DOCUMENT RESUME
ED 037 725 AL 002 353
II TLF The Language DevelopmentProject; A Pilot Study in Language Learning. A New York StateUrban Aid Projectt, End-Year Report, June30, 1969. INSTITUTION New York City Board ofEducation, Brooklyn, N.Y. SPONS AGENCY New York State Education Dept.,Albany. PUB DATE 30 Jun 69 NOTE 97p.
FDRS PRICE EDRS Price MF-$0.50 HC NotAvailable from EDRS. DESCRIPTORS *Bilingual Education, DisadvantagedYouth, *English (Second Language), Inservice TeacherEducation, Language Development,Linguistic Theory, Parent Participation, Primary Grades, PuertoRicans, *Tenl, Workshops
ABSTRACT The format of this reportis similar to that of other reports on The LanguageDevelopment Project. See AL 002 352and 354 for descriptions of theproject and the format of the reports. [Not available in hard copydue to marginal legibility of the original document. ](DO) THE LANGUAGE DEVELOPMETT PROJECT
A Pilot Study in Language Learning
A New York State Urban Aid Project
U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFARE OFFICE Of EDUCATION
THIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED FROM THE POINTS Of VIEW OR OPINIONS PERSON OR ORGANIZATION ORIGINATINGIT. OFFICIAL OFFICE OF EDUCATION STATED DO NOT NECESSARILY REPRESENT
POSITION OR POLICY.
ENDYEAR REPORT
June 30, 1969
Dr. Bernard E. Donovan, Superintendent of Schools
Helene M. Lloyd, Assistant Superintendent
Eugene C. Gibney, Project Director
Board of Education of the City of New York
r Lc%
N. BOARD OF EDUMION OF THE CITY OF NE'l YORK N. 110 Livingston Street - Brooklyn, Few York PC\ CD LANGUAGE DEVELOPMENT PROJECT This project is being developed in cooperation qith Southwest UJ Educational Development Laboratory, .Austin, Texas. Anancial support for the project is received through Urban Education Funds; New York State Department of Education,
End-Year_aport, June 30, 1969
Bernard E. Donovan, Superintendent of Schools Helene M. Lloyd, Assistant Superintendent Eugene Co Gibney, Project Director
I. PROJECT BACKGROUND AND DESCRIPTION a. 101 The Language Development Project, initiated with approximately 800 kindergarten and first-grade pupils in 4 Hew York City schools in September, 1967; is designed to provide assistance to disadvantaged children who are learning English as a second language or who use non-standard speech patterns.The schools in the project last year were as follows: Manhattan - PS 96, PS 102, PS 180; Bronx - PS 50
This year the project was expanded to 5 schools in Brooklyn; namely, PS 19, PS 17, PS 396, PS 175, and PS 156. It was also extended to the second grade in the Manhattan and Bronx schools in the project last year. Appro7imately 2700 children and 90 teachers were involved in the project during 1968-69.
1,2Materials and special teaching techniques used in the project were originally developed at the Southwest Educational Development Laboratory for use with English as a second language learners in San Antonio; Texas, as a result of partial support by the United States Office of Education.
103SEDL materials in the areas of Self Concept. and Science have been purchased from the Laboratory and were used in the project in New York City, Designated classes in selected schools used these materials in both English and Spanish.
1' 1.4Children used the special language development material in self- concept and science on a daily basis for the time designated below. These time blocks were divided to meet children's attention spans.
Kindergarten pupils, . o a , .40 minutes a day
Grades 1 and 2, o o . 60 minutes a day
In addition, the pupils receive assistance in language development during their other instructional time.
105An orientation program was held for teachers and supervisors outside regular school hours in order to acquaint them with the methodology of the program. Communications to teachers were sent Language Development Project, End-Year deport (Continued): - 2
throush the winciioal and his School Caordinator. Thu Coordinator was supplied with coi)ies of the workshop agondas and materials in order that both he and the principal wore infomod as to the progress of the project. The Demonstration Teachers and Spanish-Speaking Teachers also worked closely with the administrator of the school. Principals; coordinators and district superintendents were invited to all workshop sessions. Several of the principals in the project visited schools in the Texas project during 1967-68; three prin- cipals visited during January, 19690 1.6 Schoolsinproact
Total - 9 schools- 90 classes (K - 2)
Borough School Classes Grade Demonstration Spanish-Speaking Teacher Teacher
Brooklyn
(5 schools 156 4 1 Eleanor Mackolduff (2 days) 36 classes) 175 4 1 Eleanor Mackelduff (2 days) 396 7 1 Priscilla Perlman (5 days) 17 5 1 Eleanor Mackulduff (1 day) Filomena Fonte 19 16 1 Helen Spevack (5 days) Ada DiScipio Arthur Nieves
Manhattan
(3 schools 96 3 Kgn Ruth Calderon (3 days) 37 classes 1 0 9 102 3 KgnAida Mora (2 days) Isabel Velez 4 1 4 2 180 6 1 Ruth Calderon (2 days)
6 0 2 Bronx
(1 school 5 9 Aida Mora (3 days) 17 classes) 1
* By mutual agreement; PS 51. was dropped from the Language DevelopmentProject on March 14, 1969. Mrs, Aida Mora gathered materials inuse in the school and they were transported to 110 Livingston Street. Hrs. Mora was reassigned full time to PS 102M.
2. OBJECTIVES
201To promote the language developmentof selected children from Puerto Rico learning Englishas a second language and of other children having non-standard English speech patterns.
2.2To train selected teachers and supervisorsin the principles of language development and in theuse of special materials as developed in the program of the Southwest Educational DevelopmentLaboratory. Language Development Project, EndYear Report (Continued):
2.3 To train teachers and supervisors in the project in the application of linguistic principles in order to promote the language development of children.
2.4 To provide guidelines for use by teachers and supervisors in New York City and New York State for meeting the language development needs of disadvantaged children.
2.5To involve parents, community people and college staff in selected aspects of the program.
206 To explore and study special psychological and sociological insights that may be helpful to teachers of disadvantaged children.
3. PROJECT STAFF
301Assistant Su erintendent Su ervisina Pro'ect
3.101Helene M. Lloyd, Assistant Superintendent
30 2 12E2122IJIL=LE
302.2Mr. Eugene C. Gibney
3.3Demonstration Teachers
30301 Mrs, Aida Mora (6 years teaching experience)
303.2Miss Ruth Calderon (4 years teaching experience in New York City, 11 years in Puerto Rico)
3.3.3Mrs. Helen Spevack (22years teaching experience)
3.3.4Mrs'. Eleanor Mackelduff (2 years teaching experience in San Antonio, Texas, using the approaches and materials developed by SEDL
4.4 3.3.5Mrs. Priscilla Perlman (5 years teaching experience)
304 §21/21212:222aUSGTeachera
3.4.1Mrs. Ada DiScipio (no experience in teaching); License common branches substitute Auxiliary 'eacher, major in Spanish, C.C.N.Y.
3.4.2Miss Isabel Velez Ni years teaching experience in Puerto Rico; 1 year exchange program in New Jersey; 1 year exchange program in New York: 1 year bilingual teacher in New York); License Bilingual Teacher; M.A. in Spanish, N.Y.U.
3.4.3Mr. Arthur Nieves graduated from Columbia University as a Spanish major. This is his first year of teaching. He has previously worked with Spanish children ina Citizenship Council Summer Project at Columbia: License Sub. common branches conditional. Language Development Project, End-Year Report (Continued): - 4
30 4 4 Miss Filomena - License: commonbranches; has studied Spanish literature at School of Arts and Sciences at N.Y.U. on graduate level; BA from Queens College; major Latin American studies: MA from N.Y.U. - field of Teaching Spanish on elementary school level (FLEE); this is her third year of teaching.
3.5 School Staff in Project
3.501 Manhattan
PS 96
District Superintendent - Mr. Martin Trey Principal - Mr. Charles Miras (Acting)
Teachers
Kindergarten - Lee Klein
Grade 1 - Gloria Weidberg Arleen Bishins Migdalia Romero Mabel Halpern Linn Malkin Yvonne Davis
Grade 2 - Rosalie Scaglione Linda Poverman Aileen Eustace Carol Posner Madeline Pannell Carol Soslowitz
PS 102
District Superintendent - Mr. Martin Frey Principal - Mrs. Bernice Peebles Coordinator - Mrs. Shirley Selikson, Early Childhood Coordinator
Teachers
Kindergarten - Louise Vertes Margaret Gerber
Grade 1 - Geraldine Pellettieri Andrea Rosen Cheryl Subkoff Fanny Tomasulo
Grade 2 Marelen Small Margaret Cicileo Josephine Sorgie Carol Steinberg Language Development Project, EndYear Report (Continued): . 5 -
PS 180
District Superintendent Dr. Nathan Jacobson Principal Mr. Max tleinstein Coordinator Mrs. Gloria McKenney, Assistant Principal
Teachers
Grade 1 Shirley Samuels Joanne Marketos Joan Gottfried Miriam Golovensky Barbara Danon Nancy Daly
Grade 2 Barbara Dyer Dorothea Beach Constance Torn Sylvia Simon Barbara Banks Linda Goldman
30 50 2 Brooklyn
Ps 19
District Superintendent Mr. Ralph Brande Principal Mr. Harry Levine Coordinator % Lep,Goldberg, Assistant Principal
Teachers
Grade 1 Diane Lippe Rachel Rabinowitz Gloria Wirtz Carol Winkler Arlene Goldhammer Charlotte Lerer Catherine Cirrito Victoria Eskolsky Mary O'Neill Catherine Todd Rochelle Spanier Toby Schorr Alice Turak Deena Roth Marsha Samberg Geraldine Gaudiosi Language Development Project, End-Year Report (Continued): -6
PS 156
District Superintendent - Mr. Saul Siegal IC 0 Principal - Mr. Robert Gofter Coordinator - Mrs. Gladys Galamison
Teachers
Grade 1 - Thelma Zellman Phyllis Holmes Hilda DuBois Lynne Ransom Naomi Spielvogel
PS 175.
District Superintendent - Mr. Saul Siegal Principal - Mr. Abraham Bompey Coordinator - Miss Iris Cohen
Teachers
Grade 1 David Krupp Vincenza Pizzulli Madelyn Kassof Marjorie Bernfield
PS 396
District Superintendent - Mr. Saul Siegal Principal - Mr. David Marcus Coordinator - Mr. Harvey Weil, Assistant Principal
Teachers
Grade 1 - Rena Daure Marcia ,4eissler Lula Frohberg Shelley Saffer Marcia Shupnick Rochelle Sanders Marilyn Morgenlander Laraine Mirsky Rochelle 2riedman Bruce Landau Suzanne Reich Alice Mina
Early Childhood Staff Member: Mrs. Ruth Kligman Language Development Projects End-Year Report(Continued):
PS17
District Superintendent - Mr. Ralph Brande Principal - Dr. Harold Simon Coordinator - Miss Helen Maiwaldt :assistant Principal
Teachers
Grade - SharonHartman Ellen Natelli Vesper Kydd Evelyn Springer Nora Sacerdote Rosemary Rafter
3.5.3Bronx
ILL2
District Superintendent - Dr. Bernard Friedman Principal - Mr. Jacques Jeissler Coordinator - Miss Helen Schenker, Assistant Principal
Teachers
Grade 1 - Iris Schneider Susan Budnick Barbara Mendelson Ruth Fishbein Mary Tucker Eleanor Press Virginia Tashjian Isabel Litterman
Grade 2 - Jean Cinelli Karl Vallone Irene Krauss Jane Spielberger Emilia Kozimiroff Lorraine Petrelli Lois Girdharry iorieda 4eintraub
Note: PS 5K was dropped from the Project on March 11+, 1969.
3.6 Evaluation Staff in Project
Dr.J. Wayne 4rightstone,Assistan Superintendent Bureau of Educational Research Dr.Philip Bolger, ActingResearch Associate, Bureauof Educational Research Mr.Luis Rivera, ResearchIntern Language Development Project, EndYear Report (Continued):
4. ADVISORY STAFF
4.1 New York State
Esther Swanker, Assistant Director; Urban Aid for Education
4.2 ...... 1SouthwestEizona).12L...veloorator
Dr. Elizabeth Ott, Consultant, Curriculum and Implementation Dr. Robert Randall, Consultant, Research and Evaluation
5. ACTION 1968-69
5.1Summer 1968 Pro ,ram, Texas
5.1.1 Project Director
The Project Director, Eugene C. Gibney, participated in curriculum development sessions at the Southwest Educational Development Laboratories, Austin, Texas, for a fiveweek period.
In August, the director also attended a Teacher Training Jorkshop conducted by Mr. Josue Gonzales, director of the project in San Antonio, Texas.
5.1.2Demonstration Teachers
The demonstration teachers, Miss Ruth Calderon and Mrs. Aida Mora, attended the Bilingual Institute at St. Maryvs University, in San Antonio, Texas.This Institute was under the direction of the Southwest Educational Development Laboratory.
The two teachers received information concerning the background (cultural, sociological, economic, and other aspects) of Spanishspeaking children. In addition, demonstrations were given in the use of the materials and methods related to the project.
5.2 TeacherSupervisor Traininv Propram. New York Citz
5.2.1 llorksho-sforDer..p...... ac2Lastri_.,ationer9.
workshops for demonstration teachers were held at 110 Livingston Street, beginning in September, 1968. Information relating to schools in the project, assign ments and responsibilities was given. Training was pro vided for Mrs. Helen Spevack and Mrs. Priscilla Perlman, newlyassigned demonstration teachers, at workshops and through teaching demonstrations.Materials were distributed (see Items No. 1 through 5 attached). Regular monthly meetings were held with the demonstration teachersand the Spanishspeaking teachers to discussprogress. Minutes of the last meetingare attached, Item No. 25. Language Development Project, adYear Report (Continued): 9
5.202 Meetinc,s Supervisors and Administrators of the Schools
Meetings with the supervisors in the pilot schools were held. Many supervisors attended workshops in order to learn more about the program. The director of the project also visited all supervisors of the five control schools cooperating with the project.
Meetings with Administration of the Schools:
February 21, 1969 PS 175K Miss Cohen
February 28, 1969 PS 180M Mr. Max Aeinstein ar. Nathan Jacobson
March 3, 1969 PS 102M Mrs. Peebles Miss Velez
March 7, 1969 PS 17K Dr. Simon Mrs. Mackelduff Miss Fonte
March 19, 1969 PS 175K Mr. Bompey Miss Cohen Grade 1 Teachers
March 19; 1969 PS 156K Mr. Gofter Mrs. Galamison
April 11, 1969 PS 17K Mrs. Main ald Mrs. Mackelduff Grade 1 Teachers
April 11, 1969 PS 19K Mr. Harry Levine Mr. Harold Levine Mrs. Goldberg Mr. Giordano Mrs. Spevack
April 14, 1969 PS 19K Mr. Harry Levine Mr. Harold Levine Yrs. Goldberg Mrs. Spevack Mrs. DiScipio Mr. Nieves Grade 1 Teachers
April 16, 1969 PS 102M Mrs. Peebles Mrs. Mora Mrs. Selikson
May 12, 1969 PS 396K Mr. 'Jell Mrs. Perlman
May 150 1969 PS 19K Mr. Harry Levine Mr. Giordano
May 18, 1969 PS 19K Mr. Harry Levine Language Development Project, EndYear Report (Continued): 10
5.2.3 Visitation and Obscrvation Record
Helene M. Lloyd, Assistant Superintendent, and Eugene C. Gibney; Project Director; made the following visitations and observa tions:
January 13, 1969 PS 19K Teachers observed: (In attendance: Mr. Levine) Miss Samberg Miss Gaudiosi
January 22, 1969 PS 102M Teachers Observed: (In attendance: Mrs. Peebles) Miss Gold Miss Pellettieri Mrs. Subkoff Mrs. Mingo Miss Rosen
January 23, 1960 PS 180M Teachers Observed: (In attendance: Mr. .Jeinstein) Miss Beach Mrs. iechter Hiss Marketos Miss Daly
January 24; 1969 PS 19K Teachers Observed: (In attendance: MrsGoldberg) Miss Eskolsky Miss Lerer Mrs, Rabinowitz Mrs, Lippe
January 24, 1969 PS 5K Teachers Observed: (In attendance: Miss Schenker) Mrs. Litterman Mrs. Fishbein Miss Mendelson Mrs. Cinelli
January 27, 1969 PS 17K Teachers Observed: (In attendance: Miss Maiwald) Mrs. Hartman Mrs. Natelli Mrs, Springer Mrs. Sacerdote
February 3, 1969- PS 10211 Miss Calduron (Spanish) with Mrs. Bernice Peebles, Mrs. Shirley Selikson; Miss Isabel Velez andMrs. DiScipio
February 3, 1969- PS396K Teachers Observed: Miss Daure Mrs. Perlman Miss Weissler Language Development Project, EndYear Report(Continued): 11
February 6, 1969 - PS 156K Mrs. Holm.,:s Mrs. Ransom
leebruary 6, 1969 - PS 175K Mr. Krupp Miss Pizzulli Mrs. Kassof
February 19, 1969 PS 102M Miss Velez Spanish
March 3, 1969 - PS 102M Miss Velez with Miss Yonte Spanish
March 12, 1969 P3 96M Miss Eustace Miss Romero
March 12; 1969 PS 102M Miss Velez Spanish Mrs. Mora Demonstration
March 17, 1969 PS 96M Miss itornero Miss Scaglione Mrs. Halpern Mrs. Miller Miss Soslowitz
April 7, 1969 - PS 17K with Mrs. Elaine Duchesne Medical Center of University of Miss Fonte Spanish Colorado Hrs. Kydd English
April 7, 1969 - PS 19K with Mrs. Elaine Duchesne Medical Center of University of Colorado Mrs.Spevack Demonstration Teacher Miss Roth
April 21, 1969 PS 102M Miss Sorgie Miss Rosen Miss Velez Miss Steinberg Mrs. Small
April 22, 1969 PS 180M Miss Torn Miss Banks Miss Marketos Miss Golovensky Miss Daly Language Development Project, EndYear Report (Continued): 12
April 24, 1969 PS 19K with Dr. Ott and Mrs. Lloyd Mrs. Goldhamer Miss Lerer Mr. Nieves Spanish Miss Roth Mrs. DiScipio Spanish
April 25, 1969 PS 396K with Mrs. Lloyd, Mrs. Mackelduff, Miss Fonte, Hrs. Perlman and Mr. "Jell Mr. Landau Miss Schwartz Mrs. Saffer Miss Morgenlander Miss Feldman
April 25, 1969 PS175K with Mrs. Lloyd, Mrs. Mackelduff, Miss Fonte, Mrs. Perlman and Mr. Bompey Miss Pizzulli Mrs. Kassof Mr. Krupp Miss Bernfield
April 25, 1969 PS 156K with Mrs. Lloyd, Mrs. Mackelduff, Miss Fonte, Mrs. Perlman and Mr. Gofter Mrs. Spielvogel Mrs. Zellman Hrs. DuBois Mrs. Ransom
May 279 1969 PS 102M with thirtyfive others whowere invited to "102 Day" activities Miss Cicileo Miss Sorgie Miss Velez Spanish
May 29, 1969 PS 17K with Dr. Nadel and Miss gare, General Learning Corporation, Mrs. Mackel duff and Mrs. Maiwald Mrs. Natelli Mrs. Hartman Miss Fonte Spanish
May 29, 1969 PS 156K with Dr. Nadel and Miss Ware, General Learning Corporation, and Mrs. Mackelduff Mrs. Holmes Mrs. DuBois Mrs. Spielberger Language Development Project, End Year Report (Continued): 13
503 Visitation to San AntonioTexas
5.301The folloAng Now York City staff visited the San Antonio School system on January 15-17, 1969; inclusive. Observa tions and discussions under the direction of Dr. Elizabeth Ott; SEDL, and Mr. Josue Gonzales, Director of the Project in San Antonio, were most beneficial.
Dr. Bernard E. Donovan; Superintendent Mrs. Esther &ranker, Assistant Director, Urban Aid for Education Mrs, Helene M. Lloyd, Assistant Superintendent Mr. Eugene C. Gibney, Director; Language Development Project Mr. Max Jeinstein, Principal, PS 180M Mrs. Bernice Peebles; Principal, PS 102M Mr. Harry Levine, Principal, PS 19K Mr.. Carlos Perez, Bilingual Coordinator, State Department of Education
5.4 Visitation Staff
5.4.1Dr. Elizabeth Ott, Program Director of SEDL; observed the Language Development Project in New York City schools on January 28, 29, and 30, 1969; according to the schedules attached. (See Items 6, 7 and 8). Meetings were held after the observations, at which time Doctor Ott discussed the lessons observed and made suggestions for improving the program. The principals, coordinators and demonstration teachers were present and were given an opportunity to ask questions and to make comments. Mr. Ralph Brande; District Superintendent, attended the observations and conference at PS 19K.
5.4.2Dr. Robert Randall visited New York Cityon January 30, and reviewed the design for Alluation with the following in attendance:
Dr. Elizabeth Ott; Southeast Educational Development Laboratory Mrs. Baker; New York State, Office of Research Dr. J. Jayne 4rightstone Mrs. Helene M. Lloyd, Assistant Superintendent Dr. Philip Bolger Mr. Luis Rivera Mr. Eugene C. Gibney
Later, the 1967-68 preliminary evaluation reportwas discussed with Dr. Randall and Dr. Bolger. Language Development Project, EndYear Report (Continued): 14
5.5 Classroom Assistance
50 5.1 During the fall term, the demonstration teachers devoted most of the day to 'Jorking directly in the classrooms. Samples of the December time schedules of the demonstration teachers are attached. (See Items 9, 10 and 11). The demonstration teachers gave lessons, utilizing certain techniques such as Modeling and Repetition, while the regular teachers observed. Demonstration teachers later observed the progress of the regular teachers in mastering the language development techniques and discussed their lessons with them.
The project director started observing teaching as of December 17, 1968, at PS 180 Manhattan. Observations were delayed due to the work stoppage.
50 6 InService Training
5.601Staff Training Profile September 1968 January 1969
New Trained Total, New and Teachers Teachers Trained Teachers
Brooklyn PS75317 5 0 PS 175 5 0 PS 396 5 0 PS 17 5 0 PS 19 16 0 Subtotal -37 0 Brooklyn: 36
Manhattan 7 7 PS 102 3 U P3 180 6 6 Subtotal 21 Manhattan: 37
Bronx PS 5 9 8 Bronx: 17
Total New Teachers: 61 Total Trained Teachers: 29 Total All Teachers 90
Wm.
,11.1e11.
I V Language Development Project, End-Yoar Report(Continued):
5.602Jorkshops have been heldas follows:* Jorkshop Date Schools Involved Place Time; No.
10/3/68 396K, 175K, 156K 396K 3:15-5:00 PM 1
10/3/68 19K, 17K 19K 8:140-10:40 AM 1 1 10/7/68 5X 51 3:15-5:00 PM
10/8/68 96M, 102M, 180M 96M 3:15-5:00 PH 1
10/9/68 396K, 175K, 156K 396K 3:15-5:00 PM 2
10/9/63 19K, 17K 19K 8:40-9.40 AN 2
10/10/68 19K; 17K 19K 8:40-9:40 AM 2 1:30-3:30 PM
11/25/68 96M, 102M, 130M 96M 3:15-5:00 PM 2
11/26/68 5X 51 3:15-5:00 PM
12/2/68 5K 5K 3:15-5:00 PM 3
12/3/68 396K, 175K, 156K 396K 3:15-5:00 PM 3
12/5/68 19K, 17K 19K 8:00-9:40 AM 3 1:30-3:30 PM
12/9/68 96M, 102M; 180M 96M 3:15-5:00 PM 3
12/16/68 5X 5x 3:15-5:00 PM 4
12/17/63 96M, 102M, 1801 96M 3:15-5:00 PM 4
1/8/69 396K, 175K, 156K 396K 3:15-5:00 PM 4
1/9/69 19K 19K 8:10-10:10 AM 4 1:30-3:30 PM
1/13/69 180M 180M 3:15-5:00 PM 5
1/20/69 5X 5X 3:15-5:00 PM 5
1/21/69 17K 17K 3:15-5:00 PM 4
1/22/69 396K 396K 3:15-5:00 PM 5
1/23/69 19K 19K 8:10-10:10 AM 5 1:30-3:30 PM
* Separate workshops were held initially for teachers new to the project. Language Development Project, End-Year Report (Continued): -16
50603 Because of travel problems and other difficulties; workshops were planned in individual schools in all districts. 4orkshop attendance increased.Discussions now focus on problems of the particular school or class, resulting in a high level of interest among the workshop participants.
Iorkshops Since January 23; 1969:
Date School
2/5/69 PS 96M 12:00-1:00 PM
2/13/69 PS 19K 8:10-10:10 AM 1:30-3:30 PM
2/17/69 PS 5K 3:15-5:00 PM
2/19/69 PS 180M 9:30-10:30 AM 12:00 Noon-1:00 PM 3:15-5:00 PM
2/20/69 P3 19K 8:10-10:10 AM 1:30-3:30 PM
2/24/69 PS 102M 3:15-5:00 PM
2/26/69 PS 180M 9:30-10:30 AM PS 96M 12:00 Noon- 1:00 PM PS 396K 3:15-5:00 PM
2/27/69 PS 17K 1:15-2:15 PM
3/3/69 PS 102M 3:15-5:00 PM
3/4/69 PS 396K 1:30-2:30 PM
3/6/69 PS 156K 12:30-1:30 PM
3/10/69 P3 5X 3:15-5:00 PM
3/11/69 PS 396K 11:10-12:00 PM PS 156K 12:30-1:30 PM PS 175K 3:15-5:00 PM
3/12/69 PS 130M 9:30-10:30 AM PS 96M 12:00-1:00 PM
3/13/69 PS 17K 1:15-2:15 PM
3/17/69 PS 102M 3:15-5:00 PM
3/18/69 PS 17K 11:30-12:30 PM PS 396K 1:30-2:30 PM
3/20/69 PS 19K 8:30-10:10 AM PS 156K 12:30-1:20 PM PS 19K 1:45-3:30 PM Language Development Project, EndYear Report (Continued): 17
3/24/69 PS 102N 3:15-5:00 PM
3/25/69 PS 175K 3:15-5:00 PM
3/26/69 PS 180M 9:30-10:30 AM PS 96M 12:00-1:00 PM
3/27/69 PS 19K 8:30-10:30 AM 1:30-3:30 PM
4/15/69 PS 156K 12:30-1:20 PM PS 175K 3:15-5:00 PM
4/16/69 PS 1801 9:30-10:30 AM PS 96M 12:00 Noon-1:00 PM
4/17/69 PS 396K 11:10-12:00 Noon PS 19K 8:30-10:30 AM 1:30-3:30 PM
4/21/69 PS 102M 3:15-5:00 PM
4/28/69 PS 1021 3:15-5:00 PM
4/30/69 PS 180M 9:30-10;30 AM PS 96H 12:00-1:00 PM
5/1/69 PS 17K 1:15-2:15 PM
5/6/69 PS 175K 3:15-5:00 PM
5/8/69 PS 19K 8:30-10:30 AM 1:30-3:30 PM
5/13/69 PS 156K 12:30-1:20 PM PS 175K 3:15-5:00 PM
Number of Worksho s Per School:
PS 96M 11 PS 180M 11 PS 102M 10 PS 51C 7 School Drop)ed 3/14/69 PS 17K 10 PS 19K 12 PS 175K 9 PS 156K 9 PS 396K 10
89 Total Workshops Conducted Language Development Project, EndYearReport (Continued): 18
5.6.1.4 In addition to schoolbased workshops, a special workshop was held on 'iodnesday, December 18, 1968, at which time Dr. Robert Allen of Teachers College, Columbia University, discussed linguistics and language learning. A question and answer period allowed time. for practical inquiries from the teachers. A tape made of Dr. Allen's talk was used at workshop sessions in the schools during the spring term.
5.6.5 aork with Hunter Collee An attempt was made to set up a special course in the use of the project's materials and approaches at Hunter College for the Spring 1969 term. A meeting was held with Professor Milton Gold,Dean of Teacher Education, Hunter College, to plan a course related to the project. Professor Gold was not able to provide a staff member who was not directly connected with the Board of Education to assist with the project. Dr. Finnochiaro, formerly assigned, was on leave. Mrs. Clelia Belfrom, staff member of the Board and a parttime instructor at Hunter College, gave a course on English as a Second Language. Five of the project teachers enrolled for this course and Mrs. Bulfrom included the San Antonio Project in the course of study.
5.606 SpanisitazereacherTrainin,...... February 3, 1969 Miss Isabel Velez and Mrs. Ada DiScipio were assigned to PS 102M for one week of training with Mrs. Aida Mora and Miss Ruth Calderon, bilingual demonstration teachers. Miss Velez and Mrs, DiScipio observed the demonstration teachers teach English and Spanish.Then they tried the techniques and were observed.During the second week, they began to teach the classes in PS 102M on a scheduled basis. Mr. Nieves was recruited from PS 19K and was also assigned to PS 102M for training. Later, Miss Fonte was recruited from PS 17K and went through the same training.
The Spanishspeaking teachers attended the workshops held in their assigned schools and they also observed the demonstration teachers in order to learn transformation and substitution techniques. Interschool visitation was also used as a means of training. The teachers visited and observed each other in the schools, exchanged ideas and materials. They also attended the monthly meetings with the demonstration teachers.
The Spanishspeaking teachers were given appointments with Dr. Bernardo of the Foreign Language Department and he evaluated their use of Spanish. He reported that all were satisfactory and three were superior in theU3e of the Spanish language.
These teachers gave instruction daily to eachclass assigned to them for twentyfive minutes,using the same science curriculum as the English teachers. Language Development Project, End-Year Report (Continued): -19
6. MATERIALS
601 Two-Dimensional Shapes- These materials were purchased from the Cardcraft Company; New York City, and sent by the company to five key schools for redistribution to all schools in the project.
602Three-Dimensional Shapes - The Manpower Development Center cooperated in making these shapes for the project without charge. The Center was most cooperative. These shapes were delivered to all Brooklyn schools.
603All teachers in the project had the manuals and foldouts they needed to implement the project.
6.4 The Director and Demonstration Teachers constructed other materials for use by the pupils and/or the teachers for numerous lessons in grade 1 and 2 science and self- concept. They were distributed as teachers took up those lessons.
60 5 Spanish Science Manuals were ordered from SEDL for the Spanish-speaking teachers.
606 Xerox materialswere ordered for the use of teachers in the schools. These kits contain 95% of the items needed to imple- ment the AAAS Science lessons upon which the Language Development Project is based. Though ordered in Abruary, 1969, they were delivered to the schools in June. Since it was late in the school year, the kits were stored until Septemberat which time workshops will be set up on theproper use of thematerials. Mr. Doppelt of Xerox Company will help to conductthe work- shops and act as a resourceperson.
607The Video Tape Recording Systems were setup in the schools by Sonocraft Corporation. Some use of the equipment was made this year but it will not be until the 1969-70 schoolyear that this will have an impact on the teaching techniques of teachers in the project. All teachers in the schools have been trained in the codes during scheduled workshops. The teachers are in possession of the guide booklets distributed in their schools.
Forms indicating the equipment received by the schooland the person in the school who will be responsible for itare at- tached (Item No. 13)0
7. EVALUATION
701 Evaluation1968-69. The Bureau of Educational Research will release the Summary Evaluation of theproject for the school year 1968-690
702Evaluation Design, 1968-69, The Design for Evaluation, 1968-69v is attached. (See Item No. 12). Language Development Project, EndYear Report (Continued): 20
7.3 The Gibney OralLanguage Laboratory -Jas used successfully in administering the OralOtt Tust, Revised ?oral, to children in the schools during May and June of 1969. Dr. Philip Bolger supervised the testing in the Manhattan schools which comprise the primary target group. Mr. Eugene C. Gibney supervised the testing of the Brooklyn schools which comprise the secondary target group, The demonstration and Spanishspeaking teachers were tamed in the use of the equipment at a meeting conducted by the director and furnished with written instruction3 for administering the test. Each unit consists of eight tape re corders mounted on a cart along with a master tape unit and a carousel projector. The microphones are very sensitive up to three inches away, so that they can pick up the slightest whispered response while not recording background noise. On December 5, one segment of the equipment was tested at PS 19 Brooklyn under very adverse conditions, yet responses could be heard and scores obtained from them. Dr. Robert Randall (SEDL), Mrs. Beth Kennedy (SEDL), Dr. Philip Bolger, Mr. Luis Rivera, Mr, Gibney, and Mr. Buck of Sonocraft Company, were present at this test. Approximately 700 pupils were tested in June; 1969; and the test tapes in cassette form were forwarded to SEDL. The schedule for testing appears below:
PRIMARY SAMPLE
May 28, 1969 Unit II PS 155A
May 29 PS 155M Control
June 2 and 3 PS 96M
June 4 and 5 PS 14111
June 18 PS 78M
June 16 and 20 PS 180M
June 17 PS 102M
SECONDARY SAMPLE
June 4, 1969 PS 396K
June 6 Unit II PS 17K 1-1, 1-2, 1-3
June 9, 11 Unit II P3 19K 1-1, 2, 7, 11, 13
June 12 PS 156K 1-1 and 1-2
June 13 PS 175K 1-4, 1-5 a:c.p., 1-3, 1-7 Control June 19 PS 122K (Control 17K) 1-210, 1-108, 1-203 June 17 PS 168K (Control 19K) 1-202, 1-204, 1-208 Language Development Project, EndYear Report (Continued): 21
7.4 Evaluation The General Learning Corporation, 5454 disconsin Avenue, ashinton, D. C., and the Ne:7 York State Office of Urban Education sent a team to visit and evaluate the project as implemented in New York City this year, Dr. Aaron Nadel and Miss Theresa Uare therefore visited on May 28 and 29, 1969, They used the time of the demonstration and Spanishspeaking teacher meeting on May 28 to ask prepared questions of the entire group and to generally discuss the supervision, administra tion and organization of the project. On May 29, they visited the classrooms in PS 17K and PS 156K. They observed the project taught in Spanish in one class and in English in the remainder. A brief oral summary of the results of the visit was given to the director by Dr. Aaron Nadel who stated that the report would recommend continuation and expansion of the project during the 1969-70 school year.
8. SPECIAL ACTIVITIES
8.1A first grade class from PS 102M demonstrated the language development techniques on Channel 25 on May 8, 1969, with their teachers. Miss Pellettieri demonstrated in English and Mrs. Aida Mora taught in Spanish. The program was televised on Channel 25 on May 15, 1969, at noon, and 3 PM, and on May 16, at 2:30 PM. This was part of the Urban Education Program designed by Mr. Robert Iadeluca,
802The San Antonio Class Visit Twentyeight MexicanAmerican youngsters in a fifth grade class in Carvajal School, San Antonio Indppendent School District, San Antonio, Texas, visited New York City, during the week of May 19, 1969. The itinerary is attached to this report, Item No. 14.
Helene M. Lloyd, Assistant Superintendent; organized the itinerary and the schedule for the visit with the help of the director. During the week of the actual visit; both gave extra time, in the evenings,to supervising the class° educational walks and visits. The class left New York City on May 24, 19690
9. A LOOK AHEAD
9.1 Summer Activities Miss Alomena Fonte and Miss Isabel Velez will attend the writing workshop conducted by the Southwest Educational Development Laboratory at Austin, Texas, and will revise and adapt language lessons for New York City. Mr. Eugene C. Gibney will attend the Leadefhip Training Conference at thesame time in Austin, Texas. Both activities are under the supervision of Dr. Elizabeth Ott.
9.2 Recruitment of Spanishspeaking teacherswas begun in June, 19690 Mr. Jose Vasquez has senta number of men to the project director for interviews. They have visited the schools and it is planned that they will be teaching in the project in September. The following peoplewere screened and will join the staff in September, 1969: Mr. Jorge Maldonado Mr. Gilberto Bohorquez Mr. Juan Gonzales Languase Development Project, EndYear Report (Continued): 22
Recruitment of three more demonstration teachers 'ras begun in June also
9.3 It is planned that meetings will be held in project schools in September with the principal, assistant principal, coordinator, Spanish teachers, demonstration teachers and Dr. Bolger, to plan the testing program, the use of video tape recording systems, teacher training and supervision.
Information gained at the Leadership Training Conference during the summer will be implemented in the roan.
894 Teacher Trainina Beginning in September, the video tape recording systems will be employed to train teachers through Guided Self Analysis. workshops will be conducted in each project school to train teachers in the use of the equipment and to review the Language Technique Codes. Separate workshops will be conducted for teachers new to the Project so that theycan be given background information and the rationale. Video tapes of lessons will be used to train teachers as well as Kinescopes. The information gathered by the director at the Leadership Training Conference in Austin, Texas, during the summer of 1969 will be put touse in the fall of 1969 and throughout the year
9.5 Greater emphasis will be placedon parent and community involvement during the school year; 1969-70, through letters to parents, parent meetings, visitation to the classroom and parent involvementin language practice at home. These activities will be channeled through the individual schools.
9.6 Greater use will be made ofresources outside the SEDL such as the Educational Resources Information Center
1
J =NO. 1 30A 2D OF EDUCATIOli Demonstration LANGUAGE DEVELOPMEJAT MOJECT Teacher ;/-1 110 Livingston 3troot Brooklyn, Now "York 11201
RESPOSI3ILITIE6 OF TilE DEliONSMATIOD. T&LCHER Propred by Eucene Gibney
1. T Supervisors Princirvas Assistmt Principals
1.1. Establish rapport. 1.2. Explain rationale of the program. 1.3. Work with assigned supervisor to encourage teacher growth. 1.4. Maintain records of visits to the schools. 1.5. At staff conferences during the year to explain the program to the entire staff and to build support.
2. To Teachers
2.1. Establish rapport. 2.2. Explain the rationale of the program. 2.3. Demonstrate techniques used in the Language Development Program in uhe classroom with teachers observing each demonstration for a particular purpose such as modeling. 2.I.. Establish understanding by teachers in the schools that visits and demonstrations are made to develop the program, not to harass teachers. The approach is one of giving help,not making reports. Teaching techniques are not being ratea. 2,5. Keep records 0.1demonstrations. 2.6. Schedule demonstrationsfor the teachers of the school. 2.7. Schedule follow-up observationsof teachers who have observed certain techniques. 2.8. Demonstrate the use of audio-visualmaterial. 2.9. Demonstrate the use of the TeacherEducation package, (video-tape unit),as a self-improvement device, 2.10. Explain to teachers in theproject that visits will be made to the schools during theyear by the staff of the Southwest Educational DevelopmentLaboratory and by the Coordinator. Instruction should continueas usual during such visits.
3. To Pupils
3.1. Establish rapport with the pupils involvedin the program, 3.2. Teach. English. to classes of pupils whiledemonstrating a particular technique. 3.3. Enhance the position of the regular classteacher in the Language Development Project throughyour attitudes and remarks. 344. Praise pupils for making realprogress in learning standard English patterns. Responsibilities of the Demonstration Teacher Page 2
4. To Parents and Community Groups
4.1. EXplain the values of the program in either English or Spanish, or both. 4.2. Build parental support for the program through personal contacts and through meetings with groups of parents.
5. To the Coordinator
501. Submit a plan for the demonstrations which will be given in each school. The name of th.e teacher, time, date, and room number should be part of th.e plan. 5.2. Submit a progress report by December, 1968, which will include the number of demonstrations given, observ:Aions for teacher growth made, the number of parent contacts, community contacts, and a general statement about th.e reception by those concerned with the program. A form will be supplied for this purpose. 5.3. Report to the coordinator any special problems which might endanger th.e success of the program. 5.4. Report to th.e coordinator both positive and negative reactions by parents, pupils, teachers, or supervisors, with th.e view that this will help overcome objections and aid in th.e dissemination of information to SEDL for modification of th.e program to suit the needs of pupils in New York City. 5.5. Meet with the coordinator on a regular monthly basis to discuss problems and to develop improved plans for coordinating and implementing the program. The suggestions and comments of demonstration teachers are encouraged. 5.6. Help Tlith th.e planning of in-service training of now teachers to th.e program and teachers with some training in th.e program.
6. Summary
6.1. The demonstration teacher in th.e Language Development Program is a key person. It is most important that a sound professional and interested posture be manifested at all times. Good human relations is part of this posture. what the demonstration teacher does in th.e school will be discussed by all the teachers, not only those in tho project. Lot us give them good, positive, and exciting material to talk about in a constructive way. You will be a model. Just as we insist in our program that children hear and repeat perfect models, so should tho demonstration teacher be an excellent model for the teachers looking to her for training and encouragement. I have eve 7 confidence ;in each of you.
/ .
Ed 6ho ; '011an5* 9/11/68 Coordinator lk Language Development Project ITEM NO. 2 BOARD OF EDUCATION OF THECITY OF NEW YORK D.T. #2 LANGUAGE DEVELOPMENT PROJECT 110 Livingston Street Brooklyn, New York
PROGRESS REPORT FORM Demonstration Teacher
To: Mr. Eugene C. Gibney, Coordinator
From:
Dates Covered by Report: From To
School Reported On: P.S. (NotL. Use separate form for e"' school)
111111, OMNI IMMO 1. Number of demonstrations given 1.1. Techniques demonstrated to date:
2. Number of observations made
3. Number of meetings or consultations with teachers
4. Number of parents with whom you spoke regarding program
5. Number of community people or groups with whom you spoke about the program
6. Comment on teacher reception to the program and growth in using the approaches and materials.
7. Comment on pupils growth as a result of using the program.
8. What problems do you have on which help is needed?
9. Other comments. ITEM NQ. 3 D.T. F3
30,RD O1':-.4)UCkTIOil OF THE CITY OF NE YORK LANGUAGE DEVELOPMENT PROJECT 110 Livingston Street- Brooklyn, New York
Helene Lloyd, :Isst. Supt. Eugene C. Gibney, Director
Demonstration Teachers
The following dates should be kept freo fora morning meeting of Demonstration teachers and Spanish Speakingteachers in Room 918A at 110 Livingston Street. The meetings will start at 9:30 a.m. All are scheduled on the last school Friday of th.e month.
September 27, 1968 October 25, 1968 November 22, 1968 December 20, 1968 January 31, 1969 February 28, 1969 March 28, 1969 April 25, 1969 May 30, 1969
These meetings will be utilized as!?_ planning session for training workshops, use of demonstration teachers! time,and for resolving problems and generally improving the Language Development Program in th.e schools,
Eugene C. Gibney Director Language Development Program lk 9/68 Helene M. Lloyd, fisst. Supt. 110BOARD Livingston OF EDUCATION Street OF THE- Brooklyn, CITY OF NEL-New YorkYORK LANGUAGE DEVELOPMENTSpanish Speaking PROJECT Teacher Eugene C. Gibney, Director ITEM V44 P.S.Pattern of School Visits-scheduled (Circle for days schools assigned) M T 1. TH F Name of Teacher Month P.S. MTN.THFM T THE Monthly Schedule (Spanish Lessons) Monday First 1 eek Monday Second t!eek Monday Third Week Monday Fourth Ueek 1st week Conference. Meetiaz . etc. Tuesday Tuesday Tuesday Tuesday 2nd week lqednesday lednesday ILednesday dnesday 3rd week OThursday Thursday Thursday Thursday 4th week riday Friday Friday Friday Comments NM,
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AN.S.J.41n/Nfle!..:001.7..1 ...,e**,,,,,ele.neraeoliesfylVweee.. rell'illler F. 4.1:2:1Y Thltr,7oay. 1 l I 1 1 I I 1 1 `weentlelreneeme.,..se.e.en.e...-smeelee JAM 31.11171111111411 Wirirl...... 7rnee erea7.1111,W4ereie I NNW Atri....14.160%,..0.41.0.7.2.14.61,0 VW..., 1,eu ,.,,.....,,,perrp.,,,,,,,,,,,,,,,,..,4,m.,,,ye...... e...... 1..e.egil.leeeelAY.Is.ellt,011,ErAtYfee,N tananStS,.....041-441/41.nal Yrid n 1 1 lericlay } 1 I 1 I 1 I 1 7 4 4 i 14; ITEM NO. 6 BOARD OF EDUCATION OF THE CITY OF NEV YORK 110 Livingston Street - Brooklyn, New York LANGUAGE DEVELOPMENT PROJECT Public School 102 Manhattan Mr. hartin Frey, District Superintendent Mrs. Bernice Peebles, Principal Mrs. Shirley Selikson, Assistant Principal Mrs. Aida Mora, Demonstration Teacher Visitations January 28, 1969 1:15 - 2:45 p.m. Prekindergarten_ (Not part of the official project.Teacher is emphasizing oral langucge patterns.) Teacher Mrs. Mingo (21 years experience) Class 16 children, 75% Spanish-speaking Lesson Self-concept: To develop concepts of school and school activities. Kindergarten Teacher Mrs. Vertes (10 years experience) Class 18 children, 75% Spanish-speaking Lesson Self-concept: To review names and addresses; to develop concepts of school and school activities. Grade 1 Teacher Piss Pellettieri (li years experience) Class 24 children, 33% Spanish-speaking Lesson Math and Science: To apply relationship of same and different in discriminating among shapes. Grade 1 Teacher Mrs. Subkoff (11 years experience) Class 27 children, 60% Spanish-speaking Lesson Math and Science: To discriminate among shapes by size. Grade 2 Teacher Mrs. Gold (10 years experience) Class 22 children, 50% Spanish-speaking Lesson Math and Science: To develop an understanding of symmetry and to apply this understanding to two-dimensional shapes; to reinforce the concept of shape. ITEM NO. 7 BOARD OF EDUCATION OF THE CITY OF NE;'' YORK 110 Livingston Street - Brooklyn, New York LANGUAGE DEVELOPIrry7 PROJECT Public School 17, Brooklyn Mr. Ralph Brande, District Superintendent Dr. Harold Simon, Principal Mrs. Helen Maiwald Assistant Principal assigned to Project Mrs. Helen Spevack, Demonstration Teacher Visitations January 29, 19.69 1:15- 2:45 p.m. Ethnic Population of School:Fall, 1968 84.5% Puerto Rican 6.7% Negro 6.4% Lhite Class 1.1. (303) Mrs. Sharon Hartman Register 31 Children all English speaking; some with prekindergarten experience; all have some kindergarten experience; more mature group. Lesson: To teach plurals, same and different. Class 1.2. (307) Mrs. Ellen Natelli Register 3C Children speak English in varying degrees; less than half have had some kindergarten experience; wide range of maturity. Lesson: To teach plurals, same and different. Class 1.3. (209) iss Filomena Fonte Register 30 Children speak English in varying degrees; ten have had some kindergarten experience; wide range ofmaturity. Lesson: To teach the concept of self in relation to others and to school. Class 1.4. (203) Mrs. Vesper Kydd Register 27 Most children just beginning to speakEnglish; three with some kindergarten experience;six with about six-year old maturity; others immature; some emotionalproblems. Lesson: To teach differences among circle, triangleand square. Public School 17, Brooklyn - Visitations Page 2. Class 1.5. (302) Mrs. Evelyn Springer Register 28 All children non-English speaking; some with a little kinder- garten experience; very immature; some emotional problems. Lesson: To teach children to recognize a rectangle Class 1.6. (307) hrs. Nora Sacerdote Register 27 11 children non-English speaking; a few with a little kindergarten experience; very immature; some emotional problems. Lesson: To teach the concept of personal identity. ITEM NO. 8 BOARD OF EDUCATION OF THE CITY OF NEU YORK 110 Livingston Street - Brooklyn, New York LANGUAGE DEVELOPMENT PROJECT Public School 19, Brooklyn Mr. Ralph Brande, District Superintendent Mr. Harry Levine, Principal Mrs. Lee Goldberg, Assistant Principal assigned to Project Mrs. Anita Bergman, Teacher, School Coordinator of Project Mrs. Helen Spevack, Demonstration Teacher Visitations January 30, 1969 9:30 - 11:45 a.m. Objective of Lessons:To review the language patterns taught during the past month. Grade 1 Teacher Mrs. Lippe Class 1.1 All Spanish-speaking but 1 Cninese pupil. Six non-English students. One Negro child rarely speaks. All, except the 6 non-English speaking pupils, had kindergarten experience. Teacher Mrs. Rabinowitz Class 1.3. All Spanish-speaking. Ten are non-English speaking. Ten had kindergarten experience. Teacher Miss Gloria Wirtz Class1._.5 All Spanish-speaking. Fifteen are non-English speaking pupils with no kindergarten experience. Teacher Mrs. Carol Winkler Class 1.9. . . . All Spanish - speaking. Except for one child, all are non-English-speaking. Five had kindergarten experience. One child is a stutterer. Teachers MrsCharlotte Ler3r (1.11) Mrs. Arlene Goldhanmer (1.12) Classes 1.11 and 1.12 . . All Spanish - speaking. Twenty pupils out of 32 are non-English speaking. No pupils had kindergarten experience. Public School 19, Brooklyn - Visitation Page 2. Teachers Miss Cathy Cirrito (1.15) Miss Victoria Eskolsky (1.16) Classes 1.15 and1.16 . . . All Spanish-speaking except ,ne. All non-English except one.No pupils had kindergarten experience. CO Board of Ffluw;t4toin of: the City of kk-: Lanp.:Agp Development Protimz. Tzlvt. rigaton Ste acit - Brooklyn.Mr? DEi&VSTRATIONavosth roma a:AVSAVIIMAK1544.0.ammaja.; SCHEWLF a.% v., . 0.14.. r T4e; , C,A 4,1 ::r .7. A tor 4,14, -.41. %UM% .1t .V 43..eirt.,.. e ... fl ....4 4,....., .1.6 P.y . gY. in/.4.4"..3..-...... 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It t. -r'' . . . , A.Jec c '.. 47;* au) . l' -..e;: :7f,-. i ; ; ::1".tic:: 1 ', .. 'i 5 I of Edu,:,,n t,ion of the Ciao of New York LanguugO Development Progrum :.lii.ngst'Jn Street Brook3p19 t York DA:61,TSTRAT7ON 6CREDULE PI0000;.ce010714sUranr 6100 0400.1017,ateh~..0641.000.0trerty4 Eagene C. Gibney, Director * -,C. re e. cel,r.0.710.1~1seaawre."0040.r0.0.0.00monteerarelilbriniverrelreher04.10.0.000+.400.0.10.0.0,00,4"'. . ee0600.11 Mew. wile0104.0001e, 017. AVONTen/KAI.,4,,s1V0**11140/1 VOr/XVHIPM,70..1.1r.. 7111..0.V 'Moo ata sparyn apanAlaaala.7%.! riverome0.101.06.100reerAW.re asAAraWan,Agaiwa...... aAAAA.A.Aaa.A. aftaaa...... aaaarasAaaa.a..ree=tacaaneAratAAIr a Oa-t. A:Pc h (Do] ...... 47 41 ire ... .,Ietv ar.i.:714.1141Liti0141,0;: sAfasa...... ,,a/RANd..M.AP 01:4. 4.7,1.4613. Z ;jr..V. Iiei It , 1 "7,, : .1' i - . ..,...... ,...0-,.. 4 . c- ar I:r.-....;... '1.'111C/Gir4 1 1 . , ' :. 4. :' %. ,:: rl..,:.:. 1 o I . , ..., i r f ' * 1. . - *, '....' .o..)? :. 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' e ee,,:' I * '. r 0 e.....:..; t . . i x J e : er 2 ..2,1 4.; I. f.:- 1 i 1 I ,... #!. - e.e. , r A 1 I I s 4 1 ITEM NO. 12 BOARD OF EDUCATION OF THE CITY OF NEW YORK Language Development. Project 110 Livingston Street - Brooklyn, New York Helene M. Lloyd, ..ssistant Superintendent Eugene C. Gibney, Director EVE' IJATION DESIGN, 1968-69 INITIAL TESTING PROGRAM- First Grade Classes 1. For all first grade classes (including schools entering the project for the first year) the following measures were administered to secure initial equating or status information: a. The Linguistic Capacity Index b. The Puerto Rican Scale "L's c. The New York State Reading Readiness Tests 2. Time of Testing a. The Linguistic Capacity Index was administered in the first week of January, 1969. b. The Puerto Rican Scale "Ah is administered as part of the city-wide testing program of children with handicaps in English because of another mother tongue. It is administered during the child's first month in school in the fall of 1968 This date will vary somewhat from school to school and class to class depending upon the strike situation prevalent at the time. c. The New York State Reading Readiness Test was administeredas part of the city-wide testing program during the month of December, 1968. This test was delayed until then because of the strike. The administration of the Linguistic Capacity Index which had been delivered to all schools in December had to be postponed until the first week of January, 1969. 3. Modification- initial testing involving the revised Ott Test could not be executed because of the inoperable apparatus arranged for in New York by the SEDL and the Norelco Company. A planned pilot testing scheduled for December and at which members of Norelco and SEDL were present for demonstrationpurposes to BER staff failed to be executed. SEDL found that the Norelco equipment they had intended using with their master tape could not be properly synchronized to permit testing sixor eight students at a time as promised. After improvising with equip- ment provided by our own Bureau of Audio Visual Instruction, representatives of Norelco and SEDL could only provideone operable unit for testing; unfortunately onlyone student could be tested at a time. It became obvious that the inability to test more than one child ata time made the initial testing program, planned around a multi-testing schedule, impossible. SEDL and Norelco agreed to work the technicalproblem out and report in 1969. Consequently, the Ott Testingprogram could not be implementedon an initial basis. Evaluation Design,1568-69 B. INITIAL TESTING PROGRAM -Second Grade Classes their second yearin 1. For all second gradeclasses, experiencing last year(1967-68) the program, themeasurements administered these students as part ofthat year's initialtesting program, while initial equating were in firstgrade, will be usedagain to secure or statusinformation. These measures include: 10/1967. a. The Linguistic CapacityIndex - administered in 10/1967 b. The Puerto Rican Scale"A" scores - secured in Reading Readiness Scores -obtained in11/1967. c. The New York State Ott-Jameson Test For some of these samepresent second graders, 2. 70 experimental Scores are available. Approximately 70 control and that school students were tested in10/1967, as selected samples for used for year, byrepresentatives of theSEDL. These scores can be 1969 qauating this selectedpopulation and comparingthem on June, T-st scores. 3. Scoring The Linguistic Capacity.7*-viex tests administered aspart of the Initial Testing Program have c,11been scored and checkedby the clerical staff of the BER. Scoresare now beingtabulated upon master data sheets. The initial Puerto Rican Scale "A" scores were enturod on student record cards in October or November, 1968. Thesescores be obtained from the schools in April, 1969. The Pupil Background Form, used lastyear for this purpose,will again be sent to +the schools to secure demographic information, but the score secui., d will be usedas an initial measurement. New York State ReadL, Readiness Scoresare available nowat the Bureau of Educational 1-,search. These will be transcribed onto master data sheets as socn as the clerical staff completes i-nbulation of Linguistic Capacity 11A,,,,scores. It is anticipated that 1,10.4s work will begin in :ate March,1','; Oncethe Linguistic Capacity lra,N. Scores and the 1-14 York State Readirw Reaullmos scores havebeen taow._4-4 the t4c4.-uu ha,A,c, s4,z1c so,,,,,c,sq will be transcribed onto masterdata sheets Beginning in late ApriJ. It is anticipatedthat by the end of he first week in May, 19(/) all initial testingdata for this year, al be available on mastel data sheets. C. THE FINAL TESTINGPROGRAM classes (including schools tA,4. 1. For all first grade ,ering the project for the firstyear) the following measures will be administered: Linguistic CapacityIndex (May, 1969) u. The --oolitan ReadingTest, Form B (May, 1969) c. The Puerto na.t.qnScale 'A' (final) (June, 1969) d. The Language Performance Scale (June, 1969) e. The Pupil Background Form (April, 1969) f. The Ott Test (300 selectedsamples,(May, 1969) pilot testing ofnew apparatus -(April, 1969) g. Sir qp-,stj(1nnaires (Juno, 1969) Evaluation Design, 1568-69 - 3 2. For all second grade classes experiencing theirsecond year with the program the following instruments willbe administered: a. The 14etropolitan Reading Test, Form "B"(June, 1969) b. The Puerto Rican Scale "Ah (June,1969) c. The Lanpuc.ge Pefformance Scale (June,1969) d. The Pupil Backg:ound Form (April,1969) e. The Ott Test (400 selected samples) (May,1969) f. Staff questionnaires (June, 1969) 3. Scoring a. Scoring of the Linguistic Capacity Index will beginin June, 1969. Pending the availability of sufficient clerical staff, all tests should be scored, checked and tabulated on master data sheets by August 1, 1969. (It is to be noted that termina- tion of many final testing programs in June make huge demands upon clerical stafftime). b. Final Puerto Rican Scale Scores and Language Performance Scores should be transcribed onto master data sheets by August 1,1969. (This date, again, is optimistic. Scoring and tabulation conflict with vacation schedules and decrease availablestaff.) c. Metropolitan Reading Tests for first grade must be hand- scored at the Bureau during June and entered on master data sheets by August 1, 1969. Test scores for second graders will be machine-scored commercially and should be available for tabulation on master data sheets by July, 1969. Tabulation will continue until August 1, 1969. d. The Ott Test tapes will be forwarded to SEDL in Texas on or before June 1, 1969, for scoring by SEDL. It is anticipated that scores shall be sent to New York for tabulation in BER by August 1, 1969.Tabulation shall require approximately two working weeks. 4. Data Processing a. .f contract for data processing shall be sought. Preparatory steps for bidding shall be taken in April. The company awarded the contract shall be notified that data processing shall l'=r"4"- 2ugust 15th re.ncirlilirr ' 5t:erJ.ng and ,tar.1.11g the months of June, July and August. b. Initial data processingruns for tryout shall follow key- punching during the third week of August.Returns from tryout runs should be available for scanningby September 1, 1969. Corrections should requireone week in September. Final data analyses runs should be made by September15, 1969. c. The subsequent two weeks in Septembermust be devoted to interpretation of the data and the formationof preliminary tables. (Note: this coincides withthe period required for'preparing a testing plan andmaterials for the beginning of the third year of the study). Evaluation Design, 1968-69 -4 5. The Report - writing the final report for the second year should begin October 1, 1969 and be available in initial draft form by the third week in October. (This writing period coincides with the administration of the initial testing for the third year). Review of the initial draft should be conducted by SEDL6 New York State and BER during late October or early November. A final revised report should be ready for publication by the end of November or at the latest, by December 1, 1969. 6. Analyzing, tabulating and interpreting questionnaire returns should be done during the summer of 1969 for write-up in September, 1969, 7. All final testing plans and evaluation plansare based upon the assumption that there will be no unforeseen interruptions of the testing and scoring schedules and that sufficient personnelcan be provided to accomplish the described tasks. WARD (V W.:YAM:LOIS 7413 CM Cr Uri ixatt rho Liviriegtm StrGof. BrefolcarnI. itsv fort Zatelanti getr4.7.cpsoni. Projent ulnae Lloyd, Pk.e.aitanti 3uptrints.,xiont ibigons C. °Ebner, Dinette Setiool Dett 1. the foliovitta *gement irme be reesivisd ix this sohoal.: A,Je44or 2,1 920 Wait= Pacoima? B. loom a 710 Cablo Kit I.ore Inv 302 Viaufinder CSUM41. D. LW 1) 119 115 iti Z itiemphotta 3. Atha litSIOC Microphone Stand Y.Pixfactorlis AV452 eiteltle A. Chink Sat Simqeson 7301 Tripod wisIsvat 11. WO: tot Saloon 7201 Fricti(tn Sived I. tack Set Smola 7601 Dolli J. aura X 1.ta Xiorrione ithoar K. Ampex VS 5100 VIAtto Tarn itocartor L. Paolo of ViCkao 744 41 This Video Up% Rerz.ecadinii &yt vi retWit uperineents1 sofrxas as :itivg as thitr aro pert of the projett,Xt At be resumed by U. projet director if better WA NM? tvil made of t.§tie ozpsnailt, equipment elksevotare. Plow) talcs sitsgeate fftt;eurtity mtiaeurse to pretr eat. thett.i; irende4 am or deketrue4, tics of *he ovipsont. 4-One palm% st.l.frAtel norirtsted 3.eitioh school to ttka respeoribility Pqr its %441, arid its APNVX*7. The pokraoa in this s*ool is 5- If thore is we' difficrktity with Vt. equipment, oe1 . lorixtrat t Co., at au2-275 0gird asstfOla) r, gook.thol Ida send a tefshnfoiSfstot* Makerepairs. Pious note the pr oblert with the st011mextt and notify Ise 4 504940. 6 Masse rtittira this for .*o &gem C. Giber,* Ltringstm Street, Eiwooklyab *re Yotts,EOM 928. 7-Ito lens cit tbe oemers fAcgad not lt*e po2nto3 dirdratITAt. th#ran or a ligtrt ner ehoulg ths leo to len uncovered %t ea notit las. This will bun% o tko1006 and MR) pare:atom uot eortkr themoat. o11%41 3PialUle p. Wt711.1; is p71. Day.COW rdreofter Lativivs IlvaloioptaltProgfokot Approved: Nelepe Lloyd AssieteAt StiArintendent ITE1 NO. 14 BOARD OF EDUCATION OF THECITY OF NEU YORK OFFICE OF THE SUPERINTENDENT02 SCHOOLS 110 Livingston Street -Brooklyn, New York11201 VISITATION - DEMON9TRATION PROJECTMAY 19-24. 1969 PUPILS CARVAJAL ELEMENTARY SCHOOL SAN ANTONIOTEKAS --- San Antonio Independent SchoolDistrict Southwest Educational DevelopmentLaboratory Office of Urban Education, TheState Ed. Dept. New York City Public Schools MAY 19 - MONDAY 7:30 A.M. Departure; Braniff Flight #2, fromSan Antonio (Fiesta brunch served on board.) 12:45 P.M. Arriva- J. F. Kennedy Airport (In Attendance - Dr. Donovan, Mrs. Swanker,Mrs. Lloyd, Mr, Gibney, Mr. Canepa, 3adults and 2 children from P.S. 102; Manhattan, 2 Spanish-speaking teachersfrom Language Develop- ment Project.) 1:00 P.M. Bus picks up group at BraniffTerminal, Kennedy Airport, for trip to Hotel Commodore, 42ndStreet entrance, Manhattan. 1:30 P.M. Register, Hotel Commodore -(Mr. Gibney will handle reserva- tions; gratuities for transporting luggageto hotel rooms have been paid.) 2:00 P.M. - Take bus to Sloan House "Y". 2:15 P.M. Lunch, Sloan House YMCA, 356 West 34thStreet, Manhattan. (Each member of the group will be given a cardstamped "San Antonio", the card is given to the cashier. This procedure will be followed for allmeals.) 3:30- Visit Board of Education television studio, Channel25, 5:00 P.M. 112 Tillary Street; Brooklyn, to become acquainted with studio. (Mr. James Macandrew - Director: Miss Joan McCabe - Program Coordinator.) 6:00 P.M. Dinner,Sloan House 7:00 P.M Bus will not be available after 6 P.M. Group may take a walking tour and return to Hotel Commodore. The following can be viewed enroute tothe Hotel: Madison Square Garden, Penna. R. R., Macys, Gimbels, Fifth Avenue, EmpireState Bldg. as seen from street, New YorkPublic Library, Grand Central Station. (Note to Bus Driver: Arrangements hay.. been made with Sloan House YMCA to park bus in a lot behind the "Y." PLANS FOR VISITATION,: DEMONSTRATION PROJECT PAGE 2 MAY 20 TUESDAY 7:00 A.M. Bus picks up group at Hotel Commodore, 42nd Street entrance 7:20 A.M. Breakfast, Sloan House "Y" 8:00 A.M. Bus picks up group at "..Y", travels to Board of Ed. Television Station, Channel 25, 112 Tillary Street, Brooklyn, N. Y. (Note to Driver: Park bus on Tillary Street.) 9:00 Demonstration lesion Television Studio 11:00 A.M. (Participants: Lesson -- Mrs. Sutton, Carvajal Pupils; Introduction Dr. Donovan, Mr. Hakala; Mrs. Swanker) 11:00 - 11_:15 A.M. Recess Period 11:15 A.M. Bus picks up group at 112 Tillary Street; travels to P.S. 102 M. 315 E. 113th Street, Manhattan. (Note to Driver: Bus travels south on Second Avenue and turns left on 113th Street, a deadend street. Park bus on this section of the street.) 12:00 Noon Reception and Lunch for Carvajal group, P.S. 102 M. (Participants: Mr. Martin Aiey; District Superintendent: Mrs, Bernice Peebles, Principal: Miss Mahon, Teacher of Class 5.1.; Class 5.1; Parents) Short, informal demonstration. 1:30 P.M. Bus pi,ks up group at P.S. 102 H, 315 E. 113th Street, Manhattan; travels to Time & Life Bldg., Rockefeller Center; 51st Street entrance, near 6th Avenue. 2:30 Reception, Time & Life Bldg., 8th floor (Entrance to bldg. 4:30 P.M. arranged by Miss Lee.) (Participants: Miss Rena Lee (Asst. to Public Relations Director, TimeLife); Dr. DonovanMrs. Swanker; Mrs. Lloyd others in Language Development Project; Carvajal Group; Mrs. Peebles; 3 Parents and Class 5.1. of P.S. 102 M, Commissioner Vincente Ximenes, InterAgency Commission for MexicanAmerican AffairsMr. Piri Thomas; author; Mr. Rhett Austell, Publisher; TimeLife) 4:30 5:00 P.M. Group may view area around Rockefeller Center. 5:00 Bus picks up group at Time & Life Bldg., 51st Streetentrance, 6:00 P.M. near 6th Avenue, for return to Sloan House, via viewof Central Park (buses not allowed in Park)Park Avenue, TimesSquare, etc. (Note: Bus will not be available after 6:00 P.M.) 6-7:30 P.M.Dinner; Sloan House. 8-9:00 P.M.Group walks to Empire State Building, 34th near Fifth Avenue, for a view of the city. (Take elevator to observation roof. Reservations held at ticket office.) Group walks to Hotel Commodore. PLANS FOR VISITATION - DEMONSTRATION PROJECT PAGE MAY 21 - AEDNESDAY 7:30 A.M.Group walks to breakfast at Horn & Hardart Cafeteria, 451 Lexington Avenue at 45th Street (Reservation made for group.) 8:30 A.M. Bus picks up group on Lexington Avenue near 45th Street; travels to United Nations Plaza. 9:00 A.M. Group visits United Nations Bldg. (Bldg. opens at 9 a.m.) 9:30 Group visits with Mr. Eugenio V. Pasqueira, Consul General of 10:30 A.M. Mexico and staff, 8 East 41st Street. (Mr. Pesqueira will ask the Representative of the Mexican Mission to the United Nations to greet the children if the representative is available. A few Mexican children living in New York City may be in attendance.) 10:30- Bus picks up group at 8 East 41st Street; travels to P.S. 19$ 11:00 A.M. Brooklyn, 325 S. 3rd Street (District Superintendent- Mr. Ralph Brande; Principal - Mr. HarryLeVine; Asst. Principals; Mrs. Goldberg and Mr. Harold Levine) Note to Driver: Park bus in front of school. 11:00- Class 5.1., Carvajal School, gives informal demonstration for 11:45 A.M. teachers, P.S. 19 and 17, Brooklyn, in school library; question- answer period. 11:45- Recess and lunch at P.S. 19, Brooklyn 12:45 P.M. 12:45 P.M. Bus picks up group; travels to Board of Education, 110Livingston Street, Brooklyn. 1:30- Demonstration lesson byCarvajal Pupils, Hall of the Board of '4415 P.M. Education and discussion. 4:15 P.M. Bus picks up group at 110 Livingston Street; travels to restaurant, Fonda La Paloma, 156 East 49th Street, Manhattan. Note: Bus will not be available after group reaches restaurant. 5-6:15 P.M. Dinner, Fonda La Paloma (Mr. Sabino Derderian-Manager) 6:15 P.M.Group takes subway to Lincoln Center, Lincoln CenterPlaza at 66th Street. Directions: Take the 6th Avenue Line-"D" (uptown train)sub- way at Rockefeller Center.Get off at 59th Street, and transfer to the IRT #1 (uptown train).Go one stop to 66th Street (Lincoln Center). 8:00 P.M. Grout) takes sub-Jaz, to Hotel Commodore, Directions: Take the IRT #1 (Downtown train) at 66th Street. Get off at 42nd Street.Transfer to shuttle train. Get off at Grand Central Station. PLANS FOR VISITATION - DEMONSTRATION PROJECT PAGE 4 MAY 22 - THURSDAY 8:00 A.M. Bus picks up group at Hotel Commodore; 42nd Street entrance? travels to Sloan House. 8:25- Breakfast, Sloan House 9:15 A.M. 9:15 A.M. Bus picks up group at Sloan House; travels to City Hall, Manhattan 9:30- Group views area adjacent to City Hall. 9:45 A.M. 9:45- Group received by Mayor Lindsay in Blue Room Children from 10:15 A.M.Carvajal School will present scroll from Mayor of San Antonio to Mr. Lindsay. (Arrangements by Miss Radley2 Mayor's Office) 10 :15- Bus picks up group for trip to St. Patrick's Cathedral, 51st 11: 45 A.M.Street. Spots to be viewed enroute to be announced. 12 Noon St. Patrick's Cathedral. Members of group desiring to attend 12 o'clock Mass may do so; others may visit inarea adjacent to Cathedral. 12:30 P.M.Group received by Cardinal Cooked at 51st Street side of Cathedral -- grass area (Arrangements by Monsignor James Rigney.) 1:00 P.M. Bus picks up group at 51st Street; travels to P.S. 33 M2 281 9th Avenue, Manhattan, for lunch and brief informal demonstra- tion by pupils. (District Superintendent- Dr. Elliott Shapiro; Principal - Mr. Harold Levine) 2:00- Bus picks up group; travels to Pier 83 on 43rd Street. 2:45 P.M. 2:45 P.M.Group takes Circle Line boat touraround Manhattan Island (3-hour tour; boat loaves at 2:45p.m.) 5:45 P.M. Bus picks up group, Pier 83, 43rdStreet? for return to Sloan House for dinner. Note: Bus will no longer be available after depositinggroup at Sloan House. 6:00-7:00 P.M. Dinner; Sloan House 7:00 P.M. Group fill be free to visit enroute to Hotel Commodore. PLANS FOR VISITATION - DEMONSTRATION PROJECT PAGE 5 MAY 23- FRIDAY 6:00 A.M. Bus picks up group at Hotel Commodore for tripto Albany. 8-8:45 A.M. Breakfast at a restaurant enroute. 10:30 A.M. Group arrives at State Ed. Bldg., 'Jashington Avenue,opposite the Capitol; group goes to main information desk. 11:00 A.M. Group meets Mrs. Ruth Toch, Solicitor General of theState of New York. 11:45 A.M. Demonstration Lesson, Regents, Chancellor's Hall 1:00 P.M. Lunch 2:00 P.M. Visit State Museum and other important buildings 3:00 P.M. (Approx.) Bus leaves for New York City. 5:00 P.M. Dinner enroute. 7:00 P.M. Group arrives at Hotel Commodore. F. MAY 24 - SATURDAY 6:45 A.M. Group assembles, 42nd Street entrance of Hotel Commodore, for bus pick-up at 7 a.m. for trip to Newark Airport. 8:15 A.M. Group leaves on Braniff Flight #7, at 8:15 A.M. 1:09 P.M. Arrival at San Antonio airport at 1:09 P.M. (Fiesta brunch served in flight.) -I LIh.. U. BOARD OF EDUCATION OF THE CITY OF NEU YORK 110 Livingston Street - Brooklyn, New York Language Development Project Helene M. Lloyd, Assistant Superintendent Eugene C. Gibney, Director Minutes of the Meeting of Demonstration and Spanish-Speaking Teachers June 20, 1969 IN ATTENDANCE: hrs. Spevack, Mrs. Mackelduff, Mrs. Perlman, Mrs. Mora, Miss Calderon, Mrs. DiScipio, Mr. Nieves, Miss Fonte and Miss Velez I. PROGRESS REPORTS7 ENGLISH PS 156K- UnitII Lessons 3 and 4 175K - Unit II Lesson 10, Lesson 3 17K - Unit II, Lesson 2-6 96M- First grade -Unit II, Lesson 1 and 2 Second Grade - Lesson 8 and 9 180M - First grade - Unit II, Lessons 1 and 2 Second grade - Lesson 8 and 5 19K - Unit I, Lesson 7 - Unit II, Lessons 3 and 4 102M - Unit II, 1st Grade, Lesson 4 Second Grade - Lesson 8 396K'First Grade, Unit 1, Lesson 15 Unit II, Lesson 5 SPANISH PS 102M - Unit II Lesson 2 17K-Unit I Lesson 14 19K - Unit II Lesson 6 2. EVALUATION PROCEDURES 2.1 Evaluation and testing came too late in the year. Teachers were frustrated about giving information and filling out forms when they were also responsible for end-year clerical work. In some schools substitutes filled out pupil information forms. Demonstration and Spanish-speaking teachers had to help with the clerical work involved in testing and questionnaires. 2.2 The Receptive Language Test was thought to be a good one (both the English and Spanish version). 2.3Teachers objected to the Eetropolitan Achiever. Test, Primary I, Form C. The children had difficulty with the test. Pupils did not know the vocabulary and gave up. The test has nothing to do with the project and teachers felt it should not be used to evaluate the project. 2.4There was no orientation for administering the tests. Test information, it was thought, should go to the demonstration teachers, not the school coordinators. Demonstration teachers should know about the tests. Testing covered material not taken up by the class teacher. Minutes of Meeting of June 20, 1969 (continued) - 2 2.5Rey Teacher Questionnaire- no mention is made of the Demonstration or Spanish-Speaking Teachers. There should be provision for teacher response and evaluation of these positions. Some pages in the questionnaire were missing. Question 18 asked teachers to compare the New York program with the experimentalprogram. Most teachers were not able to do this. }MN 2.6 Individual Testing- Children could not answer because of the way the test was adlinistered. Mrs. Leavitt was a stranger to the children and they did not respond normally. Spanish-speaking or Demonstration Teachers were recommended for this. 2,7 Teacher and pupil questionnaires should be out in the schools in early May. The fact that not all classeswere tested caused division among the staff. 3. EVALUATION OF THE1;qopii.limTHIS YEAR 3.1 There was teacher resistance in the beginning butas the teachers progressed they felt more comfortable with the project and resistance decreased. 4 3.2 Teachers who were enthusiastic and experiencedsaw growth and children speaking correctly. They want to know what will happen with the project. They have seen many projects started and dropped and would like tosee this one continued. Some felt new teachers were more receptive because of the above experience of older teachers. 3.3In the second grade it was thought thatmany of the language patterns were too long. They should be broken up. 3.4 Many teachers were concerned with the fact that the evaluation concerned reading, not oral language development. 3.5 Re: Second Grade lessons 3.5.1 They are concerned mostly with Math, not Science. 3.5.2The first few lessons are too difficult. 3.5.3 No motivation is provided for. 3.5.4The Weather Lesson was good. 3.5.5 Syiinetry and other lessonswere not geared to interests and experiences of children. 3.5.6Culminating activities including all children. 3.6 In Spanish.- there was definitely pupil growth. There are a lot of errors in the Spanish Patterns and in Unit II first grade the patterns are too long. 3.7 Teacher Training 3.7.1Shorter films on particular techniques should be used. 3.7.2 There should be practice teaching (oral). 3.7.3The coding was found to be helpful in some schools, not others. 3.7.4A discussion of the manual is needed in some schools. 3.7.5The film this year was helpful and useful. 3.7.6Sometime should be given to sharing information about Puerto Rican children so teachers understand them. Minutes of Meeting of June 20, 1969 (continued) - 3 - 3.8Demonstration Teacher - 3,8.1 ppt.p,cluster teAcher. 3.8.2Soue complaints were made when visits were made on a daily basis. 3.8.3 Change the title to Project. Coordinator. 3.8.4Demonstration Teachers wound up giving most tests and doing a lot of the clerical work. 3.9Spanish Teacher -. 3.9.1 This works well. 3.9.2 There were too many Unannounced visitors invited by the principals. 3.10 Administration 3.10.1 Assistant principal and principal must give more support to the project 3.11Organization 3.11.1Clearer organization of the control and experimental classes in the evaluation must be done. 3.11.2 Demonstration and Spanish teachers should not be scheduled to same classroom in same day. ,3.12Supervision 3.12.1Letters to teachers after visitation were appreciated by classroom teachers. 3.12.2 Graphic record of attendance of classroom teachers was useful. r3.12.3Special sessions on techniques of persuasion should be held for demonstration and Spanish-speaking teachers. 4. 4.1 Teachers report to schools Friday September 5, 1969. 4.2 Orientation meetings will be held on September 11 and 12, 1969. EUGENE C. GIBNEY Secretary Pro Term APPENDIX A SAMPLE 1IORKSHOP MATERIAL 1 j BOARD OP EDUCATION OF THE cm OP HEW Y1101 Language Development Project 110 Livingston Street - Brook1yn, New York Helena K. Lloyd, Asst. Supt. EugeneC.Gibney, Director To: All Principals and Teachers in the Language Development Project Proms Eugene C. Gibney Director Subject:Teacher-Training Workshops It is hoped that we will have video tape recorder units for most of-the project echools by the end of February, 1969, Inorder to provide training in the use of the equipment and in the coding of language techniques, all teachers in the project are urged to attend the scheduled workshop sessions. A train*, film will be usedto train teachersin the coding of the seven techniques. - The goal of the Teacher Education Package is guided self-analysis and self- improvement. Attendance at these workshops is imperative.Teachers will be doing- something entirely different in the field of teacher training, and unless they. are present, they will not understand the codes, how to use them, how to graph them, or what the equipment is like. A6Taughtga.byttiatrya 1. %bal: Rho194,ja W2dth221.9.61 Us& P.S. 19-K January 9 January 23 8:10 -10 :10 A.M. 1 :30..3 :30 P.M. P.S. 17-K January7 January 21 3:15-5100 P.M.. P.S. 3964, 175.K, 156.K January8 January 22 3:15-5100 P.N. 8. Waal= 1.NobittaaScaLloolli hakithos) No,. N2IcbeAts021111,1 P.S.964((Arrangements to be made) P.S.180-14 January 13 January 28 3:15-5:00 P.B. P.S. 1024 January 6 January 29 3:15-5:00P.B. 2. kzalacs.1 P.S.5.1E January 20 January 30 3:15-5:00 P.M. Everyone involved should find these training sessions interesting and informative. They should give each teachera deeper insight intothe language development techniques* '74 14 trite £ugei 1k Director cc:Hrs. Helene 14. Lloyd Language Developosnt Project Asst. Supt. BOARD OF EDUCATION OF THE CITY OF NE: YORK 110 Livingston Street, Brooklyn, New York Language Development Project Helene M. Lloyd, Assistant Superintendent Eugene C. Gibney, Director To: All Principals and Teachers in the Language Development Project From: Eugene C. Gibney Director Subject: Teacher Training Workshops A. Teachers New to the Program 1. Brooklyn achools Workshop No. 6 Workshop No. 7 Time P.S. 19-K February 13 February 20 .810-10:10 A.M. 1:30-3:30 P.M. P.S. 17-K February 19 3:15-5:00 P.M. February 27 1:15 P.S. 396 -K, 175-K, 156-K February 12 February 26 3:15-5:00 P.M. All Teachers iu B. 1. Manhattan Schools Work4h0111213 Workshop No.L.A Time P.S. 96-M February 19 February 26 12:00 noon P.S. 180-M February 19 February 26 900 . P.S. 102-M February 24 March 3 3:15-5:00 P.M. 2. Bronx School P.S. 5-X February 17 March 10 3:15-5:00 P.M. It is requested that the coordinator in the school make arrangements to have a movie projector set up in the meeting room with a screen. A Southwest Educational Development Laboratory film illustrating the techniques used in the project will be shown. This film will, also be used to continue to train teachers in coding such lessons. The cooperation of all concerned is appreciated. Very truly yoursl. ?-;fe... EUgenle C. Gibney Director lk Language Development Project cc: Mrs. Helene M. Lloyd Asst. Superintendent District Superintendents I BOARD OF EDUCATION OF THE CITY OF NEW YORK 110 Livingston Street- Brooklyn, New York Language Development Project Helene M. Lloyd, Assistant Superintendent Eugene C. Gibney, Director To: All Principals and Teachers in the Language Development Project From: Eugene C. Gibney Director Subject:Teacher-Training Workshops A. Teachers New to the Pr gram 1. Brooklyn Schools Workshop #8 Time Workshop #2Time . 8:3010:30AM 8:30-10:30 AM P.S. 19-K March 20 . 1:30-3:30PM March 27 1:30-3:30PM P.S. 17-K March 13 1:15 PM March 18 11:30 AM P.S. 156-K March 11 12:35 PM March 20 12:35 PM P.S. 396-K March 11 11:15 AM March 18 1:50 PM P.S. 175-K March 11 3:15 PM March 25 3:15 PM B. All Teachers 1. Manhattan Schools Workshop #5Time Workshop #6 Time P.S. 964! March 12 Noon March 26 Noon P.S. 180-M March 12 9:30 AM March 26 9:30 AM P.S. 102-M March 17 3:15-:00PM March 24 3:15-5:00 PM 2. Bronx School P.S. 5-X March 10 3.15 PM March 19 3:15-5:00 PM We will still be working on learning to make profiles of the filmed lesson using Guide Booklets 1, 2 and 3. All teachers in the project who attend the sessions will receive the Guide Booklet under study for that session and will keep the booklet for future use in coding her/his Video-taped lessons. It is requested that the coordinator in the school make arrangements to have a movie projector set up in the meeting room with a screen. The cooperation of all concerned is appreciated. Sincerely, ., 4 0 11 Eugene 6 I. didtley .... / '-'1.-11 (1 el Director / cc: Mrs. Helene M. Lloyd, Language Development Project ii Assistant Superintendent District Superintendents VIM OF EDUCATICN OF THE CITY C? !:VJW yam 110Living ton street - Brooklyn, New York Language Development Project Helene K. Lloyd, Assistant Superintendent Eugene C. Gibney, Director To All Principals and Teachers in the Language DevelopmentProject Front Eugene C. Gibney Director Subject: Teacher -Training Workshops or. A. Teachers }Isle. tothe .Prozra.q. 1. ProoklySchopls Werkehm49. :rime =,.dilft 'ripe PS19K April 17 6:30.1.0:111 AMMay8 6:30-10:30A4 1!,30.3:30Is t 1.30-3:30 PM PS 17K April 24 1:15 PH May 1.15 PM PS 156K April 15 12:35 PM April 29 12.'5 PH 12:15 AM April 24 11:15 AM PS 396K April 17 PS 175X April 15 3.15 al April 22 :5115 PM B.All ,Teachge, 1. PlintWANSchs.A1P. Werkehm,j1 ,roe W.PAILAS28.. TAM PS 96K April 16 Noon 14..rZ 30 Neon 9;30 AM PS180M April 3.6 9:30A14 April 30 PS 102M April 21 3..15-5'00FM AprilZa 3:15 PM The Videe Tape should have bees deliveredto the schools invelved by thistire. ir I have also been assured thatthe Vide* TapeRecording tteme: win be delivered aweek ortwo. Since this is so, we *rill be discussing thera4ionale and research done on this type of teacher training in ourworkshops.We will alse be ce2plotoLNK adiscussion of the cedes. Meetings with the principal, and his ado willbe held in each schce1 toplan and schedule use of the equipment. There is only a short two anda balf.4.1enthperiod left. Let's=aimita worth- whiletime for all,especially thechildren in our project. Sincerely. ,I EuserIA'C:Xibriey Direitor el Langnago Dc.lv.c,lopment Project cc: Mrs. Helene M. Lloyd, Assistant Superintendent District Superintendents MD OF EDUCATICN OF Tit CITY eF ":tai': YORK 110 Livingston street-Br4ok1yn, New 'loot Languag4 Development Project Helene M. Lloyd, Assistant Superintendent EugeneC. Gibney, Director To: All Principals and Teachers in the Language Development Project From: Eugene C. Gibney Director Subject:Teacher-Training Workshops A.Teachers Melt to the .Prowarl Tipe 1. B. r(....291(13%.S.chq,ols. Werkshmii4.0. :N.1:5ze am= 411.01. Wr14,c4:412 PS 19K April 1? 8:30-10:3C AM May 8 600-10:30AM 1.30-3:30 PM I.3 0-3:30 PM PS 17K April24 1:15 PR May 1 1.15 PM PS 3.50( April 15 12:35 PM April 29 12.35 PN Ps 396K April 1? 11115 AM April 24 11:15AM PS 175! April 15 3.15 PK April 22 15 PM B.All .Teact,mts 1. gantialt.ark. Scheola Workehrsja %Jae KeYkli!`;'"08 Time PS 96M April 16 Nem 30 Neon PS 18014 April 16 9:30 Ate April 30 TOO AK PS 107.14 April 21 3!15-5400 FM April V 3:15 PP. The Videe Tape should have been delivered to the se-is invelved by this tire. I have also been assured that the Video Tape Recording :/yeter.v.1 will be delivered ir a week or two.Since this is so, we will he discussing the rationale cod research done on this type of teacher training z.n our workshops.We w...1.1 also be c.er.v.lfetp.i.ng, a discussion of the codes. Xeetings with the principal, and his ads will be held in each schoel tit plan =1 schedule use of the equipment. There is only a short two and a half -menth period left.Let's naice it a. Worth- while time for all, especially the children in our project. Slacerely, e , .1 set ps. a. le " Eugerof '0: tibney Dlreitor el Language L'.....1.opment Project, cc:Mrs. Helene M. Lloyd, Assistant Superintendent District Superintendents rglE4 , rs 4 Lp.00fig tit,4 4 I,3N.:4v 4 / ' /i5 . 9 TPtwher :5:1a4,?tu4 rta ofq r gungure teitgt ezif :!gltt;-. la9 r ct wo..? r. 'Cyll a . zi04"oflp #'311tE 4.7i 'V. 44fl(1' IfTurfiridval liel4sroonse rearh.Pr v k a Iftr% 24444444 ;:- 0.t 9514tt: t kg, 4.f0r1 4 , r$dTht9 111.19e.1 3;47.1 , iv.0.1 I q%. 41t Yae.1 .4'Zit O.: NS' t 1 ...'' 1, : .p ? irs-14.,,., i , .." N? t 41/ 41 1 t.1 i-3,, 7, if ,-*4,1g,gcf ',00,' ,,, i. it, ! i i*, 1,,,174 0$6,; i I 470. 1z 4' k i 4 ,. ...', 4 S*. e 0...4.:"... k. 0".'"'",*st., `-. 461 I ..,4 I9 **,,, *4 VV,tiosea>,AsltAr40.''''' 444444 Amp or,gb, Wee "AV Tr/ 1*'Tf VIP 4 ?,4 Teacher models stray:qui-4,, .t4 f oldsrepeal: then deninusgrutvs substitaiehm: We measured the big tabl" We measured theiii table." ebir We measured the big chair." "We mrasured the big chair," Teacher give; structure% molrlei.,*°-, Stuoieras 'produce substitution then cz,teg for substitution:0. htw 921.% We measuredsuredthe ?hp ;WU oiaasured \the big hon." cue: huh measured thehig hey." h(iy viiodew "Wemtasured thih big window." "Maria measured the "Roland measured th# 14 desk." cue: Roland .65 Juan measured the big desk. tf Margarita argarita measural ht desk. d 'Margarita measured thebig bnek," iii?rgarita lookedatthe\big book." cut Inked at Carload "Mirgarita carried the big b'eall." f t reed "Wargarite rent theb bad. fiy "Marguiteread the'lig beci." Qafgaritareadthe little trek." Tittle / "Margaritaread the bluo hckk." first argaritarea4 the 'kg t3000 101101 t, AM . *, .1 if; ...... atatemont lo yeqno read:tor siemonstrates pegr : the Loge tad going tilltastn V 1 Kr, theKT P 0-- z k ..,,4 ..,...<"*. ,,-44 w*,...... v.ri ?i,..,..., f 1 I PAte we,Ifiirto imTome "Am wegoing to rfASVTO 4.4$11 l'0" it 0 04.04 ,,. the tabkl" Teeuqler tieu IIV,4 del Mors tues for task Stadent$ oroduce Inumforrnai,ort: gPirtgts .;`,4`,.49",t IiiggsgirEt teihiorsi qbtvitif; rt "r w %;):zato meamaR the ViBs,'3, we Mt" No 2 Poi?c 1 4) Negative Teacher demonstrates Students!repeat the lerquage "igitAismeasuring the tali." luarl is Rai measuring the "Nan isnot 10.2!Alting 0,esk.." the desk," Teki,rliero'ivt?s.gtructure,ined141,. lhett etlil for trek: i5MO32.4141' the ri fite*6 I7g.4r,111,..trke. 4e 4 4 I,. eme v anklmA I ".4.4,,tosee....so*sto4e.4W"'* kt''*.44 or" ***4 "t".^"t' .ass way%um«ra wow".1""e °46' Nate Sit!';wens to Npx.fo..tit.i,vziv:asti,,n 'readier dentonNtrailts au. language Students repeat .1 task: Inn did;lotmit..ige ti ha 4163Si:ill "Difin't yuan llentiTO tho d6sia" Tearher azructuro 1 f p el..*ZI.Ce :ranftforrnatioll: thvis eftes for ttak "Jun OidfiatfiligiSkIre e w 4,- q(Ult.004i. "t3tdn't Pan rogastire the desk? didti't" 04 .* %NW., ''''' *o ...... 0.0°' 0.04. vas 940,0 "Pm tore * mew*Oft imt it fli. Directed 1)icioguc Teach-4-er di?-4i4 groispg and itteficitioniNki;tv,;4i imtgitage six-ii51 communfration: 1: The stet:lent:33111studying their le:isons. 11180,ask?bib. 4.Me,':8, are the stwients 'studyingtheirlessoRsi As; thhy ate. 3.P.,'.1.1 n; give the negativg,. I. st.utionts are not stolyitr- their lessons. T:Maria, riftestioti. A: on't stwients tdignbir te Iessmis? ;): No, they're oot, Ito class]What are yom rRallingstories? C: a areE:ading shories. ett S: We are waking jokes, St'fh pre tirawiet piotutts. Dialogue ,4dapation reacher sotqts gituationsht whu.h .f,itutip,rag play nrele8requiring the *dee on and me, dbx np.propeietvra,uptitgopro effiTtine fox example: ROltgti"Sitgs tii)thestoretobuyapiece d b make 4 table den. need to know the airoinsios of 08taillIttCOStofthe cloth, color) zn ono statioot do thehuyingt. one student will act as the mot:irttuna stodent willhe the storekeeper. The class willlistenagerecord any missing informa - tion and any in3tructions thatarenotclan r. I BOARD OF EDUCATION OF THE CITY OF NE4 YORK LANGUAGE DEVELOPMENT PROJECT 110 Livingston Ctreet - Brooklyn, New York Helene M. Lloyd, Assistant Superintendent Eugene C. Gibney, Director TRANSF CRMAT I ONAL GRAMMAR (Sometimes called Transformational-Generative Grammaror Generative Grammar) by E. L. Mackelduff, Demonstration Teacher Owen Thomas rephrases Norm Chomsky's definition of language to suit the English teacher's purposesas follows: "The English Language is madeup of an infinite number of sentences. Every individual sentence, however, is finite in length. And every sentence is constructed from a relatively limited number of elements." GRAYEAR: "No speaker could possibly produce this infinite number of sentences. But all speakers have some method of understanding completely novel sentences never spoken before, which means they must have a way of 'determining' all of the infinite number of sentences. In other words, rules that generate or determineare actually generalizations about language which permita native speaker, among other things, to evaluate the grammaticality of any novel sentence." "it;e can illustrate these facts with relativeease. Most, if not all, of the following sentencesare novel; that is, they have never been spoken or written before: Sentence 1.3 My sister,an eminent orthodontist, is kaordinatGly fond of pickled snails. Sentence 1.4 Gertrude, whyare you throwing those party hats into the river? Sentence 1.5 Every college in Australia should offera course in how to prepare peanut butter. "These examples are all perfectly good English sentences, andwe can 'understand' what theymean even though they are probably unique. However, we also recognize that the following sentences, whichwe have all heard, are not well-formed sentences in the socially prestigious dialect:" Sentence 1.6 *He don't getnone. Sentence 1.7 *He and him did it. Sentence 1.8 *He hadn't ought to do it. (Thomas uses the asterisk to denote sentences which are not grammatical or well-formed.) "Any grammar, through its generative... power,should tell us why the first three sentences, though novel, are nonetheless grammatical. The second three sentences are not part of the prestige dialect but belong rather to the 'grammar' of a socially disadvantaged dialect." (Thomas, pp. 8-9) TRANSFQRIvIATIONAL GRAMMAR (Continued) - 2 TRANSFGRMATION: "Briefly, ...we may say that a transformation is a rule which rearranges various elements that occur in English sentence." (Thomas, p. 9) FLEXIBILITY: "Language is extremely flexible. Take, for example, the difference between declarative and interrogative sentences. If we set out to de- sign a language, we would certainly want to be able to ask questions in that language. But would we recognize the wide varieties of possi- bilities available to us in asking .questions?Suppose we have a sentence: Sentence 2.3 My roommate was quietly eating sunflower seeds in class today. We can interrogate the subject, object, and verb: Sentence 2.3a Who was eating sunflower seeds? (subject) Sentence 2.3b What was my roommate eating? (object) Sentence 2.3c What was my roommate doing in class today? (verb) We can also interrogage the adverbs of time, location and manner: Sentence 2.3d When was my roommate eating sunflower seeds? (time) Sentence 2.3e Where was my roommate eating sunflower seeds? (location) Sentence 2.3f How was my roommate eating sunflower seeds? (manner) "These kinds of questions... canbe called "wh-questions" since (with the obvious exception of the irregular form "how") they all begin with one of the "wh"-words:who, what, when, where." "But we can also ask a variety of questions that can be answered with a "Yes" or a "No."Sentence 2.3g is the so-called "regular yes/no Question." Sentences 2.3h and 2.3i are known as tag Questions. And Sentence 2.3j, which has a rising inflection as if the person speaking were incredulous, called an echo Question." Sentence 2.3g Was my roommate quietly eating sunflower seeds in class today? (regular yes/no) Sentence 2.3h My roommate was quietly eating sunflower seeds in class today, wasn't she? (negative tag) Sentence 2.3i My roommate wasn't quietly eating sunflower seeds in class today, was she? (positive tag) Sentence 2.3jMy roommate was quietly eating sunflowers in class today? (echo) Thomas does not include among his examples the negative question, which is the third transformation used in the San Antonio Project, grades 1-3. An example, using his structure, is: Wasn't my roommate quietly eating sunflower seeds in the classroom today? (negative question) TRANSFORMATIONAL GRAMMAR (Continued) - 3 - BIBLIOGRAPHY Primary source: Thomas, Owen, TRANSFORMATIONAL GRAMMAR AND THE TEACHER OF ENGLISH, Holt, Rinehart and Winston, Inc., USA, 1965 Secondary sources: Lado, Robert, LANGUAGE TEACHING: A Scientific AroachMcGraw-Hill, Inc., USA, 1964paperback, approx. $3.00 Moulton, William, A LINGUISTIC GUIDE TO LANGUAGE LEARNING, Modern Language Association of America, USA, 1966 (paperback, $1.50) Agenda #9(Revised) BOARD OF EDUCATION OF THE CITY OF NEW YORK LANGUAGE DEVELOPMENT PROJECT 110 Livingston Street - Brooklyn, New York LANGUAGE DEVELOPMENT PROGRAM WORKSHOP TEACHERS NEWLY ASSIGNED TO THE PROJECT WORKSHOP SESSION NO. 9 Chairman: Mr. Eugene C. Gibney, Project Director AGENDA 1. Excerpts from Retention in Reading f Disadvantaged Mexican-American Children during the summer Months by Richard P. Arnold, University of Texas at Austin 2. Coding the SEDL Training Film a- Types of Models b- Transformations Open cues Closed cues Materials to be Distributed: 1. Guide Booklet #2 2. Guide Booklet #3 3. Excerpts from Retention in Reading of Disadvantaged Mexican-American Children During the Summer Months by Richard D. Arnold, University of Texas at Austin BOARD OF EDUCATION OF THE CITY OF NET YORK Language Developnent Project 110 Livingston Street- Brooklyn, NewYork Helene M. Lloyd, Assistant Superintendent Eugene C. Gibney, Director SELF GUIDED ANALYSIS PROCEDURES The training system contains: 1) a teaching manual, 2) a training film, 3) a program of interaction codes designed for use with the training film and with video tapes made of the individual teacher, and 4) the Video Tape Recording System. The system is designed to prepare teachers to imple- ment the program. 1-Video tape recordings of project lessons will be made according to a schedule. On the sane day that a teacher is video-taped, he will view his tape and analyze it by means of the interaction codes. The result- ing profiles, when compared with the models in the Guide Booklets, will tell the teacher how well he is doing and how far he mustgo to attain the skill level represented in the booklet. 2- Periodically thereafter, teachers will be retaped. After each taping the teachers will use the interaction codes to analyze their own per- formances. Comparison of successive profiles will tell the teachers how far they have progressed since the first taping and how much further they must move to reach a competency level. 3- At regular intervals, or as needed, the director and the demonstration teachers will conduct workshops at which participating teachers will: 3.1- Review and discuss their growing insights into the teaching strategies as revealed through the use of the interaction codes. 3.2-Discuss their growing understanding of the curriculum materials as revealed through successful or unsuccessful use. 3.3-Discuss and attempt to resolve common problems. 3.4- Share creative ideas regarding the employment of the teaching strategies, elaboration and supplementation of the curriculum materials, management of the classroom, etc. 4- Orientation meetings will be held in the individual schools and plans will be made with the administrations of the schools to implement the above. EUGENE C. GIBNEY Director Language Development Project CAOIMIBOOKLEii DISTRIBUTION AT WORKSHOPS .... ,... PS 10214 3/17/69 3/17/69 s 3/24/69 4/21/69 00/69' PS 96M 3/12/69 3/26/69 4/16/69 PS 180M , 3/12/69 3/26/69 4/16/69 4/16/69 4/30/694/30/69 PS 19K 3/20/69 3/20/69 3/27/69 3/27/69 . PS 17K 3/13/69 3/18/69 3/27/69 3/27/69 PS 396K 3/18/69 4/17/69 4/17/69. . . PS 175K 3/1.1/69 3/25/69 5/6/69 5A/69 i . PS 156K 3/11/69 3/20/69 4/15/69 4/15/69 APPRIDIX B STAFF AND STAFF MEETINGS IMUAGZ DEVELCPAM: PROJICT Organisation and Administration now Chart 1 11 1i BOARD110 LivingstonOF EDUCATION Street OF - Brooklyn, THE C#2 OF EDINew York YORK Name AkEttAn AddressLmnmaleDeveloltajsalest No. DirectorSecretary EugeneEvelyn C. Liff Gibney 30022 ParkwayWortnan Drivo,Avenue, Westbury, Brooklyn, N. Y. N. Y. 11207 Tam-Ilene516-ED272-9672 4-2531 DemonstrationTeachers MissMrs. Ruth Cal heron Penman 132626 Ludlow East 78thSt., Street,Apt. Brooklyn, 2, N. Y. 10002 N. Y. 11236 10462 CA863-2713763-7502 3-7404 Hrs.Mrs. Aida Helen Nora Spevack Priscilla. Whittier1680140.Cadnan Hall, Plaza Room W., 842, Metropolitan Avenue, BroOklyn, N. Y. 11201 Bronx, N.Y. 870-4501834-;.1473 BilingualTeachers Mrs.Mrs. Eleanor Ada DiScipio Mackelduff New957 York, - N. 67th Street, Brooklyn, Y. 10027 N. LI N.Y. 10027 1230 Amsterdam Ave., N. Y. 11220 AC745-1691 2-8116 Kr.lassMiss Arthur Isabel Pilomena Ni3ves Velez Fonte 21e7-533001d. Claremont 55th Kvenue,St., Apt. 97th Street, Woodhaven, 2D, N. Y. N. Y. 1142110019 VI247-219:. 6-3a8 BOARD OP EDUCATION City of New York Language Development Project, Room 918 110 Livinrston Street Brooklyn, New York SCHOOL ROSTER School Principal Address Itl No. Dist.Sul 156K Robert Gofter 104 Sutter Ave. 11212 385-1915 Saul I. Siet 175K Abraham Bompey 226 Bristol St. 11212 345-7727 Saul I. Slot 396K David Marcus 110 Chester St. 11212 498-513C Saul I. Siet 11K HaroldSimon 206 N. 5th St. 11211 367-2929 Ralrh Brandt 19K garry Levine 325 S4 3rd Street 11211 387-6554 Ralph Brandt 96M Charles Liras 216 E. 120th St. 10035 876-5252 MartinW.Ftl 10214 Bernice 11. Peebles 315 E. 113th St.10029 534-3:0'40 Martin U.Frt 180.1 Max Weinstein 370 W. 120th St. 10027 6663500 NathanJacobt DISTRICTSITI'DIL:721:DENTS Dist. 17 Mr. Saul I. Siefral Assistant Superintendent 2 LindonBoulevard Brooklyn, N. Y. 11226 Dist. 14 Mr. Ralph Brande Assistant Superintendent JES 49 223 Graham Avenue Brooklyn, N. Y. 11206 Diet. 4 Mr. Martin J. Frey AssistantSuoer.:..anuent PS 125 cr' 123rd Street ',Ir.! York, N. Y. 10027 Dist. 5 Dr. Nathan Jacobson Assistant Superintendent PS 75 300 W. 96th St. New York, 1 .Y. 1OC25 ..- 'I . . ASSIGNMENTS M T W TH F DEMONSTRATION TEACHERS Mrs. Mackelduff PS 17K PS 156K PS 175K PS 156K PS 175 Mrs. Mora . PS 102M -- _...... -., . . Mrs. Spevack PS 19K Miss Calderon PS 96M PS 180M . . . Mrs. Perlman PS 396K . . SPANISH-SPEAKING TEACHERS . . . . Miss Velez PS 102M Mrs. DiScipin PS 19K Mr. Nieves PS 19K / Miss Fonte PS 17K \ . ...... , . . . , SURD OF EDUCJCTON OF THE CITY OF NEW YORK 110 Livingstm Street- arooklyn, New 'York Language Development Project Minutes of Demonstration. Teacher _Feet iemmx.21.1.1262 Present:Mrs. Helen Spevack, Mrs. Aida Mora, Miss Ruth Calderon, Miss Isabel Velez, Mrs. Helene Lloyd, and Mr. Eugene Gibney. 1. Mrs. Lloyd spoke with the group in the morning and made the following points: 1.1.There are evidences of growth at P.S. 102.K. la. Mrs. Lloyd was pleased with P.S. 17-K and P.S. 1940 1.3.The big factors that were observed were the spirit of the teachere, the interest of the supervisors, and the definite progress of the children. 1.4. Miss Velez, Mrs. DiScipio, and Miss Calderon will form the Spanish- speaking teacher team at P.S. 102-M for training purposes. Mrs. Mora will continue with the English portion at P.S. 102-M. 1.5.Mr. Gibney will be at P.S. 102-M on Lenday, February 3, 1969 in the morning in order to get the training pros. am etarted. 1.6.The probleza of teaching Spanish we: le discussoa, such as sub-stz.ndard Spanish- 'speaking youngsters and time. 14. Mrs. Lloyd mentioned Emma reasons for a bilingual program. 1.7.1. Research has shown that English language learning can MVO ahead more effectively with instruction in Spanish or French for the Spanish or ?renal-speaking children. 1.7.2. Higher status is awarded to the parents by their children through the instruction in their langusze. 1.7.3. The Regents of the State ofNewYork are very interested in the bilingual approach. 1.8.Suggestions for improving the program were made: 1.8.1. Use more creativity. 1:8.2.Increase the tempo of the lessons. 1inutes of Meeting- January31, 1969 Page 2...... asio 1.8.3.Vary the patterns of the language. 1.8.4. Use substitution drills. 1.8.5. Use games to arouse interest, such as the detective game. 14.6% Add qualifying words, such as larger and smaller. 1.8.7, Developa reading vocabulary utilizing the oral patterns. 1.8.8. Display charts of the patterns. 2. The demonstration teachers oriented Miss Velez to the program and explained the language development techniques. Spanish lessons were given to Miss Velez and the training program for Monday wus organized. 3. Organization sheets listing the experience of each teacher in the program are needed for P.S. 17-K and P.S. 19-K and the other echools in Brooklyn. 4. All class lists have been received, except for P.S. 396-K, P.S. 156.K, and P.S. 175-K. 5. Spanish will be taught to each selected class five days a week for a period of 25 minutes each day. 6. All teachers were reminded toenail their ditnonstrati:n se,-;edules in for February. Spanish teaching s,;hedules ::test be mailed also. 7. General tiras allotm,ants weredecidedon by th.e. gm;,lig) Unit Two-diraanzionalshapes should to finished by the end of February. Unit II.4Three-dimensional shapes begins March 1 and should be completed by April 18. Unit III- Change begins April 21 and should becompleted by Xay 9, 1969. Unit IV-Setsand Theirilitubers begins they 12 and should be completed by Zune 27, 1969. 8. Demonstration teachers were urged tIrMr. Gibney to do the following: 8.1. Pick up the tempo and pace cf the le'sscne. 8.2.Adjust review to fit the needs of the child. 8.3.Encourage normal choral response and discourage shouting. Minutes of Meeting- January 31,1969 Page 3. 8.4.Have children turn to the class and speak. 8. Euphasize the fluid rhythm of speech. 8.6.Encourage display of materials and language patterns in the classroom. 8.7. Build an awareness in the teachers for correct standard English in their models.Try to eliminate O.K. and awright as teacher responses to correct language patterns given by the children. 11.8. EaThasize the importance of correct pronunciation and articula- tion by the teacher. 8.9. Encourage teachers to be "actresses" and to show vitality when teaching. 8.10. Demonstrate substitution, backyard buildup, begin :IL:1z reading, displays, faster tem;o, and directed dialope. 9. In-school training was discussed and Mr. Gibney and the group made the following points: 9.1. Schools should be selected more carefully. Not cnly should tha district superintenient anl the principal be irwolved but also the teachers Wao wuld ha-..e to implement the program.The pro- gram sholad 'be explain their support should 1:e 9.2.Train the school supervisors at 2 or 3 workshops or at a suramer institute. The school coordinator should attend the Leadership Training Conference. 9.3. An attempt should be made to get volunteers in the program first. Then the principal can fill in with other assignments. The volunteer nucleus would be helpful in reducing teacher resistance. 9.4. Implementation of the video tape recorder system should prove helpful. There will be some problems. One is the care of the equipment in each school and the o.i.eration of it in the clar.sroom. Another is the extra time which will be required of the teacher to view and code her own lessons and then compare hers to a model. Teachers are very reluctant to spend.extra time. 9.5. Intervisitatl.on should be encouraged so that teachers can see how others have implemented the program. Minutes of Meeting - January 31, 1969 Page 4. 9.6. Inter-school visitation would be useful, too, and may be one way of reducing resistance by teachers in some schools. 9.7. Video tape of actual lessons should be collected and then used for training purposes. 9.8. Demonstration teachers and Spanish-speaking teachers should be involved in summer workshops or leadership training since they play a key role in teacher-training. 10. The meeting was adjourned at 4:45 P.M. ; Eugene O. Gibney Director Language Development Project 1k BOARD OF EDUCATION OF THE CITY OF NEU YORK 1 110 Livingston Street - Brooklyn, New York Language Development Project Helene M. Lloyd, Assistant Superintendent Eugene C. Gibney, Director DEMONSTRATION TEACHER MEETING - February 28, 1969 In attendance: Mrs. Mora, Miss Calderon, Mrs. Spevak, Mrs. Perlman, Mrs. Mack- elduff, Miss Velez, Mrs. DiScipio, Mr. Nieves MORNING AGENDA 1. Select a chairman and a secretary.The chairman will please lead the con- 9.. ference and the secretary will take notes. 2. Is there a need for maintaining planbooks by demonstration teachers and Spanish-speaking teachers? Discuss. 3. Note the length of the school day in each of the schools in the project. 4. Note the schools on the extended day- extraforty-five minutes. Is this optional or mandatory? 5. Note the method used to record attendance at the various schools. Be specific, such as name the school and the method used at that school (time card,visitors' book, etc.) 6. Please discuss and present recommendationsas to the role of the demonstration teacher at workshops. 7. Discuss the role and present recommendationsas to the role of the Spanish - speaking teachers at workshops. 8. Please recommend supervisors and/or key teachers you would recommend inviting to attend a summer leadership workshop and/or a curriculum writers workshop. 9. Please prepare a rough draft ofa one or two page fact sheet in Spanish and English to give to parents. From your knowledge of the parents, determine the vocabulary level. 10. What are your recommendations or suggestions for implementing the Video Tape Recording System and Self-Guided Analysis in the project schools? 11. What are your recommendations for ensuring that the teacher willcover a certain number of lessons a week? 12. Please fill out monthly summary reports (Mrs. Liff will supply forms). 13. Study responsibilities of the Spanish-speaking teacher. Are there any sugges- tinns for revision? AFTERNOON AGENDA 1. Explanation of the morning meeting at P.S. 180-M. 2. Discussion of the morning atenda. 3. The assignments of the Spanish-speaking teachers. 4. Assignments of Mrs. Perlman and Mrs. Mackelduff. 5. Progress reports - visit to P.S. 96-M on March 10, 1969. 6. Xc,r4ox materials order VTR order Norelco order Aog f i .rv 44. 1' BOARD OF EDUCATION OF THE CITY OF NEW YORK 110 Livingston Street - Brooklyn, New York Language Development Project Helene M. Lloyd, Assistant Superintendent Eugene C. Gibney, Director Minutes of the Meeting of Demonstration and Spanish- Speaking Teachers February 28, 1969 IN ATTENDANCE: Mrs. Aida Mora, Miss Ruth Calderon, Mrs. Helen Spevack, Mrs. Priscilla Perlman, Mrs. Eleanor Mackelduff, Miss Isabel Velez, Mrs. Ada DiScipio, Mr. Arthur Nieves and Mr. Eugene C. Gibney A.M. Chairman - Ruth Calderon Secretary - Aida Mora 1. In regard to maintenance of planbooks by demonstration teachers and Spanish-speaking teachers, the consensus was as follows: a. Teacher mobility requires the demonstration teacher to begin anew in her demonstrations. b. Demonstration teachers covering three grades and three manuals are already transferring lessons on to cards in order to remember lessons 4nd patterns to be developed. c. It is impossible to memorize all lessons and to keep up with different classes that move at their own speed. d. The manual is the plan. e. The Spanish-speaking teachers follow plans as outlined in themanual and construct materials. Their lesson plan is the manual also. 2. The length of the school day in each school is outlined below: SCHOOL EXTENDED DAY SCHEDULE OPTIONALMANDATORY METHOD FOR RECORDING TIME P.S.396-K 8:15-3:20 X Time card 19-K 8:10-3:15 X Time card 17-K 8:10-3:15 X Visitors Book 175-K 8:05-3:10 X Time card 156-K 8:10-3:10 X Time card 96-M 8:15-3:20 X Time card 180-M 8:15-3:20 X Visitors Book 102-M 8:15-3:20 X Visitors Book 5-X 8:15-3:20 X Time card Meeting of Demonstration and Spanish-Speaking Teachers February 28, 1969 (continued): - 2 3. Demonstration teachers will keep logs on demonstrations and observations, noting teachers' techniques and difficulties and the lesson number. Spanish-speaking teachers will keep a record of what lessons have been taught to the children in the classes assigned. 4. WORKSHOPS a. New teachers have workshops that they must attend- teachertraining which is mandatory for the first year. Teachers therefore consider the language workshop a burden. b. Common conference time should be arranged to clarify common problems, exchange ideas and materials, and to encourage teachers to develop materials. c. Lunch time meetings or meetings during school time are recommended in order to insure teacher attendance. d. Workshops will be arranged at the optimum time as determined by the teachers and administraticn of the individual schools. This is already being done at P.S. 180-M, 96-M, 17-K and 19-K. 5. The Spanish-speaking teachers and their role at workshops: a. Lead discussion about the differences in pronunciation of certain sounds such as clusters of consonants or words ending in a lonsonant. Spanish words usually end in a vowel.Those ending in a consonanttake ES end- ing in the plural. b. If a particular sound is causing a great deal of problems in pronuncia- tion, isolate-the sound and drill, then return to the regular lesson. Mr. Gibney has materials which provide pronunciation drill in the form of rhymes or songs. c. Spanish-speaking teachers will make necessary corrections in Spanish language patterns, such as the use of esto, instead of este, esta and correct syntax. 6. Teachers and supervisors recommended for summer leadership workshop and/or curriculum writers workshop: Mr. Gibney Mr. Krupp- 175-K Miss Turok 19-K Mrs. Mackelduff Mr. H. Weil - 396-K Mrs. Holmes - 156-K Miss Isabel Velez Miss Magdalia Romero-96-MMiss Eustace - 96-M Mrs. Ada DiScipio Mrs. S. Selikson- 102-M Mrs.Scaglione- 96-M Mr. Arthur Nieves Mrs. Galamison-156-K Mrs.McKenney - 180-M Miss Ruth Calderon Miss Lerer 19-K Mrs.Schenker - 5-X Mrs.Aida Mora Miss Roth - 19-K Mrs.Maiwald - 17-K Mrs. Priscilla PerlmanMiss Daure-396-K Miss Iris Cohen-175-K Mrs. Helen Spevak Mrs. Winkler - 19-K Meeting of Demonstration and Spanish-Speaking Teachers February 28, 1969 (continued) - 3 - 7. Recommendations or suggestions for implementing the Video Tape Recording System and Self-Guided Inalysis in the project schools: The problem is mainly one of time. Some teachers say they will not give prep time or lunch time to viewing and coding their taped lessons. They have enough to do to plan lessons and make materials. Recommendations or Suggestions: a. It is possible to use the Spanish-speaking teacher time as a means of freeing the classroom teacher to code her lessons--and only at those times. b. A cluster teacher might be used for thesame purpose. c. The demonstration teacher- as a last resort - could be used so that the regular teacher could view and code her lessons. 8. Other problems in regard to the VTR are: a. Security over the equipment. Scheduling the equipment into the classrooms. c. Obtaining personnel who can use the equipment and video tape lessons in the classroom. d. Training the personnel in the use of the equipment. e. Establishing responsibility in the schools for security, maintenance and scheduling. 9. It is almost impossible to insure that teachers will cover a planned number of lessons a week. There can be no minimum or maximum. We must distinguish between "doing the program" and doing a lesson. Some lessons must be re- peated over and over again until the children get the patterns. 10. Duties and Responsibilities of the Spanish-speaking teacherswere studied by the group and accepted without additions or revisions. 11. Spanish-speaking Teachers' Assignments: I Miss Isabel Velez - P. S. 102-M Mrs. Ada DiScipio - P. S. 19-K 1 Mr. Arthur Nieves - P. S. 19-K i Miss Filomena Fonte - P. S. 17-K 12. Mrs. Priscilla Perlman is assigned to P. S. 396-K five daysa week, full time. Mrs. Eleanor Mackelduff is assigned to 175-K and 156-K two daysa week for each school and to P. S. 17-K each Friday. Mrs. Helen Spevack will be responsible for P. S. 19-K only and will givemore demonstrations for the weaker teachers plus be able to construct more materials foruse in the classrooms. 13. Materials have been ordered from Xerox for schools in the project. These materials are used with the AAAS Science lessons whichare the basis for the Language Development Project science lessons. One kit will be shared by two teachers and Mr. Doppelt of Xerox will help with teacher training in the proper use of the kits. Meeting of Demonstration and Spanish-Speaking Teachers February 28, 1969 (continued): - 4 Video Tape Recorder Sys.hems tic-ye been ordered- one for each school. The testing component devised with the help of Norelco, will be delivered shortly and tested by Dr. Bolger in schools not involved with the project. Mrs. Aida Mora Secretary Pro Temp 1 BOARD OF EDUCATION OF THE CITY OF NEU YORK 110 Livingston Street - Brooklyn, New York Language Development Project Helene M. Lloyd, Assistant Superintendent Eugene C. Gibney, Director AGENDA-DEMONSTRATION TEACHER and SPANISH-SPEAKING TEACHER MEETING- March 28,1969 A.M. SESSION- 1- Discussion of Training Techniques and Materials 2-Spanish-Speaking teachers meet with Dr. Bernardo 3- Fill out monthly reports. 4- Demonstration Teacher logs a- Standard form 5-Spanish-speaking teacher logs a- Standard forn P .M. SESSION- 1- Rpport on progress in the schools! a- lessons covered b- time spent (regular teacher) c- creativity d- support by administration e- Spanish-speaking element f- attitudes 2- San Antonio Class Visit to New York City a- tentative plans b- suggestions for use of time in New Ynrk c- gifts, etc. 3- April visitation to classrooms 4- Equipment a- testing systems b- VTRS c- tape recorders d- Xerox materials 5- Mid-year Report 6-Next year's program (discussion) a- positions b- materials c- training d- trips BOARD OF EDUCATION OF THE CITY OF Ni E YORK Language Development Project 110 Livingston Street-Brooklyn, New York Helene M. Lloyd, Assistant Superintendent Eugene C. Gibney, Director Minutes of the Meeting of Derf.onstration and Spanish-Speaking Teachers March 28, 1969 IN ATTENDANCE: Mr. Arthur Nieves, Mrs. Eleanor Mackelduff, Mrs. Priscilla Perlman, ,Mrs. Helen Spevack, Mrs. Ada DiScipio, Miss Filomena Fonte, and hr. Eugene C. Gibney ABSENT: Mrs. Aida Mora and Miss Isabel Velez I. TRAINING TECHNIQUES AND MATERIALS Teachers took the morning session to fill out report forms and to exchange ideas found to be successful in training teachers and developing materials. Mrs. Perlman has rexographed different shapes on colored construction paper. The children cut them out themselves and keep them. They take better care of them when they feel they are their own. Flash cards are used often. fl:eacher aides are used to make supplies such as cut-outs for flashcards and writing the patterns on the back of the flashcard. Lesson identification is also put on the back. Later these cards can be used as speed review material. The frames of shapes are used also. Children trace shapes with their fingers. A huge Mr. Shapes was constructed by Mrs. Perlman. It is like a puppet in that arms, legs and head can move. A magic wand pointer has been used also to help focus attention on a particular word in a pattern. Substitution drills have .been found to be effective in building vocabulary. Changing one item in a pattern helps reinforce that pattern at the same time. Some difficulty has been encountered with "have" and "has.' The Spanish-speaking teachers havebeen using a lot of conversational Spanish as a warmup type drill. They talkabout St. Patrick's Day, home, and the weekend, for five or ten minutes. Songs such as Frere Jacques with Spanish lyrics and Simon Says (Simon Dice)are used to heighten interest, build vocabulary and provide for a breakin the lesson. Minutes of Meeting of March 28, 1969 (continued)'. - 2 Materials found useful Geo Squares- made by Sigma Enterprises, Inc. Box 15485 Denver, Colorado 80215 Filmstrip - Signs, Shapes and Stories Two or Three frames are good to make overlays for use on the overhead projector. The -Do's and Don'ts of Audio-Lingual Teaching", distributed by Blaidell Publishing Company, Waltham, Mass. This is a very useful pamphlet and should be read by every Demonstration Teacher and Spanish-speaking Teacher. One question came up. The English as a Second Language Teacher takes out the Spanish-speaking children for English lessons in PS 17K and PS 175K and PS 156K. She is reinforcing the use 9)f "they are' and we are working on °they're." It was suggested that both te used. II. Visitors Forms were distributed to all those present. III. Progress Reports- English Segment a) PS156K- working on lessons6 to 8 PS175K - working on lessons 6 to 15 PS396K- finishing lessons 7 and 8 PS17K - working on lessons 4 to 7 PS19K - working on lessons 3 to 8 PS180M- working on lessons 10 to 12 -grade 1 3 and 4-grade 2 PS102K - beginning Unit II- 3D shapes- grade1 working on lesson 4 - grade 2 Note: Lesson 2 in grade 2 requires 6 to 7 weeks to complete. b) PS 19K is on short session- a four and a half hour day. c) All teachers know the hour is required in order to implement the program properly. d) Demonstration teachers should urge teachers to use the hour regularly. This can be broken up into 15 or 20 minute intervals depending on class attention span. e) The use of a graph as a record of class and teacher progress through the course of study was discussed.Mrs. Mackelduff is using this device with her teachers. The lesson number and dates are the two elements of the graph. f) The shapes have been correlated with art and musical patterns. Shapes have been cut out of wallpaper also. Minutes of Meeting of March 28, 1969 (continued): ... 3 - IV. Progress Reports - Spanish element a) In order to conserve the time of the classroom teacher, it is possible to schedule the Spanish lessons during the regular teacher's preparation period. This will help to allay the teacher's fear of the loss of classroom instruction time. b) PS 19K - working on lessons 7 to 8 Mrs. Ada DiScipio Mr. Arthur Nieves PS 17K- working on lesson 4 Miss Filomena Fonte PS 1021- working on lesson 9 Miss Isabel Velez V. Report on Attitudes PS 396K- evidences of good attitude to the project. The enthusiasm of the supporting administration is aiding the progress. PS 175K - Some problems indicated by lack of recognition by the administra- tion. More support from Mr. Bompey and Miss Cohen would help progress. PS 156K Attitudes are satisfactory. PS 17K - Evidence indic&tes gnod attitude. PS 96M- In general, attitudes are good. There are thr;_a reluctant teachers but the majnrity are accepting the program. PS 180M- The program is going muchbetter. PS 19K - A pressured felling because of the time required was rep.rted. VI. Suggestions for Sources of gifts frr San Antonio class= Scholastic Book Service Silver Burdette Puerto Rican Commonwealth Development Program National Conference of Christians and Jews Childcraft Pioneer Bus Co. and Trailways were recomended for use by the San, Antonio class during its visit. VII. Equipment - Video Tape Recording System a) Sme objectionswere raised by Mrs. Spevack to this aspect of the project: a.1 Equipment is arriving too late. a.2 Model lessons do not provide for individual differences among classes. b) The other schools and demonstration teachers have found interest and some enthusiasm for the Self Guided Analysis feature. anutes of 1.ieeting of March 2E., 1569 (continued) - 4 VIII. Suggestions for Next Year's Pro ;rain a) Possibility of using, some cluster positions for the English element. b) Expansion of demonstration teacher positions. c) Expansion of Spanish-speaking teacher positions. d) More and better training films should be developed for use at workshops. e) More inter-school visits for training purposes. f) 2-D shapes should be more plentiful and produced in different colors. IX. The meeting adjourned at 4 30 P11. EUGENE C. GIBNEY Secretary for the Meeting BOARD OF EDUCATION OF THE CITY OF NEU YORK 110 Livingston Street-Brooklyn, New York Language Development Project Helene M. Lloyd, Assistant Superintendent Eugene C. Gibney, Director TESTING MEETING for Demonstration and Spanish-Speaking Teachers May 14, 1969- 100 PK AGENDA 1- The Ott Test 2-Orientation to the Testing Equipment 3- Test demonstration 4- Workshop a-Setting up the equipment 5-Tentative schedule of tests a-Spanish component b- English component 6-Need for Demonstration Teacherand Spanish-Speaking Teachersummary reports and schedule. 7-Check of classes in theproject now with those that took LCI test. EUGENE C. GIBNEY Director Language Development Project BOARD OF EDUCATION OF THE CITY OF NEW YORK 110 Livingston Street- Brooklyn, New York Helene M. Lloyd, Assistant Superintendent Eugene C. Gibney, Director RESPONSIBILITIES OF THE SPANISH-SPEAKING TEACHER February 1969 Prepared by Eugene C. Gibney, Project Director 1. TO SUPERVISORS, PRINCIPALS, ASSISTANT PRINCIPALS 1.1 Establish rapport. 1.2 Explain rationale of theprogram. 1.3 Work with the assigned supervisor. 1.4Maintain records of lessons taught to each class. 1.5 Attend staff conferences during theyear to explain the Spanish portion of the program to the entire staff and to build support for the program. 2. TO TEACHERS 2.1 Establish rapport. 2.2 Explain the rationale of the bilingual aspect of theprogram. 2.3 Demonstrate the techniques used in the Language Development Project while the regular teacher is in the classroom. 2.4 Keep records of lessons taught. 2.5 Schedule Spanish lessons to fit the schedule of the regular classroom teacher. 2.6Demonstrate the use of the Teacher Education Package (Video-tape unit), as a self-improvement device. 2.7 Explain to teachers in the project that visits will be made to the schools during the year by the staff of the Southwest Educational Development Laboratory and by the director. Instruction--in Language Development should be given during such visits. 3. TO PUPILS 3.1 Establish rapport with the pupils involved in theprogram. 3.2 Teach Spanish to the pupils in the classes assigned. 3.3Enhance the position of the regular class teacher in the Language Development Project throughyour attitudes and remarks. 3.4Praise pupils for making real progress in learning standard Spanish patterns. 4. TO PARENTS AND COMMUNITY GROUPS 4.1 Explain the values of the program in either Englishor Spanish, or both. 4.2Build parental support for theprogram through personal contacts and through meetings with groups of parents. Responsibilities of the Spanish-Speaking Teacher (continued): - 2 5. TO THE DIRECTOR 5.1 Submit a plan for the Spanish lessons which will be given in each class. The name of the teacher, the time, day of the week and room number should be part of the plan. 5.2Submit a progress report monthly on the forms which will be provided. 5.3Report to the director any special problems which might endanger the success of the program. 5.4 Report to the director both positive and negative reactions by parents, pupils, teachers or supervisors with the view that this will help over- come objections and aid in the dissemination of information toSEDL. 5.5Meet with the director on a regular monthly basis to discuss problems and to develop improved plans for coordinating and implementing the program. The suggestions and comments of Spanish-speaking teachers are solicited. 5.6Help with the planning of in-service training of new teachers to the program and teachers with some training, especially in the area of the teaching of Spanish. 6. SUMMARY The Spanish-speaking teacher is an important member of the Language Development Project staff. He/she makes the program bilingual in nature and the responsibility for the teaching of Spanish rests solely on her/him. It is most important that a sound professional and interested posture be manifested at all times. Good human relations is part of this posture. What the Spanish-speaking teacher does in the school will be discussed by all the teachers, not only those in the project. Let us give them good, positive and exciting material to talk about in a constructive way. You will be an example. Just as we insist in our program that children hear and repeat perfect models, so should the Spanish-speaking teacher be an excellent model for the pupils who are under her instruction and to the teachers of these children. I am confident that you will do a fine job. EUGENE C. GIBNEY Director Language Development Project 1.-- ( 1 APPMIX C SPECIAL ACTIVITIES i j 1 BOARD OF EDUCATICN OP THE C1TY OF NEVI YORK .110 Livingstcn Street-Brooklyn, New York Lancuage Development Project Helene M. Lloyd, Assistant Superiatendent Eugene C. Gibney, Director March 14, 1969 TO: All Principals, Teachers and Coordinators in the Language Development Project CM EUgene C. Gamy SUBJECT: Video Tape Recording Systems One Video Tape Recording System has been ordered for delivery to your school for use in relation to the Language Development Project. This equipment will be used by the teachers in a teacher-training program based on a Self-GuidedAlmalysis. The equipment is very expensive and will remain in your school as long as you are part of the project. Please alert your custodian and the coordinator of the project in the school to the expected delivery of this expensive equipment in order that adequate security measures can be taken to prevent damage or thett after it is delivered. It will be necessary for me to meet with the principals, coordinators and demonstration teachers in each school to discuss the scheduling of the equipment into classrooms, the time factorand personnel involved.These arrangements will be made through youroffice. As you know, the teachers in the project are now being trained in coding techniques. Vrnen the equipment arrives, teachers will be instructed In its use during language development workshops. Your cooperation in receiving the equipment and taking security measures for its safekeeping is appreciated. Sincerely, ..0t4 0 7 to CC. /ti/k JI tttb." WC*.C. GIBNEY DiPector Language DevelopmentProject Approved: HeleneN. Lloyd,Assistant Superintendent BOARD OF EDUCATION OF THE CITY OF NEW YORK 110 Livingston Street-Brooklyn, New York Language Development Project Helene M. Lloyd, Assistant Superintendent Eugene C. Gibney, Director TENTATIVE MANUAL OF INSTRUCTION for OPERATING TESTING EQUIPMENT 1. Preparing for projection: 1) Set up the screen. 2) Place carousel atop projector so that the indicator on the right side of the projector is aligned with the "0" on the carousel. 3) Insert the Plug; turn left-hand power switch on. 4) Turn on the projector by flipping the black switch up to the -Lamp" position. 5) Insert the black plastic tube containing the lens. 6) Adjust the focus by turning the knob on upper right front. 7) After focusing return black switch on projector to "fan' position. 2. Preparing for pupil recording: 1) Load tapes in each recording unit for pupils. a. Have identifying information entered on tape before seating pupils; this should include NAME, SCHOOL, CLASS, DATE. b. Seat children approximately two feet apart. c. Tell children; 'When we are ready to begin, I will put my headset on. That will be my signal for you to get ready. I will also raise my hand. You raise your hand, too. We'll keep our hands raised until we begin to hear a sound. Then we will lower our hands. If you do not hear any sound, keep your hand raised and my helper will fix your headset.' Practice this once with the children.You should try to listen closely and follow the directions. Talk into the microphone on your headset. d. Place th9 AUDIOPAK COMPACT CASSETTE into the pupil recorders so that the tape is on the left hand reel. e. Close the metal cover of each pupil recorder. f. While pressing down on the red button to the left of each pupil recorder, push the black starter forward until it locks. 2) Plug in head sets and give one to each of the seven children plus one for yourself. a) Red prong enters red receptor; silver prong enters black receptor. b) Place head set on each child (your assistant should do this and adjust head sets for children so they don't slip). 3. Preparing the Audio Equipment; 1) Slide forward the gray door atop the MASTER AUDIO RECORDING UNIT. 2) Insert the MASTER TAPE. Note: Be sure tape is in proper starting position on footage indicator (see special instructions). 3) Press forward black starter unit until it locks forward. 4) Put your head set on to monitor the program thereby insuring the unit is on. 5) Now raise your hand in accordance with statements made in 2.1.c. 6) Your assistant should alert the children to do the same. 7) Flip up RECORD - START SWITCH. 8) Have your assistant nonitor children, checking that all hands eventually drop thereby indicating proper reception. 4. During the test' 1) Supervise the children and react to individual problems such as falling head sets. 5. After the test: 1) Remove all pupil cassettes and store in a safe place. 2) Remove head sets. 3) Return children to the educational assistant for escorting to the classm(gl. .J M ..* r: J .14,11,,,S; to. o BOARD OF EDUCATION OF THE CITY OF NEW YORK Language Development Project 110 Livingston Street - Brooklyn, New York Helene M. Lloyd, Assistant Superintendent Eugene C. Gibney, Director To: All Principals, Coordinators and Teachers in the Language Development Project From: Eugene C. Gibney, Director SubjectzUrban Aid Education T.V. Program. A first grade class from PS 102M deuonstrated the language development techniques on Channel 25 on May 8, 1969, with their teachers, Miss Pellettieri and Mrs. Mora. The prograia will be televised on Channel 25 at the following times; May 15- Noon and 3 PM May 16- 2:30PM The San Antonio class will give a demonstration lesson on Wednesday, May 21, 1;30-3 30 PM, in the Hall of the Board, 110 Livingston Street, Brooklyn, New York. The teacher of this fifth grade class froze the Carvajal School, San Antonio, Texas, will demonstrate the use of the language development techniques in teaching English to non-English Speaking pupils. It is hoped that each school in the project will send at least three or four teachers to observe the lesson and to discuss the techniques with the teachers from Texas. All principals and coordinators in the experimental schools are invited to attend also. j The trip fro:i your school to '110° is short compared to the trip taken by this class. Let's fill the Hall of the Board for this event. Sincerely, , . Syr , E'Ut.TEW GIBNEY' Director Language Development Project ECG:EL 5/12/69 CC: Helene M. Lloyd Assistant Superintendent BOARD OF UCAT ION 011 1111E C1? OF NV YORK rzi rcE OF THE SUPERINTENDENT OF SCHOOLS 110 Livingston Street - Brooklyn, Haw York 11201 leggazzgarm.9,,L.trawr, paggLsamoti.Dxseussiow Placa: Hell of Board of Education Ti me: 1:30 to 3:30 p.m. Participants; Pupils and Staff Carvajal Elementary Shoot San Antonio, T'exas hairman: Helene M4 tloy4 A a is teat: Superintendent tMUM= WM 8411 Antonio Schools Southwest Educational Development Laboratory The New York State Education Department Other Special Guests New York City Public Scheitols .TACKGROUND IMAM! ION 3 DEMNSTRATION LESSON tts. Sylvia Sutton, Teacher, and Class, Carvajal Elementary School Artie - Science Subject - Rotation and Angular Speed (Use of Bilingual Approach) 4, DISCUSSION BOARD OP EDUCATION OP THEera OFNEW YORK OFFICE OP THE SUPERINTENDENT OF SCHOOLS 110 Livingston Street - Brooklyn, New York 11201 PARTICIPANTS IN DEMIST "MN-DISCUSSION San Antonio Independent School System -.0 Southwest Educational Development Laboratory SAN ANTONIO SCHOOLS Mr. E. Oscar Rakala, Deputy Superintendent Mr. Josue Gonzales, Director Bilingual Program ildpp Wilhema Long, Principal, Carvajal Elementary School Miss Johnnie Maly, Teacher Mrs. Mae Greathouse, Teacher we, Cleo N. James, Teacher Mrs. Sylvia Sutton, Teacher 28 Children, Class 5.1 SOUIMUIST EDUCATIONAL DEVELOPMENT LABORATORY 4ft.s. Rercilia Toicano Mrs. Alma Gregory NEW YOU STATE EDUCATION DEPARTMENT Mrs. Esther Weaker, Asst. Director, Urban Education Program Vt. Carlos leret, Bilingual Education Program NEW TOPIC= PUBLIC SCHOOLS Dr..Bernard E. Donovan, Superintendent of Schools Mrs. Helens M. Lloyd, Assistant Superintendent Xt. Eugene Gibney, Project Director 1A.8.2§4.11hOtttim Mr. Martin Frey, District Superintendent Mr. Charles Hires, Principal (Acting) Inc. Arnold Flicker, Coordinator Lia.124jdEgAME. Mr. Martin Frey, District Superintendent Mrs. Bernice Peebles, Principal Mrs. Shirley Selikson, Coordinator Dr. Nathan Jeccbson District Superintendent Mr. Max Weinstein, Principal Mrs. Gloria McKenney, Coordinator Mr. Ralph Braude, District Superintendent Mr. Harry Levine, Principal Mrs. Anita Bergman, Coordinator PAICICIPMS.M DENDOTRAT/ON-0DISCVSSION... PAM2., NEW YORKCM PUBLIC SCHOOLS School-Pistrict Staff -- (Continued) 4.t.cga1, District Superintendent Mr. Ro'z).,rt Cater, Principal Mrs. Gladys Calamison, Coordinator 2.4.s...1254.13.22.1/43472 Mr, Saul Siegal) District Superintendent Ple, Abraham Bompey, Principal Hiss iris Cohen, Coordinator L.E.,0.2.214.10.01.41114.1. Mr. Saul Siegal, District Swerintendent Mr. David Marcus, Principal Mr, Harvey Will CoordluAtor LIAILLAWALES. Mr. Ralph Brande$ District Superintendent Dr. Harold Simon, Principal Miss Helen Mhiwald, Coordinator Demonstration Teachers-- Mrs. Mackelduff, P.S. 175, 156$ 17 Brooklyn or Mrs. Mora, P.S. 102 Manhattan Mrs. Spevacki P.S. 19 Brooklyn Miss Caldezon, F 960 180 Nachattan Mrs, Perlman, P.S, 396 Brooklyn or Spanish-Speaking Teachers -- Miss Velea, P.S, 102 Mhnhattan Mts. DiScipio, P.S. 19 Brooklyn Mt. Keyes, P.S. 19 Brooklyn Miss note, P.S. 17 Brooklyn BOARD OF EDUCATION OF THE CITY OF NaJ YORK 110 Livingston Street - Brooklyn, New York Language Development Project Helene M. Lloyd, Assistant Superintendent Eugene C. Gibney, Director TO! All Principals, Coordinators and Teachers in the Language Development Project FROM Eugene C. Gibney, Director SUBJECT: Demonstration Lesson Channel 25 San Antonio Class This is to advise that the demonstration lesson by Mrs. Sylvia Sutton and the Carvajal School pupils will be tapedon May 20, 1969. Dr. Donovan and, possibly, Mrs. Swanker will be involved in the introduction. You will be able to view the lessonon Channel 25 on Thursday, May 22, 1569, and Friday, May 23, 1965, at 1230 PM. It is requested that arrangements be made to have teachers in the project this year and perhaps tnachcrs whomay be involved next year, view the lesson. I an sure they will find it impressive. ,. , . - / EUGENE C. GIBNEY Director Language Development Project 5,16.69 CU 1 M. T1,,ya, Ralph Brande, District Superintendent Martin Frey, District Superintendent Nathan Jacobson, District Superintendent Saul I. Siegal, District Superintendent Bernard Friedman, District Superintendent