DOCUMENT RESUME

ED 089 503 EC 061 447

TITLE Dale Avenue School Early Childhood Education CenterProject. Research Bulletin Volume III, No. 1,December 1972.

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

(DREW /OE), Washington, D.C.PUB DATE Dec 72NOTE 25p.; For related information see EC 061439 through

EC 061446, and EC 061448 through EC 061449

EDRS PRICE MP-$0.75 HC-$1.85 PLUS POSTAGEDESCRIPTORS *Behavioral Objectives; *Disadvantaged Youth;

*Exceptional Child Education; *Primary Grades;Records (Forms); *Urban Education

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

ABSTRACTDescribed is the third year of a Paterson, New

Jersey, urban early childhood education project for disadvantagedchildren; and summarized are achievement data on entering third level(grade) children in 10 performance areas. Noted are revision andreordering of performance objectives, development of summary sheetsfor recording each child's skills, and record keeping procedures.Given is descriptive information about the third level children whichincludes mean family income ($6,300), parent occupations, familysize, and mean IQ score gain from pre-kindergarten through the secondlevel (from 86.1 to 89.5). Provided is data on the mean achievementof entering third level children on performance objectives in thefollowing areas: listening, naming, observing, speaking, perceptualmotor skills, writing, classification, mathematics, decoding, andseriation. (DB)

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DALE AVENUE SCHOOL

PATERSON, NEW JERSEY

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A TITLE III r.s.E.A. PROJECTPATERSON BOARD OF EDUCATION

RESEARCH BULLETIN VOLUME III NO. 1

December, 1972

U S OEPARTMENTOP HEALTH,EDUCATION &WELFARENATIONAL INStiTUTE OF

EDUCATIONHIS DOCUMENT HAS BEEN REPRO

OLICIO EXACTLY AS RECEIVED ,RDA(HE PERSON OR ORGANIZATION ORIGINATINO IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OPEDUCATION POSITION OR POLICY

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DALE AVENUE SCHOOL

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THE PATERSON BOARD OF EDUCATION

Leonard R. Jacoby

Rev. Louis Richardson

Dr, Michael Gioia

Joseph W. Goldberg

Dr. Norman S. Weir

Charles J. Riley

Robert P. Swartz

COMMISSIONERS

President

Vice President

Superintendent

AssistantSuperintendent

Gilbert Collazo

Mrs. Kathryn Feeney

Ronald J. Frederick

Mrs, Ruth Hirshberg

Rev. Robert Kirchgessner

Robert Penotti

Mrs. Marian M. Rauschenbach

AssistantSuperintendent

Secretary/BusinessAdministrator

Assistant Secretary/Counsel

3.

TITLE III COMMUNITY ADVISORY COMMITTEE

Dr. Michael Gioia. . . . Superintendent ofSchools

Leonard R. Jacoby. . . President, Board ofEducation

Rev. Louis Richardson. Vice President,Board of Education

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

Joseph W. Goldberg. . . .AssistantSuperintendent ofSchools

Charles J. Riley Secretary/BusinessAdministrator

Rev. John Carroll . Superintendent ofPaterson DiocesanSchools

Robert McClain Director, PlannedVariations

George Tuttle Assistant Director,Planned Variations

Willie Sweet Advisory Committe,Planned Variations

james Adams Consultant, PlannedVariations

Julius Gamble Executive Director,Paterson Task Force

4.

Rev. Nilliam Mason. . .President,Paterson Task Force

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

Gilbert Benson Project Administrator,Council of Agency forFamily Planning

Sam Del Mauro President, PatersonAdministrator'sAssociation

Elvin Hubbard Paterson EducationAssociation

Mrs. Roberta Cohen. . . .President,KindergartenAssociation

Mrs. Mildred Tramble. . .President, NationalCouncil of Negro.Women

Mrs. Evelyn Muller. . . .President, PatersonCouncil of P.T.A.'s

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

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

Dr. Edward Ward Chairman, Departmentof Education, WilliamPaterson College

Prof. Alice Meeker

Mrs. Marie O'Mara

Mrs. Vera P. Thompson

Joseph Heitzman

Reginald Brown

Joseph Di Gangi

Miss Harriet Gibbs

Mrs. Helen Hanson

Mrs. Rita Gavzy

5.

William PatersonCollege

Psychologist, DAECEC*

Director of FundedPrograms

Assistant Directorof Funded Programs

Social Worker - Co-ordinator, DAECEC*

Principal, DAECEC*

Director, Pre-Kindergarten, DAECEC*

Project Director,Title III, DAECEC*

Research Director,Title III, DAECEC*

*Dale Avenue Early Childhood Education Center

Title'III Staff 6.

Mrs, Helen Hanson. . .Director, Title III

Mrs. Rita Gavzy Researcher

Mrs. Anna Taliaferro. . Parent Coordinator

Mrs. Gilda Walsh. . . . Audiologist

Mrs. Rhoda Schonberg. . Tester/SupplementaryInstructor

Miss Marion Lippa. . . .Tester/SupplementaryInstructor

Misa Patricia Walter. . Secretary

Consultant Staff

Dr. Michael Gioia. . . .Superintendent ofSchools

Leonard R. Jacoby. .President, PatersonBoard of Education

Mrs. Vera P. Thompson Director of FundedPrograms

Joseph Di Gangi Principal,Dale Avenue School

Joseph Heitzman Assistant Directorof Funded Programs

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

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TITLE III PARENT ADVISORY COMMITTEE

Mrs. Doreatha Albritton

Mr. & Mrs. Bobby Bailey

Mr. & Mrs. Marty Barnes

Mr. & Mrs. John Carbarcas

Mr. George Collazo

Mr. & Mrs. Charles Council

Mr. & Mrs. Peter Courtney

Mr. & Mrs. Clyde Crooms

Mr. & Mrs. Eugene Dawson

Mr. & Mrs. Robert De] Vecchio

Mr. & Mrs. Winnie Edwards

Mr. Harold Foster

Mr. & Mrs. Carlton Gillis

Mr; & Mrs. Freddie Holmes

Mr. & Mrs. James Jeter

Mr. & Mrs. Thomas Kling

Mr. & Mrs. Dennis Leskanic

Mr. & Mrs. Robinson Mendoza

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Mr. & Mrs. William Nelson

Mr. & Mrs. Thomas Taliaferro

Mr. & Mrs. Luis Torres

Mr. & Mrs. Frank Vetrands

Mr. & Mrs. James Wright

Mrs. Henrietta Young

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MR. JOSEPH DI GANGI,PRINCIPAL OF DALE AVENUE SCHOOL

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THE THIRD YEAR OF THE DALE AVENUE URBANEARLY CHILDHOOD EDUCATION PROJECT

1972 - 1973

PERFORMANCE OBJECTIVES

In May of 1972 the Dale Avenue teacherssuggested several additions, deletions andchanges in the order of the Performance Ob-jectives. The results of empirical testingat Dale Avenue determined the need for suchchanges. The Pre-Kindergarten - Kindergar-ten and First through Third Level Perfor-mance Objectives were revised, according tothe results of the testing and teacher sug-gestions, in June and July of 1972. Theywere also combined into one sequential list-ing of objectives rather than one for Pre-Kindergarten - Kindergarten and another forFirst through Third Level. The referenceto grade levels was eliminated since eachchild's own rate of learning and develop-mental level were to be considered the im-portant elements. The revised objectivesto be used in 1972 1973 were entitled "Pre-Primary-Primary Performance Objectives".

SUMMARY SHEETS

Summary sheets for recording eachchild's skills on the Performance Objectiveswere developed at the end of the second yearof the project. The form shown in Table Iindicates the highest numbered item the child-,has completed in Listening, Naming, Speaking;,Observation, Writing and Motor Skills, Per-ceptual Motor Skills, Math, Decoding7EnF6aing,

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Classifioatien and Seriation. In the areaIaboied Comments the airars unmasteredskills, that came before the highest numberattained, are listed as well as teacher com-ments,

By June of 1972 summary sheets had beencompleted for each child in Kindergartenthrough Third Level at Dale Avenue School.

Since 1972..1973 had been designated forin-depth testing in levels one through three,a Title III staff member was assigned to eachgrade level. The first order of business wasto correct the summary sheets that had beencompleted at the end of the 1971-1972 schoolyear. Since the Performance Objectives hadbeen revised, the numbers on the summarysheets no longer corresponded with the newPerformance Objective numbers. Once the cor-rections were made, the Title xxr staff mem-bers began a pre-testing program with theassistance of the teachers. Each child wastested individually. The Title III staffmember tested the highest numbered item ineach category and then went back two numbers.If a child gave an incorrect response, thetester went back to a basal of two correctresponses. For example: The summary sheetindicated that a child had mastered up toL-24 in Listening, which is "After thirtysecond pause can repeat in exact sequencefour digits that have been given at the rateof two per second." The tester tested thechild on this Performance objective. If thechild could do this the tester then testedthe child on L-23, If the child could alsodo this then the Pre-test on Listening hadbeen completed and the tester then continued

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in the same fashion with Namin Observing,S eaking, Perceptual Motor ls, Tinging.an otor TFITIs, Classiffatr6R7 MM, De-pVing and deilatioK7YrrEOWer7tWechild could not do L-24 or L-23, thr testerwont back to L-22 and L-21 or as far back asneeded for thti child to correctly performtwo listening objectives. It took approx-imately twenty to thirty minutes to admin-ister each pre-test.

RECORD KEEPING

Roll books for record keeping were hand-ed out to all Kindergarten through ThirdLevel teachers at Dale Avenue early in theschool year. (See Table TI) Once the pre-testing had been completed, the Title IIIstaff member demonstrated to the teacher howto record this data in her book. The namesof the students were listed in the left handcolumn. The name of the performance areais listed above the graphed area. Under thisthe performance objective numbers are listed.For Listening, it would be L-1, L-2, L-3,etc. A portion of a sample record keepingpage is in Table U. Every objective thatthe summary sheet and pre-test has indicatedthe pupil can do is marked in blue ink. Everynew objective taught is marked in red.

The record keeping book provides the in-formation necessary for grouping children.The teacher sees at a glance which childrenare working on the same objectives in any ofthe performance areas. She sees which childhas mastered a skill and can help another child.She sees which objectives she should be teach-ing or building toward and she can plan herdaily lessons accordingly.

TABLE I

Name-Address-

Birthdate-School-

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.11.=11111Please indicate highest numbered item in eachcategory that this child has successfullycompleted.

L. N. SP. OBS. WMS. PMS. M. SE. CL. DEC.

Pre- ._

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Lev.2

Lev,3

List under comments all objectives not mks-tered that come before highest number attained.

Pre-K Comments Teacher Date

Kin. Comments Teacher pate

Lev.1 Comments Teacher Date

Lev.2 Comments Teacher Date

Lev.3 Comments Teacher Date

BLUE CHECK INDICATES PUPIL KNEW THIS AT PRE-TEST TIME

RED CHECK INDICATES PUPIL LEARNED THIS SINCE PPETEST: TIME

LISTENING

STUDENTS' NAMES

BLUE

L-1

L-2

L-3

L-4

L-5

L-6

L-7

L-8

L-9 L-10

1 - Cameron, John

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CULMINATING ACTIVITY FOR PERFORMAMC8OBJECTIVES IN NAMING OCCUPATIONS

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DESCRIPTION OF THE THIRD LEVEL CHILDREN

Ninety percent of the children who arenow in the Third Level entered Dale AvenueKindergarten in September, 1969. Since thebuilding was not ready for occupancy untilMarch of 1970 the Pro-Kindergarten and Kin-dergarten classes were housed until then inThe Boys Club in Paterson, New Jersey. Al-though the Third Level children did not havea Dale Avenue Pre-Kindergarten experiencethey were all enrolled in two Pre-Kindergar-ten programs that were the forerunners ofDale Avenue Pre-Kindergarten. Twenty-four ofthe children had been in an experimental,structured Pre-Kindergarten program thatfeatured language bombardment at PatersonState College Campus School, while the remainder of the children had been enrolledin a Pre-Kindergarten held in the BaptistChurch in Paterson, New Jersey. This programwas under the supervision of Miss HarrietGibbs, who has been Director of the Pre-Kindergarten at Dale Avenue School since itsbeginning.

The testing data we have on our ThirdLevel children when they were in Pre-Kinder-garten comes from a study of the twenty-four campus school children. The mean scorefor them on the Peabody A when they enteredthat program was 86.1. This is not too un-like the 88.0 mean score of the childrennow in second level when they entered Pre-Kindergarten in Dale AVenue in September, 1969.

The children who are now in Third Levelwere not included in the study during the

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first year of the Title III Dale AvenueUrban Early Childhood Education Project.During that time they were in the FirstLevel at Dale Avenue School. The 1970-71first 1aar of the project developed curric-ulum and evaluated only the Pre-Kindergartenand Kindergarten at Dale Avenue. It was notuntil 1971-72, the second year of the pro-ject that the Title III staff became in-volved with the first through third levelchildren in making a needs assessment anddeveloping curriculum. During the 1971-72school year, at the request of Mr. Wild,who was then principal of the school, thePeabody Picture Vocabulary Test was admin-istered to a random sampling of thirtySecond Level children, These scores werecompared with their scores upon enteringKindergarten at Dale Avenue School in 1969.Although they had gained a mean of 3.43I.Q. points, statistical analysis revealedthat this gain was not significant.

One tenth of the children who are nowin the Third Level at Dale Avenue never hada pre-kindergarten experience. They enteredFirst Level in September of 1969 and re-mained in their sending school until the DaleAvenue building was ready for occupancy inMarch, 1970. Six of these children tookpart in a six week mini-group last Year.The determination to return them to the Sec-ond Level was made at the end of the sixweek period. The remaining children inthe group who never had pre-kindergartencompleted the Third Level Year, but becausethey were functioning at First or SecondLevel in almost all Performance areas, werenot sent on to rourth Grade. All of these

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THIRD LEVEL CHEFS IN HOME ECONOMICS CLASS

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children received or are receiving supple-mentary help.

Of the ninety-nine pupils in the ThirdLevel, including those who are repeating,fifty-two nercont are girls and forty-eightnercent are boys. Sixty-seven percent are64ck, fourteen percent are White and nine-teen percent are Spanish-speaking.

The average income of the parents of theThird Level children at the time the childrenentered Dale Avenue School was $6,372.00 peryear and there were approximately 3.5 chil-dren per family.

The fathers' occupations are varied.They include machine operators, mechanics,a parker, factory workers, a spotter for acleaner, supervisor in a paper plant, busdrivers, a porter, staff assistant at thetelephone company, a stationary engineer,Painters, a brick mason, presser, truckdrivers, a butcher, a chemist, salesmen, apostal clerk, stock man, foremen in factor-ies, a manager of a bar, welder, dye fin-isher, maintenance man, supervisor in alaundry, a cutter, a co::, a teacher, scaf-fold worker, an assistant tax assessor,shipping clerk, and a baker.

The mothers' occupations include house-wives, a nurse, pantry-workers, teacher aide,Parent coordinator, a teacher, assembler,waitress, student, researcher, secretary, keypunch operator, domestic worker, nurses aide,laundress, factory worker, crossing guard,food supervisors, housekeepers, stenogra-phers, sewing machine operator, floor girl ina knitting mill and a telephone operator.

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RESULTS OP THE PRE-TEST ON PERFORMANCEOEIJEC'_g_Jl`IV8FORTHE"HMLEVELCH/LDREN

Although we are primarily concernedwith individual skill growth, grade levelskills were recorded.

The pre-testing on the PerformanceObjeCtivis for Third Level children at DaleAvenue showd the following results!

The pupil average on Listening, whichgoes up to L-34, was L-31 - When Cold ascrambled version of 71=1----soraancanreArrang_ely)atorn proper sequence.sanatarom -Ma mean was 3.46.

The pupil average on Naming, which goesup to N-42, was 1-37 - Names ? ! and" " . The standard deviatiOn was 4.31.

The pupil average on Observing, whichgoes up to 0-16, was 0-12 - Completes apuzzle of twenty-five pieces. The standarddeviation was 1.95.

The pupil average on Speaking, whichgoes up to Sp-22, was Sp-17 - When told threewords, supplies a synonym for each one. Thestandard deviation was 2,43.

In Perceptual Motor Skills almost all ofthe children completed all of the twenty-oneskills so the pupil average was PMS-21.

The pupil average on Writing_and Motor.Skills, which goes u to WFM:=2I-.7.-Proauces

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in size of letters when co inwor s rom ac oar o a er

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The pupil average on Classification,which goes up to CL-13, wag-CE9 Sorts`qLqeeccordira way no prev standarddeViaEion was /.43.

The pupil average on Math, which goesup to M-79, was M-42 - Tells that one footis twelve inches,reefeetorthirty-six inches. M1Y-ift-iffd-didddiiiit-i-66-

was 9.24.

The pupil average on Decoding, whichgoes up to Dec-163, was Dec-71 - Developscompound words from two known words. Thestandardleviatfon was Sg.el.

The pupil average on Seriation, whichgoes up to S-11, was S-9 - ft aces in ordera set of five eometric ihaes increasinn num er o s es. T e stanar ev at on

was x'2.82.

The Third Level children are working attheir own level and at their own rate. Chil-dren who were considered failures when theywere asked to work at third level tasks aresucceeding at tasks they can master.

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PUPIL TUTOR

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NEWARK

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