DOCUMENT RESUME ED 080 205Oct 71 71p. Wisconsin State Department of Public Instruction, 126 Langdon Street, Madison, Wisconsin 53706 (Limited number of copies available free of charge)

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Even, M..0..Building Foundations for Educational Change.Wisconsin State Dept:. of Public Instruction,Madison..Bureau of Elementary and Secondary Education(DHEW/OE), Washington, D.C.Oct 7171p.Wisconsin State Department of Public Instruction, 126Langdon Street, Madison, Wisconsin 53706 (Limitednumber of copies available free of charge)

EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS. Art Education; Career Education; *Community Programs;

Curriculum Development; *Early Childhood Education;*Educational Innovation; *Educational Programs;Individualized Instruction; Learning Disabilities;Motivation; Special Education; Special Programs;*State Federal Aid

'IDENTIFIERS Elementary Secondary Education Act Title III;Wisconsin'

ABSTRACTThis document describes 48 educational projects

implemented for 1971 under Title III of the Elementary and SecondaryEducation Act. The goal of Title III is to stimulate new and *provededucational practices and to determine their effectiveness. WisconsinE.S.E.A. funds were designated for 4 major areas: (1) innovativeprograms, (2) establishment of educational 'centers, (3) specialeducational programs, and (14 guidance, counseling, and testing..(DP)

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TITLE III, E.S.E.A.rA- r

VVisconsin Department of Public Instruction

William C. Kahl i Superintendent

BUILDING FOUNDATIONS

FOR EDUCATIONAL CHANGE

.

4.

FOREWORD

The goal of Title III, Elementary Secondary EducationAct in Wisconsin is To stimu:ate new and improved

educational practices and to :Jetermine their effective-ness. Local educational agencies are encouraged andsupported in their efforts to develop and introduceinnovative programs, demonstrate worthwhile practicesand utilize research to resolve critical educationalproblems.

A major thrust of Title III is to encourage throughdemonstration the adoption of innovative and exemplaryprograms. Thus it is important to disseminate infor-mation which will create an awareness and widespreadknowledge of these programs.

It is the purpose of this publication to describe the

projects currently in operation and funded underTitle Ill. We hope you may find it useful in identi-fying programs which may contribute to your effort forthe improvement of educational opportunities.

William C. Kahl

Superintendent of PublicInstruction

1

6,-

TABLE OF CONTENTS

History of Title 111, E.S.E.A.Provisions for Program FundsTitle III, E.S.E.A. Wisconsin Projects 1971 Fiscal Year 3

Jo Drugs, Narcotics, Alcohol and Tobacco Have a Place in Your Life? 4

Individualized Training/Retraininc (.enters to Facilitate Individual- 6

ization of InstructionFostering Motivation in Young Children: PATROL 8

Undertanding Wisconsin Our Home IC

Wisconsin Consortium for Individualized Learning 12

Jefferson-Cultural Arts Program 14

Child I:onservation Center 16

IndiviJudlizing Learning Through Media 18

The Initiation of a Full-Range Special Education Organization for the . . . 20

Rural Areas of CESA #11, Utilizing a "Cluster of Schools" Approach

A Pre-Vocational Tnrust in General Education 22

An In-Service Model thai Will Equip English Teachers to Effect Curric- . 24

ulum ChangeIn-Service Program in Intergroup Relations 26

K-12 Environmental Education Curriculum 27

A Cluster System Approach to the Problems of a Large City School System . . 28

continuing Education and Supportive Services to School Age Mothers 30

Special Education - Instructional Materials Center 32

Planning an Early Adolescent Educational Program: Model Junior High .34

SchoolProject Right Start 36

Staff Development Project in Creativity 38

A Prescriptive Instruction Center for Chi!dren with Serious Learning . . . 40

and/or Adjustment DifficultiesFacilitation of the Development of a Systems Approach to the Manage- . .

42

ment of Educational ResourcesPlanning Individualized Learning Experiences 44

Self-Monitoring and In-Service Training to Improve Educational Processes 46

Family Life Education47

Tutors for Special Disabilities 48

Strategies in Early Childhood Education 50

Comparative Cultures 51

Individualized Foreign Language Program 52

impact Innovative Methods Promoting the Advancement of Creative 54

Teaching of Orthopedically Multiple Handicapped and Mentally

Retarded Children

Northwest Wisconsin Regionai Education center - #I, #2, & #4, 56Area "A"

I-C-E Instruction, Curriculum Environment - CESA #3, #8, & #9, 57Area "B"

Regional Education Center Area "C" - CESA #5, #6, & #I1 58Operational Structure for Improving Vocational Education in 59

Region "D" CESA #7 & #12Educational Center Area "E" CESA #10 & #I3 60Individualization of Instruction A Change Agent Model for Schools .31

in Area "F" CESA #I4, #I5, & 'I7Southeastern Wisconsin Regional Education Center Area "G" ...... - . . o2

CESA #16 & #I8Metro-Research and Planning Services CESA #I9, Area "H" - 63Terminating Projects 64

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HISTORY OF TITLE III, ESEA

In 1965, the Congress of theUnited States oassed the Elementaryand Secondary Education Act provi-ding for massive federal aids to ed-

ucation. Included in the Act was

provision for Title III. The U.S.

Office of Education in its Title IIImanual stated that the purpose ofTitle III is to develop imaginativesolutions to educational problems;to more effectively utilize researchfindings; and to create, design, andmake intelligent use of supplemen-tary centers and services.

Primary objectives are to trans-late the latest knowledge aboutteaching and learning into wide-spread educational practice and tocreate an awareness of new programsand services of high quality -chatcan be incorporated in school ty-o-

grams: Therefore, Title III seeks

to:

(I) encourage the development

of innovations;(2) demons'rate worthwhile in-

novations in educational practicethrough exempiery programs; and

(3) supplement existing pro-grams and facilities.

In !968, the Congress shiftedmajor responsibility for administra-tion of Title III from the U.S.Office of Education to the states.In Wisconsin, the Department of IPdb-

lic Instruction was designated asthe state education agency responsi-ble for administration of Title III.Offices are located at 126 LangdonStreet, Madison, Wisconsin.

Following the ground rules es-tablished by Congress and implemen-ted through the U.S. Office of Edu-cation, a State Plan for E.S.E.A.Title III has been developed.

The State Agency has also de-veloped two manuals and material toassist local educational agencies tooevelop innovative programs to meetcritical educational needs in their

ereas. Since 1968, ninety-six (96)projects have been funded by TitleIII, E.S.E.A., in Wisconsin.

The Program Administrator forTitle III in Wisconsin is Russell S.

Way. Other staff include WilliamBowman, Educational Center Coordina-tor; Doris M. Cook, Program Consul-tant; Mary Jane Even, Director ofDissemination; and Frances Kimmey,Program Consultant.

PROVISIONS FOR PROGRAM FUNDS

The goal of Title III is to

stimulate new and improved education-al practices and to determine theireffectiveness.

Allocation of Title III fundswithin 'he state have been desig-nated in these major areas:

1. Not less than 50 per cent ofthe state's allocation whi be usedfor innovative, exemplary or adap-tive programs by local education a-gencies.

2. Nol more than 37 per cent ofthe state's available funds will bedirected toward the establishmentand suppprt of educational centers.

3. Not less than 15 per cent ofthe total allocation will be uti-lized for special programs for handi-capped children. The kinds of pro-grams which are appropriate forfunding under this category arethose which meet the special needsof handicapped ch'Idren, defined as:

2

educable mentally retarded, hard ofhearing, seriously emotionally dis-turbed, crippled, or other health-impaired children who, by reasonthereof, require special icationor related services.

4. Guidance, Counseling andTesting has been added to ESEA, Illas a designated program area. This

action follows Congressional amend-ment during 1969-70 which resultedin a merger of the National DefenseEducation Act, Title V-A (NDEA, V-A)with the Elementary and SecondaryEducation Act, Title II' (ESEA, Ill).

The present program for guidance isknown as ESEA, Ill - Counseling,Guidance and Testing. The minimumprovision for funding under Guidance,Counseling and Testing is desgnatedby Statute to be: "A state shall

expend for Title V-A, NDEA purposesin any fiscal year through FY - 1973an amount at least equal to 50 percent of the amount expended fromFederal grant funds by that State inFY 1970 for the purposes of TitleV-A, NDEA."

(

There were forty-eight projectsin Wisconsin in fiscal year 1971.Of these forty-five were operation-al projects and three were planningprojects. Fifteen of these pro-jects terminated during the period.

Of the total n'nety-six pro-jects funded in Wisconsin since1968, over seventy percent havebeen continued by local funds upontermination of federal fundiAg.

Further information regardingall projects, publications andavailable material may be securedfrom the State Title III, E.S.E.A.office, Department of Public Instruc-tion, 126 Langdon Street, MadisonWisconsin, 53706.

Phone: area code 608-266-2459.

3

TITLE III, PEA

WISCONSIN

PROJECTS

1911

FISCAL

YEAR

Do Drugs, Narcotics,

Alcohol and Tobacco

Have a Place in Your Life?

The Cooperative EducationalService Agency #8 region is no dif-ferent from other areas of the stateor nation in that it faces a veryserious social challenge - -drug a-

buse. Arrests and student surveysshow that the problem is acute and.growing. The youth know what vari-ous drugs will do for them - -but not

what the drug will do to them.

A CESA #8 survey of 1,140 stu-dents in grades 7-12 in fourschools in May of 1970 indicatesthat:

. 4.6% use marijuana more thaninfrequently.

. 58% use beer more than infre-quently.

. A small number of students- -

about 16 % -- experiment with other

drugs.

. The so-called "drug culturegroup" myth is destroyed in thisparticular survey. The respondentswere evenly divided as to the typeof individual who uses drugs.

. The smaiier rural communitieshave a higher percentage of studentsdrinking beer, but fewer using drugs.

4

. 53% of the students feel thatthe taking of drugs satisfies afeeling of belonging to their

"group.". 56% do not feel that laws

--rtaining to drug abuse should be

more lenient.. 56% feel that drug users are

crying for help. What can we do at

school or home to aid this situation?

The intent of the project, be-

gun in 1969, is to initiate a total

community educational program with

three goals: (I) a staff improve-ment program, particularly in the

area of communication skills, inter-

personal relations, as well as thefactual knowledge of-drugs and the

areas of concern; (2) timely curric-

ulum development in K-I2 grades inthe area of social studies' in orderto provide meaningful learning ex-perience in drugs, alcohol and to-bacco in its proper sequence; (3) acommunity adult drug education coun-cil to develop an awareness and tocoordinate the local agencies' ef-forts being made, to meet this chal-

lenge to our youth. A valuable by-

product will be to develop a region-

al (CESA located) wide informationcenter on drugs to be available to

all schools.

Students, teachers, administra-tors, social agencies, parents andspecialists are involved in design-ing a model curriculum.

One highlignt of this project,and a source of real need, is knowl-edge and communication skillsteachers will receive in inservicetraining and resources available toassist them to effectively speak

0 with students about drugs, al.coholand tobacco.

The focus on a coordinated com-munity effort with adult seminars

Amalik series for parents, etc. will give

teachers support for the curriculum.tolo.Cevelopment of improved channels of

communication between parents andchildren will be emphasized. Local

resource people, such as law enforce-

felL, ment officials, social workers andexperts in rehabilitation and univer-sity resource people, such as mem-

5

Project virector:

',Ir. Carl A. Strassburg

LLSA #8107 North Douglas StreetAppleton, Wisconsin 54911

Operational Year: 1/1/71-8/31/71

bers of University Hospital Staff,will be directly involved.

There are now 4 full-time pro-fessional instructors serving as in-service leaders in the variousschools in CESA #8.

Procedures include Saturday and

after school information sessions forteachers, summer curriculum work-shops, adult community programs andextensive evaluation. Drug educa-

tion wil' become part of the regularcurriculum and taught in an ongoing

sequence.

The problem did not arise over-night nor can we correct it over-

night. Its solution necessitatestotal community involvement. The

program will be operating at its op-

timum level in about three years.

This will require mach work by manycitizens, teachers, consultants, andcivic and social organizations.

Individualized Training/Retraining Centers

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Project Uirector:

Mr. Greg McElweeProject Interact1155 orth 10th AvenueCeaarburg, Wisconsin 53012


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to Facilitate Individualization of Instruction

INTERACT ;s a teacher retrain-ing project under E.S.E.A. Title IIIas a cooperative venture between thepublic school systems of Cedarburgand Franklin, Wisconsin.

Its primary function is to con-duct training and retraining of ele-mentary school teachers and adminis-trators in the techniques of indivi-dualized instruction. Individuali-zation requires redefining and re-structuring the role of the teacher.The programCis designed to teachskills and techniques needed for a

program of individualization. Thegoals of the individualized pre- andinservice training are to helpteachers develop skills in: (I) di-agnosing needs of children, (2) plan-ning appropriate individualized in-struction, (3) identifying and de-veloping appropriate instructionalmaterials, (4) working in a differ-entiated staff setting, and (5)continuously evaluating their ownadequacies in meeting the needs ofindividual children.

INTERACT has two operativephases. The objective of the firstphase is to develop programs of in-

dividualized instruction at Robin-wood School in Franklin and Park-view School in Cedarburg. Bothschools operate, K-5 programs in amulti-unit setting. During thisperiod, intensive retraining activityof the two school staffs will beundertaken.

The intent of the second phaseof INTERACT is to capita1ize on theefforts expended at the Parkview andRobinwood Schools by establishingthem as Teacher Training and Retrain-ing Centers for individualized in-struction. During this period,teachers and administrators from theproject area (greater MetropolitanMilwaukee) will come to the centersto assist in program design, to ob-serve, work with the Center's Staffs,

and to participate in training cyclesdesigned to help the participant ac-quire skills necessary to implement

individualized instruction,.and toevaluate the training effects.

Though the second year of theproject has almost completed evalua-tion of the implementation of In-dividualized Instruction proceduresby teachers, inservice training andplanning design are still In process.Demonstration Centers will not be inoperation before the end of 1971.

Fostering Motivation in Young Children:

Project PATROL is an innovativedynamic approach to preserve theachievement-motivation of their pre-

school children. The strategy gives

parents a structured situation toobtain important information andshare with each other experiencesabout their children.

The project provides a base up-on which other education programscan be built. Because of the pro-ject, these parents will have an in-tegral role instead of having anauxiliary function in the education

of their children.

PATROL is pre-school education.

The prc5lem of motivation iswell known throughout our school

systems. It is a problem which ap-pears to defy solution, though manyhave been researched.

A survey, conducted in the Co-operative Educational Service Agency#3 area in Wisconsin which includesMenominee, 0:onto, Marinette, Forest,Florence, and Shawano Counties inthe northeastern corner of the State,showed that a significant number ofchildren were entering kindergartenwithout the motivation needed for

achievement. These children were

plagued with difficulties arisingfrom a lack of skills, as well asfrom a lack of "wanting to learn."This made the teaching task next toimpossible.

A committee was assianed to de-

velop a proposal dealing with theseproblems. PATROL was desigt.eu; a

pilot study was conducted and evalu-

ated. This project is currently in

its first year of operation.

PATROL is based on two 4-heories(I) t t motivation is the result ofan identification process related tothe "significant other" in a child's

life and a desire for self-competency;(2) that groups of people with likeinterests meeting with set goals,and leadership with high positivevalence, will acquire attitudes ben-eficial to the stated goals and ob-jectives.

Its goals are to nourish, pre-serve and rekindle achievement-moti-vation in pre-school children.PATROL believes that a child learnsbest by following the encourammentgiven by significant people in his

life -- usually his parents. Also, it

is felt that the pre-school educa-tion should have its base and mostof its content within the environ-ment of the home. Content for the

project- is the normal development of

a child. Methods shown aid parents

to enhance this development in day-

to-day activities.

The objectives are that parents

will: learn how to appropriatelystimulate their children accordingto developmental age; identify proper

8 developmental environment for their

PATROL

.17::!:

their children; aid their childrenin the development of social skills;

.provide children with a variety oflearning experiences; enhance self-concept of their children. Alsothat kindergarten teachers will dem-onstrate a knowledge of characteris-tics of motivated children.

The project begins by looking,sociometrically, at the geographicarea that supplies children to onekindergarten class. A pre-school

parent who is a natural leader isselected, recruited and trained.This parent, in turn, recruits otherparents to form a group and meetregularly. They discuss observationand interaction techniques; work onhome-curriculum tasks which aid theirchildren to be motivated towardlearning. 9

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When one group begins in aschool district, others form from it.Kindergarten teacher is loca: advisorand insures follow-through whenPATROL child enters school.

To integrate PATROL into thecommunity, Child Motivation Centralis storefront on Main Street) pro-vides parents consultative adviceand has a play area for kids.

Project Director:

Mr. Thomas B. BluettCESA #3Municipal BuiiaingGillett, Wisconsin 54124


Understanding

Wisconsin

Our Home

10

UNDERSTANDING WISCONSIN CURHOME is a Title III project whoseprogram is designed to provide ele-mentary classrooms of Wisconsinwith visual aids which stimulatediscussion and motivate further in-quiry into the Geography of ourstate. The project follows theguidelines of the Wisconsin State

DPI instruction bulle+in "A Concep-tual Framework for the Social Stud-ies."

The visua, aids consist of aseries of sixteen I5-minute instruc-tional television lessons with ac-companying manual designed to help'elementary teachers improve Wisconsin

Social Studies.

The videotaped lessons do notattempt to provide classes with atotal Wisconsh Geography curricu-lum but rather to begin the week's

study. The teacher manual providessuggestions and gives resource mate-rial with which the 4th or 5th gradeteacher may build a full week of

study if desired.

The teacher planning-writingcommittee spent the first threemonths of the project year studyingthe needs of Social Studies teachers,methods of writing behavioral objec-tives, and techniques of TV produc-

tion. This study was supervised byconsultants from Wisconsin StateUniversity-Oshkosh and Russell Widoe,Project Director. The remainder of

the year was spent in planning andwriting the individual lessons andaccompanying material for the teach-

er manual.

Brian Schmidlin, TV teacher, a-long with other committee membersand consultants, made an extensivesearch of existing visual materialswnich might be incorporated into theTV-series. Mr. Schmialin was cha-ged.With-the responsibility of editingthis material into the lessons andbooking the films Or slides on aschedule to match the videotaping

sessions. He was also the liaisonbetween the committee and the WLUK--D4 cinematographer responsible formaking the new, film for the project.

Videotaping has been done incolor for the broadcast series. The

committee and staff realize thatmost schools are without color re-ceivers now, but hopefully the serieswill prove of sufficient value towarrant use from some years, andmore color sets will undoubtedly bepurchased.

Upon completion of initia! stu-dio videotaping, lessons were copiedon I" videotape for use in pilotstudy in classrooms at Baird School,Green Bay; the Sevastopol ElementarySchool; and the Campus School at WSU-

Oshkosh. Miss Lucille Gleissner wasin charge of the CESA No. 9 areapilot study, and she designed thepre- and post-tests and supervised

classroom use of the lessons. Whereindicated, the lessons were editedto include changes called for by thepilot use.

Subjective evaluations, such aspupil interest, were included withobjective testing in making decisionsreaarding the effectiveness of thevideotapes. Extensive editing andrepairs were made on many lessonsafter pilot viewing.

The final evaluation of theseries will be made in the field bythe pupils and teachers using thebroadcasts and manuals.

The tapes were in use during1970-71 school year on Channel II,

WLUK-TV, Green Bay; WHA-TV, Madison;and the closed circuit TV system ofthe Milwaukee Archdiocese.

Project Director:

WT.. Russell WidoeNEWIST

Post Office Box 7711Green Bay, Wisconsin 54303


The submittal agency for thisproject is the Green Bay PublicSchool District, although there arefour school districts involved. Theother districts are those in Neenah,Madison and Oshkosh.

The stated purpose of this pro-ject is "to support individualiza-tion of learning at the secondarylevel through a consortium effort of4 school districts with major empha-ses upon behavioral change in teach-ers and students, and appropriatechange in curricula."

The 4 school districts haveformed a consortium to develop anddisseminate methods and materialsfor individualized learning at thesecondary level and to conduct staffdevelopment programs. It is antici-pated that reciprocal advantages willresult from a joint effort in mate-rials development.

The project began in 1970 andis completing its second year of op-eration.

Staff members are developinglearning activity packages based up-on behavioral objectives in all areasof English, social studies, mathemat-ics and science. Sourcebooks forstudents and teachers are being com-piled and will contain examples ofindividualized instructional andcurricular approaches to serve asguides toward self-initiated learn-ing.

12

0Learning Packages are called

"Unipacs:" Different levels of UNI-PACS have been prepared to meet the

specific needs of students at a spe-

cific grade level. This providesthe more able student the optior ofworking in quest or enrichment ac-tivities. The less able student willbe presented materials geared to hislearning level so he may better un-derstand the material presented. Thelearning materials are structured forindividual and independent use.

To meet the project goals, 75staff members from within the Consor-tium participated in 3 days of in-service on individualized instructionwith some emphasis on development ofa model and construction of unipacsand 15 days of actual constructionof the learning activity packages.

Opportunities were also present-ed during the writing portion of theproject for inter-school and inter-district communication, clarifica-tion, and help. Some participantsworked individually, some wrote asteams. Their output consisted ofmaterials which, if used properly,will allow students to progress with-in the curriculum at rates consistentwith interests and abilities. Oppor-tunities to use one another as re-sources are of high significance.Plans include an exhange of all mate-rials within the Consortium.

Evaluation of the learning pacsis taking place as teachers use them

Wisconsin Consortium

for

Individualized

Learning

in the classroom, obtain reactions,and observe student progress. Uponcompletion of the project, thelearning packages will be placed ina bank for retrieval by the four dis-tricts and other schools.

13

Project Director:

Mr- `Jerome Whitehouse1520 South Point RoadGreen Bay, Wisconsin 54303


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Edgar Degas

Jefferson Cultural Arts Program

14

Project Director:

Mr. Vincent LiaJefferson Public High School700 West Milwaukee StreetJefferson, Wisconsin 53549


this project has as its goal tocreate and demonstrate an exemplaryschool-community program for smalltown districts serving larger ruralareas in the domain of the culturalarts, i.e., art, music, drama andcreative writing.

One of the best ways to buildccmmunity support for the schools isto bring the community into inter-a&ion with the school programs onas broad a base as possible. The

cultural arts have long provided anopportunity for such interaction interms of art, music, and drama.

Jefferson has no drama club, nocommunity music or art associationsand is isolated by distance from ac-cess to such groups in larger cities.The presence of cultural opportuni-ties in a school community basis willprovide school youth, and similarcommunities, the opportunity to in-teract with cultural and performingarts at an influential time of theirlives.

There are four objectives of theproject based on these needs. They

are: (I) to provide a cultural artsprogram in which the school and com-munity populations are given the op-portunity to actively interact withthe craftsmanship requirements of thecultural and performing arts; (2) toprovide a progar' in which the wiseuse of leisure time in pursuit of thecultural and performing arts is aparamount consideration; (3) to pro-vide for improved community-schoolrelations by creating a vehicle with-in the school for community self-expression in the cultural and per-forming arts; and (4) to provide a

15

program of activities with the com-munity which will give the school-aged generation the opportunity toexperience a variety of exploratoryexperiences in the cultural and per-forming arts to the end that theywill eventually become discriminatingproducers and consumers of the thingsof culture.

The Arts Program was designedto provide activities for school-aged.generation in the JeffersonSchool district both public andparochial. The program also providesactivities for the adults within theschool district and the unique fea-ture of the program is the school-community interaction which will takeplace.

A goal is to create the neededsensitivity for the arts so thatschool curriculums will be expandedto include arts activities in theschools. Both participator and non -participator activities are planned.

The activities are provided inthe areas of visual arts, drama,music, creative writing, and theallied arts. Exhibits, demonstra-tions, lectures, films, and fieldtrips are integrated with the work-shops which stress active participa-tion in the arts. Inservice trainingsessions are scheduled for bothschool faculty members and communityleaders.

Child Conservation Center

The project purpose was to de-velop a systematic approach to meetthe educational needs of learningdisabled children in the school dis-trict. Some children with averageintelligence were not progressing inschool as well as they could, andthis resulted in their frustration.They may have had problems in read-ing, speaking or writing which couldnot be solved through regular class-es. It was oecided these childrenneeded a specific program which issuited to their individual problemsand needs.

STudies support the need forpsychological teams to provide pro-grams in special instructional fa-cilities for children with iearningor behavior problems who do not fitinto conventional special educationprograms.

A center was developed to pro-vide specific programs to compensatefor disabilities so that the childcould succeed In a regular class-room. The center provided special-ists who evaluated the learning dis-abled child, prescribed teachingneeds, developed and carried out in-dividual educational programs pre-scribed by the diagnostic team foreach child.

Children were referred by class-room teachers for comprehensive eval-uation by the diagnostic team. A

16

child we: admitted to the Center if

it was felt he needed services over

and above those available in the reg-ular classroom. Classes in theCenter were comprised of six to tenfy;pils who follow individually pre-scribed academic programs. Observa-tion rooms, workshops and seminarsoffered intensive inservice and pre-

.'.vice t-aining. For children notadmitted to the Center the team work-ed with the classroom teacher to de-velop a specific program.

The Center staff also trainedstaff in the school district to rec-ognize learning disabilities.

Several programs were initiatedto meet the inservice needs of theprofessional staff members of theschools in The area. Four worksho'sessions were held through the sum-mer of 1970. Two additional sessionswere offered at the Center. Theseworkshops were held to acquaintschool personnel with the various as-pects of learning disabilities. A'total of one-hundred seventy-six pub-lic and private school teachers andadministrators completed the earlierworkshops.

Another essential facet of theinservice portion of the project isto encourage classroom teachers tovisit the Center to observe the pro-gram utilizing specially constructedfacilities. Teachers are able to see

V

applications of the specialized ma-terials and techniques which theymay be able to incorporate intotheir own classroom activities.

All phases of the Child Conser-vation Center are being evalAated asan integral part of the project.Continuous educational monitoringsystems have been developed and areconstantly being revised. As a partof the three year program outsideevaluation services were contracted.These services have proven to bevery beneficial in refining programdiagnostic and remedial procedures.

During the planning phase andthe first operational year, theChild Conservation Center was under-written fully with,Title III, E.S.E.A.funding. As the second operationalproposal was being negotiated, theState Department of Public Instruc-tion suggested that part of thestaff costs could be funded utili-zing funds from the Division forHandicapped Children. Since theCenter is a project for the handi-capped, the services are eligiblefor 70% state reimbursement.

17

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An evaluation of the project in-dicated that the Center provided pro-grams for 180 children during 1969-70.

The significant oumOer of chil-dren whose disability has been re-mediated is evidence of the effec-tiveness of the diagnostic-prescrip-

tive approach to instruction for thelearning disabled child. Many casehistories are on file which indicatethe type of intervention used at theCenter is effective where othertechniques have failed. This typeof remediation is admittedly expen-sive. However, if effective inter-vention is achieved at an early agethe returns to the individual andsociety will far outweigh the initialfinancial investment.

Project Director:

Mr. Joseph Turpin625-52nd StreetKenosha, Wisconsin 53141


Individualizing Learning Through Media

This Title III, E.S.E.A. pro-ject has been honored by the U.S.O.E.for its exemplary program in "Indi-vidualizing Learning Through Media."The project, with students in the4th, 5th & 6th grades, has had asits objectives to enable rural areateachers to more nearly meet fhe in-tellectual needs of the individuallearner through development of aninstructional program making maximumuse of instructional media in large,small and individualized learningsituations; ....to develop teachercompetency in the use of instruc-lk:nal media; ....to make instruc-tional media...available to ruralarea teachers and students (van car-ried equipment as needed to ruralschools); to bring about adoption...procedures in CESA #11.

Twenty-five rural schools dem-onstrated a program which makes max-imum use of instructional media inlarge group, small group, and indi-vidualized learning situations.

One elementary school in each

district of a Cooperative Agencyparticipated. The teachers of afourth, fifth and sixth grade withineach school functioned as a teachingteam. Each team has a paraprofes-sional instructional assistant and a

clerical assistant.

An instructional materialscenter was established in each parti-cipating school. An agency instruc-tional materials center cooperates 18

with a university audio-visual centerto provide added services.

for a program of individualiza-tion to be successful, teachers musthave competence in formulating be-havioral objectives and in selectingand preparing instructional materials.

Inservice sessions and a six-

week workshop develops teacher com-petency in use of instructional media,writing of objectives, designing oflearning experiences, and evaluationand selection of media.

In evaluation, these points werenoted. There is continued evidencethat media is being used by the stu-dents either individually or in small

groups. Students use audio-visualequipment and materials on their own.Taught by teachers to develop skillsof operat;ng and maintaining equip-ment, students use both 16 & 8 mmfilms, overhead and slide projectors,tape recorders, filmstrip and opaqueprojectors "very efficiently and bus-inesslike." Students also make theirown transparencies. The van opera-ting between schools has effectivelyfacilitated equipment availabilityin all schools. The bus operated be-tween schools twice weekly to bringequipment from IMC-Central.

Teacher competency to write ob-jectives an(' to use instructionalmedia was reflected in their abilityto write clear and accurate objec-tives and in the increased utilize-

.41

A

tion of various types of media byteachers and students.

During the 1969-70 year, an ex-tensive effort was made to determinethe effects of the individualizationupon the students. In October, 1969,all students were given the completebattery of California ComprehensiveTest of Basic Skills. Re-tests weregiven in April, 1970. Briefly, theresults computed by subject area,demonstrated significant differencesin most areas (T-Tests of means used).

Areas tested included reading,arithmetic, language, and studyskills. 19

4

Nib

The goal of Title III is tostimulate new and improved education-al practices and to determine theireffectiveness. This project wasbased on needs in CESA area and hasbeen evaluated to be exemplary in itseffectiveness to meet those needs.

Project Director:

Mr. Roland SolbergCESA 1111

La Crosse County Court HouseLa Crosse, Wisconsin 54601

Operational Year: 7/1/70- 6/30/71

The Initiation of a Full-Range

Special Education Organization

for the

Rural Areas of CESA #11,

Utilizing a "Cluster of Schools" Approach

4

This project is designed to or-ganize a full range special educa-tion program for the rural areas ofCESA NIL All of the schools in theagency will be grouped into clusterswhich will be large enough to pro-vide the student numbers to justifya full range special education pro-gram with emphasis on secondary edu-

cation.

Each cluster will have a fullrange program for the mentally re-tarded youngsters. At the secondarylevel a prescriptive type of programwill be initiated by which studentswith special learning difficultieswill be identified and served. Ex-

isting programs su_h as work-stlidyprograms, secondary M.R. rooms andremedial rooms will be utilized.Basically the secondary program willprovide for a more clinical approachto the learning difficulties of the

students. Personnel will be pro-vided within each cluster of schoolsto provide these services. This will

consist of lower and upper elementeryeducable classrooms and trainableclassrooms.

Centralized administration willbe provided at the CESA level. This

will consist of the employment of

one administrator- coordinator whowill be provided with the necessaryclerical assistance. Other suppor-

. tive services will include speehtherapy, psychometric testing, and

psychological services which will be

avaiiable on a c)ntract basis.

The administrator-coordinatorwill be responsi ; for all aspectsof the.project. In each cluster of

21

schools the chief school administra-tor or his appointee will make up anexecutive committee to solve prob-lems that might arise within that

cluster.

There will be adequate flexi-bility within each cluster to permitvariation and the inclusion ofspecial programs which may be pres-ently in operation. This project

will make use of other programs,such as a remedial reading p--ject,to the widest extent possible. To

that extent it is designed to pro-vide the framework wherein the pro-vision of full range services is Pos-sible.

The geographical area is largelynon-urban with only one large local

district. A cooperative approach isnecessary to provide a student enrol-ment which justifies a complete .

special education program.

All of the public school K-I2districts make some orovision forhandicapped students although in somecases such provision is very limited.

In the private schools there is aminimal amount of provision forspecial education students. It is

fair to state that in most casesthese students are assigned to thepublic schools system. It is evi-

dent that there exists a lack of aconcerted, organized effort to meetthe educational needs of studentsrequiring special consideration.

A Pre-Vocational Thrust

Academic courses in high schoolin the pre-vocational thrust programemphasize occupational informationas a unifying and motivating concept.Vocational information presented inisolated career courses frequentlyis not applied by the student.Through its integration into thecurriculum, the needed information!s reinforced and related to practi-cal goals.

The project provides informa-tion about jobs which enables stu-dents to make wise career decisions,develops academic skills necessaryfor success, trains students in hu-man relations, and develops leisuretime interests.

A recent survey disclosed that79% of the participants felt that asa result of the program they have abetter idea about vocations afterhigh school. The vocational thrustis interpreted to mean anything fromsemi-skilled careers to more sophis-ticated skills and could and does in-dude exploration of careers whichwould require a college education.

Approximately fifty sophomoresare chosen each year, all of whosomust be underachievers. The groupLs selected from candidates recom-mended by ninth grade teachers andcounselors. Usually about 150 stu-dents are recommended for the pro-gram. The I.Q. and achievement

22

scores are considered along with

teacher judgment, and those who seemto be the most serious underachieversare chosen. Some will be below aver-age, some will be average, and a fewwill be above average. It is notdifficult to find above average stu-dents who are underachievers andthey tend to provide leadership inthe program. With very few excep-tions they will be high risk stu-dents with poor grades, poor atten-dance records, and a general turned-off attitude toward school. The ob-jective is to turn them on and thecareer exploration provides an im-mediate goal to motivate them. A

conference with parents, candidate,and counselor in the child's home is.a must before the student is admit-ted to the program.

A committee of volunteer teach-ers has prepared special curriculumsfor English, social studies, science,and mathematics. The program offersfield trips, resource speakers,audio-visual materials, abundantsupply of reading materials in theclassroom, and special guidance ser-vice. A special reading teacher isprovided for both remedial and de-velopmental reading. Many of thesestudents have reading problems. Ma-terials are available from the pro-ject director.

Evaluation of the program in-cludes student and parent evalua-

in General Education

tions. Changing attitudes are mea-

sured by teacher and counselor ob-servation, and student self-evalua-

tion. Attendance and grades arecompared to previous years by quar-

ters.

Teachers, parents, and studentsinvolved in the project program havebeen receptive to the program andcomplimentary of the results to date.In a survey of parent opinions, 98%were found to be in favor of theprogram, and 84% indicated that as aresult of the program their child'sattitude toward school improved. In

an evaluation of the program by thestudents 88% expressed the opinionthat the project ccurses are moremeaningful than previous courses.

Comparison of grade point aver-

ages for the present 10th gradeclass, first semester, shows an in-crease of .56 over the 9th grade.Eight sophomores, 5 juniors, and 14seniors in the project group were onthe honor roll first semester. None

had been on the honor roll prior to

project participation.

The counselor continues toguide and direct these students inthe junior and senior years accor-ding to their interests and abili-

ties. The encouragement of widelydiversified interests is one objec-

tive of the program.

23

These students tend to gravi-

tate toward vocationally oriented

courses. Of a total of 145 students;in the program, 120 are enrolled in

one or more vocationally oriented

programs, as follows: 47% businesseducation; 21% home economics; 56%

industrial arts.

Project Director:

Mr. Cecil Kiel ley

702 Pflaum RoadMadison, Wisconsin 53716


Project M/I/R/I, begun January,1970, is experimenting with an inser-vice model that is designed to equipEnglish teachers to effect curriculumchange. The model is predicated onthe assumptions that teachers, like

students, have individual needs, in-terests, and abilities, and thatthese individual differences must beaccounted for in the inservice train-ing of teachers. Such a flexible andindividualized inservice program iswhat Project M/I/R/1 seeks to provide.

The primary means for meetingthe objectives were an eight -week in-

stitute conducted for 23 Englishteachers in the summer. In conduct-ing the ,nstitute, the basic strate-gy was TO teach teachers as theyshould Teach kids. As a result ofthe summer experience, the partici-pating teachers attempted to functionas resource persons in their respec-tive schools by implementing newideas in their own teaching and help-ing other teachers who were interest-ed in these innovations.

The first phase of the project'sprogram provides learning motivationto the participating teachers. Self-assessment and confrontation instru-ments are used to help each teachercome to a realistic understanding ofhis task and role, his attitudes to-ward curriculum change, and the pre-sent state of his art. Included hereare attitude inventories toward lan-guage, learning theory, and classroompractices; research packages callingfor a choice of and defense of a stra-tegy for an instructional situation;pre-testing in subject matter areas;

24

and establishing personal self-improvement coals. Throughout themotivational phase, teachers are con-fronted by the need to expose and de-fend their positions on professionalissues to otner teachers and projectstaff members.

The instructional phase, whichtakes place during an eight-week sum-mer institute, provides teachers withlearning experiences in communicationconcepts.

Having instructed teachers inexemplary curricular concepts, theproject's reinforcement phase hasteachers applying these concepts toa simulated teaching-learning situa-tion. Through micro-teaching, i.e.,a reduction of the teaching-learningact to 15-30 minutes, the class to4-5 students, and the focus of thelesson to a very concrete concept,teachers reinforce their grasp of theconcepts. They prepare a micro-lesson, teach it, evaluate the video-tape of their effort, revise the les-son, reteach it, and evaluate again.In addition to seeing how they per-formed with the content of the lesson,teachers can also seek such improve-ments in methodology as greater stu-dent involvement and interaction,

less teacher dominance, and use ofbehavioral objectives. Further rein-forcement occurs as teachers aregiven the opportunity to constructunits or other lesson sequences foruse in their classes during thecoming school year.

.rr .1

An InService Model that Will Equip

English Teachers to Effect Curriculum Change

In line with their personalgoals and those of their departmentand/or schools, teachers formulateplans for implementing their newlyacquired concepts into their teach-ing during the coming school year.Included in these plans are tasks

and strategies for influencing theircolleagues. Teachers are encouragedto carry on action research to dis-cover what effects the changes gen-erated by the project have on theirstudents. The project staff availsitself to the teachers throughout

25

the school year to assist them withtheir implementation and to gather

data to determine the extent andquality of implementation whichactually occurs.

Project Director

Mr, Thomas SwensonMadison Public Schools545 West Dayton StreetMadison, Wisconsin 53703

Operational Year: I/1/71-12/31/71

In-Service Program

in Intergroup RelationsThe purpose of this project is

to develop a program in intergrouprelations which will provide educa-tors with an understanding of theforces of racism, prejudice, and dis-crimination in American life and theimpact of these forces on the experi-ence of the White majority and minor-ity groups.

It has been well documented thatmembers of minority croups in Americahave suffered economic, political andsocial injustices. To help alleviatethese injustices, it is assumed thatthe predominant white majority mustunderstand the historical developmentof intergroup tensions, hostilities,and inequities and become sensitiveto the various forms of individualbehavior and institutional practicesthat perpetuate them.

Through a cooperative effort in-volving the Madison Public Schools,the University of Wisconsin Schoolof Education, and Madison communityrepresentatives, a program of inter-group relations has been proposedwhich will provide educators with anunderstanding of the forces of racism,prejudice, and discrimination inAmerican life and the impact of theseforces on the experience of the Whitemajority and minority groups--partic-ularly Black Americans, AmericanIndians, Spanish-speaking Americans,and poor Americans.

26

A major focus of the programwill center around the need for edu-cators-.-through meaningful dialogue

with their peers and members of thecommunityto understand how theirown perceptions of and attitudesabout family, class, ethnic, andracial differences affects the learn-ing process and ultimately thestructure and substance of our educa-tional system. In an attempt to

create a learning experience whichwill eventually reach a large numberof educators, these issues will beapproached through a unique combina-tion of televised lecture discussions,communication groups involving vari-ous segments of the community, exer-cises in classroom applications, andopportunities for field work in thecommunity.

Project Director:

Mr. Roland Buchanan

545 West Dayton StreetMadison, Wisconsin 53703


K-12 Environmental

Education CurriculumThe purpose of this planning

grant is to make preliminary plans

for an interdisciplinary environment-al education program within gradelevels K -12.

A most critical educationalproblem in Wisconsin is the state ofour environment in its entirety; the

lack of concern and ignorance, plusthe misunderstanding of ecological

concepts. The care, development and

proper use of the total resources ofour nation have been entrusted to usas individuals and as a society. How

the responsibility of this trust isrecognized and accepted depends large-ly upon the ability of the education-al medium to provide a program to in-

form the people.

In a free society such as oursthe people must bear the ultimateresponsibility for the choices made

and action taken. To make intelli-

gent choices requires knowledge ofthe situation - -this comes through ed-

ucation. Environmental salvation is

education!

Procedures to be followedthroughout a planning grant and usedtoward solution of our educationalproblem are listed in order of prior-

i ty:

1. Provide a teacher educationand developmental program in environ-

mental concepts and techniques.

27

2. Assemble Pertinent, currentinformation with ready access to allpersonnel.

3. Implement a coordinated K-I2environmental education program witha director to assist and guide per-sonnel and be responsible for the en-tire program.

4. Develop media, materials andan outdoor center local to our dis-tri ct.

5. Serve as a resource centerfor concepts, materials, teacher in-service programs and resource identi-fication for other schools, croups,etc. in our locality.

6. Coordinate with the city andcounty governing bodies to provide acounty nature center and outdoorlaboratory.

Expected outcomes of this pro-ject are: awareness and appreciationof nature; basic understanding ofmajor ecological concepts such as:dependency, adaption, cycles in thebiosphere, ecology, web-of-life,"multiple use concept", habitats,niche, predator - prey, producer -consumer; become more aware of Manthe Animal, his place and affect up-on the environment; and formulateand integrate a local program foridentification, reduction or elimina-ting pollution and environmental de-

struction.

Project Director:

Mr. David Schiotz718 North BroadwayMenomonie, Wisconsin 54751


110

A Cluster System Approach to theThe project is designed to test

the effectiveness of a decentralizedadministration in meeting the educa-tional needs of inner city pupils.The Cluster System Approach was be-gun with a pilot project, North Di-vision, Milwaukee.

The North Division Cluster Sys-tem Project is federally funded totest the decentralized "cluster ap-proach" to the administration andprogram development for schools inMilwaukee's black community. TheNorth Division Cluster is one facetof a plan to reorganize the MilwaukeePublic School System in order tomake schools more responsive to theparticular needs of the communitiesthey serve. The Milwaukee PublicSchools are organized into 14 clus-ters, each composed of one seniorhigh school and its feeder juniorhigh and elementary schools. The 14clusters are paired into seven pro-gram service areas, each reflectingcontrasting population characteris-tics. The North Division Cluster isone of the 14 clusters in the schoolsystem.

As a model for future city-widecluster operation, the Cluster Sys-tem Project:

I. Provides additional PSA VIIteam members who provide a link be-tween cluster schools and the deputysuperintendent; stimulate parent in-volvement in the schools through ad-visory councils and other parentgroups and activities; provide sup-portive services for teachers in de-veloping, selecting, and evaluating

28

methods and materials, and planninglessons which meet students' indi-vidual needs; assist in developingresource centers and enriching li-brary facilities in cluster schools;expand and increase utilization ofaudio-visual media for classroom andinservice activities; guide imple-mentation of special programs in in-dividual schools; guide in planningand allocating budgeted funds; uti-lize systematic research methods toevaluate project.

2. Purchases equipment and ma-terials for cluster schools, i.e.,resource centers, classrooms.

3. Encourages parents to par-ticipate in inservice and curriculummeetirgs, planning groups, confer-ences, etc.

4. Supports annual North Divi-sion cluster conferences of parents,students, teachers, principals,cluster and central office staffmembers; conferences planned and or-ganized by parents.

5. Maintains a cluster officein the community for the programservice area coordinator, adminis-trative assistant, community rela-tions specialist, clerical staff andother staff members; an office whichis also used for parent advisorycouncil meetings and for clustermeetings of teachers and principals.

Objectives of the North Divi-sion Cluster System Project are:

I. Increased achievement of stu-dents in city schools;

Problems of a Large City School System

2. Improvement of the attitudeand interest of teachers and admin-istrators toward working with chil-dren with learning difficulties byestablishing a new organizationalstructure for a section of the city;

3. Improvement of instructionby improving the inservice educationof teachers in the area served;

4. Increased parent knowledgeof the schools' aims, goals, andstatus by increasing the quantityand improving the quality of commu-nication between the school, home,

and community;

5. Improvement of the attitudesand opinions of participants aboutadministration of public school byactively involving students, teach-ers, and parents in the policy-making and decision-making processesinvolving the local schools;

6. Increased achievement andmotivation of students by the devel-opment and use of curriculum mate-rials specifically designed to meetthe educational needs of students;

7. Development of an attitude of"learning together" for parents andstudents who are participating.

29

Project Director:

Mr. William Pollardiilwaukee Public Schools5225 West Vliet StreetMilwaukee, Wisconsin 53208

Operational Year: 9/1/7J-8/3i/71

Continuing Education and

Supportive Services to

School Age Mothers

Project Director:

Mr. William Morehouse

Milwaukee Public Schook5225 West Vliet StreetMilwaukee, Wisconsin 53208


A major problem recognized inthe Milwaukee area has been the lackof opportunity for continued school-ing during pregnancy for the school-age mother. In addition, manyschool-age mothers receive limitedhealth and social services resultingin higher infant mortality and re-tardation rates. A Title III grantaward was made to the Milwaukee Pub-lic Schools (MPS), in cooperationwith the Milwaukee City Health De-partment, the Milwaukee County De-partment of Public Welfare, and theMilwaukee Urban League, to develop amodel-demonstration program whichwill offer a comprehensive programof continuing education, health, andsocial services to school-agemothers. This program assists thesegirls in continuing their academicwork toward graduation; promotesearlier prenatal care; and counselsthe girls, their families, and puta-tive fathers and their families a-bout the social services availableto them.

The MPS recognize that thesegirls are less likely to completethe requirements for a high schooldiploma than other girls due to theinterruption in their educationalprogram. The demonstration projectserves approximately 60 studentseach semester and during the summerwho are enrolled in a regular 10th,Ilth, or 12th grade class, public ornon-public.

Students, excused from schoolfor pregnancy, are informed byschool social workers and/or schoolguidance counselors of the educa-tional, social, and health servicesavailable to them and of the objec-tives of the program. Students whowish to enroll are referred to thecoordinator at the Lady Pitts FamilyLiving Center. A MPS guidance coun-selor, assigned to the project, re-quests a transcript of the girls'credits and information on currentand projected courses of study inorder to determine their programs ofstudy. English, mathematics, his-tory, and social studies classes areavailable at the center, and tuto-rial instruction in other coursesnot offered by the project teachersis arranged as necessary.

The health and social servicecomponents are an integral part ofeach girl's progran. Social workersand nurses participate in the enrol-ment process and in the assessmentof the girls' social and healthneeds. The students have individualconsultations and scheduled weeklygroup sessions related to health,social services, and guidance. Theyreturn to a regular school settingfollowing delivery or as soon afterdelivery as is possible.

It is hoped that a model ofservice to unmarried parents will bedemonstrated and that established

31 agencies will be encouraged to con-tinue the use of the model.

This project fill-, d need inThe Milwaukee Public :,cnocl ycte"

for a central agency to collect in-structional materials in the area ofspecial education, It was nopeci

tnat this aaency would have accessto additional information, provideconsultative assistance in the fieldand in the development and use ofmaterials, and facilitate communica-tion among teachers for an exchanaeof ideas. It would become an in-structional materials center forteachers, supervisors and adminis-trators of special education.

A Title III grant was awardedto the Milwaukee Public Schools toestablish an IMC unit in 1970.

The SEIMC, begun in 1970, servesthe needs of Exceptional Eaucation inthe largest metropolitan area in thestate. The Milwaukee IMC is part ofan existing network throughout 0111

Wisconsin. There are centers inMadison, Merrill, Gillett, ChippewaFalls, Oshkosh, Holman, and Janes-ville. The Milwaukee Center is at-tempting to serve approximately 400teachers and supervisors scatteredthroughout 85 schools.

The Center provides instruction-al materials for preview, examina-tion, and trial by classroom teach-ers. A major objective is to maketeachers aware of the best materialsfor Special Education that are comingforth in the myriad of educationalproductions.

There also is an existing need

32

for more creatiNo- an,J innov.Atiye

nresentaTionc t- ;tujrnt- zetter

use of mecia, rip; inservice train-inq with materi )1s, the cehter as-

sis+s in the accomnlishment of thegoal.

Consultation service is contin-ually prbvicoc in the selection ofappropriate materials to meet spe-cific needs of Exceptional EducationTeachers are engaged in field test-ing materials and an on-going as-sessment of educational tools.

The Center personnel offers sup-port to teachers in their efforts todevelop new materials. Existingfacilities within Milwaukee PublicSchools are used for the productionof these materials.

Various sources are being uti-lized to maintain continuous commu-nication between the Center and Ex-ceptional educators and supervisors.A Newsletter, telecast production,workshops, inservice trainina, dem-onstrations, and a committee to as-sess material are being employed.

A mobile unit functions as anextension of the center by display-ing materials and providing oppor-tunities for small group meetingswith a center representative. Tele-

vision presentations and workshopsare devoted to the effective use of_luipment and materials. Teachersare assisted in developing materialsto meet specific needs not being metby commercial producers. Participa-tion is maintained in the state net-

'1.7114 4 *--4tAlihri

Ariz%

.....1. A

141

Oil> lee".

4JL: ;10.7

Special Education

work of special education instruc-tional materials centers.

Though the Special Education -IMO is only I year old, it is appar-

ent that teachers and supervisorsare anxious to become involved inthe project. They are eager to bemore informed about availability aswell as advisability of instruction-al materials.

The Milwaukee 1MC entertains acontinuous hope that many Exception-al Education students will be servedwith the most current appropriateinstructional materials, in the most

innovative any creative manner whichcan be contrived.

33

sitt_110. Malik

Instructional

Materials

CenterProject DireOtor:

Mrs. Charlotte TockMilwaukee Public Schools5225 West Vliet StreetMilwaukee, Wisconsin 53208


The Oconomowoc Junior HighSchool currently has a student popu-lation of 1,220 in grades 7, 8 and 9.The staff consists of 69 professionalmembers including teachers, counsel-ors, and administrators. In 1967, a

self study examined all phaSes of theoperation and structure of the school.The findings indicated that theJunior High School possessed many"problems" exhibited by most schoolsdealing with early adolescents.

The task undertaken by a TitleIII planning grant was to discoverhow the school could break the tra-ditional concept of Junior HighSchool structure, operation to pro-vide a program which is relevant tothe needs of the early adolescent -12 -15 years.

The problem stemmed from thefact that students were being fittedinto the mold of the curriculum in-stead of designing the curriculum forthe student.

Early adolescents and theirneeds have traditionally been ne-glected in decision-making policiesrelating to program development.Economic expediency, lack of properlytrained staff and organization basedupon varying grade structures werebases for decisions and were conse-quently constraints LI tailoring theschool to this age group's needs.

Initially, the program aimed atchanging structures such as tradition-al use of time, integration of in-struction, increased planning blocks,and development of learning units. A

"pilot" program dealt with some ofthese previous structures which in-hibited change. A committee of

34

teachers responsible for the pro-gram's development and monitorinaworked for one year. As the "rilot"project began to operate, it becameobvious that "things" were beingchanged (schedules, intec'eted in-struction, and facilities ;. The per-sonnel participating in the projecthad adapted very little. The atti-

tudes and behaviors of teachers re-mained basically the same. They

tended to repeat past practices with-in the new structure. Many of theirteaching strategies were the veryones already identified as being In-appropriate for this age group.

The task became twofold:

I. To conceive a blueprint wnichwould deal win the real issue

changing those associated with educa-ting the early adolescent.

2. lo develop the concept thata truly relevant school for earlyadolescent children is more than abuilding; it is a place for childrento interact with self, peers, andadults.

The answer was that systematicchange relating to ear!y adolescenteducation must proceed on the basisthat very little positive change willoccur unless those persons involvedhave actually accepted the need forchange. Understanding this will al-low them to change. The need tochange people, not things, becamemore apparent.

A series of group seminars al-lowed for the identification of crit-ical areas of concern for the teach-ers. With this process staff membersbegan to understand and accept theneed to change.

.0,

Planning an Early Adolescent

Educational Program:

Model Junior High School

After accomplishing the above,the use of Ralph Tyler's model foraffecting educational change was used

as a guide for iddressing concernsrelated to the school program.

As a result of the staff problemidentification proceedings, it was

realized that the focus of the schoolmust always be on the early adoles-cent learner and his needs. The

child is the center of the entire

program. The uniqueness of the modelis the shift of traditional practices

35

Project Director:

Mr. David SmithOconomowoc Public Schools521 Westover StreetOconomowoc, Wisconsin 53066


which affect change. It maintainsthat improvement in any of the outercircles is false unless it begins andbuilds upon The inner circle: thechild. Any adaptation which eminatesfrom an outer circle will not resultin worthwhile change. Unfortunately,past practices in building innovativeprograms tended to move too quicklyto matters of program, curriculum de-sign, or facility without adequateopportunity to truly consider thismost important and critical element-the student.

Prescnool educational concernswere seen as a need for the develop-ment of this plannina Grant begun inJuly, 1971.

School readiness was designated

Project Right StartaG a high priority aspect of the edu-cation plannina in the total schooloroaram of Oconomowoc.

Specifically, a pre-kindergartenscreening Program was needed whichwould promote early identification oflearning problems.

It is felt that criteria forkindergarten entrance other In chro-

nological age could be more c....cation-

Lily and psychologically sound.

The purpose of this proposal is

to plan a diagnostic and prescriptiveeducational program of a readinessnature for the children of the schooldistrict, ages four and older oriorto their placement in the first aradebased on needs idPntified in a screen-ing program.

A systems analysis approach willte utilized to develop the specific

objectives. Specific objectives iden-tified to be considered are education-al needs, implications to our existingkindergarten program, community accep-tance, facility implications," andfinancial implications. Professional

and non-professional staff implica-tions, temporal structuring, and cur-ricular off rings would also be eval-

uated.

An effort would be made to co-ordinate this planning via an opera-

tional planning committee. The im-

plementation of this program will be

36

studied by a seminar blannina pro-gram for selected staff members ofthe school system.

A 5 -week seminar would be struc-

tured to include presentations byauthorities in learning at the read-iness level, the identification ofspecific areas of child developmentthat could be stressed in an opera-tional program, identification oflocal educational needs for this pop-ulation of school children, and thedevelopment of behavioral objectives.Results of the planning would be re-ported with recommendations for anoperational program related to theobjectives of this proposal.

The planning will involve ef-forts to incorporate expertise w;ththe practicality of classroom teach-ers in a concentrated, structuredprogram using a systems analysistechnique.

The screening program is de-signed so that children are testedin perceptual, language and motordevelopment prior to entering kinder-garten. As each child is tested theparents meet for the hour with asocial worker to corn' 1 a social-emotional rating scr... ror their

child, to become oriented to theschool program, and to discuss con-cerns. Psychologists supervise thetesting with staff assistance pro-

vided by community volunteers. In-

dividual profile sheets are given to

teachers and parents. Parents re-

ceive explanations of tests and sug-gestions for assisting children athome. Children with visual or hear-ing problems are referred for fur-ther testing. On the basis of thetest results, parents elect to post-pone their children's kindergartenentrance. 37

Project Director:4.

Mr. Ron E. GeraghtyOconomowoc Public Schools521 Westover StreetOconomowoc, Wisconsin 53066


Staff Development Project in Creativity

Project Director:

Mr. Edward GuziewskiOregon Public Schools200 North Main StreetOregon, Wisconsin 53575


38

This staff development projectwas initiated to maximize the learn-ing environment througn the recogni-tion, acceptance and development ofcreativity in as many phases of achild's school life as possible.

Begun in the fall of 1970 atthe Middle School of Oregon,Wisconsin, the administration andteaching staff are experimentingwith innovative techniques, materialsand teaching approach which emphasizethe process as well as the content oflearning. It is hoped that these ap-proaches will stimulate the student'simagination while he learns.

In many schools, the creativeaspect of learning is not only ig-nored, but also often suppressed.School becomes equated with boringmemorization of facts and gettinghigh grades, rather than with the ex-citement of exploration or the free-dom to pursue something of real in-

terest. Over the next three years,the leachers at the Middle Schoolwill concentrate on being spontaneousand receptive to students' sugges-tions and ideas, and encouraging stu-dents to initiate many of their ownacademic activities. In addition,floor space and the newest technicalequipment will be utilized to supple-ment the traditional factual aspectsof learning in a more compelling,creative manner.

The Oregon Middle School uti-lizes an "open concept" of space anda multi-unit organization. To com-plement these architectural and or-

ganizational concepts, the teaching39

staff was encouraged to recognize

and develop the creative talents ofchildren by making full use of theaffective as well as the intellec-tual aspects of learning, i.e., em- .

phasizing process over content.

Over the next three years, chil-dren will be pre- and post-testedwith regard to their attitudes to-ward school, creativity and them-selves, their level of verbal andideational fluency, and their flexi-bility on an Unusual Uses task.''Aides are trained to administer,score, and record test scores foreach child. Teachers are encouragedto try innovative approaches, uti-lize (or create) experimental mate-rials, consult outside references orconsultants, and obtain feedback andproblem solutions during regular in-service sessions.

Some of the expected gdaIs in-clude (a) an increasing emphasis onprocess over content, (b) an increasein the number and importance of stu-dent-initiated activities, and (c)the development of teachers who willpermit and encourage students to won-der and ask questions. Ultimately,it is hoped that, on the basis ofexperimentation with many teachingapproaches and the cumulative scoresof creativity as well as achievementtests, each child can be providedwith the amount of freedom or struc-ture he needs for an optimal learningenvironment.

A Prescriptive Instruction Center

for Children with Serious Learning

and/or Adjustment Difficulties

Project Director:

Mrs. Sharon Grant2230 Northwestern AvenueRacine, Wisconsin 53404


The purpose of this project isto establish a Prescriptive Instruc-tion Center (PIC) for 100 childrenwith serious learning and/or adjust-ment problems. Children served willbe (I) 60 who have been identifiedunder current State Department ofPublic Instruction criteria as beingin need of service tut who are stillin regular class, and (2) 40 select-ed students already in special class-es whose problems are so confoundingthat no progress has been possibleeven given provision of specialclass services. All of the studentswill be Racine Unified District #1elementary school students. The PICwill provide longitudinal education-al diagnosis through 13 day diagnos-tic classroom sessions, will developwritten educational prescriptionsfor the child's teacher to use, willprovide specialized materials neces-sary to implement the prescription,and will assist the teacher in herclassroom with follow-up inservicetraining and with re-prescribing asnecessary. Objectives relate to in-creasing both student achievementlevels and teacher competencies asrelated to individualization of in-struction.

This Resource (PIC) will be con-sidered as additional and adjunctiveto existing special student supportservices in Racine, and is a servicesystem extremely important to a con-tinuum of service concept, and isvital to those students describedabove.

41

The PIC program for childrenwith serious learning and adjustmentdifficulties proposes to achievemore effective education for thisgroup of children through three in-terdependent approaches.

The first component entails aremedial/diagnostic classroom to de-termine an individually prescribedinstructional plan.

The second component providesinstructional materials and methodsto support the classroom teacher inimplementation of this plan. This

matching of materials with children'sspecific educational needs requiresthat the materials be analyzed withrespect to detailed functional use.

The third component stressescontinuing inservice experiences forteachers whose children are beingserved, and out-reach from the PICof personnel trainea to support theclassroom teacher in educating thehandicapped child. Alertness by theclassroom teacher and the follow-upspecialist to on-going evaluation ofacademic and/or behavioral task suc-cess or failure wili be emphasized.This approach is designed to encour-age continuous modification of in-structional materials and methodsfor more effective educational treat-ment of the handicapped child.

Facilitation of the Development

of a Systems Approach to the

Management)t of Educational Resources

a

Project Director:

Mr. Edwin W. Benter1341 Park AvenueRacine, Wisconsin 53404


42

This project has many goals.

Three major tasks are: first, to::ain persons to work with teachersand supervisors of the Racine Uni-fied School District, to develop de-tailed instructional objectives whichidentify those learning outcomes ex-pected in grades K-I2; to developtests to effectively measure the at-tainment of the outcomes stipulated

in the objectives. Initial efforts

were limited to the fielas of art,social studies and mathematics.

The second is to provide thetraining or retraining to personsworking with teachers and supervisorsin the areas of systems engineering,computer managment and related areas.

The third, determine both tan-gible and intangible costs of thesystem, the student characteristicsinput factors, the development ofcomputer systems for retrieval of in-put information, and the developmentof the computer technology and re-lated procedures for linking inputfactors to learning outcome factors.

This project supplements a localeffort to develop systems managementprocedures in the entire school dis-

trict. For this reason, the termino-logy, methods and procedures of thisproject are quite esoteric to systemsprotocol. It is felt, however, thatthe systems protocol provides an ef-ficient and effective means to getmore value from financial resourcesallocated to education. By providing

an analytical framework, a cost-benefit analysis or quality control,

a means of continuously monitoring

43

instructional programs of the schooldistrict, involvement of staff in

development of outcome specificationsand related measurement proceduresto facilitate upgrading of evaluationprocedures used by classroom teach-ers, etc., the administration willbe able to evaluate all educationalendeavors of the district.

The instructional staff is in-

volved to: achieve consensus as tothe validity of the systems, approach;

give systems utilizers the competencynecessary to modify the system andthereby reduce the need to dependupon outside consultants; and enhancethe staff's knowledge of evaluationtheory and strategy as a means of up-

grading classroom evaluation.

Overall, the program was ini-tiated to develop a systems approachfor administrative decision-makingin the allocation of resources, pro-gram development and staff evalua-tion. The instructional staff de-

veloped learning outcome specifica-tions and measurement criteria forthe elementary school curriculum inmathematics, social studies and art.Selected staff are being trained inthe skills and knowledge necessaryfor the optimal development of thecomponents of the total systems ap-proach.

The purpose of this project isto identify elements in the schoolprogram preventing Indian childrenfrom achieving at the levels of non-Indian children, applying this infor-

mation to: (a) develop empathy with

the Indians' way of life and hisneed to build a self concept, so hemay value his cultural heritage andacquire the skills to contribute tothe total society; (b) developteacher competence in diagnosis,prescription and evaluation of indi-vidual learning; (c) develop ways ofidentifying and utilizing the re-

sources of the Indian Community toplan and operate the instructionalprogram.

The project began because itwas found that the Indian children

started first grade on a par !ever

with other children in the district,but they soon dropped behind. There

was no indication they had less a-

bility to learn. The reasons for

this change, as suggested by thisproject, were that the teachingtechniques in use did not fit theIndian children, and there were notelements in the school program whichaided the Indian children to achieveat the levels of non-Indian childrenSome of these elements were identi-fied as the Menominee culture, lan-guage, values, and family life.

The project goals were to de-velop empathy with the Indians' wayof life and his need to build a selfconcept, so he may value his cultur-al heritage and acquire the skillsto contribute to the total society;the teachers competences to diagnose,

44

prescribe and evaluate individuallearnir.i were to be developed; also,

a strong emphasis vas to be placedon identifying and utilizing the re-sources of the Indian community to

plan and operate the instructionalprogram.

The Social Science CurriculumUnits for grades 1-3 in the Keshenaand Neopit Schools, which are pri-marily populated by Menominee Indians,

have been rewritten incorporatingelements of the Menominee Indian

culture. Two examples: In the

School unit, the five basic Indianvalues (Bravery, Individual Freedom,Generosity and Sharing, Adjustmentto Nature, and Good Advice fromIndian Wisdom) are identified as thebasic values the pupil can identifyto help him in his school life.These values were pertinent to theeducation of the early Indian andare still important in today's edu-cation. Stress is made in theFamily and Community unit o' the con-tributions of the Indians to Com-

miinity and Civilization.

The units' advisory group in-cludes youth and adult Indians andnon-Indian members of the community.Youth helped write the curriculummaterials. A bi-monthly Children'sBulletin from the schools shareIndian symbols and stories.

Specific materials describingtraditional Menominee life have been

located, duplicated and distributedto all teachers in the 2 schools. A

collection of artifacts pertinent totraditional Menominee history and

Planning Individualized

Learning Experiences

Project Director:

Mr. George KoonsKeshena Public SchoolsKeshena, Wisconsin 54135


culture have been collected for dis-plays and instructional devices inthe classroom. Local Indians wroteLegends into primary level languageand reproduced theil in written and

tape - recorded form. Community re-source people have been identifiedand spoken to the students and teach-ers about the Indian culture and his-tory.

An experimental group was se-lected from children in grades I and

3. Data on student characteristicsrelated to achievement was collected.Teaching techniques and methods wereapproved for their effectivenessthrough comparison of progress of theexperimental and control groups.

The achievement test done inSpring, 1970, indicated the thirdgrade students gained at least a year,on the avera3e, over their last year'sscore and net National Norms inarithmetic; 2nd araders gained 6/10

45

of a year and were below NationalNorms. The project showed substan-tial success at third grade levelparticularly in arithmetic wheregreatest progress toward individuali-

zation was realized. The competencies

of the staff were developed.

Citizens of Menominee Countywill have become an integral part ofthe educational program, to enrichand reinforce the children's educa-

tion.

There is continuity provided forsince a community advisory committeehas been established.

The real goal of the projectwas the education of Menominee chil-dren so each may know his own poten-tial and contribute to the qualityof life in America.

SelfMonitoring and In- Service Training

to Improve Educational Processes

This project is designed toprovide an exemplary inservice edu-cation program for teachers in CESA1110 area schools.

The goals are to provide teach-ers with the opportunity to learnhow to identify aspects of qualityeducation; provide them also withthe opportunity to evaluate theirteaching in these areas; and conductinservice training sessions so thatthey will be able to improve theprocesses which they use in theirclassrooms.

Quality educational processesare defined in this project as con-sisting of two basic areas: (I) in-

terpersonal relationships, and (2)individualization.

46

A guide will be developed whichwill be used by teachers so thatthey will be able to self evaluatethe extent to which their teachingreflects aspects of quality educa-tional processes identified above.

Periodic workshops throughoutthe course of the project will beheld to give teachers the addition-al information, Help form attitudes,and give reinforcement so that theywi.:11.be motivated to improve the ed-

udational opportunities of the stu-dents entrusted to them.

Project Director:

Mr. Gerald De Amico3730 Kohler Memorial DriveSheboygan, Wisconsin 53081


Family Life

Education

Four school districts in theCESA #7 area, Rothschild-Schofield,Stevens Point, Amherst and Athens,have agreed to cooperate in a pro-ject in Family Life Education.

"Family Life" is the personal,social and cultural relationshipswhich exist between or among indivi-

duals. Family Life Education is ed-ucation about and preparation fcrthese personal, social and culturalrelationships. Its basic underlyingconcern is the reproduction, matura-tion, and socialization of the humanbeing and the provisions for theirnurture and socialization.

The purpose of this project isto help students obtain factualknowledge and develop attitudes andvalues which will result in behaviorthat contributes to the well-beingof the individual, the family andsociety.

Formal family living courses inthe area's schools are almost non-existent. Attention will be given tofactors causing public misunderstand-ing of programs in other communities.

A steering committee was formedto develop plans for the program.It included school personnel, stu-dents, clergy representatives of the

47

Project Jirector:

Bernadelle loserUSA #7box 280-3Route #5, Highway 10, L

Stevens Point, Wisconsin 54481

Operational Year: 6/I/71-5/31/72

medical and legal professions, psy-chologists, parents, businessmen andsocial service workers. The commit-

tee studied the characteristics ofcommunities in the Agency and theirneeds for family living instruction,developed procedures for public in-volvement, and studied existing pro-grams. Areas to be investigated in-clude whether a family living program

should be integrated into existingcourses or separated, the trainingof classroom teachers, parent partic-ipation, and the role of the CESAAgency in the program.

The emphasis of this projectwill be the development of a K-I2integrated Family Life curriculum,inservice training workshops forteachers, a resource center with pro-vision for a resource consultant, andparent-child information sessions.

The goals and objectives of thisproject are: to plan a K-I2 curricu-lum in Family Life Education that iswell-organized and coordinated at alllevels of instruction; to develop in-service training and workshop pro-grams in family living; to develop aresource center to provide theschools with resources not availablewithin each individual school dis-trict; and to develop parent informa-tion sessions.

This project, developed by CESA#7, consists of a tutorial programto srovide diagnof,ticiprescriptive

remedial instruction for childrenwith special learning disabilities.

The smai. communities that rakeup CESA 117 do not nave the economicresources or numbers of childrenwith special disabilities to warcentcreation of formal therapy classes.In addition, unavailability of +rain-ed professionals makes it imossibleto staff such classes.

Remedial instruction on a one-to-one basis is providc.d to lowerelementary children with normal men-tal ability, but who lag in academicachievement. This is due to latematuration of perceptual skills,limited language development, neuro-logical impairment negatively affec-ting perceptual development, or ad-justment problems related to inade-quate parental figures. Childrenwith perceptual or language difficul-ties are tutored by teacher-trainedhousewives or retired teachers. Sup-

portive counseling is given childrenwith adjustment problems through CESA#7 psychological services. TheAgency provides diagnosis and recom-mendations; selection, training, andsupervision of tutors; continuingevaluation of each child's progress;and special remedial materials notavailable to local schools.

Children attending public andnon-public schools served by the CESAAgency may receive the services ofthis program. Referrals for servicewill be accepted directly from ad-ministrators of public and non-

48

public schools and from other aaen-cies serving the school-aged child.

The term "learning disability"is used when describing any condi-tion in which the child shows diffi-

culty in learning (excluding mentalretardation, emotional disturbance,or sensory deficit) and is presumedto be due to dysfunction of the cen-tral nervous system.

Each school district cooperatingin the tutorial program is asked tosubmit a list of tutor applicants.

Tutors are selected by thetutor supervisor from applicants whohave some teacher training or equiv-alent background of work with chil-dren and are not presently employedon a full time basis. The tutors

are paid fcur dollars per hour.

The tutors are trained and su-pervised by the project supervisor.Training may be either individual orin small groups and will be tailoredto meet the needs of the specificchild with whom the tutor will beworking. The diagnostic reports,psychological evaluations, teachers'reports, and parent interviews areall ;art of the training of the tutorand development of the remedial pro-gram for the child. The child's

regular classroom teacher and admin-istrator will be included in the pla.)made for the child and will be madeaware of the child's program.

Diagnostic results in the spe-

cial disabilities area will providethe basis for the development ofeach child's program (Purdue Percep

Tutors for Special Disabilitiestual-Motor Survey; Illinois Test ofPsycholinguistic Abilities, FrostigTest of Visual Perception; indivi-dual intelligence tests). Eachchild's program of therapy is spe-cially designed for him through acooperative effort of the Tutor Su-pervisor, school psychologist, speechtherapist, child's teacher, parent,and administrator.

Every effort will be made to in-volve the parents of each child inthe tutor project, espe::ially in thearea of perceptual difticulty, asmany adjustments to home activitiesare necessary to aid in the reduc-tion of both perceptual and emotionalproblems.

There is strong clinical evi-dence, along with reports of teachersand parents, that such training pro-grams can result in improved academicadchievement.

Project Director:

Mr. John E. KnottLESA 117 _

x 280-8Route 5, Highway 10,EStevens Point, Wisconsin 54481

Operational ear: 6/1/70-5/31/71

49

Strategies in Early Childhood EducationEarly identification of learn-

ing needs in the area of motordevel-opment, auditory perception, visualperception and language developmentand a proper diagnosis and prescrip-tion for these areas were identifiedas a major focus in early childhoodeducation as determined by the plan-ning grant in CESA #13. How theschool can meet the needs of the in-dividual for maximum intellectual

growth, academic achievement, andschool adjustment is now being devel-oped and evaluated in the operationalgrant.

The area serviced by CESA #13 ispredominantly rural, approximately2,034 square miles in area, with apopulation of 175,000 people. Thereare 17 school districts which vary insize from 35,000 to 415 population.

The early childhood educationopportunities vary from districtswhich have private nursery schoolsituations to areas which begin for-mal education at first grade level.A planning grant revealed the needfor early comprehensive programs ineducation if children are expectedto reach their potential. A study

indicated that motor development,auditory development, visual percep-tion and language development wereareas of concern. These were identi-fied as key areas to be consideredfor academic success, positive selfconcept and sound social and emotion-al adjustment.

Locally, teachers identifiedpoor development in one or more ofthe four areas as a cause for poor

50

adjustment in school. Since The ce-velopment in the four areas of con-cern is highly correlated with suc-cess in school each child is consi-dered individually for maximum devel-opment of his potential.

By involving all tudents 6.,ter-

ing kindergar'en in a comprehensivescreening program, individual needsof students will be indentified.Prescriptions determined by the iden-tified needs will be developed as ameans of individualizing instruction.Extensive inservice training sessionswill be needed for a team approach toeffective diagnostic-prescriptive in-struction.

The unique needs of the indivi-dual will be the primary concern ofthe school. Through identificationof need, prescriptive teaching, anddifferentiated staffing, relevant in-struction will enable the student toattain greater academic success, abetter self concept, an: improvedsocial and emotional ad,ustment.

Other project goals are to as-sist the educator to maintain con-tinuity of the program; facilitate ateam approach to instruction; active-ly involve parents in early identi-fication process and procedures; as-sist students to attain greater aca-demic success, a better sel4 conceptand improved social and emotionaladjustment.

Project Dire `or:

Mr. Robert SchrammCESA #13903 West Main StreetWaupun, Wisconsin 53963


Comparative Cultures

The use of educational televi-sion is rather limited in the CESA

gI3 area due to the geographical lo-

cation.

CESA #13 consists of 18 schooldistricts in the Southeastern quar-ter of the state (parts of GreenLake, Fond du Lac, Dodge, Winnebago,Jefferson and Waushara Counties).

The State network of education-al television does not reach thisarea and, therfore, the schools arenot able to take advantage of their

programs.

The Wisconsin Conceptual Frame-work for Social Studies has been de-veloped for some years but has notbeen implemented in many classrooms

because of insufficient materialsand a lack of understanding of theconceptual approach on the part of

teachers.

The Conceptual Framewo;k is in-tended to have two points of utility:broadening the teacher's conscious-ness relative to the several social

science disciplines; providing some

guide for coordinating the K-I2

social studies program.

This project will focus on an-thropological concepts of the Social

Studies at the sixth grade level.5i

Plans are to develop a series ofstudent lessons and teacher inser-vice materials on videotape to bebroadcast on WHA"-TV, Madison and

KFIZ-TV, Fond du Lac. Provisions

will be made to conduct two week in-stitutes for teachers dealing with

the inquiry proc and conceptual

framework for Social Studies in

Wisconsin.

The major goals of this project

are, then, to develop curriculum ma-

terials and lessons, teacher inser-vice materials, and 14 educationaltelevision student programs for 6thgrade -tuaents which focus on threecul+ure patterns and use anthropo-logical concepts of social studies.

It is hoped students will becomeknowledgeable of both'the conceptsand the inquiry approach to learn-

ing.

A special emphasis has beenplaced on informing, and seekingsupport for this project in, the

community. An Advisory Committeehas developed plans to meet withinterested groups in the area.

Project Director:

Mr. George HightdudisCESA 713908 West Main StreetWaupun, Wisconsin 53963


In this project students enteredinto the modern foreign language pro-gram at any time dJrina their secon-dary school experience. Interns and

Para-orofessionals were used whilereaular staff were redeployed. Port-

able language labs and other mediawere used to provide each studentwith a proaram designed to meet hisindividual needs.

The project was developed withtwo basic concepts in mind:

I. To eliminate the frustrationfactor inherent in the formal classstructure, instruction should be in-dividualized ana a oerform'nce cri-teria should replace time criteria.

2. 'o successfully individualizeinstruction, the pupil-teacher ratiomust he lower than in the formalclass structure. This lower ratiocan be achieved economically throughthe wider use of para-professionalstaff.

The first of these two conceptswas incorporated into project proce-dures through devising a methodologyand programmed units of work thatmake it possible for the individualstudent tr proceed through differentunits of work at a rate consistentwith ability. Para-professionalshave been part of the educationalprocess for a number of years. This

project, however, involved the useof such personnel to a much greaterdegree and is designed to employ thetype of para-professional that canserve as a living model of the skillsthe students involved are beingtaught. Native speakers of French,German and Spanish were utilized.

52

The objectives are: to oroviaa foreign languaae program thatmeets the needs of all students re-gardless of ability and will betterenable them to serve the communityin which they live; to change theforeign lanouage program from onewhich is based on time criteria toone which is based on a performancecriteria; to provide a more practi-cal language program in terms ofmore realistic individual coals andmore practical stimulation for stu-aents of all ability levels; to pro-vide a program that will offer maxi-mum flexibility of scheduling forthe individual student; to provide aprogram that will offer maximum flex-ibility of scheduling in terms of theentire curriculum; and to serve as adissemination center for individual-ized foreign language instruction.

Introductory units of work arepresented in large group instructionsituations. Students are then allow-ed to proceed at an individualizedrate. Advancement through structuredunits is dependent upon successfulcompletion of tests administered toindividual students. An independentreading program and teaching assign-ments follow mastery of all units.

Group sizes vary by activity.

The Spanish Program was imple-mented during the first year whileGerman and French the second andthird years with 446 project stu-dents invo!ved.

The end of project report eval-uation is being prepared.

.14

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pligegek:1:211;.41.

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16t

1111

Individualized Foreign Language Program

Project Director:

Mr. Fred La LeikeWest Bend Joint District 111710 South Main StreetWest Bend, Wisconsin 53095


Impact Innovative Methods Promoting

the Advancement of Creative Teaching of

Orthopedically Multiple Handicapped andIt became evident during a pi-

lot study that teachers needed train-ing and experience to develop diag-nostic/prescriptive instructionalprograms and use appropriate diag-nostic techniques, and the latestmethods and materials designed, forindividualization.

In this project inservice ses-sions focus upon increasing teachingcompetencies to diagnose learningpatterns of children with disabili-ties, develop a framework which inte-grates developmental and sequentialcurriculum goals and special instruc-tional techniques, and provide op-portunities for teachers to employappropriate techniques, materialsand equipment. A diagnostic teamconducts individual evaluations andprescribes specific learning programswhich the classroom teacher developsand presents. An instructional ma-terials center equipped with studycarrels, resource materials, work-shop areas and library area was es-

tablished.

Mentally Retarded

Children

54

Project Director:

Dr, Joseph P. Schwei9333 West Lincoln AvenueWest Allis, Wisconsin 53227


EDUCATIONAL CENTERS

.4e7.

...0*!!,:.,),,;44%;;*`^'

4** 411

e

.""

_ 4!

- o-v..1..,,,csat*"-.11lat

Northwest Wisconsin Regional Education

Center #1, #2, & #4, Area "A"

Project Director:

Mr. James WoodCESA #2Post Office Box 168Minocqua, Wisconsin 54548


This project's goal is based on

the most critical educational needin Area "A" which has been identi-fied as improving educational oppor-tunitits for the wide spectrum of_

exceptional youth: those who repre-sent deviations from the normal andwho are limited in achieving totheir optimum in the regular class-room setting. Initial activitieswill focus on improvement of handi-cappbd children programs particular-ly in the mentally retarded educableand trainable.

The unique characteristics ofeach local district will determinethe specific schedules end compo-

56

nents of each local program.

Staff of the Center will pro-vide the catalytic action for in-creasing the involvement of communi-ties in their schools to obtain theimproved educationP1 opportunitiesfor handicapped chi Lren. Orienta-

tion programs for increased under-standing will be provided for schoolboards, administrators, teachers,and the wider communities. Local

schools will be encouraged to desig-nate a staff member who will be as-sisted in forming local committeeswho will plan local strategies forimproving educational opportunitiesfor their exceptional youth.

1-C-E Instruction, Curriculum, Environment

CESA #3, #8, & #9, Area "B"

Project Director:

Mr. Robert Warpinski

USA #91927 Main StreetGreen Bay, Wisconsin 54302

operational Year: 7/15/70-6/3r1/71

Project 1-C-E (Instruction-Curriculum-Environment) is a Title

III program designed to develop, de-monstrate, and evaluate proceduresfor improving instructional skillsand techniques by classroom teachers.

The procedures will assist them todevelop, evaluate and implement a

new interdisciplinary approach to

the study of ecology and environmen-

tal education.

Effective teaching techniqueswill be examined which will modify

and improve students' value judg-

ments and behavior, especially, to-ward environmental concerns. Con-

sideration will be given to studentinvolvement in action programs forenvironmental improvement on region-

al, national and global levels.

57

To carry out these goals, CESA-

LEA teacher committees will develop

curriculum concepts and instruction-

al strategies for an interdisciplin-

ary approach to environmental man-

agement education.

T, first year integration ofenvironmental education will be made

in language arts, social studies and

science programs. In the second

year, fall of 1971, K-I2 programs in

math, fine arts (music, art, etc.),physical and health education, andJunior High programs in industrialarts and 'lome economics, businesseducation and agriculture will beconsidered for integration of envi-

ronmental education.

Regional Education Center Area "C"

CESA #5, #6, & #11

Project Director:

Dr. Donald JacobsonArea "C" Project DirectorBlair, Wisconsin 54616


The central focus of this pro-ject in Educational Center Area "C"will be to provide local schcoi sys-tems and CESA's with assistance andexpertise in program development and

implementation of programs. The

programs will be in the areas ofspecial education and vocational ed-

ucation. The project will be con-

58

cerned with those needs in these twofields which have been idc..ntified,

to be given priority, by the policycommittee of the Area.

The Center has just begun to

formulate its specific programsdealing with special education and

vocational education.

.

Operational Structure for Improving

Vocational Education in Region "D"

CESA #1 & #12Project Lirector:

ir, Paul L. GundlachUSA #I2412 East Slifer StreetPortage, Wisconsin 53901


This project, in EducationCenter, Area "D"; is designed to de-termine the role of the secondaryschool in providing students withspecific vocational education oppor-tunities. This determination willbe made by analyzing manpower needsin the area which serves 23 schooldistricts, the State, and the Nation;assessing and identifying vocation-al education resources; determiningstudent mobility after graduation;and defining responsibilities inproviding instruction to students.Based on the above studies, voca-tional education needs in the areawill be delineated and a plan de-veloped to meet these needs. In-

dividual school districts will beprovided with assistance to imple-ment their component of the regionalplan.

The bases upon which this pri-ority need was selected was a surveysent to administrators, teachers,students, families and members ofthe Board of Education in the 23school districts and the Departmentof Public Instruction.

59

The composite rankings of needsidentified by this group indicatedthat the area of vocational educa-tion had by far the greatest concern.Other needs, i.e., working w.1.111

children needing special trainingand organizing school day to providenew ways of scheduling students werealso noted. It was also felt thatthere was a need to describe thefunction of the school in societyand implement the curriculum tocarry off these functions in theclassroom.

The assessment of needs wasconducted in an effort to identifythe priority need of this area. It

was the first step to preparing anoperational project of this area.The reason for this is that the pur-pose of the education center is toprovide programs and services wifichthrough assessment has been desig-nated as a priority but do not existcurrently in sufficient quantity orquality.

Education Center Area "E"

Project Director:

Mrs. Faye LloydUSA #13908 West Main StreetWaupun, wisconsin 53963


The goal of this project is tocreate within the school districtsof CESA's #10 and #13, an environ-ment which would be receptive tochange. The change intended is in

the area of personalized instructionthrough which innovative implementa-tion of a network of experimentalclassrooms can be facilitated.

As an Education Center project,the goals have been identifiedthrough an assessment of needs inthe area serve4 to be a high priori-ty educational need. This area con-

sists of 39 school districts whoseenrollment varies from 244 (K-12) to11,276.

Emphasis is placed on helpingchildren and youth to become self-motivated, self-directing learnerswho have "learned how to learn." '

Through the establishment of aregional educational center, a co-

operative flexible network of unitsincluding school districts, schoolsand classrooms will be formed. Ef-

forts among teachers, students, ad-60

CESA #10 & #13

ministrators, and parents focus onthe individualization and moderniza-tion of the curriculum. The flexi-

ble network will include elementaryand secondary units with extensiveinservice training sessions foreveryone involved, emphasizing thehumane aspects of education. The

network will be formulated on a vol-untary basis and remain under theadministration of the local school

districts. The ir.dividual programs

will be implemented at the discre-tion of the local school districts,but in agreement with the intent ofthe major aspects of this program.

The process of individualizingthe curriculum will come aboutthrough the strengthening of "in-quiry skills" among the students whowill pursue special interests re-lated to their real-life problems.From the experiences noted in theclassrooms involved, a replicableset of procr,dures for curriculum re-

newal and individualization will bedeveloped for use in expanding thenetwork in subsequent years.

Individualization of Instruction

A Change Agent Model for Schools

Project Director:

Mr. Harold 4nderson(A SA #I5

545 West Dayton StreetMadison, Wisccnsin 53703


This Regional Educational Centerproject involves three CooperativeEducational Service Agencies (14, 15

and 17) and encompasses seven coun-

ties (Dane, Rock, Crawford, Grant,

Iowa, LaFayette, and Richland) and

portions of Green and Jefferson, in

Wisconsin. The administrating agen-

cy for this project is CESA #15.

Briefly, the purpose of the in-dividualization of instruction pro-

ject is to develop an inservice andsubsequent implementation model for

local school districts in a nine (9)

county area. The thrust of the pro-

ject is to be orientation and induc-

tion in the initial phase (1st year)

with implementation and evaluation

as a future goal.

Although individualized instruc-

tion has been assessed as an educa-

tional need !n the entire area,

in Area "F" CESA

#14, #15, & #11

61

great effort will be made during thisproject to not impose specific pro-grams of this nature on districts butrather to assist school districts toevaluate the kinds and number of pro-grams needed and to investigate var-ious solutions to their individualdistrict needs.

Special emphasis is given to theassessment of local school districtsin their individual curriculum needs,and to workshops on various methodsof individualization of instruction.Books, pamphlets, extension films,tapes, slides and other locally de-veloped instructional materials arebeing developed for both public andnon-public schools as they are need-

ed. A monthly "newsletter" informslocal schools of projects in their

Region and general information. Dis-

semination of program information is

vital.

.., .._

Southeastern Wisconsin Regional Education

Project oirector:

Jr. villon HIlcryUSA /413

432 .orth Piro

Lurlington, wisconsin

)Derational Year: 4/c-771-4"

Southeastern Wisconsin, (Area"G") specifically Kenosha, Racine,Walworth, Washington, and WaukesnaCounties, are experiencing the mostrapid population growth of any areain the state. This area is rapidlybeing assimilated into one vast ur-ban sprawl extending from PortWashington south through Milwaukeeand Chi':ago and east into Indianaand eastern Michigan. The bestgrowth predictions indicate thatduring the next twenty years thisarea will increase in population andurban use of land to approx1-tately175% of its present level. This

rapid Urbanization is bringing aboutdramatic changes in the life stylesof communities as well as indivi-duals with resulting high impact up-on the institutions of the area,particularly the schoo's. It is

reasonable to expect that the prob-lems that now plaque the cities andtheir schools will become more andmore prevalent during the comingdecade. These include the criti-cisms of irrelevancy and ineffective-ness, the demands of students, par-

Center Area "G"

CESA #16 & #18

ents and teachers for more controlof schOols and the increasinc crisisin financial support.

It is proposed that a kegionalEducational Center "G" be establish-ed for the purpose of providing pro-fessional and technical assistance

to educational leaders to enablethem to respond to immediate or ex-isting problems and future concernsin planning. This Center would con-sist of a team of resource peoplefrom the social sciences with a va-riety of problem-solving skills whowould provide a combination trouble-shooting, information gathering andprocessina, and lona-range planningservices.

Concerted efforts will dealwith problems arising out t'f themileau of social demographic, polit-ical and economic changes encapsu-lated in the term urbanization.Initial projects will attempt todemonstrate the usefulness of infor-mation science, management scienceand sociology to the solution of

62 problems.

0

MetroResearch and Planning Services

CESA #19, Area "H"Project Director:

Dr. Barry FaninCESA 1119

9722 Watertown Plank RoadMilwaukee, Wisconsin 53226


Metro- Research is a Title III

project of the Education CenterArea "H". Area "H" is composed ofCESA #19 which includes 25 Milwaukeeand Ozaukee County School Districtsof the greater Milwaukee area.

Through a creative combinationof area resources, Metro-Researchhelps local school districts effec-tively evaluate and meet their edu-cational needs. Metro shares itsresearch expertise and resourceswhile encouraging each district todiagnose and prescribe for its ownneeds--on its own terms and in itsown way.

Recognizing the necessity forplanned change in our educationalsystem, Metro serves its districtsthrbugh on-The-job training ofschool personnel to conduct theirown research, evaluation and plan-ning. Metro functions in andthrough its component district'.Therefore, local participation is notonly encouraged, but is essential atevery stage of a research project-from initial idea, research proposal

63

and plan, through data.collectionand analysis, to final disseminationof results and publication of re-search naners.

Research orientation is a pre-requisite for sound planning and de-velopment. The Metro project isbased on the assumption that exposureto research will lead to improvementsin teaching, goal setting, evaluationand curriculum planning

Metro proposes to make its dis-trict teachers and administrators

research conscious--to develop inthem a greater understanding of re-search and an appreciation of thecontributions of research methods toevaluation, planning add overall ed-

..

ucational practice.

More than 150 teachers and ad-ministrators are participatingthrough their District Research Com-mittees. Thirty-eight research pro-jects are being developed by 15schools for 1971-72.

TERMINATING PROJECTS

Pupil Personnel Services to EqualizeEducational Opportunities

/I/D/B/A/ National DemonstrationSchools Project

/I/D/E/A/ National DemonstrationSchool Project

lnlividualizing Learning Through

Mec.a

Individualization of InstructionThrough Creative Lse of

Personnel

Thomas BluettCESA #3Municipal BuildingGillett, WI 54124

Thomas WalkerJt. School Dist. No. I

100 N. Jefferson StreetGreen Bay, WI 54301

Frederic C. Vorlop150 Cummings StreetDelavan, WI 53115

RolandSolbergCESA #11La Crosse Co. Court HouseLa Crosse, WI 54601

Arnold Lambera--Kenneth JensenMadison Jt. Dist. No. 8545 W. Dayton Street-Madison, WI 53703

- ---Development of an Inservice Model Tom Patterson

for Implementing New Methodology Madison Jt. Dist. No. 8

in the Social Studies 545 W. Dayton StreetMadison, WI 53703

A Pre-Vocational Thr.Ist in

General Education

/1/D/E/A/ National Demonstration

School Project

64

Cecil Kielley702 Pflaum RoadMadison, WI 53716

James ArendWis. Heights School Dist.Route #1Mazomanie, WI 5.3560

Term. Date

8/31/70

Term. Date3/30/70

Term. Date

9/23/70

Term. Date

6/30/71

Term. Dat:1

7/31/70

Term. Date7/31/70

Term. Date

6/27/71

Term: Date7/15/70

Improvement of Instruction Through Dr. Gary PetersonInservice Education in Evaluation 5225 W. Vliet Street'lading to Studies of Critical P.O. Drawer 10Koblems Milwaukee, WI 53201

Cooperative Curriculum DevelopmentCenter

A Multi-Disciplinary Approach toIdentification, Diagnosis, andRemediation of EducationalDisabilities

Tutors for Special Disabilities

Exemplary Programs of Pupil Servicesin Small Towns and Rural Areas

Individualized Foreign LanguageProgram

Hear (Hearing Edu-ation andResources)

65

Howard E. Wilsmann706 N. 8th StreetManitowoc, WI 54220

Donald HoeftCESA #103730 Kohler Memorial Dr.Sheboygan, WI 53081

John KnottCESA-#7 -Box 2808, Highway 10ERoute 5Stevens Point, WI 54481

Dr. Neal GamskyCESA #I3908 W. Main StreetWaupun, WI 53963

Fred La LeikeWest Bend Jt. Dist. No. I

710 S. lain StreetWest Bend, WI 53095

Term. Date7/14/70

Term. Date7/31/70

Term. Date8/30/70

Term. Date

5/31/71

Term. Date

9/1/70

Term. Date6/10/71

Robert C. Gresk Term. Date

CESA #19 11/30/709722 Watertown Plank RoadMilwaukee, WI 53226

Published 1971For Further Information Contact:

Title III, E.S.E.A.Department of Public Instruction126 Langdon Street

Madison,- Wisconsin53702

4000-44

66

s

Prepared by M.J. Even10/71

Documents

DOCUMENT RESUME ED 080 205Oct 71 71p. Wisconsin State Department of Public Instruction, 126 Langdon Street, Madison, Wisconsin 53706 (Limited number of copies available free of charge)