DOCUMENT RESUME

ED 089 500 EC 061 444

TITLE Dale Avenue School Early Childhood Education CenterProject. Research Bulletin Volume II, No. 2, April1972.

INSTITUTION Paterson Board of Education, N.J.SPONS AGENCY Bureau of Elementary and Secondary Education

(DHEW/OE) , Washington, D.C.PUB DATE Apr 72NOTE 18p.; For related information see EC 061439 through

EC 061443, and EC 061445 through EC 061449

EDRS PRICE MF-$0.75 HC-$1.50 PLUS POSTAGEDESCRIPTORS *Disadvantaged Youth; *Early Childhood Educaticn;

*Exceptional Child Education; *Inservice TeacherEducation; Primary Grades; Urban Education;*Workshops

IDENTIFIERS Elementary Secondary Education Act Title III; ESEATitle III; Paterson (New Jersey)

ABSTRACTDescribed is the inservice teacher training

compontent for grade levels 1 through 3, of an early childhood urbaneducation program funded under Title III in Paterson, New Jersey.Noted is development by teachers of tests for each of 10 previcuslyidentified performance objective areas. Described individually areworkshops held on the following topics: the performance objectives,oreientation for pre-kindergarten and kindergarten teachers in theprogram, orientation for aides, a 3-day orientation for projectteachers, language disorders, learning disabilities and reading, andinterrelationships in urban schools. Listed are members of tho Boardof Education, the Community Advisory Committee, the Parent Committee,and the project staff. (DB)

DALE AVENUE SCHOOL

PATERSON, NEW JERSEY

A TITLE III E.S.E.A. PROJECTPATERSON BOARD OF EDUCATION

RESEARCH BULLETIN VOLUME II NO. 2

Apri1, 1972

U.S DEPARTMENT OF HEALTH,EDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONSSTATED 00 NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

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Dale Avenue School

2.

THE PATERSON BOARD OF EDUCATION

Leonard R. Jacoby President

Rev. Louis M. Richardson. . Vice President

Gilbert Collazo

Mrs. Kathryn Feeney

Ronald J. Frederick

Donald Greenspan

Mrs. Ruth Hirshberg

Rev. Robert Kirchgessner

Mrs. Marian M. Rauschenbach

Robert Penotti

Dr. Michael Gioia Superintendent

Joseph W. Goldberg AssistantSuperintendent

Dr. Norman S. Weir... . . . AssistantSuperintendent

Charles J. Riley Secretary/BusinessAdministrator

Robert P. Swartz Assistant SecretaryCounsel

Mrs. Vera P. Thompson. . . Director of FundedPrograms

TITLE III COMMUNITY ADVISORY COMMITTEE

Dr. Michael Gioia Superintendentof Schools

Mr. Leonard R. Jacoby.

Rev. Louis Richardson.

Dr. Norman S. Weir. .

3.

.President, Boardof Education

. .Vice President,Board of Education

. . Assistant Superin-tendent of Schools

Mr. Joseph W. Goldberg. . Assistant Superin-tendent of Schools

Mr. Charles J. Riley. . . Secretary/BusinessAdministrator, Boardof Education

Rev. John Carroll Assistant Superin-tendent of PatersonDiocesan Schools

Mr. John Bell Director, ModelCities

Mrs. Hilda Conn

Mr. Willie Sweet

Assistant Director,Model Cities

Advisory Committee,Model Cities

Mr. John Rodriquez. . . . Acting ExecutiveDirector, PatersonTask Force

Rev. William 'Jason. . . . President, PatersonTask Force

Mr. James Adams Consultant,Model Cities

4.

Prof. Alice Meeker. . . 'William PatersonCollege

Mr. Peter J. Wild. . . . Principal, DAECEC*

Miss Harriet Gibbs. .Di?ector, Pre-Kindergarten, DAECEC*

Mrs. Helen Hanson. . . . Project Director,Title III, DAECEC*

Mrs. Rita Gavzy Research Director,Title III, DAECEC*

Mrs. Marie O'Mara. . . . Psychologist, DAECEC*

Mrs. Vera P. Thompson. . Director of FundedPrograms

Mr. Joseph Heitzman. . . Assistant Directorof Funded Programs

Mr. Reginald T. Brown. . Social Worker-Co-ordinator, DAECEC*

*Dale Avenue Early Childhood Education Center

5.

Mrs. Cecile Dickey. . . .Director, Head Start

Mr. Gilbert Benson. . . .Project Administrator,Council of Agency forFamily Planning

Mr. Harold Simon President, PatersonAdministrator'sAssociation

Mrs. Grace Griffin. . .Paterson EducationAssociation

Mrs. Roberta Cohen. . . .President, Kinder-garten Association

Mrs. Mildred Tramble. . .President, PatersonNational Council ofNegro Women'

Mrs. Josephine Chambers..President, PatersonCouncil of P.T.A.'s

Mr. Anthony Carbone. . . Trustee, PatersonCouncil of P.T.A.'s

Mrs. Faith Adams President, FollowThrough AdvisoryCommittee

Dean Harry T. Gumaer. . .Dean of ProfessionalPrograms, WilliamPaterson College

Dr. Edward Ward Chairman, Departmentof Education, WilliamPaterson College

6.

DALE AVENUE TITLE III

PARENT COMMITTEE

Mr. & Mrs. Bobby Bailey

Mr. & Mrs. Marty Barnes

Mr. & Mrs. John Carbarcas

Dr. & Mrs. Oren Chase

Mr. & Mrs. Charles Council

Mr. & Mrs. Peter Courtney

Mr. & Mrs. Clyde Crooms

Mr. & Mrs. Eugene Dawson

Mr. & Mrs.. Robert Del Vecchio

Mr. & Mrs. Jorge Escurra

Mr, & Mrs. Carlton Gillis

Mr. Harold Foster

Mr. & Mrs. Freddie Holmes

Mr. & Mrs. James Jeter

Mr. & Mrs. Dennis Leskanic

Mr. & Mrs. Robinson Mendoza

Mr. & Mrs. Ellis Shearn

7.

Mr. & Mrs. Thomas Taliaferro

Mr. & Mrs. Luis Torres

Mr. & Mrs. James Wright

Mrs. Henrietta Young

Mr. & Mrs. Frank Vetrands

8.

TITLE III STAFF

Mrs. Helen B. Hanson. . . Director, Title III

Mrs. Rita Gavzy Research Director

Mr. Charles Pachella. :Psychometrician

Mrs. Rhoda Schenberg. . . Tester/SupplementaryInstructor

Miss Marion Lippa Tester/SupplementaryInstructor

Mrs. Gilda Walsh Audiologist

Mrs. Ann Taliaferro. . . .Parent Coordinator

Mrs. Patricia Davis Secretary

CONSULTANT STAFF

Mr. Peter J. Wild Principal,Dale Avenue School

Mr. Joseph Heitzman. . . .Assistant Directorof Funded Programs

Miss Harriet Gibbs. . . . Director of Pre-Kindergarten,Dale Avenue School

9.

In-Service Teacher Training Program1971-72

The in-service teacher-training pro-gram for levels one through three at DaleAvenue School differs from the previousyear's training program in several ways.Last year, the program involved onlyPre-Kindergarten and Kindergarten teachersand para-professionals. Since eachPre-Kindergarten teacher had two aidesand each kindergarten had one aide, itwas feasible for teachers to discuss orobtain resource material whenever theyneeded it. An open-door policy wastherefore established between Title IIIand the classrooms. Additional resourcematerial could also be obtained fromthe Pre-Kindergarten Director.

This kind of program was not possi-ble for the first through third levelteachers as they did not have full-timeaides and they could not leave theirclasses whenever a question or programarose.

A series of voluntary meeting dateswas, therefore, established as ofJanuarY, 1972 so that teachers couldmeet with Title III staff on a regularbasis if they so desired. Every otherMonday from 2:45 to 3:45 was set asidefor first level teachers, every otherWednesday for second level teachersand every other Thursday for third levelteachers. At these meetings, the problemsof interpretation of the first throughthird level performance objectives werediscussed.

10.

The teachers decided that tests should bedeveloped for each of the ten performanceobjective areas. Many of the teachersvolunteered to make test kits that couldbe shared with the rest of the staff,(Math, Listening, Speaking, Naming, Seri-ation and Writing and Motor Skills Test Kitswere made by the teachers, reviewed by themembers of the Title III staff and run offon stencils so that they could be used fortesting).

Workshops

The Workshop portion of the TeachersTraining Program was similar to last year'sprogram but geared to the specific needsof the first through third level childrenand teachers.

Orientation Workshop

An orientation workshop with the music,art, speech, physical education, and homeeconomics specialists and the first throughthird level teachers was held on September7th. At that time, the Performance ObjectivesPre-Kindergarten and Kindergarten Slide Story

'was shown and the Performance Objectivesconcept was discussed and suggestions wererequested. The teachers subsequentlypresented the Title III staff with a listingof material they believed their childrenshould cover from first to third level inthe areas of math, reading, language artsand music. This input was subsequentlyincorporated into the first draft of thefirst through third level performanceobjectives which was given to the teacherjust before Christmas vacation to pilotwith their children beginning January 1972.

11.

Orientation for School #24 Teachers--TWith Per ormance db

On September 9th and 10th, oneKindergarten and one first grade teacherfrom School #24 who were to be usingperfotMance ObjeCtives this year came:infor orientation with Title III staff anda full day observation with the Pre'Kindergarten and Kindergarten teachers.

Reorientation Workshop for Pre- Kindergartenancf kindergarten Teachers

On October 13thi: a reorientationworkshop was held with the Pre-- Kindergartenteachers to go over the revised preKindergarten and Kindergarten PerformanceObjectives.

Workshop for Aides in Title I Schools

On October 26th through 28th a threeday workshop was held for fourteen teacheraides, working in 'fourteen Title I SchOolsin paterSOlif WhO will be using PerformanceObjectives. The aides viewed the Perfor-mance ObjeCtive Slide Story, toured theschool, tOOkipart in a language workshopand ObsprVe4 in Pre- Kindergarten andKindergarten classes,

WorkshOp for Protect Team Teachers

A three:day orientation workshopsimilar to the one for teacher aides washeld on Monday, NoveMber 8th throUgh 10thfor the fourteenproject team-teacherSwhowere to he working in the preViOusiYmentioned Title I SchoolO. The ReadingSpeCialiSts alsb attended.

12.

LelraingL)i.sabi.lities, A Langpage DisordersPhenomena

Besides the orientation session, theProject Team Teachers along with the entireDale Avenue teaching staff attended a work-shop on November 8th entitled "LearningDisabilities, A Language Disorders Phenomenon"led by Dr. Harold M. Scholl, Professor ofSpeech and Coordinator of Special EducationPrograms at Montclair State College. Avideo tape of the workshop was shown to allDale Avenue para-professionals on November 9th.

Dr. Scholl discussed the following sevenfields of instruction which should be taughtevery day; sensory-motor areas, visualprocessing, language-psycholinguistic devel-opment, auditory processing, academic areas,social behavior and emotional development.He emphasized that signs, gesture,writing, and speech are all communicationas they are means of conveying somethingwe know or feel.

He discussed with the group his feelingthat up until the age of eight, children whofailed tests given to determine areas ofreading difficulty actually failed becauseof perceptual problems. Above the age ofeight, however, perceptual difficultieswere more concePtual, cognitive or semanticproblems.

Like many other workshop leaders,Dr. Scholl stressed that it would besimplistic to expect all children to learnwith one method only.

13.

Learning Disabilities and Reading.Workshop

On Wednesday, December 1,Mrs. Ann Oopman, Learning Disabilitiesand Reading Specialist from B.O.I.C.E.'s,Nassau, addressed the Dale Avenueteachers and specialists in the morningand the para-professionals in the after-noon. Using the Slingerland Test, shedemonstrated with several first and thirdlevel Dale Avenue children how to determinewhich of the following avenues of learningwere oroblem areas: 1) copying (Howdoes he perceive things dot to dot?);2) eye and hand coordination; 3) spatialrelationships; 4) proximal and distal(How well can child copy at far point andnear point?); 5) length of copy time(Is child working hard to compensate?Does it take too long?); 6) visual memory;7) visual motor; 8) visual discrimination;9) perceptual constancy (in differenttypes of print, letters); 10) figureground (pulling out word, picture or blockasked for).

Mrs. Onoman stressed that a childwith reading disabilities needs to workin visual, auditory, kinesthetic andtactile areas. First he needs to builda sight vocabulary and then see likenesses.He needs to work with the parts - begin-ning sOund6, sounds of consonants andvowels and blending,

14.

In her demonstrations with the children,she helped the teachers to determine how eachchild learned best (auditorally or visually)and then showed how she would work with him.(She gave several examples. The teachersfound this part of the workshop particularlyhelpful.) 'She further stated that consonantsubstitutions and blending sounds togetherare very difficult for children with learn-ing difficulties because they cannot picturethe words in their minds. She suggestedusing plastic letters that the childrencan manipulate.

The Pre-Kindergarten, Kindergartenand First Level teachers, who spend agreat deal of time teaching the use ofpuzzles, form boards, picture sequencingand focusing in on pictures, were delightedto hear Mrs. Oppman stress that readingis developmental and so a child must haveskills in visual memory, sequencing, build-ing a whole from its parts and back toits parts, and being able to find some-thing (figure ground). This reconfirmedthat many of the games that go on in theearly grades are building reading skills.

Workshop on "Interrelationships in UrbanSohOOlt

Or. Daniel $ugarman of the PsychologyDepartment of William Paterson C011egespoke to the Dale Avenue teachers onJanuary 11, 1972. A videO tape was madeto be shown to the para-professionals ata later date.

15.

The first part of Dr. Sugarman'sworkshop dealt with background information,definition and description of the differentclasses in the United States. He statedthat a) the amount of money one has isonly one factor. What is more importantis what one does (how he gets his money.)b) where one lives, c) one's familyconnection, d) how long one has been inthe country, e) religious background,f) value system. "In the United States,"he said, there is a fluid movement.With difficulty, you can push up, whilemeeting others who are going down."

Since the cardinal value of themiddle class is delay of gratification(giving up immediate gratification nowfor future gratification), Dr. Sugarmanfelt that all teachers are, therefore,automatically in the middle class - sincein order to gain a degree they have de-layed gratification for four years. Healso felt that middle - class teacherswere often disturbed because lower-classchildren had difficulty waiting fordelayed gratification. He explained thatby five years of age a lower class childwas very different from his middle-classcounterpart. The middle class child hasusually learned that, if something ispromised to him he will probably get it,while the lower class child has learnedto get it now as there may not be a later.

The second part of the workphOp wasan open forum where question$ were asked,and prObleMs were aired.

16.

In their evaluation forms, the teachersreported that this was one of the mostvaluable workshops of the year.

Through the Title III workshops, testingfeedback to teachers, resource materials,and bimonthly meetings, it is hoped thatall involved personnel will gain much in-sight into the various abilities and needsof the students in addition to knowledgeof the various ways in which students maybe helped to move at their own individualrates.

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