be redesigned for nonconsumable use. The The current principal, Ann Flatten, believes the Alo pupil-adult ratio can also be costlbut De Center has become a change agent for the entire uvizeareidsusing student teachers and college aides to school. She also believes that the popularity of the help make the programs more affordable for repli- center with parents was a prime motivator for the cation.
12 a
EDISON JUNIOR HIGH SCHOOL DEMONSTRATION PROGRAM IN READING Los Angeles Unified School District.
Program -Progle School Enrollment: 1,830 students in the seventh, eighth and-ninth grades Target Population: 640 students. in the eighth grade° Specific Characteristics of Target Population: 0 Ethnic Distribution Black, notof Hispanic origin Hispanic 54 percent 46 percent 0 Serves a transient, _lowsocioeconomic.Community on the fringes of the inner city. Project, Director: .Mary Hall Address and Telephone: 6500Hooper Ave., Los Angeles, CA 90001 (213) 588-6795
The Program and in the abstract, short fiction, essays, plays and science fiction. For most youngsters, the anthology One year they called it Fantasies. Another year it is their first printed work and as a: result, many was Galaxies. No matter which title isused, the have developed.a fascination withtheir own innate creative writing anthology produced by Edison's abilities to create works of art from words. Demonstration Program in Reading is a highlight _In addition to developing creative writers, expe-- of the school year for both the staff and the young rience in the project's "Reader's Theatre" promotes contributors.Recently,,more than 100 students proficiency in oral language and an appreciation penned original materials which were-produced in for drama and good literature, the Fantasies volume. Through some mini-units developed by the EdiL "It's better than a certificate," says ProjectOirec- son staff, students learn theintricacies of tele-Vision. tor Mary Hall. "It's real,proof that they haye;,suc- commercials and advertising in general. The staff ceeded. I'm certain these anthologies will be-treasured also offers a potpourri of current infrxest materials possessions for 'many years." -through learning centers in each Classroom:" . Creative writing is a major emphasis throughout the year, It is,a natural blending of allthe necessary The project seems to have something for every- language that junior high students should master. oneand for a school as large as Edison, that is no The staff feels strongly that creativity cannot be. small task. Ranked as the largest Demonstration taught. Instead, they provide opportunities for stu- Program in Reading currently operating, Edison dents to take a closer look at elements of life, 16- has, by necessity, focused On management systems think about them, and then 'to capture them-in of individualized instruction as well as on Cie words. As the EdiSon teachers' guide to creative curriculum`. . Student testing is dOne early in the year, with writing states: ". ..A good creative writing teacher 'profiles developed and learning organiied into five- ...stimulates, encourages, excites and motivates students to. use their senses to form words imagina; week blocks. Learners may be assigned to a reading tively." lab or to a regular reading classroom. As the anthologies prove, each student develops The reading lab provides intensive.instruction on a unique style. A volume includespoetry in rhyme an individualized contractbasis.It offers both-
13 . 1-y remediation and enrichment, depending on the . Mini-units developed for the lab are built around needs of the student. fiV"e-week tinreframes. The staff uses popular les- son units on the morphologyof reading, vocabu- Methods and Materials lary, stuitly skills and others. While there is an ample supply of commercial A claIs size of about 25, with ateacher and an material in use at Edison, Hail believes that "money aide for each of fiVe classrooms, is considered an should be in staff development, not in :stuff." impatant aspect of the Edison program. Along With a common planning period available,stall with a common daily planning period, the staff in-service trainingisnot the obstacleitoften credits Paraprofessional assistance for the effective- becomes in other places. "Staff development can ness of its recordkeepingsystem. occur when two people onthe-same staff Sit down The reading lab is staffed by a readingspecialist together to solve a student learning problem and and paraprofessional aides. It contains a varietyof::wind up learning from each other about thetudent programmable material both Consumable and re- and the solutions," Hall explains. cyclableto provide high interest activities from second grade level' reading through high school. The Staff State funds for the project pay the salaries of the . A strong thread of multicUltural activity and cur- riculurn;permeates the lab, particularly for those project director, a reeding laboratory specialist, stUdeiitS rOding above a minimum grade leVel. The one classroom teacher oneeducation aide, four lab i'eacher is responsible for multicultural curriculum. teacher assistants andla clerk.
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14 18 IMPERIAL JUNIOR HIGH SCHOOL DEMONSTRATION PROGRAM IN READING Ontario-Montclair Unified School District
Program. Profile School Enrollment: 630 s:udents -in the seventh and eighth grades Target Population: 282 eighth graders Specific Characteristics of Target Population: 0 Ethnic Distribution Asian or Pacifie Black, not of White, not of . Islander HiSpanicorigin Hispanic origin Hispanic
6.5.percent 5.5 percent 58 percent 36 percent o The sc transiency rate. The neighborhood is changing because many -middle class families are now moving into newly developed subdivisions. . _ PAjectDirector: Lily Higa - Address and Telephone: 1450 East G St., Ontario, CA 91761 (714) 983-6590
The Program A unique element in the Imperial, program is an in-service aspect which encourages leachersin A reading center where physical education teachers other disciplines, such as' math, music or physical 'teach reading? A center where in-service training is 'education, to work in the center to help students built into the daily, ,sehedule? A reading_ program develop reading skills. It is normal to findmath where, nearly .100 ottgent of thestudent. clientele is teacher involved in the center ,when schedules per- happy and appreciative of the staff? ' mit. By Working outside their own'disciplines, these__ If all this sounds unlikely;Visit Imperial Junior. teachers' gain a'keener awareness of reading as a High SchooLl As a replication of its sister program. . true interdisciplinary;skill, and their time in the at De Anza; much of the action in the Imperial center dramaticallyin'creases their ability to 'under- reading' center is closely related to De 'Arias. . stand and teach reading as a skill. Project Director There is a strong emphasis on individual diagnosiS Lily Higa believes_ that 'this hands-on in-service with prescriptive follow.-through on individual .stu- training.is the best kind, and remarkably cost effec- dent contracts using a variety of high interest mate- . tive as well. rials. Each student is rotated into the center on a. "Cost,, cuttinesis very important here," Higa -four-to-five-week.interval, alternating with language' emphasizes. "We want to offer an effective ieading arts/ English classes. skills program that can be duplicated without large Students assigned to the center receive concen- amounts of money.". trated skill-building lessons and are encouraged to discover the joys of leisure reading. -They also The progr,am atImperial, emphasizes career benefit from a low pupil-adult ratio. awareness at both the seventh andeighth grades. lir Impetus fore achievement isa.. reward system; theeighth grade, students spend an averagetof which is similar to De Anza's rewards of paperback three days. out of every 20 in the center in a unit books and posters. called "Career Exploration." They._participate in Emphasis is placed On'developiniselt-concepts. career-related tasks ranging from leisure reading to Each student'sprofile includes 'pre- and post- the preparation of research reports: testing 'on feelings abotit school, self-image and: Supplemental career learning packets are avail- related aspects that contribute to Overall school able that include teacher-made duplicates of mate- success' rial developed by another Ontario district project-
15 t
ea ti
of student funded under ESEA TitleIV-C.Commercial mate.- both negative and positive aspects rials are also used. performance. :Seventh graders relate to the career aspects,of "Wrapping up-her formula for success,Higa re- the, program, by participating in a unitcalled "Self- fers again to the needlor individualizedprograms. awareness," which provides a frameworkfor further "We work diligently with the high achiever as following year. with the remedial student,"Higa explains. "A vis- career analysis the early read- Higa credits the center's success 'to supportfrom itor would view some students learning all those involved-,from administrators to stu- ing concepts, while another group learnsspeed
. 6 dents. The'diversified teaching backgroundsof per- reading,technique,s.7 .> the center. The reading center staff consists of eightfull and sonnet are also considered 'an asset to and a As with any of the successful demonstration pro- part-time teachers, foul- aides, a secretary funding 4.: gram's, there is a concernfor communication with director, with the demonStration program parenti Otstudents involved. Continual .two-way two full-time teachers,three aides, the director and efforts are encouraged to keep parents awareof a secretary. : , ''' '''''''
SANTAFE MIDDLE SCHOOL EMONTRATION PROGRAM 'IN READING ... Monrovia Unified School District*
Program Profile School Enrollment: 494 students in the sixth, seventhand eighth grades Target Population: 170 students in the eighth grade -Specific CharacteristicS of Target Population: 0 Ethnic Distribution American Indian Asian or Pacific' Black, not of White. not of or Alaskan Native Islander Hispanic origin_ Hispanic origin Hispanic . 3 ..2 percent ..5 percent 10.8 percent 7f.2 percent 183 percent o Lower middle class neighborhood;high transiency rate; high percentage of , AFDC recipients, single-parent families and foster homes. Project Director: Carol Levinski Address and Telephone: 148 W. Duarte Rd., .4Onrovia,_CA 91016 (213)359- 7946
The Program The center's regular program also includes a daily journal of private thoughts and opinions The staff at. Santa Fe's reading center strongly shared only by the student's teacter in the center. believes reading is "taught,", but enthusiasm for The journals form a communications link between reading is- "caught." Behind each activity in this teacher and, student and usually provide insights highly succesgutDernOnstratiori Program in Read- into student problems. ing are elements: of both high interest and needed "We have to teach the whole child," saysLeVinski. skills. EmphasiS'is placed-on success for eachchild "And since this is such a difficult agewith all the in the program'S reading center, both for reading problems of early adolekencewe have to under- ' and for the development of a better self-concept. stand where each child.is mentally and,emotionally - The result: popularity as well as improved reading. in order to help him or her in reading as well as in - Santa Fe's program popularity is backed by developing a positive more than just staff opinion -It is-,supported_in a fa.tnal opinion survey taken by an outside evalua- iiiiirnalwritirig 'usually begins with .a theme tor who asked a random sample of-reading center statementusually with a positive aspectWritten students how they felt about the class. The 'over- on the board. One day, for example, the theme 'whelmingly positive response (97 percent) was an statement -asked each 'student to write at least one "A" for the center, for its staff and for its curriculum. positive thing about every other student at the "W "ire really proud of that survey," states Proj- table. They write. about leadership, other cultures ect Director Carol Levinski. "It has given us feed- and respect. :. back beyonszl't st result's, and we value the opinions Santa Fe's staff also believes parents are criti- of our studentss much as we do the test data." cally important to the development of reading, , The reading cen program is geared to con- skills and the creation of a "reading habit." Con-. tracts, contained in student work folders, witheach tracts go home with reading centerstUdents. Par- contract containing skill building activities designed ents are asked to .monitor home readingprograms to correct diagnosed deficien4es and to reinforce for half an hour each evening. Students who return skills and enrich learning. The t'vv-week contracts the finished home contracts signed by parents earn their owners points which are turnedin for receive free magazines or paperback books as their field trip rewards. reward.
17 vocabulary)usage and spelling of their foreign pals. Methods and Materials - Every student at the target grade level attends The Staff the-reading center on a daily- hasis.7---in addition to The Santa Fe reading center has seven staff attending a regular language arts class. Each stu- members--La director, two teachers, asecretary,- dent is- diagnosed by teacher evaluation andformal :and three full-time instructionalaides. testing that includes the CTBS as well as othercri- terion referenced tests. An unusual studentassess- PhySiCal Space and ,Hardware ment of reading attitudes, aimed atuncovering a- student's baSic feelings about his or her own read- The__SankaLfe program occupies a double class- mg skill, rounds out theformal diagnosis. .room with the connecting- wall removed. The car- One of two center teachers prescribes a two- to peted, draped and comfortably furnished area three-week contract of activities- in the student's includes :roundjables, book racks, anaudiovisual deficient -areas, while enrichinent and reinforce-,center, a teacher,, workroom andsecretarial and ment are programmed into the contractsfor all stu-. administrative offices. dents. .High .interest materials are used for all HardWare is a combination of traditional -red- students, regardless of reading level. ing machines. It includes audiovisual cassettes, Friday is leisure reading day, when students are tachistoscopes and listening centers. Pcthaps the engrossed in whatever they chooSe to read forthe most unusual piece of hardware iS the bankof 45-minute period. \. typewriters lining one will. "We find that there are "This leisure reading time .is a favorite timefor many students who arenotcomfortable with a pen- all of us," Levinski explains. "We find,it is helping cil; they have had so much failure intheir writing
. to. foster.that enthusiasm forreading we are hoping and langudt,e effort. But they ItAe thetypeWriter to instill, here." ':.and we encourage its use!. for all kinds-ofreading Bookracks overflow 'with 'appropriate reading and skill-building exercistes," Levinski :explains. materials. When a new shipinent of paperbacks arrives, there is a continual flow.of studentrequests Replication for the new titles. Each of the six classes using the lab has a set The most .notable replication of theSanta Fe number of "game days" through the semester-in prograM is found in another sChOol addition to work and related center activities.The Clifton Junior High School Materialsdeveloped. game days are:lively, often noisy,anq.;;definifely by the Santa Fe centermdstnotably game units' and teacher material on phoneties for-upper-grade .popular. Students play the-center-developed games of "word-opoly," spelling baseball skills, "reading levelshave been, ptitA to use in scores ofdistricts football" and. other reading-related gaMes which a:round,the state. can be used to reinforce anyskill. The result is a the/ ideas behind the 'Monrovia program are happy blend of good times and reading skillsappli- -adaptable. to any school with the space and the Cation with an immediate learning payoff. ,--Manpower; though Levinski believes partsof the Other aspects of the daily schedules,includework- projeet could be incorporatedinto a regular Ian- newsletter. The news-: guage arts' clasSwith a minimum of effort and on. Paper Clips, the center's letter is student - produced and-deliberatelyprovides money. students who are not part of otherjournalism Student journals require only, teacher time, com- efforts at the,school with an opportunity for a"bi- mitment to confidentiality and the priceof a com- line." The newsletter, which is both-timely and position book.'t he at-home Contracts couldbe tied informative, is a regular feature that parents and..into fund raising, such as book fairs and-other class students alike find wOrthwhile=from.both"neV9" room ventures.- and a creative writing standpoint. "Our reading center works because we have-So Pen pals are a regular feature' of theSanta Fe much going in our favor," Levinski says."People program. Students enjoythe long-distance corres- are the major aspect; money,is secondary. If pondence so much that some of themjuggle letter- teachers reallyant to incorporate our ideas,they writing with several pen pals from foreign countries. 'need only visit us. They will find ways to take many \The long' diStance friends often write Englishwith components of our system and put them towork in some difficulty, providing yet another"success" their own schoolsusht own. feeling for center students who correct theEnglish, styles."
18 a CENTRAL JUNIOR -HIGH SCHOOL DEMQNSTRATION PROGRAM 'IN READING .i Pittsburg' Unified School District .
Program Profile, School Enrollinent: 577 students in the sixth, seventh and eighth ,grades Target Population: 200 students in the eighth grade Specific Characteristics of Target Population:' 0 Ethnic Distribution Asian or Pacific /. Black. not of White, not of Islander Filipino , Hispanic origin Hispanic origin .- Hispanicy
1 percent 3 percent 34 cent 36 percent* -:, 726 percent .,.: 0Neither. urban nor suburban; economy mainly inClustrial, providini-a low to middle socioeconomic -base. Project Iriiiector: Julia Lally AddresS and Telephone: 1201 Stoneman Ave.Pittsburg, CA 94-565 (415) 4S9- '9195 N\ °
D. : The Program ----Tne7progiatris-intividess_sofpething for everyone, inclUding the development Ovf.Jiudy skillsrstaff--- "It boils down to priorities," says Project Direc7 developed 'language games,' reader's theatre and for Julia_ Lally. "When one decides where, reading student-picture,bulletisp boards. Thatmosphere in ranks-, everything else falls into plaCe.." the reading center is one of cooperati6n and pleas- It's certainly no secret that readingis. a number ant conditions conducive to learning: one priority at Central JuniorHigh' School., Skill building is monitored through studenocon PREP, the Pittsburg Reading:. EnrichnientPro- tracts. Software and hardware back up the curricu- gram, emphasizes curriculum :that::is expandable, lum in the classrooms° and the lab. Paperbacksz r adaptable, and, best of all, shighly.,popular with newspapers and magazines are available.Eyidence\ students. , of a multimedia approach to reading is everywhere. Through a combination. of,- talented staff and "We are careful," Lally says.22-- to see that our. use of, creative curriculum, -the Pittsburg, program offeri a _contract systefn does not create what wecall the- its \tudents an 'oppotunityfor, reading skill devel7 `solitary learner'.-Our classrobins are eopununicat- opment and self-iniage" building. Theintent: to ing centers designed to foster group' interaction. make. students independent learners. Students often work together-in pairs and in small The program offers regular daily reading.classes groups." and a Jeading lab. Both follow the,philosophy that students are capable and that reading can be fun: Methods anti Materials !,,We teach with intensity," Lally explains. "Every- ,thing- we do has a purpose. When we:test oar stu- The first step for students' enrolled in PREP is dents,' we make certain that testing is accurate, testing. Students are tested in the lab with the painless, and useful. We respond to needs as they SPIRE test,in the first three weeks of the school arise, using. Current trends and interests to ,build year. From that point forward,teadhers plan for new curriculum units. As a result, we have devel- cycling students in and out a the lab from their oped. so many mini-units to bring life to our class- hetesogeneously grouped reading classes: room;program that we are just about Out of storage . PREP students are assigned to the lab for two- space." week periods. They spend a total of fix to eight 4`
.r. 19 weeks there throughout the year, regardlesS of their hallway that displays smiling faces from photo bul- academic standing. The first step in the lab is train- letin boards proclaiming PREP students of the ing students to use the hardware. Then they use week. The proximity of the classrooms allows. for audiovisual materials and a commercially produced an easy flow of students, teachers andmaterials. series of skill builders. The end result of the train- The PREP classrooms and lab differ from the ing in use of theequipment is anoperator's license, other school classrooms in that they .lack tradi- a popular card usually kept -amongthe treasures.in 7 tional desks. Instead, theyhaveround tables, sofas a teenager's wallet. and comfortable chairs. All rooms are alSoequipped Fifteen students work in the lab at one time and to provide multimedia instruction. complete iseparate contracts written by the lab The lab's hardware is unobtrusive. At first glance teacher. Points earned in the lab are converted to a the room seems more like a reading area than a lab. letter grade, which is\ given to the regularclalsroom Undoubtedly, this atmosphere is one reason why reading teacher. This grade combined with the students enjoy the lab. Teachers say it is void of grcles from the school's regular reading class for a any of the social stigma which isoften associated total reading grade. with reading labs that work solely with remedial In the regular reading classes, teachers make use students. of skill-building material and themultiludeof spe- cial units the staff develops to enabtestudents to .Staff. apply the skills that are being taught. Thecurricu:-.1;.PREP' has four teachersone in the lab and lum is largely student-centered. The fourlangusage three in She classrooms. Four aides support the processes p'Povide an integratedapproach to learn- classroom teachers and the lab instructor. Three of ing, and oral language-development beaomes the the four teachers are. funded by the district; the base. for progress in' reading and writing' Students remaining 'teacher, the aides, the project director also learn study skills.. and how to evaluatetheir and the project secretary are supported` by project reading by means of an oral reading self-evaluation funds from 'the state. technique. They, gain in comprehension and oral Central's program has been replicated within the language skills by such methods as teachingothers school itself for other grade levels. Combining dis- how to play-complicated games (first one must read trict and federal ESAA funds, the district opened a the directions, comprehend them, learn theskills second reading lab for students not served at the and then orally. relate, all that to .others). target grade level. Inaddition; the response to a One of theclassrooms occasionally serves asthe PREP presentation given to the Pittsburg School "award room" where all the reading students con-7'Itoard resulted in reading teachers and aides being gregat,e to receive awards for citizenship,for aca- -placed in the secondary schools. The most. signifi -. demic progresS and for nuMerous.otherimage-build- cant -fact about replication .of 'thePittsburg pro- ing- reasons. gram is that it canbe'adapted in part, and those Field trips round out the program, adding oppor- parts can be as large or as small as thestaff desires; tunities for map reading, oral discussion. written Lally reports that Central's mini-units and study composition, a broadening of student awareness skills.are in use throughout California, and parts of and the development of socialbehavior. Alcatraz, the programscheduling, organization, and teach- universities, museums, Mnir:Woods, the' beach and ing techniques-:--are also found in other states. a ride on the Bay AreaRapid Transiisystem were -%V\ high priority must be given to planning time," trips that resulted in numtnrous popularindividual- emphasizes Lally. "If a program' like ours is to suc- ized assignments. . ceed 'hereor anywhere elseall of those involved must have some time together to plan, to share and Physical SpaCeand4.Hardware to develop their creative ideas. Other-thanthat, Nve 4N PREP occupies four classrooms and office space. offer our materials, bur techniques and our moral in 1955 support. I think," she adds,_!'t hat one wouldfind it \The classrooms are typical of those found ---- .. Vintage schools: They face each other across awide worth the effort:" COMPTON JUNIOR HIGH SCHOOL DEMONSTRATION PROGRAM IN READING
I Bakersfield City Elementary School District
Program Profile School Enrollment: 445 students in the seventh and eighth grades. Target Population: 215- students the eighth grade Specific Characteristics of Target Population: o Ethnic Distribution . American Indian.'Asian or Pacific Black. not of White, not'of or Alaskan Native Islander Hispanic origin Hispanic origin Hispanic
1 percent 1 percent 18 percent 52 percent 28 percent o The Compton neighborhood is urban, featuring a low-transiency rate but a high AFDC rate. ,
Project Director: Bill McLean _ Address and Telephone: 3211 Pico St., Bakersfield, CA 93306 (805) 8724690
The Program approaching the.expectancy level if not at grade level. When asked to name one thing that makes the Students are assigned heterogeneously into.fhe Compton reading Center successful, staff members reading center; then they are,divided into three dif- agree: "The kids just love it!' ferent groups as they proceed around the stations. The center's program is carefully structured, Mit -The wealth of materials built into every three-week it does not _let the students knti'w that! They are interval is one reason the program is so popular, a'S deep into studies on _drag racing, motorcycles or well as successful, according to McLean. Helen 'Keller. While learning is going on, they-are . . often so involved they. do not notice it. MethodS and Materials., Compton's Demonstration Progfain in Reading.
is geared to a fast pace. Students rotate from one .The Usual:reading center hardware controlled. -station to anpther every three weeks while teachers readers, tachistoscopes and other:teaching machines rotate in the opposite direction. There are four sta- are a .part of,.the Compton program. Meticulous tions in all, each occupying a corner of the room. recording is made of pupil prOgreSS by. the teachers. The four stations cover: (1)literature, using high Different 'units_ of high interest Materials provide interest and unusual materials; (2) baiie reading something for. everyfme. : 9 skills from the school district's continuuni;: (3). At the literature station, the school staff provides mini-units; and (4) Plus-Four, a commercial word- a collection of novels, poems, mysteries a_nci. short ..., attack skills prograni handled by a teacher -who stoiies applicable to the levels and abilities of,stu-.. monitors individual student progress. "dents- in .each classroom group. Several complete'.- Project Director Bill McLean says boredom is teaching guides complement the stUdy-:in the litera- eliminated because of the fast clip at which stu- ture unit. Pages of resource materiaiin dents move from station to station' The 55-mintqe graphical form alio are .available. daily period races by and the end result is'unusuall\y The -skills station'iS designed around "BIP,'7 the high achievement. Coinpton's students enter the ,Bakersfield Individualized_ Process. This 'district- prograrii-it the seventh grade and.are usually more developed continuum includes work sheets, testing than three years beloW reading grade level. At the and recording materials and. stated objectives tied. end of the two-year program, the average student is. to work -Completed at the station. .
. "Units" is a favorite station. Teachers provide deliberately nontraditional atmosphere. Also in- h'gh interest materials ,based completely' on the cluded are- paperback book carousels, periodical terests and preferences" of their students. Com- racks and study carrels .aldng the walls. .. pleted units cover other cultures, Africa, drag rap- : hag, motorcyCle racing, toys, sharks, 'travel, adven- Staff a`' number of teacher-developed skills ture and The StaffSncludes the directgr, who also serves as games: Because of the rotation; every child- is exposed to a teacher, and three teachers. each teacher. ''Thi is a vitally impoi1ant strength of our center," McLean says. Another strength:_Replication The ratio of .pupils to adults is lowan average of The four-Station, classroom and the low .pupil - four teachers to:A,classroom of about 33*Students. adult ratio at Compton can be duplicated Without a . In addition to Ilielteaditional skill-building work, great deal of extra :funds' if a School has a high the staff works. on sell-concePt building as an energy level and a generous amount"Of community important Priority for students. Several -.special ::enthusiasm, McLean says. Stations can be oper- units; designed to build the .self-image of each stu- ated by volunteer's, by high school cross-age tutors, °dent, are provided at the tati.ons., by paid aides, bxlstudentteachers and by rotating: Daily conduct and effort grades are given. At the teachers. The _low pupil-adult ratio is not cohsid-:, end of each three-week interval those Who have erect as,im6ortant as' the three-week, high interest completed their. assignments and have..maintained intervals. A -feam of two teachers" can make the A's and B's. -.in daily'grades, are 'rewarded. . system: work. Hardware complementing the program .iricludes;. Staff members at Corrrptou have assembled a, the usual teaching machines, along with softWare storehouse of helpful materials, ready-made unit§, that is largely "homemade." Many gamesinVented overviews of skills programs and bibliographies. or ,adapted by the staff are also included. Clue They are available' on request. Magazine..Redder's Digest Skill Builders. and the Actual replications of the Compton Programcan Target Skill Series are important ,to the. program. be found several other schools in the BakerSfield area. Physical Space "Costs for replicating the program are The reading center spans a tWo-classroom area, 'McLean sayS, "and while we don't usually use state. with the dividing' wall removed. Caypeted. floors, -texts, software costs. can belvvoered with ,:rnore many boOkshelves, sofas and' easy chairs add to the emphasis on striae materials." -
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22 FRANKLIN MIDDLE SCHOOL DEMONSTRATION PROGRAM',IN 'READING . San FrancisCO Unified School bistrict
. Prograni Profile , 4 " School Enrollrilent: 816 students in the sixth, seventh and eighth grades .Target Population: 260 students in the eighth grade , Specific Characteristics of Target Population: o Ethnic DistributiOn' Asian: or Pacific Black, not or White, not of Hispanic 0 . Islander Filipino Hispanic origin Hispanic origin
,5.1.9percent 1.4 'percent , -42.8 picent 1.8 percent . 2.1 percent o Typical inner-city school; integrated through district'busing. Project Director: Paul Dees Address and Telephone: 1430 Scott St., San. Francisdo, CA 94115(415 )<565- 9654 41,
The Program An integralpart of both diagnosis and. rernedia- tion is a laboratory center with hoth'hardware and
"Reading isnot an isolated subject," reports softWare and a variety of teacher -made materials. . Franklin's Program Director Paul Dees.: "And The lab accommodates those students with greatest diagnosing student needs doesn't always, require,need as well as thoSe with good reading skills. The some,kind of ,special test." lab focuses on behavibi modification on seVeral- That somewhat iconoclaStic apProach to reading levels. of remediation, skill building and, for some, represents a large part of the philosophy undergird- enriehment; Each project student receives special ing the successful reading/ project at Franklin. reading instruction in hiS Or-her English, math and The aim of Franklin's Demonstration Program social. studiei Classrooms. The-lab teacher and regu- in Reading centers around communication, with lar teacher work as;:a team within the classroom in staff members working together, partidularly in teaching reading. reading and 'social studies,- to develop a cross- The program relies on a.low pupil-adult ratio to disciplinary program 'that benefits. both' subject:,maintain a high degree of 'individualization.It .. areas and builds skills as well. includes the use of cross-age tutors, student teachey.s. Franklin's program hinges on effective diagnosis and volunteers. of student needs with a few unorthOdox, but useful,
measures. For example, Dees cites the, first week of MAcliod§ And Materia6 v school When seventh graders from the feeder e1e- 9 . mentary schOols meet for the first time in their new The curriculum in the laboratory' center is delib- school. . .erately tied to social studieSAS \VPII as traditional "We list all their names; then we have them English subjects and math.'The staff Carr easily, alphabetike and organize the names;" Dees &plains. relate map reading, graphing, library skills, expoSi- "We check out theireorimunichtion_skillS by ask--tort' writing and reporting to reading level and,to ing them to talk to each other.The end result is skillsbuilding. Short units . offered.' to students that we have an unofficial yardstick .by which we include social studies.related plays in whiChoral , can judge their ability to.read, conceptualize,write reading Skilln are both assessed, and developed. and communicate. Wcan alsoassess sociability, if Student interests often prompt..the..develOpment we choose to." , of mini - units in which the students, guided4 the staff, write the material's. Last year, 20 project stu- The project employs six part-time teacheraides; other four, work in dents-developed a five -day intensive unit onAmeri- .two work' -in the lab and the Canc. Indians for the- lab. Suchflexibilityis an classrooms. A clerk is also employed. important adjunct to the typical curriculummateri- While the number of additional personnel varies involves als.-, from time to Aline, the -project always Dees believes the key to goodcross-disciplinary; paraprofessionals, cross -age and peer tutors, high reading programs is staff motivation. "Onlyread-:school "cadets," volunteers -and studentteachers. ing teachers taught reading here eight yearsago," he states. "NOw everyone is payingattention to Replication < reading because we believe it is the key to successin": every subject." Staff'cooperation and in-service "More help in, the classroom" ranks high on training for specialists in other disciplines are essen- Dees' list of how to duplicate Franklin's program. tial to the ef'ectivenesS, of such anapproach. This His materials are available at no cost, so the rest CooperatiOra is evidenti at Franklin, andin-service relies on philosophical attitudes toward reading' training i:, an integral part of the program.Time is and .multidisciplinary approaches. set aside for meeting tOgetherandplanning appro= "It takes more time to .implementthisklrid or priwe individualprograms for target students. program," he says. "and it takes 'teachers who are -Fr:gh interest materials area,vailable for studentsin: willing to work together and share." The Franklin the lab, with anemphaSis on books that range frOm program is considered by Dees tobe a system in the. reference .variety to comicbooks. which the classroom programs are geared to develop independence in the students, and the teacher is The Staff viewed as a resource, rather than, to useDees' , knowledge." The project funds three certificated staffmembers terms, "the fount of all two lab teachers and theproject director. Other The'Fra-nklin project. staff believes its primary goal is to provide each studentwith the tools to ;, Franklin teachersalso are part of the project, even. opportunities and though they, aic regular staff .rnem,bers,paid from deal with future educatibnal general operating costs of thedistrict. challenges.
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24 GREENFIELD JUNIOR HIGH SCHOOL DEMONSTRATION PROGRAM IN READING
.1 Greenfield Union School District
Program Profile . School Enrollment: 544 students in the seventh and eighth grades Target Population: 278 students in the seventh grade Specific Characteristics of Target Population: O Ethnic Distribution American Indian Black; not of White, not of or Alaskan Native , Filipino Hispanic origin HiSpanic origin Hispanic
I percent I percent 2 percent 85 percent II'percent. , o The area has a moderate transiency rate because of the agricultural economy. o There is also a broad socioeconomic spread from low to upper-middle income. The strident population is half suburban and half rural. Project Director: Evelyn Ferguson Address and Telephone: 1109 Pacheco, Rd., Bakersfield, CA 9330'N805) 834- 0109 in
The' Program the full-time aides who work with small groups in both remedial and enrichment activities. The Demonstration Program in Reading at Greenfield, "The Gref:ilield Express," is based on a Methods 'and Materials management system, carefully structured time blocks, development of study skilk and a vast assortment The skills sequence that fOrms the' backbone Of A of high interest and relevant materials. Greenfield's prograth is' built around an eight-level The classroom program is built around a daily continuum originally developed by "Prime Read two-period time block utilized 'twice each week to,: ing"inthe Fresno Unified SchoolDistrict, a provide basic instruction in reading skills: The- former state': emonstration Program in Reading. other three days offer a variety of reinforcement' Adapted :to local 'needs, it is constantly updated and supplementary activities ranging'from and now uses non-consumable materials. ualand whole-class mini-units to free libraryjead- EaCh of the sequence levels in the Greenfield pro- ing and research work. Students are also involved gram includes subskillS in: on a scheduled basis in supplemental laboratory.; Vocabulary . work that offers popular hands-on equipment, soft Phonetic analysis, Wave and games. Structural analysis The foundation of the program rests iiPorr a 'Factual comprehension skills sequence. Specific ingredients 'used.inClude . 'Inference cOmpetition, rewards, certificates_ and some._ indi Research skills vidual contracting, along with regular qtlizZeS'Ocis
carefully programmed -materials- to mow: students , Each of the subskills in- the Major sequence from one skill to, the next in sequence.- kreading ranges from simple to difficult. Subskill objectives clinician offers specialized help in the reading lab, within each unit are stated in performance goals for and comprehensive in-service training is.Offered to the student.
25 placed space for materials andequipment. The reading lab When starting the program, students are adjacent to the in the reading skills sequence by 'a wide rangeof is located in a portable classroom testing procedures. They move from oneskill to the trailer and resource center. ClassrOoms arearranged needs and to facilitate next when all objectives in thecontinuum are mas- to meet student and teacher tered at \a level above 80 percent. innovative teaching techniques. ReinfOrcement and enrichment to the classroom Major materials in' t he lab are the componentsof- reading lab. The lab is Educational Development LaboratoryLearning program are provided by the include Aud staffed by a clinician and an instructionalaide who 100 and Reading 300 series. Machines the lab, X, Tach X,- controlled readers, tapeplayers and, schedule students for four to nine weeks'in and sup- according to each student's need. The clinician and their accompanying student study guides remediation,.enrich- plementary 'Materials. Leisure book carouselsand a the aide are prepared to offer also provided. ment, self - 'concept and -responsibilitydevelopment. large assortment of learning games are Students move from station to station throughthe lab, with ability-level materials available from the The Staff first, grade through high interestadult-level offer- The project-funded staff includes theproject ings. Pupil/teacher ratio in the lab is low.About 18 director, laboratory clinician, seveninstructional students are scheduled for each hour. aideS and one project secretary. Students are pre- and post-tested for eachlab session, though no'grades are given.Parent contact Replication is by letter and conference. Evelyn Ferguson, project director,points to the Greenfield's mini-units can be foundin use from program's relevant subject matter as one reason for coast to coast. The lab componentof the .program high student interest. Mini-units, developedby the has been replicated 'by two schoolsin the area. The project staff; include the following: "Karate,""Find- most obvious replication ofthe classroom.program Your Way Around" (maps), "Who WasMelvin is found.. in Greenfield itself, where atandem 'prO- Dewey?" (Dewey Decimal System), "Ding ALing" gram serves anothergrade level. (telephone) and "World Records." . a. Replicationof the program can be done in whole Ferguson says the reading lab providesimme- or in part. Both theclassroOm and reading lab can diate reinforcement-both for.skills learned and operate independently. Theereading skill sequence for positive belhayior. Progress isindividualized in and/ or mini-units can be adapted towork with any a controlledtmosphere, and great emphasis is existing school program.' Any 'of thereading lab placed on student', success: , components can. also be usedalone, or with other' materials. instructional aides are agreat asset and PhysicalSplice \andHardware a lab teacher isextremely important. The staff, indi- 1967. working as .a team and utilizing materials as Greenfield 'J bloc\ High School was built in cated, should lead to a successfulreading program, It is an attract' e school inthe suburbs of Bakers- industry. Ferguson believes. . field, where- a ribusiness is a principal project. Fer- Located in wh tappears to be a typical middle Visitors are always welcome to the class neighborliood, the school usesportable class- guson. says She willgladly distribute "samples of the. existing aassrooms to house the Greenfield mini-units and will evensend the com- rooms as wells sequence materials tothose program. The project'Soffice is located in a trailer. pendium of 'skills provides a work seriously interested in using the`.`Greenfield Express".. , A resource cent r, located nearby, schools. area for the intruCtiOnal aides as well as storage Management System in their own
26 r.
PELTON, ACADEMICMIDDLE SCHOOL DEMONSTRATION PROGRAM IN. READING San Francisco Unified School District
Program Profile SchoOl "Enrollment: 671 students in, the sixth, seventh and eighth grades Target Population: 250 students in the seventh grade Specific Characteristics of Target Population: o Ethnic Distribution American Indian Asian or Pacific "Black: not of White. notof. or ',Alaskan Native Islander Filipino Hispanic origin HiSpanicorigin Hispanic
0.7 percent 3:5 percent 10:3 percent 53:1' percent 21.4 percent 1 1percent o Pelton is a. former junior high schtml recently converted into a fundamental school where a strong' emphasis is placed on basic skills. As suth, it draws from all areas of San Francisco. The school had experienced a dramatically declining enrollment until the fundarnental approach was launched. in a single year, .Pelton doubled its enrollment. -
.Project Director: Geraldine Jackson Address and Telephone: 45 Conkling St., San Fraricisco, CA 94124 (41'5) 648 - 2709
The Program must attain higher scores in these areas, but they must also improve their attendance records. Pelton's switch to a. fundamental and academic The Pelton project concentrates on skill build- program did not cause the demonstration program ing, and teachers reinforce those skills with home- staff to make any. significant changes. work. `.`We've been emphasizing reading here ever since "While we stress the academic here," Jackson we've been in operation," says Geraldine Jackson, explains, "we have a nearly equal emphasis on the program. director., "It did jump our enrollment development of good study habits -and the home- some, but our emphasis remains exactly the same." school relationship. Our students have teachers Pelton's program has five major components: who believe strongly in the positive reinforcement classroom instruction, reading laboratory instruc- philosophy of education and who are sensitive to tion, staff in-service training, research and evalua- each student's unique problems and needs. As a tion, and community involvement. All go hand in. result, our project is helping students to know hand and require the full cooperation of the project Often for the first timethat education is worth- staff,- as well as,.the school staff in general. while and that reading can be fun." A number. of diagnostic ,,and- sdrvey tests 'help teachers' pinpoint-student reading tevels. The class- Methods and Materials room teacher and the lab teacher, with the added adyantages of small class size and .a vast array of Last year, the staff worked throUgh a pleasantly-: learning materials, prescribe specific objectives for frustrating experience when it attempted to select,: each student. one student out of 40 to receive a trophy for ",-,"-."z", Focus is on comprehension, vocabulary, sound improving reading scores 2.5 years or better in a discrimination, study skills and logical/critical think- single year. The staff solved the dilemma by giying ing skills. Under Pelton's plan, students not only an award to all 40 students.
27 Recognition of success is an important element use, in .reinforcement and in theintroduction of.. of the Pe lton program. Certificates have-been new skills: awarded for attendance,, punctuality, cooperation The community involvement component bf the and clad participation. The result: a suddenbreak project has resulted. in less absenteeism and a high in the failure syndrome by many students. level of parent 'Support for the program. Open is the houses, supper get-togethers, home visits and spe: Central to the ,entire program at Pelton cial counseling; when necessary, have given parents reading lab..It tests students and providesintensive a clear perspective of the programgoals.: As a -instruction on the specific reading skills they need. result, parents are trying to help reinforce the goals In the classroom, each teaCher has individual stu- at home. dent profiles from the lab, progress reporis,class --. summary sheets for grouping purposes_and a wide.Physicall. Space and HardWate variety of materials to use. Pelton Academic Middle _School is'located in Classroom teachers give pre-. and post-tests each multistoried building; built-in thetraditional style The Week in vocabulary and reading comprehension. of the 1940s.- Reading classrooms .are standard. 'Because the Pelton program-is.individualized, reading lab is a doUble .classroom adjacent tothe not all -students are treated in exactlythe same reading rooms. All are fittedwith tables, and the fashion. Some may be working onindMdual con- atmosphere is less formal than in otherclasSrooms tracts, while Others;whO have not exhibited the at the school. same degree of self -direction; work ittsrnall groups.' The hardware available -to studentskin the lab or alone with ateacheror 'an aide. offers something for everyone:viewing/listening/ Keeping the staff on target is an on-site evalua- study carrels for individual work,a variety of film selection of tor, a member -of the project'sstaff MVO also serves loops and viewer programs and 'a large as a research assistant to_the, teachers. She helps' leisure reading ,boOks. adininister the individual diagnostic tests andthe Pelton students enjoy the reading laband rank it CTBS for all students, and she assistsin the inter-'as a popular spot,due largely to -the. variety of pretatiOn .of the data' gleaned from the testing.She equipinent: Students 'are learning'in new ways observes in the classrooms for programMonitoring through the finding that reading can. be purposes, not for teacherevaluation.- She is also absorbed aurally,; visually and.kinesthetically.. 'helpful in maintaining an awareness. of the pro- The Staff gram goals for'individualization. . . director, an The fiVe-day cycles for attendance inreading lab Staff members include the prOject enrich- evaluator/resource teacher, a-reading lab teacher, a classroorns are spent in remedial work, in six Aides: ment, in leisure reading in multisensoryequipment reading teacher, a secretary and 7
F ROOSEVELT JUNIOR HIGHSCHOOL DEMONSTRATION PROGRAM IN READING Oakland Unified School District.
Program Profile School Enrollment: 650 students in .the seventh, eighth and ninth grades Target Population: _190 students in the ninth grade , Specific Characteristics -'of Target Population:. o Ethnic Distribution American Indian Asian or Pacific Black, not of White, not of . or AlaskanNative Islander Filipino Hispanic origin Hispanic origin Hispanic 0.6 percent 1.0 .percent 2.1 perCent 80.6 percent 3.4 percent 12.3 percent
. .0 Roosevelt Junior High . School serves a residential -community of homes and apartments .on a hill not far from downtol,vn.Oakland...While the area islow... on the socioeconomic scale, many of the homes arethe well-kept residences of stable, blue-collar Workers: Project Direator: Thaxton. King Address and Telephone: 1926 19th Ave., Oakland, CA94606 (415) 261-8516
- The Program Working'orking from the core Of a language arts class- - room, theteachers pinpoint student weakness with What 1.37year-old can- resist a card trick? a battery Of tests and prescribe appropriate learn- Better still, how about 'card tricks during dais ing activities: Students are also programmed On a time? If it sounds like an undisciplined, unscholarly regular basis: into a reading center where a resource activity worthy of school hoard wrath, then you teacher, a .bilingual instructional assistant and have not talked to the staff of Roosevelt's emon- members of the community involve students stration Program in Reading.- programs intended 'to bbOst skills, improve atti- According to Ann Halpern, reading resource tudes and enhance self-concepts. teacher, there 'is more to card tricks than sleight of Students also enjoy an 'abundance of electronic,-=:.- hand. That is particularly._ true when the student tutors, audiovisual aidS- and manipulativelgaines has to decipher the trick from reading the direc- and puzzles in the reading center. tions. The next step is practice. And ,the final "les- .son" isoral language7--teaching the_ trick-- to . a: Methods and Materials- partner or, to the claSs. "Reading must be interesting. It must be some- Each classroom teacher at Roosevelt hasthe ser- thing more than books for many of our students'vices of an instructional- assistant. and peir tutors. who have already felt such failure in.. reading," The. resultant learner- helper, ratio is often quite Halpern explains. So Roosevelt's staff relies on low. With a reading accomplishment level that individual contracts aimed at offering a variety in spans nine grades, from two -througheleven, the learning materials: Card tricks are one of, those extra help, of both adults and peers is essential in
. options. individualizing the rogram. Emphasis in the Roosevelt program is on vocab- Each student is launched in a.program following ulary, comprehension and decoding skills; Fre- an' evaluations of his or. her placement_On the quently, lessons are presented through staff written 'school's diagnostic tests. A pr6gress chart, is devel- multicultural units and other mini-units which oped for students, and they receive both group and have a greater appeal than' the standard reling individualized instruction in areas of greatek need. textbook. Students are encouraged to evaluate their own' achievement On a weekly basis by completing per7 velt staff, the exchange ofideas.andinformation in sonalized progress profiles. Students are frequently this planning time is anessential element of its success. .asked to evaluate tinitikastudy or aclass activitY, enabling them to participate in classrOomplanning and management. 'Physical Space and. HaedWare Self-image enhancement is another important Roos6elt Junior High School is hOtisedin an adjunct, to the methods incorporatedinfo the Older,Awo-storied building with a row of standard Roosevelt design. The staff is responsive tostudent classrooms serving as the, demonstration program opinions, and values, clarification.:activities are a facility. With room dividers, a sofa serving as a regular part of the classroomprOgraib. Students 'leisure .reading area and movable tables,theread- look forward to a monthlypresentation of awards. ing center is a flexible space housinga multitude of "Almost as important as our academic goals are commercially prepared learning. aides and motiva- our goals of buildingresponsibility, 'cooperation tional materials. AudiOvisual studycarrels and lis- and initiative in our students," emphasizesProject tening posts complerrient the Aablesp.aces: Director Thaxton King. Another feature of the. Roosevelt programis a The Staff cOmmmunity and counseling component. Serving The project. pays . for the salary of areading: as support toile program staff are a nurse'saide, a assistant. resource teacher and aportion of the .direCtor's school psycholOgist and a community salary. Three full-time instructionalassistants; a They work with health problems Andlearning,dis- a.' part-time home part-time psychologist a clerk and abilities, and they provide a liaison between ' community assistant are alsofunded.by.the project. and school to help further the program'sinstruc- tional goals.. . Replication The staff schedules monthly in-servicettainingin which 'motivational lessons, can be developedand The Multicultural and career units areof particu- the necessary research can be conductedfor devel- lar importance for schools interested inreplicating oping multic-ultural units. According to theRoose- the Roosevelt program.
30 SIERRA JUNIOR HIGH SCHOOL DEMONSTRATION PROGRAM IN READING BakerSfieldUnified School District
Program Profile School' Enrollment: 510 studentS in the seventh and eighth grades Target Population: 267 students in the eighth grade Specific Characteristics of Target Population: 0 Ethnic Distribution
,American Indi.in Bikk, not of , White, not of or Alaskan-Native Hispanic. origin Hispanic origin .Hispanic
4' percent 3 percent. 41 percent 52 percent. o Stable neighborhood; loW socioeconomicbase; many agricultural and single- . parent families. Project Direetor: Barbara Clark Address and Telephone: 3017 Center S Bakersfield, CA 93306 (805) 323- 4838
The Prograin "Our' lab' is not a' substitute for other regular reading and language arts classes," emphasizes "Soinetimes I. feel like Dear Abby," chuckle§ one Project Director Barbara Cfark. "It is an adjunct to teacher inSierra's. Demonstration Progratn in them. Since our students- average 2,5 years behind Reading. "Yet, I. am really gratified when I realize grade level when they come to us, our task requireS thet students are, paying attention to our written something extra in' the way of lab .activity." responses in their journals." Often the regular_ classroornteacher joins the lab The journals.' at Sierra -are vital elements in a staff while his or her class is inthe lab, allowing the program 'that stresses success. They serve multiple project to maintain an enviable pupil.to adult ratio purposes 'at the school's reading lab. Attendance is of seven-to-One; Each. child is. tested and, diagnoSed, taken daily from them. They often serve as therapy and the two Jab teachers prepare a contract using for, troubled preteen children and teenagers. They high interest supplemental materials and curricula -alsOserve "to settle the students-down" to business, from other reading demonstration programs. at the beginning of class. And, ofcourse,the jOur- "The stUdentS have many Options,".Clark says. nals present prime opportunities 'for teachers to "They select daily ;taskS on their, teacher-written diagnose student strengths and weaknesses in writ- contracts. As long as the work, is done; We don't ..ten ;language- expression. In addition; the staff gains care on which day: they do anyspecific task." insight into student problems and interests. . Immediate help or reinforcerrient is given by The joUrnals are read by the lab staff at the end aides or teachers in the lab. ,Points: at the end of of each day. Responses are written, and the jour- each 12day contract .are turned in fOr rewards nalS are locked away for the next day. .ranging from field trips to bOOks and Posters. The The journals are just one part:of-a popular pro- rewards add sparkle to lab visits for most students. gram where, for many students, success is notthe - Soine hard -to- measure intangibles add to Sier- hard uphill clirribit had' been in previous years. ra's effectiveness..The.program is clearly popular Success is "programmed" at an individual -rate for with the students. And the staff -delights 'in the each lab student. progress students achieve': , Students come to.the reading lab in cycles usu- .StUdents- are: building better study habits, learn- ally lasting 12 days. Classes run for 45 minutes and ing to understand competition through the point= serve all target students: over.:. a. five-period day. reward systerri, andbest of allafter two- years its contents are heldin most are leaving the program at orclose to grade- itis "strictly persOnal, level. - utmost confidence," Clark says. `. Methods and Materials Physical Space and Hardware The materials used in Sierra's readinglab are a Sierra Junior High School is housed in a sprawl- taken from other. ing, 27-year-old single storybuilding.-The reading collection of curricula and ideas of the build- successful Demonstration- ProgramS inReading: lab is probably the most unusual part ing,Aargely because it is the only area of-the school De Anza Junior High School inOntario-Montclair, and sofas and a Santa Fe Middle School in Monroviaand Lincoln' With carpet, comfortable chairs relaxed atmosphere. Junior High School in Bakersfield.. Bean Along With teaching techniques consideredinno- The lab occupies two joined classrooms. purchased bag chairs and round tablesinstead of desks add tol vative by most standards,. a variety of oii-the windows materials complement the program. Thestudent's the informal atmosphere. Curtains seg- help create a general feeling\of "this is yourplace, daily,journal is an important 54o-I5 minute pick up 'The warmtb.is defiberate..and supports the rnent of each 'lab period. Then students these -- their folders and undertake labassignments that losophy that a low-p-reSs iii.6,Litmosphere for range from reading comics, Club Magazineand students is more conducive to success. commercial readeis to The learning hardware that supports the' Sierra numerous high: interest other mechan- cassette and .video lessons onvarious reading prograrn includes tachistoscopes and Lab teachers. write, prescriptive, contractswith ical:f devices/ designed to increase reading speed; help from a' carefully cross-referenced setof mate- accuracy and comprehension. rials which tie individual skills to thematerials in the lab. The Staff Basicdiagnosis of each student, is accomplished In addition to the project director,the lab staff with a review of the C'T8S pretest and several other" includes two full-time teachers and twofull-time commercial tests designed to point out reading c.aides. deficiencies.. The reading lab coordinates itslessons with the Replication / regular language arts program atSierra; It empha- reading skills as The Sierra 'program is an exampleof effective - sizes developmental and corrective staff memb rs Well as oppertunity to apply learnedskills through ness in replication, and the school's the- school's regular langUage arts credit earlier state-supporteddemOnstration p o- reading. 1Iri la's -classes, the stress is on vocabularydeVelopment, grams as theirinspiration. They alsoused mat literattirel.; and the refinement ofcomprehension developed by other projects to starttheir reading from other sue- skills -lab; teaching :ideas .were borrowed high by each Cessful demonstration programs. Thedaily journal Use of the '4ily journal is ranked the Santa Fe Read- lab staff member as a motivatorand an indicator of ConcePt, for example; began at The journal, a corn-. ing Center' in Monrovia: . , both problems and progress-. materials used by:, position book, issa compendium of studentfeelings, To obtain a compendium of gripes and thoughts; it establishes adirect com- the. Sierra program, callor write the project munication link'between student and teacher.Since director.
32. SANTA BARBARA JUNIOR HIGH SCHOOL DEMONSTRATION PROGRAM IN READING Santa Barbara City High School District
, Program Profile Sabot Enrollment: 1,104 studentS in the seventh, eighth and ninth grades Target Population: 380 students in the eighth grade Specific Characteristics of Target Population: o. Ethnic Distribution
American Indian Asian or Pacific Black, not of :White-, not.of or Alaskan Native .Islander Filipino Hispanic origin Hispanic origin Hispanic
1; percent : 1 percent. 1 percent . 8 'percent .53percent 36 percent
0:The school is locaied on the east side. of Santa Barbara in a low-income neighborhood.:Vornprised of small, ,well-kept homes. While some of thetitu- dents come from 'disturbed, impoverished families, there are all() ge numbers of students representing average middle class homes and .even a few from wealthy,_ neighborhoods. In many respects, the school is integratedin racial/ethnic balance, in socioeconomic status and in the ratio of ethnic balance of the 'staff: to the students.
4)Project Director:- Dorothy Ross Address and Telephone: 721 E.,Cota St., Santa Barbara, CA 93103 (805) 963- 3084
. The Program J.ust as important to the program as textbooks are newspapers, the private journals that record Where do the students at Santa Barbara' Junior student feelings on a daily basis and the paperback High School learn to disco dance? And where do books that become Student property as leisure they perfect-their cheerleading skills? Where can assignents'assignments' are completed. Smal) class. they find remedial, help in alinoSt any subject and size, the opportunity fo.r bne-on-one sessions with a have counseling and medical services for "the ask counselor, help from the nurse for more than justa ing? Finally; where do they catch up from below bandage, and substantial communication with other grade -level reading ability while discovering than 'staff members not: involved in the program ar-ell reading is not nearly as boring, or frightening as it Critical elements in the Santa. Barbara story.. was in years past? An aspect of theprogram that the' staff feels is, in It may be hard tobelieve, butthe answer for the part, responsible for improving test- Scores- is tfie past few years has been the school'S reading center. relationship between personnel in two different One of the original projects funded under Assem- departmentsEngtish and reading. The.two depart- '.bly Bill AB 938, the Santa Barbara Junior High ments, while/working together., functiOn as sepa- School Demonstration Program in,. Reading is a rate entities, working from differebt curriculum. . model effort that has been replicated in whole and English and reading are separate. periodi Of the
in part by scores of other schools. instructional day, often back-to-back. . "Ecleetic'best describes: our program," explainS Another component is the nurse-practitioner.- director Dorothy Ross. "We have something for' home liaison.- More than just a surveyor of basic everybody based' on interests and skills. We con- health, the nurse gives physicals and provides coun- sider the whole world our clas room." sel on numerous aspects of teenage healthfroth.,
33 vis,itor in the the noncurricular aspects that makethe reading obesity to sexuality. She is a frequent school. Some examples: homes, of the' target students andprovides an ele- center the heartbeat of the ment of concern for the"whole student"even the The reading center opens at 7:30 a.ni.for last- student's familythat is somewhatunique ina. 2 minute studiers or for thoseneeding some reading program. extra`help. A counselor is a full-timeadjunct to the readingN, The reading center becomes a tutorialCenter center staff. He or she works tosolve learning prob- after school. Honor students serve as peer lems. fainilY problems and .theuniversal difficulties tutors under the directionof a center staff or the young teenager._ ' member: Each teacher works with awelVtrained parapro- fessional, and each student works from .acontract, Students to the reading center prepared specifically to addresS his orher needs as twice aweekweek for disco dancing at noontime. well as interests. The goal- is toprovide -a full mea- The drill team members and cheerleaders meet sure of success rather than, failure in the'reading 'and practice in. the center. lessons. Twice a year, the students-undertake acharita- ble activity aimed at:helping fellowcitizens. It Methods and Materials may be sewing giftsfor sick children, planting , entering the seeds and potting the seedlingsfor gifts to :a The first stop for target, students repairing toys-and doing similar reading_center is diagnostic testing. Iiiaddition to. local, formal assessments, interest inventories aregiven activities. the' and the all-important conversationsoccur' between "The poverty of our School is not like that of records are checked inner city;" RosS.sayi. "It is a low-incOme area;but, teacher and student. Cumulative mouths to for difficultiesin other subjects that could'be there are proud .families with too many language-related. Students discuss theirgoals. From feed, language.barriers and a common lackof ex0e-, mini-units are deVeloped rience. Thatis why our program must 'reach that point, contracts and It is whic'h are geared to increasingvocabulary,'improv- beyond the classroom into the neighborhood. 'ing critical reading skills and studyskills, and gain- 'also Why our staff spends eveningsattending the ing'comprehension. Often the reading centerworks neighborhood concilio (town council)meetings. their in "tandem withanother subject areasuch as We must be involved with them to counteract science, where research reports duein science class inexperience and to help their children learn to are prepared-with the help of the reading center' read with fluency and skill." staff. Each' class usually begins with a10-minUte PhySical Space and -Hardware- peridd of silent reading. Part of the silentreading is The reading center-consists of four classroomsin fed to an incentive book program.For each book two side-by-side buildings.Each classroom is . a a student completes,he or she may clisoose a paper- self - contained reading classroom and lab ,with por-.. back book to keep. table ,walls to accommodate teamteaching and Contract.work follows the silent_ reading period. other large group events*., There are no._desks., Two contracts are, completedeach semester. A:.-Instead, there are rouncitables and severalcomfort- strong homework, policy augmentsthe classroom able reading areas with easy chairs" andsofas. peOpleelot work; Parents are, kept up to datethrough frequent . "Our program relies almost.solely on letters. machinery," 'Ross says. While there are adumber Journals are kept by most studentswith the Of commercial "audiovisual programs and .some_ option of keeping them private orsharing them popular reading games, the program.also uses with staff rreembers. standard textbooks and worksheets as well asthe Mini-units relating the world toreading and to district's reading continuum materials. survival are an important elementin the program. Developing such essential skills asusing the tele- The Staff the motor vehicle phone book and understanding for the code are popular ujiits of work.Current events The major expenditure of the"program is discussion nd for salaries of the staff project director, fourteachers, form the basis for oral language four full-time aides, a nurse-practitioher, acounsel- more vocabularybuilding. As important to the staff as thecurriculum are or, -a clerk and anassistant director.
34 Replication There is virtually nothing, howevef, which the program uses that.is consumable, except the incen- "Replication of our program rests as much in tive books. Curriculum costs are low. Ross is con- attittide.as it does in curriculum," Ross says. Each yinced that the right people with the right attitudes reading center teacher has a reading specialist cre- can replicate most of the program. dential. Each aide has had extensive-training. :`).k.
C
35 0 Chapter IV
A DemonstratiProgram in Rea- mg and Mathematics
TERRACE HILLS JUNIOR HIGH SCHOOL
.DEMONSTRATION PROGRAM IN READING AND MATHEMATICS Colton Unified School District
Program Profile School. Enrollment: 620 students,in ,the seventh and eighth grades Taiget Population: 203 students in the: eighth grade Specifit Characteristics of Target Population: 0 Ethnic, Distribution Asian or Pacific Black, not of White, not of Islander Hispanic origin Hispanic origin. Hispanic
.5percent. .5 percent 55 percent 44 percent o The area features a high transiency.rite; and the nature of the communityis undergoing a change from rural to suburban. There are extremes in socibeco- nomit_status ranging from the professional" class to the disadvantaged. "Project Director: Opal Thompson Address and Telephone: 22579 DeBerry St., Colton, CA.92324 (714) 824-4245
The Program This approach is both effective and.popular with staff and students alike. Continuing' high.achieve- Good things,. come in pairs at Terrace Hills: ment of the students has resulted in an equally high There is,a double-barreled effort in the basics, with enthusiasm level. Those who visit the program are both reading and math part of the state-funded likely to find the enthusiasm .contagious. demonstration program. The reading and mathematics programs'Operate With an ungraded system madespossible by corn= separately, each using materials -frdin different bining district money ..with state' Money, the pro -_--sources,', with different staff members, teaching -g-fam. helps both seventh eighth graders. techniques and learning alternatives.
37 The unifying element is a basic 'philosophy that designed the brick wall that rims the basketball both the reading and math programsshould offer a' court. By the time districtmaintenance crews blend of highly motivating Materials,self-image arrived to build the wall, the studentshad figured building activities- and individualized diagnostic- out the linear feet, the numberof bricksthe curve prescriptive skill building. involved and computed the costs As a result, they feel as if itis "their" wall. Methods and Materials - -Physical ,Space and Hardware -11 The reading component rat Terrace Hills,origi- The reading and math programs blend-into Ter-% nally developed by the reading teachers andschool. race Hills in a way inwhich few would noticethern.;: and district administrators, provides eachstudent as "special." They usesix classrooms in all, plus, with an array of learning options aimed atspecific storage and office space.,Since there .is no math skills building and remediation. "lab" in terms of computers', teachingmachines . Following CTBS testing, the students are assigned and other devices, the program requireslittle hard- to classrooms and a reading lab. Thelab tends to Ware. The typical classroom has a modestpropor- work toward remediation of identifieddeficiencies, tion of equipment to support the program, butfor while' the classroom work offersreinforcement, the most part' the success of the programis well- enrichment and directed work on readingskills designed curriculum, effectiverecbrdkeeping and enhancethoith the continual use of mini-units. -enthusiastic teachers working in a typical class- In the lab, tteachers use individualized assign- room situation with thehelp of aides. ments. Student work ischecked several times in a class period by either a reading teacher oran aid?. The Staff Daily evaluation is important to chartingeach pu- pil's progress. Emphasis is placed onobserving Funding uniqueness at Terrace Hills,with equal how' the students learn bestvisually, aurally orin components of state and district money,has resulted combinations. in a balance sheet that shows the districtpaying the Both the classrooms and the lab use areward salaries of the ..programs' six teachers, while the system, with free class periods, posters,ditch days project fundsThiine six-hour instructionalaides. and trips serving as motivation andreinforcement Four of these aides/ork in the reading lab to pro- Teachers of- the developmental reading classes vide intensive one-on-one assistance onacontinu- concentrate on some remediation,hilt on ing basis for those students workingthere. The the more sophisticated skills ofcoutpichension and'salaries of the project secretary and half theproject critical thinking.Mini-units make these classes director's time are also inclUded in the statefunding. popular and relevant. The staff has beenbuilding 'the mini-unit collection to a point wherecontinual Replication/ mini-units can be offered over a two-yearperiod without repeating the same materials.The lan- TheTerra4 Hills prograin should be .helpful for reading is' utilized in develop- those hoping to achieve a strong boostin achieve- guage approach to schools without large amounts of Mental classes. . ment at theyr own Hills is com- extra final tial assistance. The math component at Terrace Dem- posed of 150 separate contracts madeless formida- "When ive decided. to applyfor funds as a techniques, onstration Program in Reading and Matematics," ble by highly refined organizational Thompson, "we effective storage and a liberal sal-inklingof hands- explains' Project 'Director Opal wrote the project with theunderlying thought that and mini-units. . on manipulative lessons people learn from people, not frommachines." The math contracts, each 2 to20 -pages, were portablein either developed by the Madera.Unified School District. That, makes the project very of pre--reading or math or both. Thestaff is happy to. The contracts- consist of 'diagnostic tools, have formed the basic cur- tests and worksheets, post-testsand manipulative share the materials that riculum. It emphasizes the adaptability ofthe mate- les-sons. includes teacher- rials to unique situations.. The Terrace Hills math program 'of paper," prepared mini -units that offer theopportunity for ;Our math contracts -require lots occasional arge group instruction. Samplesof the Thompson. says, "but it doesn't have to be con- mini-units offered include probability, income tax, siimeil. Our reading. mini-units' are ready, to go as money magic, metrics, consumer math and con- they are, and our help and enthusiasmare' struction projects. Last year, the mathclasses ii large quantitites."
38 1 \ 1:34eirii.coristraLti4:3 Prcogirairris INAEc'1-thirriattics = Franklin Junior High School, 'Long Beach Washington JUnior High.Sc_h.00l, Long MissionBeach Junior High School, Riverside,. - Pacoima. Junior High School, Los. An gelesSierra Middle School, Riverside Carter Middle School, Oakland._ Hoover Juniciir High School, San-Jose Peter Burnett-Junior High School, San Jose FRANKLIN JUNIOR HIGH -SCHOOL . DEMONSTRATION PROGRAM IN MATHEMATICS , Long Beach UnifiedSchool District
Program Profile School Enrollment: 775 students in theseventh, eighth and ninth grades Target Populatidn:. 255-students in theeighth grade Specific CharacteristiCs, of Target Population: o Ethnic Distribution American Indian Asian or Pacific , Black, not of White, not of Hispanic or Alaskan Native Islander Filipino Hispanic origin Hispanic origin e. . . , . - . 35 percent 22 percent 1; percent 5 Percent. 1 percent .36 percent o There is a high, percentage of transiencyin the Franklin area. Entering stu -. dents are, on the average; two years belowgrade level in math. Project Director: Roger Shickler , Address and Telephone: 540 CerritosAve., Long Beach, CA 90802 (213) 437- 8212 ,
Instructional aspects of the program arevaried The Program classroom; instruction in small groupand one-to- They cannot play "hide and slide" in Franklin one situations, practicalhands-or, experience weekly Junior High School's Demonstration PrOgram in in the math lab,and checkpoint-testingin a math Math. The old classroom trick of sitting silentlrin center designed just for that'purpose. a corner and passing throughmath unnoticed, Individualized instructioni's\truly making a sig- 'unchallenged and unmotivated is an impossibility nificant difference at Franklin.NThesophistication with the structured, individualizedprogranioffered level of its "programming is ahighlight that visitors inspiring. at Franklin., . find particularY unusualand often Franklin's program is not only, effective, but it is also popular. Itis fun for_ just: about everyone Methods and Materials enrolled. It qualifies as .a dream come true for the staff, and district administrators are' justifiably The custom-designed curriculum materialsline proud of the Achievement levels critics said "could the window walls in t,each of four classroomsat never be reached." Franklin. They consist of 23 advancementtracks The Franklin program is designedto achieve that take the -students fromarithmetie -through- 'cost effectiveness and,student achievement two algebr:a and geometry:They range- in- difficulty factors highly popular with parents and the tai from fourth to ninth grade levels.Each track paying public. Its combination of instructional and includes' .a number of behay.ioralobjective's sup- organizational components are efficient and porta- ported: by study packets. ble and, best of all, they work with kids: The-curric- The paper. and -pencil activity of the.750study it, packetsgiticludes easy-to-read ,directions and prac-- ulum is as applicable to the serious-gifted child as help stu- is to the unmotivated remedial student. Therecord- tice exercises. Each packet is designed to keeping system that complements the instructional -dents achieve a specific behavioralobjective. Most component ensures that each student'sperformance studentS are expected to complete threestudy. is recorded with such detail that it is impossible to packet each week. i to Protect The Franklin system also includes 20criterion lose a student "in the cracks," according allow a DirectorRoger.Shickler. referenced pretests. Student profile sheets
40 teacher to note individual student progress. at a -and a lab are used, in addition to office and inven- glance. tory space. Originally located in two traditional "Quickie" quizzes, which take five minutes or classrooms, the lab' now features teachers' work less,' are used at the beginning of each classroom space, lesson storage space and individual carrels, period. Shickler says the quizzes tend. settle the round tables and rectangular- tables and bench students down immediately. Test:content allows a work spaces for students. 'maximum amount of success' for even the less able' The checkpoint testing center isa classroom students. Approximately 180 different quizzes are arranged with tables rather than desks. The round available-for each grade level. . tables permit ease of passing and provide a visual Materials in themath lab include programmable atmosphere that sets the center apart from a typical calculators, filmstrips and cassettes, credit card classrooni or "testing area:" machines and stacks of tote trays filled with entic- inglessons with such names as "Houdini Squares." The Staff "The lab is a hands-on, motivatirPg experience," The state-funded project staff numbers 15a according to Bill. Cass,' the lab teacher.' It is not director, two teachers, one lab teacher, 10 college uncommon to hear groans when the bell rings It o math aides (working 15 hours weekly) and 'one .end the period. Math lab activity offers students clerk. the link betweeh -the abstract classroom concept -and the practical application of that. concept. Stu-' Replication dents see the survival aspects of arithmetic -when they compute a gas station invoice,order from a Literally hundreds of schools, 'including four catalog, decide .the fastest driving route' from Bar- other Long Beach junior high schools, have dUplic- stow to San Bernardino or determine their own ated the Franklin program. The Long Beach repli= weight in 'grams. cations are funded from district and state compen- Each student has a prescribed lesson in the lab satory education appropriations, with One school once each week that is geared to current classroom ualifyirtg for funding as a replication prograrri'. work. Each classroom: contributes five stud( ;its under the state's Demonstration Programs in Read- each period to to the lab and about as manjr to the ing and mathematics. checkpoint testing center. This ieaves fewer stu- Shickler estimates that 400 complete sets of math dents in the classrobm with the teacher and the curriculum materials were sent in 1978-79 to educa- aide. tors studying possible replication of the program. The. program's "safety valve" is the checkpoint A set of materials is available at no cost. It includes testing center. This is where students prove their study packets, tests, quizzes, lib lessons, refreshers, Mastery of specific math concepts. Students who 'grading reports, student profileseverything required score lower than 80 percent are "re-programmed," to replicate the program. usually in the center. itself.with new study packets Shickler attributes Franklin's success to the that re-teach the concept. effectivenesS of these materials and to staff dedica- Other materials in the. program include refresher tion to the program. Additional money, he believes, sheets. A regular adjunct to classroom offerings, plays only a secondary role. "The ri8iit teachers; a they concentrate on drill and practice. willing administration, some physical space and the Grading reports are sent' home every 20 days, will to make it work-L-these are the major qualifiers reflecting student attitude as well as skill mastery. for duplicating the program,"-he adds. Some proj- Since _thereis usually no homework in the pro- ects get along with donated lab materials and by gram-, the reports are important for parental under- consolidating what is already in a school. Printirig standing and for reinforcement of the program. can be done in a district print shop or by ahigh goals for each pupil. school vocational program. The use of inexpensive newsprint keeps printing costs, for student material to $9 per student per year. Shickler suggests that' a Physical Space and Hardware school doeS not have to use the materials consum- The second floor "of the school's 40-year-old ably. Another way to save money: use volunteers bUilding is home to the program: Four classrooms instead of paid aides.
41 WASHINGTON JUNIOR HIGH SCHOOL DEMONSTRATION PROGRAM 1NMATHEMATICS Long Beach Unified School District
Program Profile School EnrollMent: 940 studentsin the seventh, eighth and ninth grades Target Population: 280 students in the ninth grade Specific Characteristics of Target Population: o Ethnic Distribution. American Indian Asian or Pacific Black, not of White. not of or Alaskan Native Islander Filipino Hispanic origin Hispanic origin Hispanic
.. . 5 peicent 30 percent 26 percent 30 percent 2 peicent .7 percent o Washington's neighborhood populationhas a high AFDC rate. Project Director: Roger Shickler Address and _Telephone: 1450 'Cedar Ave.; LongBeach, CA 90813 (213) 591- 0907
The Program. supported by district funds, are alsb replicating the., Franklin program. Washington Junior High School's Demonstra- The Long Beach. Demonstration Programsin tion Program in Mathematics is identical tothe Mathematics switched from hand-scored drills and one at Franklin JuniorHigh School, which is also tests to computer' scoring. To do this,all 400 located in Long Beach. Washington's programis a instructional packets, from whale numbers through state-funded replication of the. Franklin effort, pre-algebra, were rewritten, computer programmed. for according to Roger Shickler, project director and placed in operation. _ both programs. Two other Long Beachschools,
42 miss.ioNJUNIOR HIGH ''SCHOOL DEMONSTRATION PROGRAM. IN MATHEMATICS Jurupa Unified School District
i . ce-- Program Profile School Enrollment: 827c.s.tudents ',in the sixth, seventh and eighth grades Target Population:: 31students in the eighth grade .Specific Characteristics'of Target Population: o Ethnic Distribution Asian or Pacific Black, not of white. not of Islander Hispanic origin Hispanic origin Hispanic
2 percent 15 Percent 59 percent ' . 24 percent oThere is a high transiency rate in the area; students entering Mission Junior
. High School average two:years below grade level math skills. Project Director:, Lucille Shearer Address and Telephone: 5961 Oso Lane, Riverside, CA 92509 (714)781 -181'1
The Program review. At the end of each week students are given a review test of that week's quizzes. A math lab Teachers who observe' Mission Juriior High supplements the classroom program; students are School's Demonstration Program in Mathematics programmed into the lab for week-long periods. are usually struck with the high level of computer- The complex scoring, `gronping4and tracking of ized.assistance given the program. But the stIdents students in the Mission 'program are a teacher's . notice thoSe Snoopy trophies which proclaim: dream; Says one teacher of the Tracer system: "It's "-World's Greatest Math Student." Last year the just like having a teacher aide who works nights to program, awarded 80 of the six-inch whimsical grade papers and record them for you before the ,awards.to students who mastered pre- or post-tests. next morning. class." The trophies, along with buttons awarded for - Traceris a special feature of the Jurupa. pro:- proficiency, are coupled .with a. highly individual-. gram, made available through the Office of the Riv- ized program. that allows students to move along.' erside COunty Superintendent of Schools. Its devel- quickly or to take the time necessary to master the opmental costs were largely supported by county difficult assignments. The math classes rank among funds. Now that it's operational, Project Director the favorites for nearly all students at Mission. Lucille Shearer feels that the ongoing cost for the Originally built upon the 23 "math tracks" devel-' sytem is highly cost effective. oped- by the Demonstration Program in Mathe- matics at Franklin Junior High School in Long Methods and Materials Beach; Mis.sion's program was revised and expanded The foundation of the Mission progratn is 30 into 30. units. Further revision included changing ,units ranging in diffiCulty from fourth grade level the worksheets and tests to accommodate 'the arithmetic to ninth _grade algebra and geometry Tracer computer management system which baCks -and beyond. up the program staff with amazing speed and Each unit includes a pretest, seven or eight les- detail. sons to teach and provide practice in the unit's con- The program includes a number of other features cepts, supplemental references and a post-test. In found in the Franklin prograin. These-include the order to move from one unit to the next, a student ."quickie quiz" concept, designed to give students must master the post-test. with:at least 80 percent -consistent exposure to new math concepts and proficiency.
43 determined lounging space for the staff and a storagearea. The Placement for an entering student is located adja- through .a diagnostic placement test. math lab is another full classroom, math lab high cent to the four-classroomwing hdusing the program. The materialS and lessons in the that scores the light hands-on activities whichsupplement or illus- The Tracer system's hardwa"re The lab is an adjunct to daily math work is unique to the state'sDemonstra- trate classroom concepts. Math'ematics. 'Initial the classrdom. It offers a wide assortmentof pro- . _tion Program in Reading and measuring programming time ran 240 hours,including rewrit- grammable calculators, math games, choice answers, devices and lessons to teach the masteryof these ing the test components into multiple thus permitting the 'system to scorethem. Shearer tools. alphabet -. emphasizes that the Tracer program isproviding The daily output of Tracer provides an assisted instruc- ical list of students and the unitsthey are currently computer management, not computer studying. A second daily list prints outthe units tion. and the names of the studentsworking on them. A- third sheet indicates the units thateach student has ,The Staff completed. The system also scores testsand gives The project's budget supports thesalaries .of the, the test takers further instructionsin one of three project director, six instructional aidesNorking six categories: study, review and mastery. hours daily, a clerk and .half of thesalary of the lab Physical Space and Hardware. teacher. Mission Junior ugh School ishoused in a rela- .Replication and functionally tively new building, attractively Mission will share its 1,000 pagesof computer- designed in the modified open.plan.The math pro- ready curriculum with interestedschools. The staff gram occupiesafour-classroom cluster. A central the fatir"classroorns; believes the program has immediatebenefitseven storage area, which separates ,without the cdmputer. "The majorcomponents for accommodates tall curriculummaterials; except cominitment to supplemental lessons. They are storedin the proj- success," Shearer says, "are the 'individualization and additional clericalhelp with ect office. . - makes individualiza- The project office is theequivalent of half a class- the necessary 'paperwork that room and. doubles asworking space, :occasional tion' effective." PACOIMA JUNIOR HIGH SCHOOL DEMONSTRATION PROGRAM IN MATHEMATICS Los Angeles Unified School District
Program Profile School Enrollment: 1,300 students in the seventh, eighth andninth grades Target Population: 400 students in the eighth grade Specific Characteristics of Target Population: o Ethnic Distribution American Indian Asian or Pacific Black, not of White, not of or Alaskan Native Islander Hispanic origin Hispanic origin Hispanic 0.7 percent 0.9 percent 4.1 percent -28.8 percent 65.5 percent o The schoais situated in a suburban area with typicalinner-city problems--wa high transiency rate and a low socioeconomic, level. Project Director: Elaine -Lindsay Addresvand Telephone: 9919 Laurel Canyon Blvd., Pacoima, CA .91331' (213) 896-5816
The Program The curriculum is divided into seven units, each with its own introduction, chronology, objectives Math is more' than just a four-letter word at and lesson plans. There is very little preprinted drill Pacoima Junior High School. It is 40 .weeks of work. Instead, students' obtain necessary infor- "This Is Your Life," a curriculum designed to mation by their own investigation. tempt young teenagers into, learning more about Abundant opportunitites'are 'provided to learn math. how and when to apply the principles of arithmetic. "This Is Your Life" involves students in the prac- Though the class is tremendously popular and tical arithmetic inherent in everyday, situations, often seems tr, he teaching more about life than and, since the circumstances of 'life vary from stu- arithmetic, intensive math instruction is involved. dent to student, the curriculumis completely Supplemental math textjaooks help the students personalized. understand banking, measurement (will the new When ."Your Life" is launched at the beginning couch fit on that wall?),' ratio, percentage. and the of the school year, students are catapulted three other real-life applications of math for survival.. years ahead into their own futures.For most of the Career investigation and exploration of personal . Pacoima students this means graduation frorn high values are logical parts of the curriculum. Natu- school without-definite ideas about'what to do with rally, reading and writing tie in. As a result, the their lives. The majority are not college bound. So, imagining themselves working and eventually on program lends itself well to team teaching. their own is both realistic and attractive. The end Project Director Elaine Lindsay considers "This result of the program is a math currictihim which is Is Your Life" to be a program in which pupils can honest, realistic, useful and multidisciplina6. recognize for themselves the value of math and of . A full year of applied math is built around the education in general. typical situations a new high school graduate would encounter: deciding on a job, figuring out. Methods and Materials paychecks, budgeting, ecordkeeping, dream shop- ping, buying a car, planning a vacation, even mov- The backbone of "This Is Your Life" is a com- ing into an apartment. pendium of seven units that take the student
45 . A8 through the following .procedures of real life: ; The:Physical.Space PAYDAYa unit continuing-throughout the year The large junior high school. buildinghousing. that involves computing payroll deductions, recording living expenses,,completing tax forms, banking and "This Is Your Life" is fringed with bungalow build- managing money. ings that serve as home to the.prograrn. Of the five Aelocatabie classrooms, IOU' accommodate students. $1,000. FACELIFTa four-week unit onlinear main building. A drawingThe. offices are housed in.. t measurement, bedroom furnishings, scale math learning center, whichetimplentents ,the pro- and room arrangement. grain, uses the equivalent of one additio alclassibom; .$1,000 SHOPPING SPREEa four-week unit on consumer education that includescomparison shop- ;. ping, unit pricing and graph construction. Staff CAREER BOUNDan eight-week unit .to pro- Energy and enthusiasm are particularhallmark's mote self-awareness and to provide for career of the .staff at 'Pacoima. The staffscommitment to T. investigation. the progfam is contagious.Undoubtedly;their own WHEELS-FOR-REALone of the most popularattitudes make significant contributions to theRro- sections of the class. Since most teenagersare gram's achievement. The staff-includes thedirector, preoccupied with cars, this unit covers carselection, six teachers' (only two are funded by state's purchase, loans, insurance and maintenance."Some Demonstration Program in Readingaridand Mathe,. kids decide on bikes 'aftei- thisunit," chuckles matics; :the rest are funded by the district),four Lindsay. aides who-work a six-hour day, three aides who SPRING VACATIONa two-week uniton-plan- work .a three-hour day and one secretary.. ning a vacation, reading maps, compiling anitiner- ary and filling out expenseforms. Replication A FIRST PLACEa five-weekunit on investigating by pernianent living, selecting an apartment, comput- Pacoima's program can be easily duplicated' ing utility bills and ordering furniture. adjustments to fit a school's population andg staffs time constraints. It requires little morethan'-:; The clases are enhanced by- .the enthusiastic basic textbooks for reference, eatalogs, newspapers teaching styles of the six project teachers.The pro- and the dittoed sheets used for theactivities. . gram has been sosuccessful and so simple to Lindsay has visited serveral schools that are organize that*the- staff is 'currentlybranching out and popii- - other"grade levelsreplicating the Pacoima program success into a 'This Is ..." series for the larity. All the materials that have beendeveloped at the school.zE4ample:"This Is Your Community" by the project are available for theasking. and "This Is'Your School." "ThisIs Your Life"' has beenreplicated in Software that enhances the program is sparse a ers field, SanDiego," and McKinley- but practical, reflecting the prioritiesof the staff.. in its and desk' .A prison school adopted the program There are calculators, both hand-held entirety. models, referencemateriaIs.,...mail order catalogs, is its low included: a A real plus for duplicating the program advertisements and, brochtires. Also cost. "All it talees is a half reamof ditto paper per. generous collection- ofstate-adopted-mathematics,student, a dollar's worth of supplies, sometime and textbooks, which _Lindsay believes serve auseful purpose. "When the students arehaving troubleenthusiasm," Lindsay says. with the calculation aspectsof a specific week's work, they can hit the books forimmediate help," she explains.
f
46 SIERRA MIDDLE SCHOOL DEMONSTRATION PROGRAM IN MATHEMATICS Riverside Unified SchoolDistrict
Program Profile ,. School. enrollment:. 705 students in theseventh and eighth grades Target Population: 300 students in theeighth grade Specific Characteristics of Target Population: 0 Ethnic Distribution American Indian Asian, or Pacific ._ Black, ,not of White, not of or, Alaskan Native Islander Filipino Hispanic origin . Hispanic origin Hispanic .._. 68.5 percent 19 percent 0:5 percent . 0.5 percent 0.5 percent 11 percent a o The neighborhood, which has ahigh transiency rate, is considered "blue collar;" though in years past it .contained many professionalpeople. Project Director: Betty Masters Address and Telephone: 4950 Central Ave., Riverside, CA 92504 (714)788- 7501 =1 of a checkpoint testing 'Center midway through a The. Program major lesson ."track." In an era of public doubts about the achievement of students in the public schools, the Demonstra- Methods and Materials tion Program in Mathematics at Sierra Middle School provides solid proof that good programs The curriculum providing the foundation for the produce' results that shOuld delight parents. 'Sierra program is available upon request. Itis ;Ina recent testing period, all bilt eight students based on the 23 tracks that take the studentIrom gained 1.5 months of instruction or more for every the addition of whole riumbers through highly corn- month in schoolAnd what about those eight? plex pre-algebra work. Lessons are filed in the "We're still working with them, and eventually they classroom and teachers prescribe work for each stu- will ;make that leap," declares Project Director dent, as identified by- the results of the pretests. Betty Masters. After an opening "quickie quiz,"- five or six stu- How do they do it? It is a careful combination of dents from each classroom are sent to the lab, thus testing, instruction, evaluation and hard work. lowering the total number of students -in a given Masters claims that it is a workable blend for:any.classroom at any one period. The lab offers a vari- staff with the "will to give it a try: ety of teaching alternatives and atempting array of The curriculum at Riverside is not unique, at "free time" optionsbalance scales, fractiOn bars, Cuisenaire rods and other manipulative materials 4- -least in its original form. The Sierra program is-yet another spin-off from the popular and successful to clarify - concepts. Tapes, flash-cards_ancLself- Demonstration Program in Mathematics_in_Long-----correcting-drill-shedsgive students a boost when BeachT-Irhas been alterecraTId refined to meet The;they are faced with basic memorization tasks. specific needs at Sierra, but it remains similar to Sierra's math teachers expect their sttidents.to do the original program in that it still includes pre- weekly homework, which reinforces and provides tests, worksheets and post-tests. All the lessons are drill in the work done during class. Toencourage supplemented by regular work in a math lab. It productivity in the math tracks, there is a need for .differs from Long Beach by combining seventh and continuous correcting of student work, for imme- eighth graders in the same class and by the absence diate feedback and reinforcement. To assist in the
)41 47 correction of student work, Sierra's program includes tor. Supplemental to the staff, though not funded an auxiliary class of "cadets," eighthgrade students by the state Demonstration Program ,in Reading: who assist the teacher and aides in the paperwork. and Mathematics, are the many "cadets" who assist- The "cadets" learn organization and responsibility with the prograM in each. classroom.' A college and reinforce their own math knowledge at the work -study program au Iments the corps of aides. same time. - Several college students are employed to work with students needing one-to-one math tutoring. Physical Space and Hardware Replication The classrooms.are located in two pairs of car-. peted _clout* classrooms mild two regulaf-sized, In addition to the printing efforts necessary to -uncarpeted rooms. The 20-year-old building fea- duplicate the tracks that comprise the project's cur- a tures the banks of windows familiar to buildings of riculurri, Masters says replication requires "cadets,". that era. The math lab is a double, uncarpeted volunteers, college students and staff members classroom fringed by rows of shelves below the win- committed to individualiied instruction. dows. Tables. replace the traditional desks, and "Paperwork can be burdensome without clerical there are nooks and spaces where students can back-up," she admits, "but when dedicated.teaohers pursue personal, study programs or workin small-see students pack three months of learninginto one groups with ;audiovisual materials.Office space is month of instruction, the filing, recording and prog- \ adjacent to the main entrance to the school. ress information forms for parents seemworth the Very little special hardware is required for Sier- time and thought." ra's program, but the program offers an abundance Some other Riverside schools have already repli- f software geared to raise student enthusiasm lev- cated the Sierra program in large part. Replication eand ultimately to close the learning gaps that of the Riverside curriculumisalso evident in many Sierra students bringinto the math program. schools in Etiwanda, 'Elsinore and Los Angeles:. "They have done what' we did initially," Masters` \., explains. "we began with the Long Beach'pro- The Staff gram, but we rewrote the tracks topersonalize the The prOgram's staff includes four district-funded towns and the people to us in Riverside. Schools teachers. State funds provide five aides who work that take our materials for their own use can do the hours perclaY, a secretary and theproject same With a minimum of effort."
48 CARTER MIDDLE SCHOOL DEMONSTRATION PROGRAM IN MATHEMATICS Oakland Unified School District
Program Piofile SChool Enrollment: 399 students in The seventh anceighth grades Target population: 200 students in the seventh grade Specific Characteristics of Target Population: o Ethnic Distribution -.
. ,Black, not of i%V tiite; not of Filipino Hispanic origin Hispanic origin Hispanic
. 1.0 percent 97.5 percent .5percent , 1.0 percent o Carter is a new middle school located 'n Oakland's inner city. The neighbor-' hood has many single parents. Despite a low economic base, half the neigh- borhbod is considered stable:and family-centered. The other half is transient and troubled.' Most of the dwellings around the school are single family , homes rather than apartrrients.. -PrOject Director: -Carolyn Getridge 't Address and Telephone: 4521 Webster .St., Oakland, CA 94609 (415) 654- \ -8936
The Program - the staff at Carter. "We arm ourselves with a fistful of lesson plans," Getridge explains. "We have plans. With as many".as 3C percent of the students that individualize math for the seriously remedial' absent on .a given day, and 90 percent of the math students, the below average,_the-average, the eager, .students more than two years below grade level, the gifted, the usually absent and the emotionally staff members of the-Cai'ter Middle School's Dem- deprived. We find that all this individualization is onstration Program in Mathematics confronted a really helpful in keeping the class on target." tough assignment when. they launched their proj- The Carter program is a transplant from another_ ect. Now, however, the absentee rate is dropping site in Oakland. It was previously locatea at Oak: and significant progress has been charted for large land's Hoo_ver_Junior-High School. numbers of Carter students. The Carter program_is-a-spin-offfrOtritti-e-Frank- Methods and Materials -lin-berstration Program in Mathematics at Long Beach, but it has differences. Carter features As an open-plan school,.Carter is geared to team an open plan and serves a more transient popula- teaching in most subjects, and the Demonstration tion than Franklin 'does. Student turnover is 50 Program in Mathematics is no exception. The percent in a single year. "math,pod," as the instructional area is called, fea- A community component is included in Carter's tures learning centers aimed at basic skills develop- program: Staff members counsel absent students. ment an audiovisual area and a "control center" The goal: to reduce absenteeism. where materials, daily lessons and student records "We have Telegraph Avenue backing up to the are maintained. school," notes Project Director Carolyn Getridge. A math lab supplements the learning centers in "When the going gets tough, or when the sun is the classrooms, and a math resource teacher plans 'shining brightly, students can ,simply hop the the activities in both areas, assisted by a corps of fence." Not hopping the fence is a' program goat for aides who are considered part of- the team.
49 materials, along Weekly in-service training andplanning time are An-assortment of audiovisual ° During in- with hands-on experiments, round outthe curricu- important parts of the Carter system. in the leafning cen- periods, the staff analyzesindivid lum. These materials are found ° serVice training math lab. ual student assessments fromthe evaluation center, ters as well as in the .student and documents- prog- sets goals for each Staffs ress. An outsideconsultant provides additional The training for. the instructional staffmembers, help- In addition todistrict-fundemath teachers reg- ing them to understand theinstructional goals for ularly assigned to-the program,the project funds a each student and the best means*toreach them. math resource teacher, theproject director,' two Tull-time and two part-time aides, threepart-time Physical Space and Hardware college assistants and a. clerk ,typist. The math area of the school is a'-pod arrange- Replication ment of fdur classroomswithout the separation of heterogeneously grouped. Carter Middle Sehool is anotherexample of doors.. Students from all of another ,i,classrooms go to learning centersin various corners replication in actiontaking the success depends on their project, Long. Beach's Franklin, andputting it to of the pod. Which one they go to different kinds needs. In this arrangement,.the Tour classrooms work:in another environment with are, in effect, treated as asingle classroom,-allow- of students. focus on learning in Carter is also providing assistance toother Oak- ing teachers to simultaneously decided, to replicate the several areas. The math lab currentlyoccupies an land schools which have adjacent self-cOntained classroom. program.
50. HOOVER JUNIOR HIGHSCHOOL DEMONSTRATION PROGRAM IN MATHEMATICS San Jose Unified School District.
Program Profile S. .. School ..Enrollment: 620 students in the seventh and eighth grades _ Target. Population:. 310 students in Ahe eighth grade':- Specific Characteristics of Target Population: 0 Ethnic Distribution American Indian. Asian or-acific Black, not Of White,, not of or Alaskan Native Islander \ Hispanie:ori4in ,Hisi+ic origin Hispanic
1 percent , 1percent . 1 percent 27 Ipercent 70 percent. oThe sehool's neighborhood has a stable population with a fiairly low income. o There is a mixture oftomes and.apartmerits occupied by many single-parent families. . Project Diiector: Pauline:Peraz.- o - Address and 'Telephone: 1635 Park Ave., San Jose, CA 95126 (408) 287 -1111
The Program. program is builrby providing learning opportuni- ties that have students apply learned concepts to Wiheha program cart offer high accomplishment practical situations, The reinforcement element is for students in the basic skills, prepare them for. given through special activities that proVide enjoy- sortie realities of life. and be the highlight of the. able, hands-on and investigative action through .school day, ',obviously it is a winner. For Hoover games, simulations and math experiments.... Junior High School's Demonstration Program-in Mathematics, that recipe for success has resulted in Central to the w,hole program' is a comrriunity national acclaim, continuous refunding as a state involvement component, which-has math aides and program and youngsters- whoknoW the "whys" as teachers visiting the homes of their students at least well as the rote memo?), requh'ements of math.. once 'a year. A class, sizeabouti.,25students per' National recognition came in /1974 when it joined_ teacher, and one- aide in-each class7has obvious the- federal government's National Difftision advantages for both teachers and students°. The R-3 work (NDN). To .be part of the NDN, the Hoover staff exhibits a strongbelierin an educational phi- . program had to pass rigorous evaluation, require- losophy that cariculurn must meet needs, provide ments of the federal Joint Dissemination Review a concrete context for learning and be generously Panel, which passes only Lille most effective_ pro- laced with success for each student. grams developed with federal funds. Hoover's program is called "Project R -3," coined Methods and Materials from the staff commitment to make, sure that stu,- dents are _ready for the concepts and that they can Laughter punctuates the'lessons in many of the see relevance in what is taught. The third "R" simulation games that make °concepts clear- to stands for reinforcement, which is considered a Hoover students. In one game designed much like necessity if children are going to learn what has Monopoly, the players are bank tellers. The chance been taught. cards included with the game elicit-howls of laugh- The readiness aspect of the program relates to ter as a student reads: the testing .and diagnosis that is.part of the individ- '`..`You have lunch at your desk; and you accidentally ualized instruction approach. The relevance of the eat three $100 bills." "A man calls up froM the city zooand says his Phylical Space and Hardware name is-Mr. Wolf.You [lave a laughing-fit,Ifs is with.Open-plan architec- Subtract $100 for HoOver is a new school, insulted and sues the bank . ture. The math classes areheld in a large labora- legal battle." tory type room,' withthree teachers workingin Fun js part cif the learning processat Hoover. tandem around the room. Thedesks are gone. In The gaming and 'Simulation aspectsof the project .their place are table's andchairs. The general incruck: long and short games, win/lose gamesand atmosphere is `warm andinformal. win/win games, decision-makingsimulations, chance While typicalynath labhardwarecalculators, and probability games andexperiments, and gener- scales, audiovisual programsand other commercial ousopportunities for learning centeractivities that, materiaTsare available in the ,R -3 program,the vary as student needsand.interests .change. main focus is-oh the gamingand simulation activi- R-3 wasgdesigned jointly by the SanJose Unified ties that require' little morethan paper,pencils, rul- School District and LockheedMissiles and Space ers, dice and space. Company's. Educational Systems.Included in -the vast array ofprogram-developed materials are The -Staff simulations useful expansive career activities and The Demonstration ,Programs, in'Reading 'and as interdisciplinarylinks in the basic skills. Mathematics' funds are' used to pay thesalaries of These materials put schoOl-relatedactivities in teachers -anal choices and the project: director, a'secretary; two. the perspective of ultimate career four aides. rewards. ,Each game or simulationcontains a sum- mary of the activity, astatement of learning objec- Replication tives keyed to skill areas, ateacher's guide, student materials.. Games and One of the mo5t significantelements of the R-3 activity sheets and playing replication. It ranks.., simulations are centeredaround 17 career clusters, program,is its adaptability to high nationally among programsthat have been such as marketing, personalfinance and transpor-.. thanks in,part tation.. Each career clusterconsists of a group of'duplicated throughout the country, be infused into var- to 'its role as 'one ofthe 163 National Diffusion gaMes or simulations that can for dissemination ious subjects and...4n" be expanded and modified Network (NDN) projects funded and replication purposes.With this funding, R-3 for .high school sitidentS aswell. schools with "adoption costs. The Hoover demonstration programis keyed to can help interested takes The list of Schools: replicatingR-3 IS seven ,page.. a district-developedmath continuum which interest in R-3, it was the students from wholenumbers through pre- long. Because of national includes featured in national Magazinesand newsletters. algebra, and geometry. Each R-3 contract delighted to share all or party . The project staff is a review ofpreviously-learned materials, a new con- educators. Copies of cept, th application, ofthe concept, high interest. of its materials with-interested review and aliisit simulations, the teacher'S manual,-the,.contracting activities to reinforce relevancy, a instruments and. record- to the "testingstatiem" where the student must forms, the diagnostic testing is 85 percent keeping 'materials are available free ofcharge. demonstrate a proficiency level that "Wei encourage our-visitors totake any-part of - or higher. useful to them," the Demonstration oui program that is immediately While state money funds projectdirector Pauline Perazzo says."A full repli- Program in Mathematics atHoover, it is important witl-to..rt vast sums of using the same tech- cation," she adds, "is possible tonote that a similar program, new money. It helps tohave a director and secie- niques and undergirded bythe same philosophY, duplicate. the games and This allows the Hoover 'tarial backup. The time to also operates in reading. other materials is essential.From there on, R-3 can staff a unique opportunityfor interdisciplinary resourcefulness, enthusiasm and approaches that are as popularwith. the students as be replicated with staff 'commitment." they are effeetive:
7:7 i- L.) PETER BURNETT/JUNIOR HIGH SCHOOL DEMONSTRATION PROGRAM INMATHEMATICS San Jose Unified School District
j Program Profile School Enrollment: 796 istudents in the seventh andeighth grades Target Population: 396 students in the eighth grade Specific Characteristics 'of Target Population: o Ethnic Distribution/ AmeriCan- Indian Asian or Pacific Black, not of cWhite, not of or Alaskan Natwe, Islander Hispanic origin Hispanic. origin Hispanic
1 percent :lb percent 8 percent 17 percent 64-percent oThe neighborhood/is mixed with homes and apartments andfeatures a'large --number of single parent families. Project Director: Richard Cirigliano Address and Telephone: 850 N.Second St., San Jose, CA '95112 008) 998 - 3155
ti The Program Burnett like" Hoover, holds a yearly math fair . . where student projects in-mathematics are on dis- As a replication of the Hoover_ Junior High play for -parental review. School Demonstration Program -in Mathematics, Burnett, an older schOol with atraditional archi- Burnett Junior High School's project utilizes Hoover's tectural style,- is deeply committed to a strong fun- basic materials an follows most of the same, proce- damental approach. A "basic unit.' program of dures. The Burnett staff, however,modified. and daily drills, math contracts in,the basics, exams and expanded the HooVer kogram to include a system back-up units for those needing morereinforce- of prescribed and individualized daily drills, home- ment are' assigned on an individualbasis. work and basic skill back-up units. There is an The staff will share its class management and emphasis on docum\entation, recordkeepink and recording system with interested educators. By progress reportingmade manageable for a, busy replicating the Hoover. 'program at Burnett, the staff with limited hotu4 available for aides. Burnett staff believes it has obtained a sound-pro- As intheHoover\ !program; thereis' strong gram enhanced by hands-on marlthat could be emphasis on parent involvement through a series of modified easily to reflect the desires,. and needs of its school's clientele. parent nights,conference nikhts 'andhone visits. \,. Chapter VI
Ns*
Iriformatipo at YourFingertips
Detailed information on the successful` .junior Bibliography of SMERC Materials high school programs)operating under thestate's reproduced Demonstration Programs, in Reading and :Mathe- The followitig materials have been on microfiche and areavailable through SMERC: matics is easily obtainableeither throughtheindi- .vidual project directors or through the computer Central Junior 'High,. School (Pittsburg)Demon- retrieval system operated by the San Mateo Educa- \stratiOn Program in Reading: . tionil Resources Center (SMERC). Information Building Instructions for Resource RoomEquipment on the statewide programand the legislation under microfiche which it operates is available from Earl Watson, ID #005756one Programs in Read- Description: Collection of instructions for con - manager of the Demonstration structing inexpensive, classroom furniture. ing. and Mathematics, California Departmentof Education, 721 Capitol Mall, Sacramento, CA 95814; The 'Conte t Area Reading Fair
. ID #0057 One microfiche (916) 322-6797. reading Many of the programs have prepared materials, Description: procedures for setting up a in-service proglam for subject area teachers at . including curriculum, guides and researchresults, for storage in the SMERC system: the secondary level, includingbibliography. Schools which subscribe to SMERCservices Dogs \ should contact their county, or districtSMERC ID #005747 =two microfiche \ linking agent to order materials. Districtsin non - Description: Integrates manypes- of reading subscribing counties should write_or call SMERC, around the topic of dogS. Includes skills taught Sap Mateo County Office of Education,333 Main through brainstorming and classifYing. 364-5600, Street, Redwood City, CA 94063; (415) Earthquake! 1 extension 44041 The charge fornonsuliScribers is 75 ID #005748one microfiche cents per card, plus a $2handling charge. Payment Description: Specific activities in map prepara- must accompany each order. tion,. vocabulary, word analysis, comprehension Note: One title may. consist of morethan one and use of reference Materials. microfiche Order by "ID ". number. Example: A FirSt Step: Parts- of a Book ID #005780-1 microfiche'card.Hard copy of this ID #005753one, microfiche material is not available fromSMERC., Description: How to use a table of contents, an
54 index, glossaries, sections and chapters. Includes Am I puzzles and sample exercises. ID #005728two microfiche Description: A two-section unit that includes a Following Directions and Detecting the Sequence personal reflection book aimed at focusing the ID #005752one microfiche student's attention on himself/ herself. Description:. Idea-, designed to keep the student's attention while teaching the student how to fol- Mystery low directions. ID #005731-7.two microfiche Description: Story samples, vocabulary lists, test Games Can Be Fun , questions, a list of reference books, audiovisual ID #005751one microfiche materials and a list of publishers of mystery Description:i Guide to the use of games in the books. classroom. Science, Our .Friend the Atom How to Think a Bocrk ID #005729.,--two microfiche #005754one microfiche Description: Selection of readings and study DescriPtion: Describes reading comprehension questions in science. Includes material on earth- strategies known as mapping,,a method of quakes, volcanoes, atomic structure, weather organizing information which can be substituted . and snakes. fora notetaking or outlining. Toys for Men and Boys Learning Comprehension Thiough Word Study ID #005733two microfiche and Vice Versa -Description: Mini-unit on automobile racing ID #005750one microfiche and mechanics, including reading selection and Description: Sumniaries of teaching ideas using ,questions relating to the readings. word meaning, context dues, dictionaries and De Anza Junior High School (Ontario-Montclair) reinforcement. Demonstration Program in Reading: Sample Forms for Recordkeeping 'and Assessment Assessthent Instraments and Student Profiles ID #005755one microfiche 1D-#005766one microfiche Description: Collection of forms used at Central /- Description:Variety of informational reading Junior High School's PREP (Pittsburg Reading ( assessment instruments used at the reading cen- Enrichment Program). ter, including student questionnaires, self-concept tests and English/Spanish report cards. Science Fiction, A Mini-Unit ID #005749one microfiche De Anza Designs: Resources in Reading Description:. How touse science fiction to moti -. ID #005763three 'microfiche vate students to read. Description: Bibliography of high-interest mate- rials for remedial, corrective or developmental The' Study' Guide readers. Notations on materials suitable for stu- ID #005745one microfiche dents who speak Spanish, the poorly motivated Description: How to prepare .a list of questions or those with perceptual handicaps. on materials that students have read. De Anza Preschool LibrarY,and Story Hour ID #005768one microfiche - Compton Junior High. School (Bakersfield) Dem- Description: How to organize a librafy story onstration Program in Reading: hour for preschools, developed by junior high Africa school reading students. ID #005732two Microfiche Future Print 4th Annual Report DescriptiOn: Information regarding stories, movies ID #005764two microfiche and filmstrips on Africa and its people. Annual evaluation of entire program. Animals Group Counseling Program ID #005730two microfiche ID #005765one microfiche Description: Animal units on Arctic animals, Description: Descriptive article on group coun-' bear, desert animals, dog, dinosaurs, falcon, seling- program,including student counseling horse, lamb, lion, owl, robin, skunk, snake, tur- contract, post counseling questionnaire, read- tle, wolf, w ale, dolphin and seal. Include's a ings for parents and teacher outlines for student bibliography _workshops. Some materials in Spanish.
55 . - - Insights and Suggestions for Teaching ESL Students Franklin Junior High School (SanFrancisco) ID #005767two microfiche 'Demonstration Program in Reading: Description: Packet of tools and ideas for teachers Family Recipes of limited-English-speaking studentswhose pri- ID #005708L-one microfiche mary language. is Spanish. Description:66 recipes for everything from main Reading in a. Supportive Environment dishes to dessert. _ID #005762one microfiche The Library Description: Descriptive overview of the reading ID #005707one microfiche center, with emphasis on descriptionsof specific Description: Activities to teach the useof the program components:diagnosis, prescription, Dewey Decimal System, cardcatalogue, diction- scheduling, high-interest materials,' counseling ,ary, encyclopedia, atlasand the Reader's,Guide and cross-age tutoring. to Periodical Literature.Include's- sample research assignments. Demon- Edison Junior High School (Los Angeles) Native American Ethnology stration Program in Reading: , ID #005709one microfiche Multicultural Unit Description: A unit designed to be presen dby ID #005759 one microfiche a single teacher over aperi6d of one week, seven Description: Review of five-weekunit presenting periods a day; aimed at Studentsof superior Indian, Mexican-American,Asian-American and reading ability. United States. black minority cultures in the Reading in Social Studies and English Reading Continuum ID #005705twomicrofiche ID #005757one microfiche Description: Description of the program;ate- Description: Three-part reading continuum,in- rials on diagnosis, instructions foradministering cluding phonetic and structural analysis,basic an informal readinginventory and sample forms reading, and study and thinking skills. for recordkeeping. Franklin Junior High School (LongBeach) Dem- We Wear the Mask (Self-Image) onstration Program in Mathematics: ID #005706one microfiche Description: A series of introductoryactivities Evaluation to familiarik.e students andteachers with each ID #00571 I one. microfiche other and to establish class rapport;activities Description: Describes the studentpOpulation, about judgrrients, stereotypes:self-image andr instructional materials, staffing, staff develop- self-awareness. . ment, auxiliary services andevalUation of dis- semination .of information. Greenfield Junior High SchoolDemonstration Ef Program Description and Materials Program in Reading: ID #005712two microfiche Overview Description: Instructional-materials based on23 \JD #005710=-One microfiche advancement tracks which encompasskey-learn- 'Description: General overview of reading pro- ings in arithmetic, algebra and geometry, rang- gram, its staff, facilities and skills objectives. ing in difficulty from thefourth through the activity packets Hoov\er Junior.High.School (San Jose) Demon- ninth grades. Includes 750 learning stration Program in Mathematics: with daily and weekly quizzes, reviews,math lab lessons and student profile andreporting forms. Flowcharting Handbook ID #005803two microfiChe A Special Evaluationi :Description: Motivational tools to reinforcemath- ID #005713two. microfiche ematics vocabulary, including behavioralobjec- Description: Students who had spent threefull tives, definitions, symbols, applicationsamples,' years in the program andwho were enrolled in a classroom procedures in a flow chartand stu- local high school were individuallymatched with dent exams. students in a control group who hadreceived traditional mathematics instruction at other ju- Mathematics Component compari- ID. #005802two microfiche nior high schools. .A majority of the instructional sons favored thedemonstration program students. Description: Contains objectives, 9 56 strategies,_ flowchart, placement and progress Description: A basis for the average ninth grade test,* individual student profile sheet, diagnostic student to study the central ideas of algebra tests, contracts and sample worksheets and puzzles. without being threatened 'by a. comprehensive textbook. Personal Finance Unit. . ID #005801 two microfiche Curriculum for Seventh Grade. Description: Games and simulations linked to ID #005700`three -microfiche math and reading that help put school-related Description: Designed to improve the educa- activities in the perspective of :career choic'es and tional outlook of inner-city youth who would rewards. otherwise have little- chance for success in high / The following 'materials feature games and/simu- school. latiOns *geared to career study, direct links Mini-Lessons for Grade Seven to the baiic skills:. ID #005702two microfiche Recreation Occupations Description: Four sets of little lessons involvirilg ID #605800-two microfiche" 90-secon warm-ups to begin a class, counting Manufacturing Occupations room numbers and lunch tables, metric olympics ID #005799-4wo microfiche and electronic calculator practice. Transportation Occupations ID #005798three microfiche Project-A-Puzzle ID .#005703two microfiche 1 Communication Occupations Description: A set of math puzzles helps search ID #00579.7 two microfiche- . Personal ServiCe Occupations for strategies rather than quick answers;devel- ID #005796---4our. microfiche ops logical and perceptual skills. Agricultural Odcupations This Is Your Life: Modern Math ID #005795two microfiche ID #005704four microfiche 1 Scientific Occupations Description: This inithematics curriculum from - ID #005794two microfiche _ the Los'Angeles Unified- School Disrict was Public Safety Occupations ID :#005793,L-three microfiche designed to provide realistic and practical math: Business and Office Occupations experiences for non college -bound ninth and IDt#005792three microfiche . :tenth grade. students . Marketing OCcuPatiOns ID #005791three microfiche Pelton Junior High School (San Francisco) Dernr Environmental Occupations 76-nstrittionPrograin in Reading: #005790four microfiche Public Utilities Occupations Contracts and Approach to Individualization ID #Q05789three microfiche ID #005783-one' microfiche Marine Occupations Description: Sample' student contracts in En- ID #005788two .microfiche glish and reading Used to individualize instruc- Community Planning Occupations tion in writing skills, grammar, reference work ID #005787two microfiche and .comprehension. Electronic Data Processing Occupations ID #005786three microfiche Evaltiation Report Career Preparation. Ocgupations ID #005784two microfiche ID #005785two microfiche Description: Review of all statistical data on this project as well as complete project description. Mission Junior High School (Jurupa) Demonstra- tion Program In Mathematics: Learning to Read Through Language Experience ID #005782one microfiche ID #005761--:two microfiche Description: Activities illustrating 'the integra- Description: Review of Michigan Math Pro- tion of all communication skills; including sug- gram, including copies of recordkeeping systems gested student projects. , and Student profile materials.. Overview Pacoinia Junior High School (Los Angeles) Dem- ID #005780one microfiche onstration Program in Mathematics: Description: Reviews all components of the Pel- Basic Algebra Mini-Unit Capsules (Grade' nine) ton reading program, including a list of all ID '#005701 two microfiche instructional materials by grade level. Sample Units and Skills Survey -Rebajando con Gusto .(Delicious Dieting)' "ID #005781one microfiche ID #005772one microfiche Description: Two units' on the adolescent books Low-calorie recipes in both English and Spanish. ce. Zeeley andLthe Contender, including activities, Sample Instructional Units discussion questions, vocabulary lists and skills ID #00576two microfiche survey. Description: High-interest teaching units on the Sierra Junior High School (RiverSide) Demonstra- mysterious and the occult, dune buggies, and tion Program hi Matheinattcs: teen etiquette.,Includes objectives,puzzles and ID #005760three microfiche student Worksheets. Description: Sample materials, diagnostic tests, Something has ... lessons,, lab cards, pie-- and post-tests, as well as ID #005769-,--two microfiche a summary of the progiamitself. Description: Reviews of ideology, speCific les- sons and suggested.,approaches which have been Santa Barbara Junior High Demonstration Pro- effective in this reading program. Includes:staf- gram in Reading:: fing",facilitiCs,organization; support services An Approach to Oral LanguageDevelopment and motivational idea ID #005775one -microfiche ,1 Description: Objectives, lesson sequence, Spanish- English Word;Study for oral ID #005773 one microfiche ophy and evaluation; and suggestions Description: Reference material for teachersof language activities. (Not suitable -for immediate' teacher,-use without other prbgram guides and multicultural and multiethnic backgrounds geared to cultural awareness bySpanish-speaking stu- information.) dents and to provide Spanish as .a secondlan- Bibliography'' guage to English-speakers. ID #005778one microfiche Description: Listing of all resources used by the Student Contracts in Reading program in two distinctsections, one for teacher ID #005774one microfiche. material and one for student material, each con- Description: Program descriptiohs ofstudent' taining author, title and publisher. contracts and organizationalPatternsfor them. DictiOnary and Telephone Survival Skills Santa Fe Middle School (MOnrovia)Demonstra-
ID #005777Htwo microfiche , lion Program in Reading:. Descyiption: Two units containing a rationale and the activities for using and learning from the "D" Reading Activities dictionary and the telephone book. ID #005716-L-two microfiche Description: 29-activities to beused individually Reading _Handbook for Teachers or with small groups,including such actiVities as ID #005771three microfiche Description: Collection of papers on varied a'library search, crossword puzzles, Morse Code and a synonym search. - aspects of teachingreading. Samples of Units and Recording Forms Reading in. the Content Area ID #005718one microfiche ID #005779twO, microfiche Description: Included are bulletin bOard ideas* Description: Focuses on three areas of reading: . activity units, worksheets, student contractsand: preview skills, vocabulary development and sign- diagnostic profiles. post language. Includes, sample lessonsin several subject areas. Tips for Parent Volunteers ID #005719one microfiche Reading Strategies 'Description: This handbook,developed by the ID #005770three microfiche Santa Fe Reading ,Center \ inMonrovia Unii,i0 Description: Teaching manual for various Santa for volun- Barbara program components, including lan- School District, answers questions teers and tutors. Itexplains the duties of a read= guage experience approach,directed reading reading termi- activities, reading-center pOgrams and assess- ing center aide and defines basic ment and student profile forms. nOlogy. Vivacious VoWels Descriptinnk Review of-instructional program in ID #005717two microfiche . . both reading and mathematics, their scheduling, Description: Simplified information to aid edu- evaluation and educational philosophy. cators in understanding English vowel sounds Sample Units and their vocal production. ID #005715-7two microfiche Terrace Hills Junior High School. (Colton) Dem- Description: Four sample mini - units: word ori- onstration Program in Reading and Mathematics: gins from Gree\k and Latin, radio/TV evaluation' of commercials, newspapers and magazines and Overview math unit oh Paycheck budgeting, ID #005714two microfiche Other Publications Available from the Departmentof Education California's Demonstration Programs in Readingand Mathematics is one of approximately 450 publications that are available from the California StateDepartment of Education. Some of the more recent publications or those molt widely used are the following: Accounting Procedures for Student Organizations (1979) An Assessment,of the Writing Performance of CaliforniaHigh School Seniors (1977) $ 12.75 Bicycle Rules of the Road in California (1977) 1.50 California Guide to ParentiParticipation in Driver.Education(1978) ' 3.15 California Master Plan for Special Education (1974) 1.00t California Private School Directory (1980) 5.00 California Public School Directory (19$b) 11.00 California School Accounting Manual (1978) 1.65 California Schools Beyond Serrano (1979) .85 Child Care and Development Services: Report of theCommission to Formulate a State Plan (1978) 2.50 Computers for Learning (1977) 1.25 Discussion Guide for the California School Improvement Program(1978) District Master Plan for School Improvement (1979) English Language Framework for California Public Schools(1976) 111:.$55°1-00: Establishing School Site Councils: The California School ImprovementProgram (1977) 1.5041 Framework in Reading for. the Elementary and SecondarySchools of California (1973) 1.25 Genetic Conditions: A Resource Book and InstructionalGuide (1977) 1.30 Guidance Services in Adult Education (1979) 2.25 Guide for Multicultural Education: Content and Context(1977) 1.25 Guide for Ongoing Planning (1977) 1.10 Guidelines for Evaluation of Instructional Material with .Respect to Social Content (1980) 1.15 Guidelines: Towards Excellence inReading Programs (1978) 1.50 Handbook for Instruction on Aging (1978) 1.75 . Handbook for Planning an Effective Reading Program (1979) °1.50* Handbook for 'Reporting and Using Test Results (1976) 8.50 A Handbook Regarding the Privacy and Disclosureof Pupil Records (1978) .85 Health Instruction Framework for California Public Schools(1978) 1.35 Improving the Human Environment of Schools (1979) 2.50 Mathematic's Framework for California Public Schools (1975) '1.25 Mathematics Scope and Sequence Charts (1975) 1.25 A New Era in Special Education: California's MasterPlan in Action_(1980) Parents Can Be Partners (1978) / 1.35T Pedestrian Rules of the Road in California (1979) 1.50 Pedestrian Rules of the Road in California, Primary Edition(1980)' 1.50 Physical Education for Children, Ages Four Through Nine(1978) 2.50. Planning for Multicultural Education as a Part of SchoolImprovement (1979) 1.25- '1.50* Planning Handbook (1978) Publicizing Adult Education Programs (1978) 2.00 Putting It Together with Parents (1979) .85t. Reliting Reading and the School Library Program (1973) .85 Report of the Ad Hoc Committee on Integrated EducationalPrograms (1978) Science Framework for California Public Schools (1978) 1.65 1.50 Site Management (1977) Social Sciences Education Framework for California PublicSchools (1975) 1.10 State Guidelines for School Athletic Programs (1978) 2.20 Student.Achievement in California Schools (1979) Students' Rights and Responsibilities Handbook (1980) Teaching About Sexually Transmitted Diseases (1980) .111.5621:511: A Unified Approach to Occupational Education:Report of the Commission on Vocational Education (1979) 2.00 Orders should be directed to: California State Department of Education P.O. Box 271 Sacramento, CA 95802
Remittance or purchase order must accompanyorder. Purchase orders without checks areacceptedonly from government agencies in California. Sales taxshould be added to all orders from California purchasers. A complete list of publications availablefrom the Department may be obtained bywriting to the addreis listed above. tAlso available in Spanish, at the price indicated. lope4 for,implementation of AB 65. 78-253 03.0983 8.80 10M
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