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TM 005 118

A Faculty Self-Study of the Elementary School.Pennsylvania State Dept. of Education, Harrisburg.Bureau of Planning? and Evaluation.74175p.

MF-$0.83 HC-$8.69 Plus PostageEarly Childhood Education; Educational Alternatives;Educational Facilities; Educational Objectives;Elementary Education; *Elementary Schools;*Elementary School Teachers; ExceptionalChildEducation; Faculty Evaluation;. *Guides; LibraryServices; Pupil Personnel Services; SchoolAdministration; School Community Relationship; *SelfEvaluation; State ProgramsPennsylvania

ABSTRACT.This guide was'designqd to help elementary school

faculties begin a cycle of evaluation, revision, implementation, andchange which can coincide with other evaluation cycles, such asEducational Quality Assessment (EQA) testing or lonqradge planning,if desired. The processes described in the general ,procedures .sectionare suggestions; situation. This document is generally cognitive innature because knowledge with understanding is still a primary reasonfor basic education. Attempts to "open" or humanize education as wellas to involve the Community in the schools, however, must also beconsidered in any self-study. This guide reflects thos attempts byincluding (1) a special section on the evaluation of etperimentalorganizational, instructional, and special subject programs; (2)

items in all secaons.on affective education, individualizinginstruction and using discovery, inquiry and exploration techniqueswith children; and (3) comprehensive sections which examine theentire school program from different viewpoints. The open-endedcommendations and recommendations summaries allow all participants toplace proper emphasis on- what each considers tie most important'findings of the study. (Author/BJG)

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U S MENT OF HEALTH.EDUCATION WELFARENATIONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT HAS BEEN REPRO-OUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN-ATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRE-SENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

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Faculty,Self-Studyof the Elementary School

Pennsylvania Department of Education 1975

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Faculty Self-Stuayf the Elementary School

Bureau of Planning and EvaluationPennsylvania Department of Education

First Printing 1966Second Printing 1970

\Revised 1974

Commonwealth of PennsylvaniaMilton J. Shapp, Governor

Department of EducationJohn C. Pittenger, Secretary

Office of Basic EducationDonald M. Carroll Jr., CommissionerHarry K. Gerlach, Deputy Commissioner

Bureau of Planning and EvaluationJohn L. Kennedy, Director

Pennsylvania Department of EducationBox 911

Harrisburg, Pa. 17126

TABLE OF CONTENTS

Page

Introduction ii

Development of the Self-Study Guide iii

General Procedures 1

Goals and Objectives 7

Study Areas--Directions for Study and Marking 9

Study Areas--Comprehensive 10

`'Administration and Organization 13

Alternative Patterns for Learning 22

Early Chi dhood Education 24

Education for Exceptional Children 35

Library/ edia Services 43

Pupil Pe sonnel Services 52

School- ommunity Relations 58

School lant 64

Staff 71

Study A eas--Subject

The itsCo i unicationsEnv ronmental Education-He.lth

hematicsP ysical Education and Safetyractical Artscience

Social Science

80100122127134139146152160

Introduction

This guide Will help elementary school faculties begin acycle of evaluation, revision, implementation and change which cancoinCilde with other evaluation cycles, such as 10011A testing or long-rangeaplanning, if desired. The processes described in the generalproce *es section are suggestions; each school or4istrict shouldmodify the procedures to accommodate its own unique situation.

This document is generally cognitive in nature becauieknowledge with understanding is still a primary reason for basiceducation. Attempts to "open" or humanize education as well as toinvolve the community in the schools, however, must also be con-sidered in any self-study. This guide reflects those attempts byincluding (1) 0 special section on the evaluation of experimentalorganizational,' instructional and special subject programs, (2) itemsin all sections on affective education, individualizing instructionand using discovery, inquiry and exploration techniques with childrenand (3) comprehensive sections which examine the entire school pro-gram from different viewpoints. The open-ended commendations andrecommendations summaries allow all participants to place properemphasis on what each considers the most important findings of thestudy.

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DEVELOPMENT OF, THE SELF-STUDY GUIDE

1957 - Department of Public Instruction published a simple guideto help local school personnel study elementary schools.

1961 - (August) Superintendent of Public Instruction directedpreparation of a comprehensive guide; DPI staff agreed tomerge with Pennsylvania Elementary Principals' Committeecharged with same responsibility.

1962 - First draft of guide published.

1962-63 - (September to April) Guide edited.

1964 - Modified guide published; sent to selected schools for pilottesting during 1964-66.

1966-71 - Approximately 300 schools participated in self-studyprocesses.

1971 - Guide revision process begun.

1973 - Pilot testing begun.

1974 - Revision completed; final draft published.

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iii

GENERAL PROCEDURES

The following sequence of events is suggested to ussistdistricts in initiating and conducting a self-study. No scheduleis given because local conditions will affect the amount of timeto be spent on each item; however, at least one full year should bespent on the study itself (numbers 1 to 12). Another year may bespent on follow-up activities and in establishing the study processas a part of the continuing evaluation plan in the district.

1. Designate a project director to coordinate activities.

The district must designate someone intimatelyinvolved in the day-to-day operations of thedistrict's elementary schools, such as an ele-mentary supervisor or a principal, to lead theself-study.

2. Motivate administrative and faculty-interest and pup.-port for self-study.

This may be the most difficult task for theproject director, but once it is accomplishedthe process can flow smoothly.

Self-study can be an extremely important activityin terms of educational improvement and teachergrowth if it io carried out sincerely, capably,leisurely and purposefully. A self-study, there-fore, cannot be successful unless the faculty andadministration support it completely through afelt need to devise a more effective elementaryschool program.

Initially, the project director may wish to in-volve a small core of interested teachers, adminis-trators and parents in orientation or workshopsessions which should be highly motivational.These participants could be the beginning of thesteering committee, and their enthusiasm and knowl-edge of the process could spread to the otherstaff members. Thin group can discuss the possi-bilities of offering added incentives for teachers:released time or in-service or graduate credit.

3. Obtain school board approval of a proposed self-study plan.

The school board should approve a written generalplan, allocate necessary funds, approve releasedtime requests or other work or in-service plans,and give assurance that the resulting recommenda-tions will receive serious consideration.

4. Inform the general public.

Parents should recognize the need for schoolstudy and phould be willing to assist in theproject's Various phases, including committeeassignments. A public information systemshould be maintained throughout the project.

5. Orient the faculty to the procedures of self-study and obtain members' suggestions for con-ducting it.

Feel free to call upon the Department of Educa-tion coordinator or intermediate unit personnel,who are available to assist the district inearly orientation. These people could aloo aidthe otudy later by recommending or securing con-sultants for any topics which the staff deemneceooary.

All faculty members should have a clear ideaof the procedures of the study and shouldexpress opinions and ask questions which willcontribute to the omooth operation of theproceos. The Orientation should take as longas necessary to build a confidence in the pro-cess and its possible results.

6. Select a oteering committee composed of teachers,.ouperviooro, administrators, intermediate unitrepreoentativeo, board members, parents/guardians,students (7th to 12th grader° who are product°of thio elementary program) and other communitymembers. Thio committee should represent thevariety of viewpoint° which exibt in the communityand on the ochool otaff.

This committee io reoponsible for planning thefinal overall organization for the otudy includingocheduleo, otudy committee apoignmento, compila-tion of the final report and the vioit of an evalua-tion team. The firot took of this committee, how-ever, ohould be to publioh the statements ofphil000phy, goal° and general objectives of theochool diotrict as well ao.any'speciflx objectivesapplicable to individual ochoolo. These goal° andobjective° may already be determined and. shouldreflect the diotrictio long-range plans ao wellas the community's value°. They should be baoedupon the Ten Goal° of Quality Education adopted'by the State Board of Education of the Commonwealthof Pennsylvania (See page 7).

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7. Form the study committees.

Committees for each study area should includethe staff members most directly affected aswell as teachers from all levels in the schooland, if possible, interested parents/guardiansand other community members. Again, these com-mittees should reflect the variety of viewpointsin the school community. Coordination with second-ary schools may be improved through the inclusion.of secondary teachers and students on many com-mittees.

There are many different configurations possiblefor the organization of study committees and eachdistrict must decide which form will best serveits needs. Each school may divide into subjectarea committees, or representatives from each schoolmay be on a district subject area committee. It

is strongly recommended, however, that all gradelevels be represented on each committee. Primaryteachers can become involved in what is seeminglyan intermediate area in order to'present theirviews on the background which is, or could be,provided on that subject in the early grades.Likewise, intermediate level teachers should berepresented on the early childhood committee inorder to acquire a feel for the concepts of theearly years and, if possible, to contribute theviews of the intermediate level teachers on earlychildhood education as it is accomplished in thedistrict. Each staff member may work on more thanone committee.

Each committee should mark its section of the guideafter the study is completed; marking the guide isthe culmination of all the work described in Number 8.A district may then desire to compile the results ofall the committees into one marked guide to determinedistrictwide priorities and recommendations. Reportscan also be drawn from marked guides for individualschools or for single subject areas. Each district,again, must decide on the marking and report formswhich will best meet its needs.

8. Begin committee work.

Each committee member should develop a sophistica-tion in the assigned area(s) to determine the latestthinking on methods and content as developed byschools and colleges across the country. This canbe accomplished through study of books and journal

'articles or through course work, visitations to

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other schools and consultant assistance. Eachcommittee member should become acquainted withthe entire guide and be familiar with the projectplanned by the steering committee.

Securing a clear picture of the present curricu-lum and instruction patterns operating in theschool is the next step. Committee members muststudy, review textbooks and guides currently inuse and list in sequence all levels of conceptsbeing taught. They must check inventories and .factual use of equipment and supplies. These can /

then be compared to the guide items and to -currentnational thought to determine discrepancies whichcan be diagnosed as possible school needs, dependingupon the school's objectives. This is the mostimportant activity connected, with the study itself;this is the study. Marking the guide, after perhapsa year's work, is the culminating activity of allthis committee labor. It is important to rememberthat in this self-study the function of education,is the greatest concern and at no time shouldemphasis on form and structure overshadow effortsto find oust what is happening to children.

9. Analyze the school or district using the guide.

Each committee member should work through theassigned section(o) of the guide individually,marking each item according to the systemsuggested in the directions on page 9.

As the member first looks at an item, it must bedecided whether or not the item is acceptablewithin the framework of the local objectives as ,

published by the steering committee. If it fitswithin the local objectives, then the member makesa judgment as to how well the district or schoolachieves this item.

While items are grouped according to topic forconvenience, committee members will find somenatural overlapping of items. The study` ofsome sections, such as early childhood educa-tion, library media services, intergroup educa-tion and environmental education, necessitatethe examination of guides and plans from most ofthe other areas. Carefully check the introduc-tion to each section to determine the extent ofthe study suggested.

10. Gain committee and total faculty consensus.

When each study committee member has completed

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individual study, the committee holds meetingsto arrive at an overall consensus. Commenda-tions and recommendations can be recorded anditems in which discrepancies were' found toexist can serve as a basis for the recommenda-tions in the final report. Committee reportscan then be, submitted to the entire facultyfor suggestions and changes before they aresubmitted to the steering committee.

11. Draw up the final report.

When the steering committee has received the

study committee reports, it bhould compile thecommendations and priority recommendations intoa final report of the type decided upon at --

Step 7. This report should be based on the mostuseful recommendations as they relate to thedistrict's goals, objectives and long-rangeplans.

This report should be as brief as possibleand should clearly and concisely state theactions recommended for district improvement.It is-often advisable to divide the reportinto recommendations which can be implementedimmediately, those which are long-range orthose which will require the expenditure ofvarious amounts of money.

12. Submit the report to the study committee, thechief school administrator and the school board.

The project director should be responsiblefor duplicating the report and submitting it

to the faculty, the chief school administratorand the school board. The project directorand the steering committee should stand readyto answer all inquiries concerning the study.

13. Plan follow-up activities.

Evaluation of any kind is not an end in itselfbut must be followed by a planned program ofimprovement if it is to fulfill its purpose.After satisfying all parties that the reportis accurate, the steering committee shoulddraw up tentative plans for implementation ofthe appropriate recommendations. The plansmust include schedules, priority recommenda-tions, budgets, in-service course schedulesand an evaluation component which can deter-mine the,. effects of thg suggested improvements.

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After the steering committee begins to leadin, the implementatibn of the plan, it shouldhost a visiting team. (See the manual,"Guidelines for Visiting Teams".also publishedby the Pennsylvania Department of Education.)Upon receiving the visiting team's report,the steering coniattee should lead in drawingup a final plan for long-range dftprovements.

14. Send a copy of the _final repckt to the Departmenof Education.

Districts interested is operating a self-study often ask for examples of what hasbeen done so that they can build ideas, onsuccessful procedures. Tlwdepartment' alsomaintains a list of people who can consulton study processes or subject areas 'and whohave been visiting team members. This listis updated through the use of these reports..In the report to,the department, suggestions

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for revision of the guide should be noted.In this mariner the guide can be more readily /updated and revised before each new printing.

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GOALS AND OBJECTIVES

Ten Goals of Quality Baucation

I. Quality education should help every child acquirethe greatest pOssible understanding of himself/herself and an appreciation of his/her worthinessas a member of society.

Quality education should help every child acquireunderstanding and appreciation of persons belongingto social, cultural and ethnic groups different fromhis/her own. *

ICI. Quality education should help every child acquire,to the fullest extent possible for him/her, masteryof the basic skills in the use of words and numbers.

IV. Quality education should help every child acquire apositive attitude toward the learning process.

V. Quality education should help every child acquirethe habits and at ittides associated with responsi-ble citizenship. 1/ ,

VI. Quality educat ould help every child acquiregood health h and an understanding of theconditions necessary for the maintaining ofphysical and emotional well-being.

VII. Quality education should give every child oppor-tunity and encouragement to be creative in one ormore fields of endeavor.

VIII. Quality education should help every child to under-stand the opportunities open to him/her for preparinghimself/herself for a productive life and shouldenable him/her to take full advantage of thepeopportunities.

IX. Quality education should help every child to under-stand and appreciate as much as he/she can of humanachievement in the natural sciences, the socialsciences, the humanities and the arts.

X. Quality education should help every child to pre-pare for a world of rapid change and unforeseeabledemands in which continuing education throughouthis/her adult life should be a normal expectation.

District Goals and Objectives

The steering committee is charged with the responsibilityto publish the philosophy, goals and general objectives of the schooldistrict. These must be based upon the district's long-range plansand must be used as the bases far each study committee member'sevaluatiOn. If the district "not have a working philosophy orgoal statements, the steering 6mmttee should base these statementson the Ten Goals of Quality Education adopted by the State Board ofEducation. The committee must carefully consider the goal statementsin relationship to the needs of the community while keeping in mindthe agreement of others educators, social scientists - -on the broadgeneral objectives which set the direction of elementary education.It must then state some more specific objectives which, when ful-filled by the school, will have some impact on the realization ofthe goals.

STUDY AREAS

Directions for Study and Marking

Experience has shown that despite the precautions taken toconduct an objective self-study, the,results are, in the final

analysis, personal opinions. JudgmOnts are greatly influenced byeducation, professional background and personality. While it may bepossible to increase the objectivity of the process through the use

of clearly stated criteria, standardized procedures and careful

training, self-evaluation remains subjective. The format of thisguide, however, provides foil reporting pertinent information and alsoemphasizes the professional judgment of the faculty member through

observations and recommendations. If these comments are lucid,direct and concise, it should be possible to use them as the basis

for a sound plan of educational improvement. It should be constantlykept in mind that THErCOOAL OF SELP-STUDY IS EDUCATIONAL IMPROVEMENT,

NOT TEACHER RATING ORCOMPARISON WITH OTHER SCHOOLS.

Suggestions for Study

IF.ocl:Lxer_spn involved in the self-study should follow the

activities set forth in -Step 8 of the General Procedures for studying

each assigned section. Before marking the guide, three major courses '

should be.pursued: (1) a complete study of the current thinking andwriting on a topic, on a nationwide basis, should be made; (2) astudy of the current capabilities of the school or district shouldbe made and (3) a comparison of the two studies should be made todetermine the school's strengths and weaknesses in light of the ex-perts' thinking and the school's objectives. This latter considera-

tion is extremely important; the school's and district's objectivesmust always be considered the basis for evaluation.

Suggestionsfor Markingo

The comprehensive study areas are divided into various

categories, while the subject study areas are generally divided into

three categories: content concepts, instruction and equipment and

materials. The same marking system is used throughout the guide, _

,though it is applied differently in some areas.

Possiblemarkings have been placed in columns to the left

of the items. Each item should be marked with a check 0 or (x) inthe column which appropriately indicates a faculty member's opinion.

Suggested criteria for the markings are:

0 - In the opinion of the committee member thebehaviors or circumstances described bythis item are achieved in an outstanding

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manner in relation to the statedobjectives of the school. 0 doesnot imply perfection but a consis-tently high level of effectiveness..

S - In the opinion of the committee memberthe behaviors or circumstances describedby this item are achieved in a satis-factory manner in relation to the statedobjectives of the school. S indicatesan adequate level of effectiveness.

I - In the opinion of the committee memberthe behaviors or circumstances describedby this item are achievedin an unsatis-factory manner in relation to the statedobjectives of the school and are in needof improvement.

In addition to these qualitative markings, columns headedY and N are included so that those items which do not seem to lendthemselves to, qualitative marks can be checked "Yes" or "No." Thesicolumns should be used sparingly; sincere attempts should be made toevaluate as many items qualitatively as is possible. They can be used,however, when an item is missing from q school's curriculum or when anitem is not applicable to 'the school's situation; in such instancesthe "No" column,should be checked and then the "Comments" columnshould be used ,Itc record the member's justifications for inclusionin or continued exclusion from the curriculum. They can also beused for very obvious "yes" and "no" items and for equipment andother lists desired. Again, the qualitative marks should beused as a rule.

Suggestions for Using the Comprehensive Areas

The study of many of these areas must include the examinationof plans and guides from subject and other comprehensive areas.

It is recommended that the Staff sections be completed ator near the close of the study to provide compilers and the visitingteam with the latest possible data.

Suggestions for Using the Subject Areas

The items in the "Concepts" category have been stated asconcepts to be developed by the time a child completes elementaryschool. No grade placement is mentioned. Instead, the conceptstatements express important ideas which are the results of elementaryeducation. These concepts are arbitrarily selected, as are all goals,standards and objectives. They are, however, based upon the bestacceptable practice and research available to the authors.

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-The progression of a pupil from one level to another isfacilitated by carefully planned curriculum continuums, K-12. Whilethis guide cannot contain a continuum in any subject, the idea ofit is an important foundation for the guide. Because of the terminalconceptual statements, primary or early intermediate level teachersmay feel that they are unable to work with the guide. By applyingthe continuum concept, however, these teachers can use the guideeffectively. For example, if an item is worded to indicate a highlevel concept, a series of antecedent lower level is implied. It is

the responsibility of study committee members to know the lower ob-jectives that are necessary,to reach the stated concept. Therefore, -

it is the responsibility of committee members to carefully studythe subject area.

Then, committee members should carefully examine coursesof study, unit outlines, lesson plans and textbook manuals and listthe school's series of content objectives and concepts to determineif pupils can reach each concept in the guide by following the educa-tion continuum of that school. Compare the listing with the guideby using the marking system described. Conclusions and markingsare the opinions of the committee members and should be supported bycarefully worded comments in the "Comments" column. Concepts notin the guide but included in the school's objectives should be noted

in the space provided at the end of each. category. A summary ofcommendations and recommendations should then be made at the end ofeach subject area section. This should.be as objective as possible- -perhaps after .having set the guide'as4Lle for a few days.

The items listed ilk the "Instruction" category are inbehavioral terms and, therefore, should be observable to a committeemember. They should be marked according to the system described.As with the concepts category, specific and comprehensive commentsshould substantiate the marks. A summary of commendations andpriority recommendations concerning the techniques of instructionshould then be added to the Summary Sheet:`

A series of classroom visits by the committee member isnecessary for the completion of this section. Carefully study theitems listed; know what to look for in advance of classroom visits.Visit each classroom several times if possible. Visit teachers atleast once when they have no pupils. Talk with ach teacher aboutthe class and teaching technic:61es. Notice the appearance of theroom. Visit several more times and observe actual instruction.Study the effect the teacher has on pupils. Are the techniquespsychologically sound? Is the teacher developing pupil (behaviorsthat are listed as objectives in the content category'? Kre'materi-als, techniques and activities free of sex and racial sterotyping?Be careful not to study only in terms of favorite techniques, butbe certain to make note of any methods or techniques which youconsider innovative, creative or particularly effective. Add anyof these to the listing in the guide.

The "Equipment and Materials" category lists equipment and

materials which are considered to be valuable aids to teaching partic-

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ulat programs. The equipment and materials are generally. well knownto to elementary teachers. In this category, these questions shouldbe asked and answers found:

1. Are the equipment and materials sufficientin quantity and quality to support the kindof program outlined in the content and theinstruction categories of the school program?

2. Are equipment and materials maintained insuch a way as to insure their effective andsafe use by children and teachers?

3. Are teachers proficient 'in the use of thelisted equipment and materials? Do theyregularly use them in their classes?

The study of this category should be made us3,hg the markingsyst described, or the "Yes - No" columns can be used as a check-list of availability. The qualitative markings will be used,howev r if (answers to the above questions are seriously sought.As wit the 'bther categories, specific comments should be noted tosubstanti to the markings; and commendations and priority recommen-dations sh uld be added to the Summary Sheet.

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0 S Ily

ADMINISTRATION AND ORGANIZATION

The first responsibility of elementary education in the Com-monwealth is to the children, youth and adults who need and seekthe resources of the school system. The local board of education,the state Department of Education, the Legislature and the inter-mediate units share the responsibility of developing and maintainingstandards essential in meeting the needs of all its citizens byproviding the educational leadership directed toward the achievementof the ten goals of quality education.

The principal should be delegated full responsibility for

the effective operation of the elementary school and recognized asthe administrative and supervisory head of the school. The dutiesof administration include leadership in the improvement of instruc-tion, in the management and maintenance of plant and equipment and

in helping the community and the staff develop a total educationalprogram designed to serve the school community. A primary leader-ship function of the principal is to serve as a resource person and

coordinator to supervisors and instructional specialists engagedin the improvement of instruction.

The principal is the responsible agent for the pioper

funqioning of the school. The principal's leadership is evidentin comprehensive planning, coordinating and evaluating all areas of

the curriculum. The principal's competence as the educationalleader is revealed in the ability to help teachers in the continualtask of guidance and motivation of learners.

It is suggested that the school staff use this section for

each of their building principals. If a composite is desired, thesteering committee can compile the information from the separate

copies of this section.

N Administration Comments

1. The school has a principal appointedby the board of education upon nomi-nation of the superintendent. The

principal:

a. is certificated.b. has successful elementary class-

room experience.c. demonstrates respect and affection

for all children.d. is delegated authority and recogni-

tion as the educational head of theschool.

e. has a competent secretary.f. has thorough knowledge and awareness

of educational needs of the schooland community.

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0 S I Y N Administ

"\-

t ion

g. hol' membership in at least oneloca state or national profes-piona organization.

h. attend d at least one local, stateand nat nal professional organi-zation 1Le ting during the pastcalendar

i. is involved community organi-zations.

j. has participate n a workshopor conference at t state ornational level durin he lastcalendar year.

k. is familiar with ProfessioNegotiations Act 195 and othepertinent legislation.

1. participates in the selection ofall staff members.

m. assists central administration insecuring and recommending a radf,-ally and ethnically diverse staff.

n. provides equal opportunity in hiringand promoting staff regardless ofsex, race, religion and nationalorigin.

o. maintains anecdotal records, evalua-tion and observations of all staff.

p. makes personnel records availableto all staff members.

q. provides suitable working conditionsfor staff members.

r. encourages staff to cooperate withcommunity agencies.

s. provides opportunities for staffinput into administration.

t. schedules adequate time for super-vision and improvement of instruc-tion.

u. makes periodic visits to other ele-mentary schools to observe innovativeprograms.

v. encourages carefully planned, pur-poseful innovation.

w. is participating with staff in atleast one pilot or research project.

x. is responsible for one in-serviceeducation program for teachers.

y. involves staff in planning purposefulstaff meetings.

z. initiates study and selection ofschool supplies and equipment.

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Comments

O SII Y N Administration

aa. attempts to provide for adequatefurnishings and utilities.

bb. arranges for the maintenance andrepairs of utilities.

cc. evaluates programs, personnel andservices periodically.

dd. promotes an active community andschool association devoted to educa-tional discussion.

ee. maintains contact with all school-related activities.

ff. advises and cooperates with the centraladministrative staff in developing andmaking decisions pertaining to schoolpolicy.

gg. submits written reports on schoolactivities and achievements.

hh. spends most of the time in supervisionof teachers and staff.

ii. achieves goals by directing the activi-ties of others. That is, he/she is ableto delegate authority.

jj. initiates or promotes innovative prac-tices.sets personal objectives defining what

.t.lished and in what periodof time it is articu ed to all personsinvolved.

11. sets positive tone where constructivebehaviors are rewarded and where thereis satisfaction in achieving purposes.

mm. provides staff opportunities for fresh,novel and stimulating experiences.

Comments

Organization

1. Philosophy, policy and curriculum

a. A written statement of philosophy andpurposes is readily available.'

b. The statement of...philosophy and purposesis reviewed annually and revised to meetthe changing needs of the school.

c. The school provides for the education ofall children, i.e., through makeup andenrichment classes, homebound instruction,etc.

d. The instructional program includes allcourses and subject matter areas mandatedby the Legislature, the State Board ofEducation and the local board of schooldirectors.

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O S I Y N Organization Comments

e. Each curriculum area is correlatedand integrated with other curriculumareas through planned activities andprocesses reflected in locally writ-ten guides.

f. The local curriculum guides in eachsUbject'matter area are reviewed%and/or revised at least every five years.

g. School-related activities complementand supplement the instructional pro-gram of the school.

h. Grouping for instructional' purposesprovides for maximum interaction of:

(1) races(2) sexes(3) socioeconomic levels(4) individual potentials

i. Written policies exist on complaintprocedures for the following:

k.

1.

(1) parent/guardian(2) community member(3) student(4) staff

Policies and procedures are establishedto insure consistent and fair applica-tion of discipline procedures.

2. Perso

a. positions are based on written jobdescriptions which are reviewed andrevised as need dictates.

b. Teachers and administrators demonstratea respect for the abilities of allpersons, regardless of race, sex,religion or national origin.

c. Provision is made for clearly definedand well structured in-service educa-tion for

(1) teachers(2) administrators(3) paraprofessionals(4) nonprofessional staff

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S I Y N Organization Comments

d. Each professional and nonprofessionalstaff member is actively involved inplanning and participating in appro-priate in-service education programs.

e. Provisions are made to improve teacher-learning, such as utilization of currentresearch findings, teacher seminars andworkshops..

f. Provisions are made for professionalstaff to visit other school situationsat, least once a year for a variety ofeducational purposes related to theneeds of the school.

g. The principalship is examined andc evaluated periodically.

h. Available systemwide administrativeand instructional supporting servicesare used by the school, i.e., pupilpersonnel services, instructionalmaterials s'ervices.

i. The total school staff includes asufficient number of th1e followingqualified personnel to meet the edu-cational needs of the students:

(1) administrators(2) classroom teachers(3) special area teachers(4) library/media specialists(5) supporting services staff(6) secretarial and clerical staff(7) cafeteria staff(8) custodial staff

Recommendations of concerned specificorganizations such as the AmericanLibrary Association, National Asso-ciation of Elementary School Principals,Pennsylvania State Education Association,American Association of School Admini-strators, Conference on Black Basic Edu-cation, National Association for Admini-strative Women in Education, etc., shouldbe considered.

j. Opportunities for leadership roles areafforded to racial and ethnic minoritypersonnel and to women.

k. The administrator empathizes and respectsstaff members as individual persons.

0 S I Y N Organization

3. Food services

a. A nutritionally adequate lunch whichmeets federal school lunch standardsis available to all pupils, regardlessof ability to pay.

b. A sanitary kitchen is maintained, in-cluding:

Comments

(1) screened windows(2) sterilized dishes(3) closed storage for dishes(4) refrigerator and freezer space(5) shelves, counters and floors

which are disinfected daily.c. The schedule provides a minimum of 30

minutes for lunch for teachers andpupils.

d. Children's lunch periods are adequatelysupervised.

e. School food services funds are managed --and records are maintained--in accordancewith regulations of the local board ofeducation and federal standards.

f. Describe any other food program, suchas breakfast, snacks, etc.

g.

h.

4. Maintenance (see School Plant)

5.. Transportation services

a. The school's transportation services are'operated in compliance with the Pennsyl-vania School Code and regulations adoptedby the State Board of Education, and withlocal board policies.

b. Provision is made to supervise schoolbus transportation services.

c.

d.

- 18 -

25

S I Y N Organization Comments

6. School and district data

Informatiori required in this section can be found inexisting school records or through special studies.

a. Schedule

Teachers Pupils

1. Number of days in. regularschool year

2. Number of hours in schoolday (excluding lunch andrecess)Total hours in school year*Line 1 x Line 2

Please explain any programs in which teachers andpupils are attending school under experimental timeconditions, i.e., half-day or split sessions, extendedschool year programs, etc.

Ca

b. General data

Current enrollment .aata.v

Indicate enrollment as bf third day of schooyear by grade.If school is nongradedor organized under another adminis-trative pasterns, complete only the appropriate Totals'section.

(1)1.- to

(2)No. of Teachers

Col. 1:Col,t. 2Ave Clds's' bize

Pre-K: 2-, 3-and 4-year' olds

..

IMRE=1

KP &

I

K Total .

Junior Firsti_ll'rans it lonL____:'

1

.

.

2

. . .

.

3

. .

.

,. .*.

4 .r

.

-0

__Primary Total,

......-

-,v

4. 0

6

. .

8--

Intermediate orMiddle Total

Elcce t iondl

.-

0

Grand Totals 1

,

*Include statistics for grade 4 where appropriate.

-20

c.

Administrative; Supervisory and Other ,ersonnel Serving Elementary Schools

Title

.

Certi-

ficated

.(#)

Non

Certi-

ficated

(4P)

Federally

Funded

(#)

Instruc-

tional

(4P)

Non

Instruc-

tional

(4P)

FUll

Time

(4P)

Part

Time

( #)

% if

Part

Time

% of

Pupils

Served

.

Male

PO

Female

(#)

Superintendent

Assistant, Associate

Superintendents

Principal

Supportive Staff

for Administration.

Guidance Personnel

Home & School Visitor

Social Worker

I

.

ROychologist

.School Nurse

f-Dental Hygenist

Nutritionist

Other Pupil

Service Personnel

Instructional Media

Specialist

Librarian

Library Clerks

Aides

0

Art'Supervisor

-7

Music Supervisor

Physical Education

Supervisor

Reading Supervisor

Other Supervisors

(Specify)

...

1.- Secretaries, clerks, etc. in elementary offices only.

2.- Indicate specific titles, etc. under "certificated."

Does not inc u e regular c assroom or specia

area

eac ers.

ee Staff Section

ALTERNATIVE PATTERNSFOR LEARNING

°Many schools have special programs or organizationalstructures which are experimental or unique and which, in theirdesign, are peculiar to the school or district. Their details maynot be adequately evaluated by other sections in the guide, butsince these programs may have a profound effect on the school'seducational environment, they should be considered important ele-ments in the se'. -study process. The difficulty of evaluating theeffects of some these programs is obvious, but there are somequestions which, when answered objectively, may help to presentan accurate picture of the program's success.

The list below presents examples of the types of programswhich can be evaluated by this criteria. It is not an exhaustivelist, of course, because special programs abound in almost\everyschool and district. Any special approaches or alternative patternsfor learning, however, should be evaluated by answering the :Col-lowing questions in narrative style on separate sheets Of paper.

Title.of the program:

1. What conditions or problems prompted adoption of this program?

2. How was the program researched, planned and developed?

S. What were the objectives of the program?

4. To what extent have the objectives of-the program been achieved?On what is your opinion based?

5. What aspects of the program are commendable? What aspects areunsatisfactoy and what recommendations can be made to improvethe program?

Examples:

Open education.Nongraded classesContinuous progress programTeam teachingYear-round school programMulti-age grouping'Individualized instructionLearning stations and/or centersComputer-assisted instructionTV instructionSummer programs 6

Programmed learning

-22 -

Teacher exchangesConsumer educationCareer educationDevelopmental guidanceMinority studiesWomen's studies

29

This is also an excellent opportunity to examine the rela-

t' hip of the study to two other major activities of the schoolstrict--long range planning and educational quality assessment.

If the district has participated in the educational quality assess-ment program, what efforts have been or will be made to determineinterrelationships between those test 'results and the results ofthis study? What effects will the commendations and recommendationsof this study have on the long-range plans of the district?

EARLY' CHILDHOOD EDUCATION

The early childhood education concerns in this guideconsider elements of prekindergarten (day care, 4-year-old kinder-garten) and kindergarten programs designed for 3- to 5- year -oldchildren as well as for children in the primary grades. The needsof these children do not differ with age; rather, the major differ-ence is one of depth and breadth in development, knowledge andskills. Prekindergarten and kindergarten programs should providephysical, social and intellectual experiences appropriate to thedevelopmental levels of each child and consistent with the kinder-garten standards of the Pennsylvania Department of Education. (Theearly childhood study committee should be cognizant of the continuityof basic concepts being developed in grades beyond the kindergarten.)

N Special Concerns Comments

The following special concerns areevident in the operation of early childhoodprograms:

.1. There is a positive relationship amongadministrators, teachers, parents, pupilpersonnel services and curriculum person-nel, who facilitate a constant flow ofinformation for program improvement.

2. The teacher is certificated to teachchildren of this age level.

3. The teacher is well trained in theprinciples of child growth and develop-ment.

4. The teacher is skilled in working withindividual children or large or smallgroups.

5. The teacher has the intelligence, under-standing, warmth, sincerity, flexibilityand patience-to work with children.

6. The teacher thinks in terms of guidingdevelopment rather than in terms oftraining.

7. The teacher is interested in the physical,social and intellectual'well-being ofeach child.

8. The teacher employs a positive approach,recognizing that small successes encour-age greater ones.

- 24 -

31

S I Y

+it

N Special Concerns Comments

9. The aides or paraprofessionalsunderstand the patterns of growthand development *of children atthese levels of maturity.

10. The aides or paraprofessionals areregularly involved in planning withthe teacher.

11. The aides or paraprofessionals assistin teaching-learning situations.

12. An early childhood handbook, outlineor other orientation material isavailable to parents.

13. The teacher makes parents aware ofchildren's needs and the methods forsatisfying them.

14. Information related to the children'spreschool development and health historyis available to help assess a child'sreadiness for kindergarten.

15. Parents are encouraged to continue tostrengthen learning patterns initiatedin the school.

16. Parents participate in teacher-plannedactivities whenever possible.

17. Time schedules are flexible in orderto accommodate varying individual andgroup needs.

18. Good health rules and habits are es-tablished and maintained.

19. Remedial health services are provided.

Other special concerns:

20.

21.

a

- 25 -

32

0 S I Y N Other special concerns

22.

23.

Content

An examination of course gu \des,units of study and plans indicate thatthe following concepts are being aevelopedin the early childhood programa.

1. Appropriate communications experi-ences, including sensory-motor andperceptual activities, listening,speaking, creative writing andbeginning reading and writing ac-tivities, are planned for the de-velopmental needs of each child.

2. Appropriate mathematics experiencesare planned for the developmental'needs of each child.

3. Appropriate science experiences,including opportunities for experi-mentation, are planned for the de-velopmental needs Of each child.

4. Appropriate social science experi-e es, including fiald trips, arep anned for the developmental'needso each child.

5. Fine and practical arts experiences,including art, musics industrial artsand creative drama activities, givechildren many opportunities for self-expreDsion.

6. Children are encouraged to understandand appreciate differtnces and similari-ties among peoples of other ethnic,social, religious, social and culturalgroups.

c-

- 26 -

-33

Comments

S I Y N Content

7. Good basic health habits areencouraged and. strengthened inorder to build good lifetime healthhabits.

8. Satisfying personal and social experi-ences are provided which lead to a whole-some self-image and a respect for therights of others.

9. Encouragement of self-confidence,curiosity, spontaneity and self-discipline strengthens children'semotional development.

10. Gross and fine motor skills aredeveloped through indoor and outdoorphysicaloeducation experiences.

11. Both quiet and rest periods meetthe change of pace needs for youngchildren.

12. Opportunities for children to wdrkand play individually with anotherchild or as members of a group providenecessarily varying social developmentexperiences.

13. Opportunities for problem-solving ex-periences, exploring, experimentationand utilization of practical experiencesencourages intellectual development.

14. A variety of opportunities to expresspersonal feelings during work and playpromote personal and social developient.

15. Parent involvement in planning andimplementing activities enriches theprogram.

Additional local content concepts

16.

Comments

0 S I YI

N Additional local content concepts Comments

17.

18.

19.

20.

Instruction

An analysis of actual classroompractices indicates that the followingtechniques are among those being usedin the early childhood programv

1. Children are permitted freedom tofunction at the level of performancebest suited to each:

2. Children are guided toward freedom,of decision yet learn that it issometimes necessary to follow.explicitdirections.

3. Children enjoy a positive emotionalclimate which has been establishedin the classroom by the teacher.

4.. Children experience an atmosphere of"disciplined freedom."

5. Children recognize acceptable and un-acceptable behavior and are encouragedto discuss their choices and decisionswith the teacher.

6.. Childrenfparticipate in spontaneous orplanned dramatic play situations whichexpress emotional impulses not other-wise perceptible.

- 28 -

rut.)

O S I Y N Instruction

7. Children practice self-control and-self- discipline, which are encouragedwith kindness and firmness used interms of setting limits.

8. Children assume as much responsibilityas their maturity permits.

9. Children participate in a variety of_ activities during work-play periods.

10. Children are permitted to change ac-tivities during work-play periods.

11. Children put away materials or equip-ment before beginning new activityduring work-play periods.

12. The teacher moves about during work-play periods, questioning and guidingto help children integrate theirlearnings.

13 Children develop good work habits asa integral part of learning experi-enc

r.

14. Children have ample opportunity forlearning experie1i during

a. active periodsb. quiet periodsc. outdoor playd. indoor playe. snack or lunch periods

15. Children's interests cnd experiencesare utilized through flexibility indaily planning.

16. Children's work is recognized throughdisplays, recordings, photography andexhibits.

F)

17. Children's nonverbal expression is en-couraged through the fine arts.

- 29 -

v

Comments

0 X YN Instruction Comments -

18. Children's verbal expression isencouraged through conversation,group discussions, storytellingand dramatic expression.

19. Resource materials and personnelfrom the school, including thelibrary/media center, and fromthe community are used for curric-ulum enrichment.

20.. Children are encouraged to selectactivities without reference to tradi-tional sex-stereotyping.

21. Teacher aides or paraprofessionalsprovide guided review and systematicapproaches to learning activities.

22.

23.

Equipment and materials

An examinationexamination of instructional equip-ment and materials indicates that the fol-lowing items are available in adequate quantity,of high quality, in good repair and used inthe early childhood program:

1. Materials and equipment are availablefor varied activities

2. Instructional areas are arranged andequipped for the planned program sothat several activities can take placeconcurrently.

3. Lighting meets minimum standards.

4. Natural light is part of the roomillumination.

-30-

37

0 S Y N Equipment and materials

5. Lavatory facilities are sized forsmall children.

6. The sink and water fountain are atlevels for children of this age.

7. Furniture is suitable to the needsof teacher and aides.

a. Tables and chairs vary in sizeto accommodate all children.

b. There are large tables for work anddisplay.

c. The tables for finger painting andclay activities are near the sinkand related materials.

8. There is adequate storage space for:

a. children's clothingb. children's personal belongingsc. projects

9. Parents and community members are en-couraged to become involved in theprogram through classroom involvement.

10. Cabinets or storage shelves are easilymovable.

11. The room is subdivided at various timesfor:

a. library learning areab. block buildingc. homemaking activities 'd. science activitiese. music participationf. art activities

mathematics activitiesh. gross motor skills learning

and developmenti. fine motor skint:: learning

and developmentindustrial arts activities

k. sand or water table activities1. snack time participationm. rest periodsn. other activities

aloolommi

16.. There are eye-level display areas andchalkboard.

- 31 -

Comments

0 S Y N Equipment and materials Comments

, 17. There is equipment for heatingmaterials.

18. There is a piano (movable, if possi-ble) with seat.

19. There is access to refrigeration.

20. There is a paper cutter for teacher'suse.

21. Ihere are materials and equipMentwhich assist physical growth, bothindoors and outdoors and which moti-vate CliMbing, balancing, pushing,pulling, lifting and carrying.

22. Large toys such as the following areavailable in sufficient quantity:

a. rocking boatb. indoor seesawc. climbing gymd. wagon(s)e. tricyclef.. sliding board

.g. large building blocksh. other riding toysi. balance beamj. other

23. Small toys, such-as the following,are available:

a. dolls (unbreakable)---b. doll carriage and bedding

c. ironing boardd. toy phonese. cooking utensilsf. dishes and settingsg. clecining equipmenth. wooden toys--trucks, buses,

airplanes, fire engines, cars,boats, trains, etc.

i. construction toys -- Lincolnlogs, tinkertoy, construct°,etc.

j. puzzles of varying complexityk. balls of various sizes to 10

inches1. jump ropem. rubber or plastic animalsn. garden tools

38

t.

N Equipment and materials

o. .mechtnioal.toysp. toys with mechanized parts

peg boards and pegsshoe string lacers and leadsothers

24. The following science equipment isavailable:

a. -4uariun---b. terrarium

c. cages for small animalsd. specimen jarse. magnifying glassf. prismsg. magnets sand magnetized itemsh. others

25.. The following teacher's materials areavailable:

a. 10-inch shearsb. stapler and staplesc. masking and scotch taped. straight and safety pinse. yard stick and foot rulersf. paper cutter

___g. sufficient boxes of cleansingtissue

h. colored pencils and felt pensi. paper clips and fastenersj. pencils and rubber erasersk. blackboard chalk and erasers

(if needed)1. additional itemsn. box of scrap itemsn. standard equipment - -flag, waste-

baskets, etc.

-33-

40

Comments

EARLY CHILDHOOD EDUCATION': SUMMARY

1. Describe the aspects of the early childhood education programwhich are commendable.

2. Describe the aspects of the early childhood education programwhich are unsatisfactory. Make specific recommmendations inpriority order for the improvement of this program.

34 4-1

EDUCATION FOR EXCEPTIONAL CHILDREN

All individuals have the-right to receive an education inaccordance with their needs, interests and abilities. The educa-tion of exceptional children is one of the vital responsibilitiesof4ennsylvania schools. In Pennsylvania, exceptional children aredefined as "children who deviate from the average in physical,mental; emotional or social characteristics to such an extent that

they require special educational facilities or services and shall

include all children in detention homes." (Section 1371, School

Laws of Pennsylvania, 1949, as amended.) Prbgrams and services inspecial education are classified under three broad categories:programs for mentally handicapped children, programs for physicallyhandicapped children and programsfor mentally gifted children. Some

general areas of concern apply to the operation of all special educa-tion programs and some specific concerns apply to specific types of

programs within the broad categories designated.

Where a district operates its own special education programsand services, the staff of the school or schools in which these are

conducted should take the lead in the self-evaluation; all schools,

however, should be represented on the special education study com-mittee. In the case of districts whose children participate in

programs and services operated by the intermediate unit, the studycommittee should consult with intermediate unit special educationpersonnel on the plans for the elementary special education programand on evaluating at least the General Concerns. It is desirablefor the study committee members to visit special education programsand services and particularly to confer with the teachers.

General concerns,-

1. The-special education program providesinstruction commensurate with the com-prehensive needs, interests and abilitiesof exceptional children. Consider thefollowing items in establishing a rating:

a. The district and the intermediateunit have a comprehensive, written,continuously updated plan for theeducation of all school-age (5 or 6to 21 years old) exceptional children.

b.. The philosophy and goals of the planare based on the provision for

(1) opportunities for group andindividual instruction whichwill assist each child tomeet specific needs.

(2) as much integration in the regularschool-program as the nature ofhis/her exceptionality warrants aswell as possible eventual return tothe regular classroom.

35 -

42

Comments

0 S I Y N General concerns'

(3) acceptance as,equal membersof the student body, i.e.,the children participate inregular lunch periods, firedrills and recesses.

c. Class size is designated to con-form to the specific area of excep-tionality as established by theSpecial Education Standards as pub-lished by the Pennsylvania Departmentof Education.

d. responsible agency (districtor intermediate unit) assigns indi-vidual children to a special educa-tion class only after

(1) it has been determined by amultidisciplinary team thatthe child can no longer benefitfrom the regular classroom en-vironment.

(2) the parents/guardians have beengiven the opportunity for a dueprocess b'erfrhg concerning theassignments.

(3) other procedures of the "Rightto Education" decision havebeen followed.

e. Children and services are reevaluatedby the team periodically, but at nogreater intervals than yearly, to deter-mine the continued applicability ofeach service to each child.

f. Curriculum guides and courses of studyin each subject area provide subjdctmatter suitable to, or can be adaptedto, the various areas of exceptionality.

g. Teachers, -and supervisors in the specialeducation program hold proper certifi-cation for their assignments.

h. Teacher aides are used where necessary.

Comments

2. Itinerant services are provided those childrenwhose exceptionality requires special educa-tional arrangements.

3. Itinerant teachers are provided suitablespace for working with children individuallyand in small groups.

- 36 -

43

/000

0 S I Y N General concerns Comments

4. Itinerant services provide asufficient number of hours ofinstructional time to assure mea-surable benefits to each pupilenrolled.

5. Special education buildings, classrooms,furniture, instructional materials,equipment and supplies conform to regu-lar classroom specifications with suchmodifications as necessary for eacharea of exceptionality..

6. All district teachers are informedof the special education programthrough in-service programs, bulle-tins, special reports, etc.

7. Parents/guardians and the general.com-munity are informed of the specialeducation programs through the regularpublic relations network of the schooldistrict and intermediate unit.

8. Provision is made to integrate childrenin special classes into the regularschool program whenever and whereverpossible.

Specific concerns

Mentall1E_Handicapped Children

Educable Mentally Retarded Children

1. The program of instruction, which includes reading, mathematics, socialstudies, science, communications andcareer orientation, prepares the childto participate actively in the activi-ties of home, school and community.

The child's mental, emotional and phys-ical development are the bases for theinstructional methods, materials andcontent used. ""

Trainable Mentally Retarded Children

1. The program of instruction includeshealth, social experiences, readinessactivities, visual and auditory dis-crimination, speech and language de-velopment, use of common objects, motorskills and quantitative concepts.

4 4-37-

0 S I Y N Specific concerns

2. The program is aimed at developingeach child's potential to functionat a self-care level in the adultworld.

Socially and Emotionally Disturbed Children

1. The primary lac of this program ison the education f each child wherea special educational environment willfill the( child's needs for a short timerather an on long-term treatment orinstitutionalization.

2. The child is maintained in this programso long as needs are being met and emo-tional status indicates inability toreturn to the regular classroom.

3. Instruction utilizes positive rein-forcement techniques.

4. The environment is designed to reduceextraneous stimuli and increase thestimulus value of teaching materials.

Physically Handicapped Children

Crippled

1. Crippled Children are placed in theregular school program unless theyare severely disabled or unless thespecial program offers them unusualadvantages.

2. Classrooms and equipment are designedor adapted to the specific needs ofeach crippled child, i.e., wheelchairarm desks, U-shaped tables, etc., asnecessary.

Brain - injured (Learning Disabled) Children

1. Children are grouped according to theirbasic skill deficiencies and needsrather than by mental age or IQ.

-38-

45

Comments

S I Y N Specific conc4 Comments

2. Pupils are given evety'Posibleopportunity to participate inactivities with nonhandicappedchildren.

3. When a child is maintained in theregular classroom, supportiveservices, are provided.

4. Each child has an individ401program designed to strengthen the

ability to maSter the - "regularcurriculum; as the child nearsreturn to the regular classroom,the individual program increasinglyapproaches that of the regularclassroom.

5. Classes are located in regularschools but away from distractingnoises such as street traffic,gyms, playgrounds, shops, etc.

6. There are provisions such asmovable partitions or carrels forreducing classroom distractions,if necessary, until children cantolerate group instruction.

Hearing Impaired Children

q. The curriculum for the hard ofhearing emphasizes language instruc-tion, auditory and perceptualtraining, lip-reading and speechinstruction.

2. The curriculum for the deaf empha-sizes total communication skillsincluding language instruction,lip-reading, signing and speechtraining.

3. Instruction for the h aring handi-capped is based upon the child'sindividual hearing acuity andresidual hearing.

4. Equipment includes single and grouphearing aids, other types of s?undprojection equipment, captioned filmsand mirrors.

- 39 -

46

O S I Y

ru

N Specific concerns

Speech and Lan age Impaired Children

1. The speech therapist and the child'steacher meet frequently to discussinstructional strategies for eachchild.

2. Instruction is geared to elicitverbal responses from the speech,handicapped child.

3. The speech therapy ropmjs equippedwith tape recorderijirrors, etc.

Visually Handicapped Children

1. Curriculum for partially seeing pupilsemphasizes sight utilization training,auditory training and listening skillsdevelopment, basic orientation andmobility techniques and typewriting.

2. Curriculum for blind pupils empha-sizes instruction in braille forreading and writing, tactile discrimi-nation,'auditory training and listeningskills, basic orientation and mobilitytechniques and typewriting.

3. Equipment includes provisions for goodillumination, individual lightingarrangetents, glap-ezfree surfaces,ample electrical *t ets, braille andlarge-print texts, tdpe recordings,talking books, magnification devicescad ample storage space.

Homebound Instruction

1. Homebound instruction ix provided allchildren of school age who cannotattend school because of physical ormental impairment.

2. Instruction is closely coordinated withschool programs via the use of certifiedpersonnel, school materials and frequentcommunicationbetween the instructor andthe school staff.

Comments

0 S I Y N Specific concerns Comments

Mentally Gifted Children

1. Special education classes for thegifted include independent study,tutoring, instruction in smallgroups, seminars or group counselingsessions, itinerant teacher programsand/or advanced courses.

2. Instructional materials include nec-essary supplementary books, pamphletsand periodicals, selected specialprograms (such as The Great Books Pro-gtam), sophisticated teaching devices(such as computers, calculators andTV equipment), extraordinary film-strips, tapes, recording and consumablelaboratory equipment beyond normalrequirements.

3. There are written procedures for iden-tification and selection of pupilsand adequate specific psychologicalservices to support them.

4. The written program includes goalsthat are definable, reasonable andmeasurable; curriculum incl dingadaptation of teaching meth s andactivitiet that are disti anddifferent from basic education; pro-cedures for evaluation; schedulingand other pertinent data which willdefine the program and the utiliza-tion of this program in the totaleducational process.

5. Special teachihg staff for the giftedare permanently certificated in theirfield of instruction.

6. There are provisions for identificationand instruction of talented childrenwho may not be mentally gifted.

4

-41 -

48

a

EXCEPTIONAL CHILDREN: SUMMARY

1. Describe the commendabie aspects of the program for exceptionalchildren.

2. Describe the unsatisfactory aspects of the program for excep-tional children. Make specific recommendations in priority orderfor the improvement of this program.

- 42

9

LIBRARY/MEDIA SERVICES

The instructional program of the school is supported by aschool library media center which is a vital, adaptable, 'constantlygrowing part of the school. To become educationally effective andsignificant it must be planned, developed and operated as arOintegrtil

component of the overall educatiohal philosophy of the school withfull administrative support. It serves as a center for instructionalmaterials (book, nonbook and,related equipment) selected and organizedby the staff and made readily accessible to aid faculty and studentsto achieve the objectives of the school. The constant aim of today'slibrary media program is to stl.mulate each student to realize theoptimum potential as a learner, as a citizen and as a human being.The library media center fulfills this purpose by providing resourcesfor teaing and learning, supporting the curriculum and providingfunctioribl facilities and materials for students and staff.*

N Philosophy Comments

1. There is a written philosophy ofeducation in the school district.

2. The philosophy of the school dis-trict defines and supports the librarymedia concepts.

3. The written philosophy of the librarymedia center supports the districtphilosophy.

Evidence of Administrative Commitment

1. There is a planned continuous in-service program for staff growth inthe use of media.

2. .Library media personnel are includedin planning and implementing the curric-ulum.

3. There is a library media budget whichmeets state standards for materials andproper staffing..

4. The school organization allows the freeflow of students to the center throughoutthe school day.

5. There is regularly scheduled planning andpreparation time for the library.mediaspecialist (hereafter referred to as thespecialist").

This evaluation should be used in conjunction with A Guide for SchoolLibrarians published by the Division of School Libraries, Pennsyl-vania Department of Education.

- 43 - 5 o

0 S I Y N Evidence of Administrative Commitment Comments

4'

6. The specialist serves as a con-sultant in planning new librarymedia centers and/of renovationsof existing facilities.

7. Pupils' services take precedencd inthe use of the library media center.

8. Specialists attend profsAaional con-ferences at national aria local levelsto explore new services to meet theneeds of students and faculty.

Staff

1 Each library medialcenterv,is staffedWith a full-time certified profes-sional for every 350 students.

i.,2. If two or more professional special isare employed in the same school, oneis designated head with the responsi-bility for making final library mediacenter decisions.

3. A qualified library media coordinator orsupervisor with designated duties isemployed when there are two or more cen-ters in the district.

4. At least one full-time adult clerktypist/library aide is employed to assistthe specialist.

5. At least one additional trained profes-sional or paraprofessional adult is em-ployed to procure and maintain audio-visualequipment.

6. Adult volunteer help, when used, is thor-oughly trained and carefully supervised.

Services and'Activities

1. The library/media professional staffsupports the teaching program in'theclassroom and in the library mediacenter for every student in the schoolprogram.

- 44 -

0 I Y N Services- and activities Comments

2. The professional staff is conversantwith all aspects of the educationalprogram such as courses of study,'textbooks, manuals, workbooks, resourceunits, teacher-made study guides andplans, pilot projects and culminatingactivities.

3. The professional staff is aware of -

individual student needs, interests,goals, abilities and progress rates.

1,4r

4. The professional staff keeps abread'tof current educational trends, methods,materials and research.

5. The professional staff is actively in-volved in curriculum planning, revisionand implementation.

6.. The professional staff participates inteam and faculty meetings.

7. The professional staff provides relevantmaterials for the professional growthof the faculty.

8. The staff establishes routines andprocedures for selecting, ordering,prlocessing, organizing, circulatingand evaluating materials.,

9. The staff maintains good cooperativerelations with both academic and communitylibraries through conferences, visits

, and reports.

10. The staff correlates the buildinglibrary media center program with thedistrict library media center

11. The staff trains, schedules and super-vises clerical, technical and studentaides.

12. The staff prepares and administers thelibrary media center materials budget.

13. The staff evaluates the building librarymedia center program, services and materialsin terms of adequacy in meeting curricularneeds, state recommendations and nationalstandards.

-45 -

0 S I Y N Services and activ ties

14. The staff work closely with schoolstaff and stud nts to promote theeffective use of the library mediacenter and its facilities.

15. The staff engages in purposefulinstruction of students as individualsor in small groups in library andresearch skills (including the opera-tion of necessary hardware) evolvingfrom the needs of the instructionalprogram as noted in the content areassection.

16. The staff provides service, guidanceand resources which will individualizeand personalize teaching and learning.

17. The staff participates actively inprofessional associations on the lecal,regional, state and national level.

18. The staff maintains a procedure manualwhich is user-oriented rather thaninstitution-oriented.

19. The staff supervises clerical routinesnecessary for the effective use ofthe library media center.

20. The staff displays creative work ofstudents (and others) in conjunctionwith-ongoing educational programs.

21. The staff prepares collections andexhibits of materials for s ort orlong -term classroom loan.

22. The staff encourages ritudent help toprovide learning opportunities innumerous facets of the center's ser-vices.

Budget

1. The budget is planned cooperativelyby the administrators and library mediacenter staff on the basis of needpriority.

-46 - rti t)

Comments

ii

S Y N BudgetComments

2. Funds allotted for book and nonbookmaterials meet or surpass statt recom-

mendations.

3. Library media center materials may

be purchased as needed at any timethroughout the school year.

4. There is a separate allotment for pro-

fessional materials for school staff.

5. Instructional materials are ordered

through the library media center.

6. A specific allotment is made to pur-

chase supplies, to repair and replace

equipment and to rent films.

Materials

1. The materials collection meets or

surpasses state recommendations.

2. Library media center acquisitions are

made on the basis of prepurchase exami-

nation.

3. Faculty and students are involved in-

selection )and evaluation of educational

media.

4. The materials collection includes a

wide variety of media: book, nonbook

and periodicals.

5. The materials collection is well chosen

as to reading level, curriculum rele-

vance and reader interest.

6. The materials collection is kept current

and/or relevant.4

7. The materials collection is maintained

in usable, retrievable condition.

8. All book and nonbook material/ are

cataloged and processed for easy ac-

lkcessibility to media center users.

9. The istening/viewing equipment is

appropriate to. the media collection.- 47 -

5 4

0 S I Y N Materials

10. Provibion is made for the acquisi-tion and circulation of a wide varietyof professional materials, includingperiodicals, for the staff.

11. The collection includes materials whichshow members of all races and of bothsexes in favorable, nonstereotypicalroles.

' 12. The Pennsylvania Department of Educa-tion's Division of School Libraries isconsulted and use is made of the divi-sion's services and resources.

Facility

1. The library media center is in a centrallocation convenient to students andteachers with accessible lavatories,drinking fountains and with easy accessto independent outside exit.

2. The library media center meets staterecommendations for space, lighting,ventilation and acoustics.

3. The library media suite is functionallyadaptable to meet the needs simultaneouslyof large or small groups, individuals orfull classes.

4. The library media center is carpeted.

5. The facility has a librarian's/mediaspecialist's office/workroom with glassvision panels for supervision; super -vi in of entire facility is a priority.

ark areas, including a sink, for technicalprocessing, previewing, preparation andrepairing of materials are available in theLibrary media center.

7. There is sufficient room in the facilityfor storytelling activity concurrent withclassroom research,and individual use ofthe center.

- 48 -0 %)r

Comments

0

a

O S I Y N Facility Comments

8.. A special room convenient tothe library media center is usedto house the professional collec-,tion for the faculty.

9. There is provision for creativedisplays and/or exhibits.

10. There are numerous electricaloutlets in suitable locations forconvenient and safe use of audio-visual equipment.

11. The furniture is suitable to thestudent population and the educa-tional program.

12. A full service telephone is pro-vided in the library media center.

13. There,is provision for future ex-pansion.

14. There is provision for the receiptof radio programs and ITV/ETVwhether through a broadcasting councilor a, regional 2500MHz system.

15. Preparation has been made for'theuse of cable television.

Policies

1. A broad-approved written materialsselection policy for the district isin effect.

2. A manual of policies and proceduresfor the operation of the library mediacenter is available which includes4adetailed description of procedures,con-_cerning the acquisition, processing,circulation and maintenance of mediaand equipment.

3. Long-range plans for the improvementof the quality of the collection andof the facility and services have beendeveloped.

- 49 -

0 S I N Policies

4. Administrators, teachers and studentsassist the library media center staffin formulating policies.

5. Policies are evaluated 'annually.

50

LIBRARY/MEDIA SERVICES: SUMMARY

1. Describe the aspects of the library/media services program which

ay commendable.

2. Describe the aspect's of the library/media services program

which are unsatisfactory. Make specific recommendations in

priority order for the improvement of this program.

-.51 -

PUPIL PERSONNEL SERVICES

The elementary school must have a' program of pupilpersonnel services serving the needs of all pupils. There are

411,gpneral concerns which apply to the entire pupil personnel services

program, and there are specific concerhs,,which apply to each specialized

area: counseling End guidance services, psychological services, health

services and social work services.

O SIYN General concerns Comments

at

(

1. There is a written pupil personnelservices program for the district.

.Copies are distributed to all profes-sional staff meMbers.

2. There is a director or coordinatorof pupil personnel services.

3. There is a written job descriptionfor each position, and responsibilitiesare defined.

4. There are adequate facilities forwork, consultation and storage.

5. Supportive personnel is provided.

6. In-service programs orient teachersand other school personnel to pro-cedures, purposes and desired outcomesof the program.

7. There is evidence of planned assis-tance and communication among staff,home and community agencies.

8. Time for planning, preparation ofreports, outside consultation, regu-lar team meetings, visitations andprofessional meetings is provided.

9. Records are maintained and informationreleased as directed by districtpolicy.

10. There is a system for identifyingand referring students in need of thevarious pupil personnel services.

- 52 - t)

k

S I Y N General concerns Comments

11. Evaluation of students is continuous

and individualized and is designed to

improve student performance.

12. Periodic reports on students' performance

are made to parents/guardians:

13. There is continuous evaluation of pupil

personnel services.

Specific concerns

Counseling and Guidance Services

1. The written pupil personnel services

program contains specific guidelines

for guidance.

2. All elementary guidance counselors

hold elementary guidance certifica-

tion.

3. The guidance program is designed to

help all children. It is not crisis-oriented nor does it concentrate onremediation or therapy.

4. The guidance program complements the

instructional program.

5. Guidance personnel are available at

all times.

6. Guidance and counseling services are

free of race and sex prejudice.

7. Guidance counselors are aware of flaws

in traditional tests, which may discrimi-

nate against socioeconomically disadvantagedstudents and students whose first language

is not English.

8. Guidance personnel provide the following

services:

a. Plan and develop the guidance program.

with the school staff.b. Observe children.c. Supervise the psychological and

achievement testing program.

d. Administer individual tests asneeded.

- 53 -

CO

0 S I -Y N Specific concerns Comments

e. Interpret test results to staffand parents/guardians as needed.

f. Counsel children, parents andteachers on an individual basis.

g. Refer children needing intensivediagnosis andreatment to appro-priate specialists or agencies,with parental permission.

h. Arrange, and participate in, parent-teacher conferences as needed.

i. Maintain confidential records foreach child specially served.

j. Conduct orientation for childrennew to the school district.

k. Cooperate with personnel atreceiving schools to assure orien-tation, articulation and an accurateinformation flow.

Psychological Services

1. The. written pupil personnel servicesprogram contains specific guidelinesfor psychological services.

2. A full-time certificated school psy-chologist is employed by the district.

3. Supplementary psychological servicesare readily available through theintermediate unit.

4. Individual psychological testing isprovided as needed (by district, agencyor intermediate unit personnel), andrecommendations are made for properplacement in accord with local and stateregulations.

5. Conferences are held with parents/.guardians of children who are referredfor psychological services.

6. Confidential records of all psychologicalservices rendered are maintained and re-leased according to district policy.

Health Services

1. The written pupil personnel servicesprogram contains specific guidelinesfor health services.

5C 1

0 S I Y H Health Services 'Comments

2. School health services are directed'by a certificated school nurse.

a. A comprehensive cumulative healthrecord is maintained for eachpupil.

4. There are written instructions forthe care of pupils in emergencysituations and for administration ofmedication.

5. Written parental/guardian permissionfor care of pupils in emergency situa-tions is on file.

6. Parents' near relatives' or neigh-bors' phone numbers (home and placeof employment) are on file.

7. Physical and dental screening pro-cedures are performed as mandated bythe Department of Health and theDepartment of Education.

8. Dental health services are available.

9. Follow-up activities to screeningprograms and health counseling areachieved through home visits, telephoneand school conferences and writtencommunications.

10. Adult personnel are trained in firstaid.

11. There are written procedures for dis-missal and readmission of pupilsabsent due to illness.

12. Parents and staff are kept informedof changes in the health programthrough in-service programs and publicrelations.

Social Work Services

1. The written pupil personnel servicespro am contains specific guidelines

r social work servf es.

- 55 -

G 2

0 S I Y N Specific concerns

Social Work Services

2. A home and school visitor and a

social worker are employed by the

school district.

3. There is open communication and a

regular working relationship between

the school and outside social agencies,

i.e., family services, children's

bureau, Salvation Army.

4. Social histories are kept for each

child participating in the social

services program according to district

policy.

5. Attendance procedures are provided

by the district in accordance with

they School Laws of Pennsylvania.

6. Families .of children with poor at-

tendance receive, regular counselirig.

7. There'are written procedures for sue -

pension and expulsion of pupils.

8.

9.

10.

- 56 - 63

,as

Comments

PUPIL PERSONNEL SERVICES: SUMMARY

1. Describe the commendable aspects of the pupil personnel services

program.

2. Describe the unsatisfactory aspects of the pupil personnelservices program. Make specific recommendation in priorityorder for the improvement of this program.

SCHOOL-COMMUNITY RELATIONS

One cf the cornerstones of any successful elementary

school program is effective communication throughout the entire

community: Efforts must be made by the school to encourage community

participation.A

N Activities Comments

1. The school board publishes a com-munity relations policy statementcompiled by the enti a schoolcommunity.

2. A citizens advisory committee,representative of the various view-points of the community, participatesin making important school decisions.

3. The school staff communicates witheach other, with students and with

community groups.

4. Community contributions to the school

program are sought by the staff.

5. Ther9 is an active parent-teacherorganization.

6. Parents/guardians and other communitymembers feel welcome at the school.

7. Counselors and social work personnel

have flexible hours.to accommodate

working parents.

8. Planned volunteer programs give com-munity members an opportunity to parti-

cipate in the school's activities.

9. New students and their parents areoffered a special program of introduc-

tion and orientation.

10. There are parents' workshops or similaractivities as needed.

rfr

- 58 -

S I Y N Activities

11. There are open house programs--fairs,science fairs, gym demonstrations,concerts, art shows, school plays- -cooperatively planned by the schooland parent/citizen organizations.

12. The school provides speakers anddemonstrdtions for service clubs,churches and other community organi-zations.

13. Sound/film presentations and displaysare prepared and presented to communityorganizations.

14. There is a written policy for the useof school facilities by the community.

15. Community facilities are used by theschool for educqtional purpoes.

16. The following community facilities and

Comments

service organizations are equally ac-cessible to all pupils.

a. playground 1. historical sitesCub Scouts, Boy Scoutsb. swimming pool m.

c. state or community n. Brownies, Girl Scoutspark o. 4-H

d. gymnasium p. CYOe. community recreation q. YM/W/CA

center r. YM/W/HAf. nature trails, etc. s. Boys' Clubg. museum t. Girls' Clubh. public library u. Other (specify)i. art gallery

zoocultural center

j.

k.

17. The student body is provided channel(a)through which their ideas and concerns aitshared with the faculty and administration.

18. School employes are encouraged to sharetheir special talents and hobbies: music,.art, needlework, crafts, dancing, photography,theatre, eta.

19. Photos and articles of school and communityevents or school personnel are posed in aconspicuous place,#.then filed for futurereference.

)

- 59 -(38

0 I Y

4

N Activities Comments

20. The school staff is informed ofboard and administrative deVilop-'ments as soon as possible.

21. The school staff is informed beforeposition vacancies are made public.

22. There is a welcome program or a"helping hand" policy for new employes:professional, paraprofessional andnonprofessional.

23. Public/human relations are providedfor better communications and rapportbetween: teacher-teachers; teachers-administrators; pupils?teachers;parents/guardians-teachers; parents-administrators; staff-board; teachers-community.

24. There are specific channels to resolvecomplaints, eliminate misunderstandingsand protect the right of appeal.

Activities -- others

1.

2.

3.

4.

5.

- 60 -6?

0 S I Y N Publications Comments

1. There is a district public relationsstaff headed by a professionallytrained person. In small districtsthis may be a part-time position.

2. There is sufficient secretarial staffto meet the needs of the department.

3. The school principal translates thedistrict's community relations policiesinto activities, dlways maintaining closecontact with the district public rela-tions department.

4. There is an annual handbook to informthe community of matters concerning theschool program and activities.

5. There is a teachers' manual presentingschool policy', rules and regulations andjob descriptions.

6. There is a comprehensive student hand-book..

7.. There is a separate handbook for kinder-garten and prekindergarten children aspart of a "welcome to school" program.

8. A school newspaper is planned, editedand published by pupils under the guidanceof a teacher-adviser.

9. A newsletter or bulletin is issuedperiodically to parents.

10. Attractive brOchures are published forspecial events such as dedications,homecomings and retirement.,,

11. News releases are prepared for radio,television and the preps.

12. Arrangements are made for news photosof special events'and day-to-dayschool activities.

- 61 -(,8

OSIYN Publications--Others Comments

1.

2.

ri

3.

.4.

5.

- 62 -Gg

SCHOOL-COMMUNITY RELATIONS: SUMMARY

1. Describe the commendable aspects of the school-community relations

program.

2. Describe the unsatisfactory aspects of the school-community

relaticps program. Make speCific recommendations in priorityorder,for the improvement of this program.

- 63 - 70

SCHOOL PLANT

The school plant, which includes the site, buildings,equipment, all special areas and environs, contributes to desirable

learning experiences and outcomes. A well-designed, well-maintained,attractive and functional school plant can stimulate students and thecommunity to respect public property and to use the facilities effec-

tively. Adherence to the state's location, health, sanitation,safety and aesthetic standards deserve top priority as a part of the

continuing school evaluation program.

Standards mandated by the Bureau of School Construction, '

Pennsylvania Department of Education (hereafter referred to as"standards ") should be consulted in the evaluation of the school

plant. This evaluation should determine the extent to whichphysical surroundings enhance or inhibit the instructional program

of the school. If the physical setting inhibits the instructionalprogram, such limitations should be noted a appropriate recommen-

dations made. Commendations should be madg when imaginatiOn andinnovation are employed to enhance the school environment or to

counteract. restrictive influences.

Minimum standards: It'is presumed that local and statestandards and regulations relating to the health and safety of

occupants are being met. Where deficiencies have been cited, theplans and progress for elimination of such deficiencies should be

evaluat6d.

1. Give date of Last inspection by fire under-writers and attach copy of recommendations.

2. Give date and time of last fire drill.

3. Give date of last inspection by Depart-ment of Labor and Industry of generalsafety conditions and attach copy ofrecommendations.

4. Give date of last inspection by represent-ative of Department of Health and attach

copy of recommendations.\cp

5. Give date that the long-range developmentalplan (school facilities section) was lastsubmitted to the Pennsylvania Departmentof

6. Give date of approval of school policyregarding the responsibility of studentsfor school property and attach a copy.

-64 - 71

S I Y N Site

1. The school site meets minimumstandards.

Development of the site gives evi-dence that the school district isconcerned with providing worthwhilecommunity activities for youth andadults.

3. Plantings, grooming and cleanlinessof the site set high standards fortudents and community to emulate.

4. The school site serves as an outdoorlearning laboratory for all aspectsof the instructional program.

5. The site is as near as possible tothe center of present and expectedfuture school population.

6. The building is reasonably free fromtraffic and transportation hazards.

7. The site is accessible to the schoolpopulation being served.

8. The site has sufficient acreage toprovide for the needs of the school.

9. Adequate parking facilities, largeenough to accommodate cars for eveningprograms, are provided.

-10. The 10-year, long-range plan providesfor projected sites and facilities.

11.

12.

13.

- 65 -

72

Comments

'0 S I Y N Site

14.

15.

Building

1. Classrooms and auxiliary spaces havebeen evaluated by the staff to deter-mine their suitability to the educa-

. tional plan.

2. Creative plans have been put to usefor overcoming physical limitationsof the school plant.

3. The building is being used to bestadvantage to implement the establishedcurriculum and updated long-range plan.

4. The following facilities are present topromote learning:

a. chalkboard and bulletin boardsb. conference and large group areasc. movable equipment (shelves, tack-

boards, pianos, etc.)d. others

5. The building meets standards for presentenrollment.

6. The building is attractive inside andoutside; there is a planned program ofmaintenance and custodial care for theschool plant.

7. The building is fire resistant andequipped with fire extinguishers tomeet underwriters' standards.

8. The building provides for the healthand safety of students; steps, ramps,doors, health suite, etc., meet statestandards.

- 66 -7 3

Comments

0 S I Y N Building Comments

9. Provision is made for use ofeducational television.

10. The building provides adequatelyfor community use for social,cultural and recreational activi-ties.

11. The quality and quantity of illumi-nation meets state standards.

12. The emergency lighting system istested at least once a week.

13. The heating and ventilating systemcan be regulated to suit variedneeds in individual' classrooms andauxiliary rooms throughout the year.

14. Drinking fountains are sufficient tomeet student needs and are of a com-fortable height.

15. Adequate toilets and lavatories areprovided students at comfortab1.eheights and according to state standards.

16. Desirable standards of sanitation aremaintained in all lavatories; sinksand toilets are approved by the Pennsyl-vania Department of Health.

17. Electrical switches and outlets areeasily accessible.

18. Fresh air is circulated through allinstructional areas and offices.

19. Custodial facilities and equipmentmeet the needs for a clean, sanitary,attractive building.

20. Provision is made for the promptand proper disposal of garbage, sewageand trash.

21. Fire inspections and drills are heldin accordance with the School Laws of'Pennsylvania.

- 67 -

74

0 S I Y N Building

22. Emergency evacuation procedures areplanned.

23. All classrooms meet the standards for

size of class accommodated.

24. Sufficient storage area is providedin all classrooms.

25. Sufficient and convenient storageareas are provided for books, instruc-tional materials and supplies, physicaleducation equipment, etc., outside of

classrooms.

26. The gymnasium meets the needs of the

school and the community in size and

equipment.

27. Shower facilities are provided for the

physical education program.

21. The heating plant is located away fromstudent areas and is maintained in a

safe, clean and orderly fashion.

29. Provision is made for the storage of

machinery, grounds equipment and ex-cess school furniture.

30. qi copy of the latest standards for-1ementary school facilities (Pennsyl-

vania Department of Education) is avail-

able in the building;

31. The school has a library media centersized to accommodate the enrollment.

32. Space in the libfary area is availai240

for housing instructional audio-vispalmedia materials and equipment.

33. Space for professional books and

materials is provided.

34. The library media center meets the

state minimum space recommendations.

35. There is a comfortable teacher's loungelarge enough to accommodate a significantnumber of the faculty at one time.

68 -

Comments

0 S I Y N Building

36. There are men's and women's lavatoryand toilet facilities for staff.

37. There is a teacher's workroom equippedfor typing, duplicating and othernormal faculty activities.

38. There is adequate administrative officespace, including a private principal'soffice.

39. There is an attractive lobby equippedwith furniture.

40. There is adequate office and storagespace for itinerant professional staff.

41. There is a satisfactory intercommuni- LL

cations system.

42. There is a receiving and distributionsystem for radio and ITV/ETV.

43. There are a cafeteria and an adjoiningkitchen or other food preparation'facilities which meet state standards.

44. There is a health suite which includesexamination room, toilet and lavatory,bed area for sick children and a nurse'sstation.

45. Maintenance requests by staff are servicedproperly.

- 69 -

7 ti

Comments

SCHOOL PLANT: SUMMARY

1. Describe the commendable aspects of the school plant.

./.

I

Qe

2. Describe the unsatisfactory aspects of the school plant. Makespecific recommendations in priority order for improvement.

vk

A

- 70-

77

STAFF - INDIVIDUAL

The purpose of this section is to collect professionalinformation about faculty members.

Each member is asked to complete this form carefullyand promptly return one copy to the staff committee. The committeewill compile the.information and make commendations and recommenda-tions which will be part

4of the final steering committee report.

1. Read all directions carefully and respond toevery question. In some cases, it might benecessary to answer with "none" or "zero"in order to show that a question has beenconsidered.

2. Verify each answer. In some cases, it mightbe necessary to refer to personal records.

3. Supply completeficient room tosheets:.

4. All informationwill be treated

5. Give data sheetsstaff committee.

answers. If there is insuf-write answers, insert extra

is for committee use only andas confidential information.

to the chairperson of the

INDIVIDUAL PROFESSIONAL DEFORMATION RECORD

Name

Grade orSubject

School

"Date

PLEASEPRINT

A. Training

1. Place an "X" in the box that tilos/clearly describes theamount of college/university education you have up to this

time:,

Four yrs.or Bac.

Bac. plus15 sem. hrs.

Mas. orBac. plus30 hrs.

Mae. plus15: sem.hrist.

Mas. plus30 sem.hrs.

Mas. plus45 sem.hrs.

Mos. plusmore than45 sem. hrs.

t

2. List the following information concerning each college/university degree that you have earned:

Name of Degree College/University Location Year Reed.

3. If you have not yet obtained a degree, Check here: L:7

4. Put an "X" in the box that indicates the most recent under-graduate or graduate course that you have taken for credit:

Withinone year 1-5 years

.

5-10 years

,

More than 10 years

, .

5'. Are you actively pursuing a degree? What degree?

Where? What are your specific profes-sional growth plans?

- 7 9

Individual Professional Information

6. Place an "X" in each column which indicates your major andminor areas of concentration, in graduate and undergraduateeducation.

Under aduate Graduate.

.

Major

Minor or18 hrs.plus Major

a. General Elementary Education

b. Early Childhood Education,

c. Special Education.

.

d. Mathematicsr

e. Social Sciences -- economics,sociology, psychology, history,political science, geography

-.

.

f. Sciencesearth/space sciences,physics, biology, chemistry

g. Administration(Circle one--Elementary; Secon-dary)

.

.

4

h. English

i. "Foreign Languages

j, Guidance/Counseling(Ciicle one--Elementary; Secon-dary)

.

k. Reading

1. Art, Music, Drama

m. Health, Physical Education

n. Speech, Hearing..- .

o. Nursing

p. ,,Librarian/Media

q. Other (please indicate)

- 73 - 80

1

5. List the 4114f ices that you hold or have held and/or other dutiesin professional associations for which you have been responsible.

6. List the state and/or national professional conventions or con-ferences which you have attended. Indicate the year(s).

7. List any educational research activities in which you haveengaged. Indicate the year(s).

8. List any articles that you have had published. Indicate the date(s).

)

9. List any other professional activities, such as workshops andconferences, not covered in any of the above items, in which youhave engaged. Indicate the year(s).

10. List any community or neighborhood activities in which you haveengaged.

11. List any travel which has enhanced your educational competencies.

Year Areas

- 74 -81

12. What value do you believe came or may come to you, individually,from this faculty self-study?

- 75 -9

STAFF

The purpose of ,this. section is to (1) collate professionalinformation about faculty members and (2) direct the staff committeein the preparation of.plandfor improved patterns of staff utiliza-tion and for improved' in- service education programs.

40

I. Faculty Profile

Collect the Individual Professional_Information Record fromeach member" of the faculty and'enterthe data in the facultyprofile section. The staff committee sOould confine itsanalysis to the total faculty profile rather than on strengthsand deficiencies of individuals.

A. Nraininq

1. What per cent of our teachers earned a bachelor'sdegree, atia college/university in the vicinity ofthis school district? (Local staff committeedecides on meaning of "vicinity.")

What is the largest per cent of our teacherd wholicLve earned a bachelor's degree from the same-insitution?

7-77'Name pf College/university

,-

b . ,

3. Of the teachers with master's degrees, what percent received it it the same institution from whichthey earned the bache or's.degree?

4

/ %/

4., Of the teachers with bachelor!s degrees, how recentlydid they earn it? (Should add across to 100 per cent.)

0 -4 years 5-9 years- 10 -14 years 15-19 years' '20ond over

%,

5. Of the teachers with master's degrees how recently didthey earn it? (Should add across to 100 per cent.)

,4tif

0-41'yeare - ,years :1.0-14 years 15-19 year 0 and over,.

. '5.4

- 76 - 83

6. What types of professional growth have our teachersplanned?

7. Committee tabulated data:r.

Undergraduate Graduate

.

Major

Minor or18 hrs.plus

1

Major

a. General Elementary Education

)

b. Early Childhood Education

00"6. Special '.Education

d. Mathematics

e. Social.Sciences-- economics,sociology,psychology, history,political science, geography

f. Sciencesearth/space sciences,physics, biology, chemistry

g. Administration(Circle one--Elementary; Secon-dary)

' . English ...

i. Foreign Languages /

j. Guidance/Counseling(Circle one -- Elementary; Secon-dary)

k. Reading 4

1. Art, Music, Drama

ra. Health, Physical Education1 .

.

n. Speech, Hearing

o . Nursing -.

p. Librarian/Media

q. Other (pleaSe indicate)

84

11. :How recently have our teachers taken undergraduate/graduatecourses? (Should add across to 100 per cent.)

..,

Within oneyear

At,1-5 years- 5-10 years

.

11 years or more-

%

,

, °A

B. Experience

1. How much teaching experience do our teachers have and wherewas this experience gained? (The percentages in eacti set ofcells should total 100 per cent.)

1'5 01-5yrs.

6 -25

yrs.Qver25

In this district

Outside- this district, butin PennSylvania

y %

In other states t

cX'

In foreign countries

2. What per cent of our teachers have participated in one or moreactivities withih the school district, in each of the followingclassifications (mt. directed by the professional organization)?

a. Adviser to the administration(report card committee, etc.)

4N

b. Curriculum development(writing courses of study, units ofwork, etc.)

c. In-service education programs

d. Textbook, equipment orinstructionalmaterials selection committee

78

f. What per cent of our teachers have notparticipated in any of the school ac-tivities listed? /

3. To what specific professional organizations, and in what percen-

tages, do our teachers belong?

C/3

0

% Do not belong to any

0

0

fO

0

4. What per cent of our teachers have-held a major office, committeechairmanship or committee membership in any local, state ornational professional (general or specific) organization?

5. What per cent of our teachers have attended a to and/or

national convention or conference of a professional organization

(general or specific)?

6. What per cent of our teachers have engaged in one or more educa-

tional research activities?/---R7

7. What per cent of our teachers have had an article published in

a professional journal? T-(7

8. In what other professional activities do our teachers partici-

pate?

9. What per cent of our teachers have participated in community

or neighborhood activities?. / %/

II. Observations and Recommendations1.

A. Make observations concerning the professional strengths of 'the

faculty. The observations should serve as guidance in the reten-tion and possible expansion of outstanding practices.

B. Make recommendations to improve the professional quality of thefaculty.

- 79 - 86

THE ARTS

The arts, focusing on children as unique-individuals with .c

ideas and feelings, emphasize the development of personal insights

and aesthetic understandings. They involve children in perceiving,responding, creating, understanding, evaluating and developing

skills.

N . General concerns

1. The written philosophy of the schooldistrict recognizes the arts as anintegral component of the curriculumand reflects the above statement.

. A comprehensive arts program includescreative/expressive experiences in eachof the following:

a. artb. creative dramaticsc. creative movementd. musice. writing

. 3 Arts teachers are employed to imple-ment the comprehensive arts program.

4 Arts teachers maintain schedulingpractices which permit up to one-third of each school day to be devotedto arts experiences.

5. Arts teachers are included in theplanning and implementing of thegeneral curriculum.

6. Arts teachers have scheduled planningtime.

7. Arts teachers are encouraged to growprofessionally through:

a. attendance and participation inprofessional meetings and con-ferences

b. continuing education

a

- 80 -

87

Comments

0 S I Y N General concerns -Comments

c. exploration of an experi-mentation with innovative artsprograms

d. regular and.frequent evaluationof the arts experiences providedchildren

8. Regular in-service programs for thetotal elementary staff include under-standing and planning meaningful artsexperiences for children.

9. Funds forlarts materials apd equip-ment are budgeted on a parity with othercurricular areas.

10. Facilities are available within ornear the school for:

a. artb. creative dramatics, creative

movementc. multimedia perceptual experiencesd. general musice. instrumental music

11. Provision is made for the identifica-tion and further development of the,talented students in the art or artsof their preference.

General concepts

An examination of course guides, unitsof study and plans indicates that the follow-ing concepts are being developed throughoutthe comprehensive arts program:

1. Ideas for the arts come from within theindividual; therefore, an individual'spersonal thoughts, feelings and moods arevaluable and should not be causes ofembarrassment or ridicule.

2. Individuals accept and value expressionsdifferent from their own.

- 81 -

88

0 S I Y N General concepts

3. Media and process are chosen by c'

the individual because they "suit"personal expression.

4. The artist is willing to try newideas, processes, materials andtools.

5. The arts of the past and presentexpress human values and attitudes.

6. Artists (writers, composers, dancers,etc.) critically analyze their *ork.

7. The arts are vital parts of learningand living rather than isolated ex-periences.

8. Doing, learning about and evaluatingthe arts are pleasurable experiences.

Additional local content concepts

9.

10.

11.

General instruction

An analysis of classroom practiceindicates that the following techniques arebeing used.

1. Children become aware of light, space,sound, motion and time through sensoryexperiences such as:

89- 82 -

Comments

0 S I Y N General instruction

a. collecting, categorizingand displaying examples fromthe environment

b. exploring (moving through,listening, taping, etc.) designatedareas of environment under differentweather conditions, times of day,from different viewpoints

c. 'matching photographs of textureswith actual objects which theytouch

d. multimedia experiences designedto emphasize particular" arts ele-ments and to stimulate ideas andfeelings

2. Children are motivated or stimulatedthrough such activities as:

a. developing bulletin boards, artexhibitions or craft displays

b. viewing films, filmstrips, 8mmloops and slides individually andin groups ,

c. conversing with artists (sculp-tors, cabinetmakers, composers,musicians, etc.)

d. visiting art galleries and museumse. exploring experiences in all the

artsf. borrowing photographs, art prints,

records and reproductions for homeuse

g. visualizing'unusual and imaginativecombinations of light, sound, motion,space and time

h. listening to stories and poetry ofhigh quality

i. improvising on themes or situa-tions, playing interaction games andobserving"the reactions of partici-pants

j. studying commercially produced artobjects to make aesthetic judgments

3. Children use tools, materials, instrumentsand equipment safely.

- 83 -

(J

Comments

3

II

ti

0 S I St N General instruction

4. Teachers make attentive, posi-tive observations of eachchild's contribution in thearts; adult standards are notused.

5. Teachers guide children torecognize the strengths intheir own artito set personalgoals and to build upon compe-tencies.

6. Teachers value the uniqueness ofeach child thoughts, feelingsand moods.

7. Lesson preplanning and prepara-tion are evidenced by:

a. provision of motivational and,stimulation experiences

b. provision for learning about,doing and evaluating

c. provision for coordination amongexperiences

d. provision for follow-up ex-periences, to be implementedby the classioom teachers, whichwill reinforce and supplementthe arts program maintained bythe arts specialists

e. provision for set-up and clean-up time

f. provision for needs and interestsof children

8. Performances'and exhibitions includecontributions of every child.

Additional instructional pra ces observed

9.

10.

11.

1

;31- '84 -

Comments

ART (painting, drawing, ceramics, printmaking,sculpture, photography and film-making)

N Concepts Comments

An examination of course guides,units of study and plans indicates thatthe following concepts are being developedin the art program:

1. Artists of all cultures have been andare challenged by the relationshipsof light, space and texture.

2. The quality of an art product dependson the relationships among elements(light, space and texture), principles(contrast, unity, etc.) and the artist'spersonal ideas, feelings and moods.

3. Art has a specific vocabulary to describeelements, principles, products, processes,materials, tools and techniques (seeaddendum to the arts).

4. Artists use a variety of tools, each ofwhich has been designed to serve a speci-fic purpose.

5. Artists use a variety of materials, eachof which has particular qualities thatinfluence the results of an artistic en-deavor.

6. All materials have potential beauty; theartist should be able to visualize thepossibilities of using a particular materialor combinations of materials.

7. Artists use a variety of techniques, theselection of which depends on personalideas and feelings.

Additional local concepts

8.

9.

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eg-

0 S I Y N Content Comments

10.-

Equipment and materials

An examination of instructionalequipment and materials indicates thatthe following items are available inadequate quantity, of high quality, ingood repair and used in.the art program:

1. Art room, classroom or activitycenter containing:

a. working space for a variety oftwo- and three-dimensional artactivities

-b. sink with running water anddrain with plastic trap

c. work tablgs and areas for largeart work or committee work

d. storage space for art work inprocess

e. storage space for art supplies,including moist clay

f. storage space for resourcematerials

g. lighting and ventilation forcomfortable working conditions

h. room darkening devices and electri-cal outlets for visual aid equip-ment

i. exhibition space for two- and three-dimensional work

j. chalkboard (portable or stationary)

2. Comfortable furniture of various sizesprovides space and smooth working surfacefor every child.

3. Materials for two- and three-dimensionalprojects (see addendum).

- 86 -

0 S Y N Equipment and materials Comments

4. Tools for two- and three-.dimensional projects (see addendum).

5. Equipment that facilitates an artprogram for two- and three-dimensionalprojects.:

a. easelsb. kiln for ceramic firingc. puppet staged. silk screen framese. printing pressf. photography darkroomg. loomh. potter's wheeli. sewing 'machinej. cameras (still and movie)k. enlargers

6. Resource materials for art appreciationthat includes history of art.

7.

8.

9.

10.o

- 87 - :3 4

0 S I Y

CREATIVE DRAMATICS

N Concepts Comments

An analysis of course guides, unitsof study and plans indicates that thefollowing,concepts are being developed inthe creative dramatics program:

1% In an imprgvisational experience,people must be receptive and responsiveto the intellectual, emotional and physi-cal actions or reactions of people aroundthem.

2. Full consideration and exploration ofideas by each member of the group arenecessary. °

3. Light, space, motion, time and sound arenatural phenomena with which the actor"and author deal.

4. Emotions are shown through the voice andbody in correlation with selected naturalphenomena.

5. Playwrights and actors draw upon theirpersonal feelings and experiences forcreative purposes.

Additional local concepts

6.

7.

8.

9.

10.

- 88 -

r

a

S I Y N Equipment and materials

An examination of instructionalequipment and materials indicates thatthe following are available in adoquatequantity, of high quality, in goodrepair and used in the creative dramaticsprogram:

1. A classroom or activity center with:

a. provision for a flexible openspace of 36 square feet per student

b. provision for effective and simul-taneous use of elide, movie, opaqueand overhead projectors; televisioncamera; mixer and recorder and appro-priate sound recording and play-bockequipment

c. student-manipulatable step and plat-form units and burlap /corkboardscreens for scenic suggestion

d. a Polaroid camera, film and accessories

2. Materials commonly used in establishedcreative drama programs (see addendum).

- 89 -

Comments

0 I Y

,CREATIVE MOVEMENT

N Concepts Comments

An analysis of course guides, zenithof study and plans indicates that the fol-lowing concepts are being developed in'thecreative movement program:

1. Creative movement is an improvisationof movement rather than perfection of aspecific movement.

2.' Every person can spontaneously expressideas, moods and feelings-throughmovement.

3. Creative movement involves differentmodes, directions, tempos and combina-tions of these.

4% Informal or nonrhythtic movementpatterns may lead to more formalizedexpressions.

' 5. The quality of a movement experiencedepends on the relationship between(a) the natural phenomena (space, light,time, motion, sound) and the individual'spersonal ideas, feelings and moods and(b) the responses of individuals to each

Additional local concepts

6.

7.

8.

- 9097

S I Y N Equipment and materials Comments

An examination of instructionalequipment indicates the following itemsare available in adequate quantity, ofhigh quality, in good repair and are usedin the creative movement program:

1. A space adequate for each class to usein.exploring the entire rangement.

2.

3.

a. a floor on-which students can lie,run and go barefoot,

b. a percussion instrument to marktempo.

c. recordings of unique or unusualsounds; appropriate playbackdevices.

O

- 91 -98

0 S I Y

MUSIC

N Concepts 'Comments

An examination of course guides, unitsof study and plans indicates that the follow-ing concepts are being developed in the musicprogram:

1. Music is a form of expression which conveysthoughts and feelings.

2. Music allows individuals creative fulfill-ment.

3. Music portrays the past and the presentin many cultures.

4. Music consists of four basic elements- -itch, intensity, duration and timbre- -

which can be organized to produce rhythm,armony, melody,form, expression andstyle.

5. Music has a specific vocabulary.)

Additional local concepts

6.

7.

8.

Instruction

In addition to the applicable tech-niques in the General Instruction section,an analysis of actual classroom practicesindicates that the following special tech-niques are .among thode being used in themusic program:

1. Children are taught to use the voiceproperly for singing.

)Elementary Music Guide for Classroom Teachers, PennsylvaniaDepartment of Education, 1970; glossary, pp. 263-275.

e

e2

- 92 -9 9

S I Y N Instruction

2. Children sing in unison.

3. Children learn to sing two- hndthree-part harmony.

4. Children are encouraged to strivefor and maintain an acceptable pitchand tone in singing; assistance istactfully given all pupils who arenot yet certain of their pitches whilesinging.

5. Children can make and use simplepercussion melody instruments.

6. Children have an opportunity forstudy on a musical instrument, eitherindividually or in small groups.

7. Children who have begun study onmusical instruments are providedinstruction.

8. Children learn to recognize musi-cal instruments by sound (timbre),appearance and use in solo orensemble.

9. Children participate in vocal andinstrumental music organizations.

la. Children discuss the works of greatartists and composers of differentraces and both sexes.

11. Children read and demonstrate theuse of musical notations.

12. Children understand and demonstratesimple forms of musical composition.

13. Children study music theory in rela-tion to the music being learned, notin isolation.

Additional instructional practices observed

14.

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10-0

Comments

0 S I Y N Insti uction

15. I

16.

Equipment and materials

An examination of instructionalequipment and materials indicates thatthe following items are available inadequate quantity, in good repair, ofhigh quality and used in the musicprogram:

1. In each classroom where musicinstruction is provided:

a. basic music series withteachers' -manualsaudio-visual materials forthe music series in use

c. supplementary song booksd. pitch pipee. staff liner for chalkboardsf. manuscript paperg. a piano in goOd working condi-

tionh. a variable-speed record playeri. tape recorder

2. In each elementary building's library/media center or music lab:

b.

a. recording and playback equipmentb. projection equipmentc. videotape equipmentd. music standse. multiple headsetsf. pianosg. tapes and cassettesh. recordings (jazz, ethnic,

classical, etc.)overhedd transparencies

j. films, slides and filmstripsk. videotapes1. trianglesm. cymbals

101

Comments

0 S I Y N Equipment and materials Comments

n. tambourinesmaracas

p. clavesq. cowbellsr. sleighbellss. woodblockst. temple blocksu. recordersv. resonator bellsw. autoharpsx. guitarsy. bongo drumsz. conga drums

aa. snare drumsbb. bass drumscc. sticks, beaters,

malletsdd. adequate facilities for

large ensemble rehearsals'ee. sufficient number and variety

of band and orchestral instru-ments to insure balance ininstrumental organizations

ff. sufficient music for chorus,band and orchestra

gg. basic electronic equipmentand ,,.materials available tostudents for use in generating,modifying and organizing soundsinto musical compositions

hh. areas (stations) for skills,listening, strategy work; recital'and practice

ii. carrels, tables, chairs whichare light, easily moved and stora-ble

jj. ample cabinet and storage facili-ties

1 95 -

102

ADDENDUM: ARTS

(Check each item which is included in the program in some manner)

1. Art: vocabulary

Space: Texture:

a. line a. softb. shape b. hardc. mass c. pliabled. area d. smoothe. overlap e. roughf. volume f. dryg. large g. weth. small h. jagged

fuzzy1011111.111

i.

Light:Principles:

a. shadowb. color a. unityc. intensity b. varietyd. hue c. rhythme. value d. movementf. transparent e. directiong. opaque f. contrasth. translucent g. balancei. matte h. focus

proportionrepetition

i.

j

Procesoen and techniques:

2. Art:

11111..1.1.110

a.b.

c.

d.

0.

f.

g.h.

i.

k.

incisingintagliosculptingglazingknottingsubtractive weavingwashscumblingcollagedevelopingenlarging and

Tools and materials:

1.1

a.b.

c.

d.

e.

f.

gh.3.

j.printing k.

construction paperyarn (2 ply, 3 ply, 4 ply)cordclay (earth, modeling)viseawlraspbrushes (flats, brights)aperturefilm qualitiesdeveloping chemicals

materials for two- and three-dimensional

a.b.

c.

d.

e.

f.

g.

paper; all kindscardboard .

pencils and penscloth; felt and otherfabricswoodmetal; foi , plate, wireplaster

- 96 I (i

projects:

h. clayi. paint; water, textile

tempera, oil, shellac,acrylic

j. ink; drawing, printingk. chalks, chakcoal, pastels1. leatherm. plasticn. ruedo. paint thinnersp. linoleum blocksq. pins and fastenersr. glues and pastess. screws and nailst. crayonsu. pipe cleaners

w v. tapew. string and ropex. yarn

3. Art: tools for two- and three-dimensional projects:

a. hammers and malletsb. scissorsc. rulersd. compassese. paper cutterf. staplersg. pencil sharpenersh. pliersi. saws. (metal, wood)j. vises and clampsk. brushes; all kinds1. knivesm. filesn. screwdriverso. brayersp. needles

4. Creative drama: materials commonly employed in establishedcreative drama programs:

a. colored paper, cloth and perforatedplastic sheets

b. basic costumes such as hat bodies,aprons, sashes, jerkins

c. stretch-fibre toolsd. basic playthings, balls, beanbags,

etc.e. assorted lengths of sash cord,

ribbons and yarn; thread; pinsf. common unprepared food stuffs

97- 104

g. common household utility toolsh. 3'0" dowel lengthsi. vibrantly colored floor mats or

rug samples, approximately 2' x 2'j. records, audiotapes or cassettesAof

rhythmic or mood musick. kraft paper in 3'0" wide rolls

_l. soluble white pastem. small vibrantly colored pillowsn. sample color media books (plastic

preferred over gelatin)o. motivational and source files:

pictures, drawings, etc.

- 98 - 105

ARTS: SUMMARY

1. Describe the commendable aspects of the arts program.

2. Describe the unsatisfactory aspects of the arts program. Make

specific recommendations in priority order for the improvement

of this program.

- 99-1CM

COMMUNICATIONS

Communications should be a continuous program in whichthe skills at one level are built upon'skills mastered at theprevious level. These skills should be developed to each pupil'scapacity.

Efforts should be made to balance the input areas of com-munication--listening, reading, observing and vocabulary develop-ment--with the output areas of communication7-speakling, graphic arts,writing, critical and creative thinking. There must be evidence thatchildren have opportunities to see the relationship of listening,speaking, writing and reading.

Children whose native language is other than English shallhave the opportunity to learn communication skills through a programdirected by a bilingual teacher using specialized learning materials.

N Instruction Comments

An analysis of classroom pi-ac-tices indicates that the followingtechniques are used in the communica-tions program:

Listening

1. Children have opportunities todevelop listening skills by meansof:

a. poetryb. prosec. dramad. individual reportse. book reviewsf. discussionsg. storytellingh. formal listening lessonsi. assembly programsJ. conversationk. informal listening activities1. recordingsm. following directions

2. Children listen, interpret and reactto information contained in oral communi-cation on a continuous basis. 1'

3. Children follow the flow of ideas overa sustained period well enough tofollow a theme.

-100- 107

0 S I Y N Instruction Comments

Listening

4. Children distinguish fact fromopinion and inaccuracy.

5. Childreh relate author's ideasto perSonal experiences.

6. Children are encouraged to valueand respect what others have tosay.

7. Children develop auditory discrimi-nation.

8. Children are provided opportunitiesto hear accepted literature well read.

9. Children experience pleasure throughlistening.

10. Children visualize and interpretwhen they hear nouns, verbs, adjec-tives and adverbs.

11. Children are encouraged to use class-room listening centers each school

day.

12. Children are encouraged to be aware of

5ds around them.

r4Add Alional instructional practices observed

CC3

Speaking

1. Children convey their thoughts freelyin their home-rooted languages.

2. Children distinguish between effectiveEnglish and poor articulation, enuncia-tion and pronunciation.

3. Children are given opportunities tothink and speak freely.

- 101 -

108

OSIYN Instruction

4. Childrei are given opporrtunitiesto articulate; enunciate and pronounceeffective English.

'

5. Children are able to convey, informa-tion accurately.

k

6. Children use language effectively.

7. Children recognize the beauty andimpact of language in oral communi-cation.

8. Children ask questions "concisely.

NF

Comments

9. Children organize and deliver logicalresponses.

Ae. , . .

10. Children establish, rapport and maintain'the interest of listeners.

11: Children have opportunities to developspeaking skills to convey information,thoughts and feelings.

12. hildren are provided opportunities tostimulate and strengthen speaking skillssuch as:

a. group conversations; "discussionsb, oral reportsc. dramatizationsd., giving directionse. interviewingf. choraland unison speakingg. speaki4 before an audienceh. class and school announcementsi. telephoningj. tape-recorded experiences

13. Children with special needs in speechdevelopment are provided corrective orremedial instructionat all levels.

14. Children with special needs,

in languagedevelopment are provided correctiveor remedial instfuction at all levels.

- 102 - 109

S I Y N Instruction

Additional instructio al practices observed

15.

16.

. 1

Composition,and Creative Waiting.

Concepts

1. Every experience, Sensory impressionor mood has potential for writtenexpression if an individual is recep-tive.

2. Ideas for'written'expression come froman individiial's.personal thoughts,feelings and moods, which should not becauses of embarrassment or ridicule.

3., Different forms of expression (poeticor prose; calligraphic or multimedia)should be employed. 0

4. e sounds of words are frequently asmportant as the meanings.

Addit'onarlopal concepts

5.

6.

7.

- 103-

110

0 S I Y N Instruction Comments

1. Children recognize the variousfunctions of words and can distin-guish between formal and informallanguage.

2. Children use varying word order insentences and a variety of sentenceforms to'aid in self-expression andto maintain the reader's interest.

3. Children are aware of the use ofidiomatic, Colloquial and slangexpressions as part of our naturalheritage.

4. Children recognize the importance ofparagraphing, including sequentialdevelopment, through familiarity witha variety of writings.

5. Children. are taught specific writingskills individually or in groups asthe need arises.

6. Children are given many opportunitiesfor carefree, creative and spontaneouswriting, including poetry.

7. Children discover that written composi-tion permits clarification and objectivityof thoughts and feelings.

8. Children learn that their best writingcomes from their experiences, not from'something imposed on them.

9. Children's expressions of unique obser-vations, ideas and fantasies are en-couraged and respected.

10. Children develop an enthusiasm forwriting which allows them to get theirideas on paper before a more acceptableform is required.

11. Children use proofreading skills oncethey feel secure in expressing theirthoughts.

-104- ill

0 S I Instruction

12. Children develop criteria forjudging their own work by beingexposed to examples of effectivewriting.

13. Children develop the maturity neces-sary for evaluating their own workthrough specific instruction atappropriate levels.

14. Children demonstrate their understandring of punctuation by correct use ofcommas, apostrophes, question marks,semicolotis, periods, exclamation marksand quotption marks.

15. Children use*capital letters appTo-priately,..

16: Children develop techniques fornote-taking.

17. Childtep develop an understanding anda skill in the use of metaphors.

18. Children are encouraged to use a vari-ety of words and language patterns toattract the reader.

19. Children are encouraged to express thesame idea in different ways.

20. Children have access to a variety ofmaterials (resource and audio-visual)to, keep curiosity alive and to stimulateexpression.

Additional instructional practices observed

21.

22.

23.

4

- 105 - 11214,

Comments

0 S Y N Handwriting Comments

1. Children begin manuscript writingin the first year and develop itas a skill.

2. Children use legible manuscriptwriting at all grade levels.

3. Children begin cursive writingsometime after the first year anddevelop it by practice.

4. Children use cursive writing ip 0fluent, easy style.

5. Children's individual needs inhandwriting are diagnosed, thenmet through group and individualinstruction.

6. Children are taught handwriting asit relates to other learning activi-ties rather than as an isolatedactivity.

7. Children coordinate 'writing skillsdeveloped in the reading, spelling,English and handwriting programs.

8. Children recognize handwriting asa needed skill.

Additional instructional practices observed

9.

10.

11.

12.

113- 106 7

0 S Y N Spelling Comments

1. Children are taught spellingskills in a carefully plannedprogram which is an integralpart of all areas of the curric-ulum.

2. Children study words appropriate tothe levels and needs of their writingactivities.

3. Children use various techniques tospell words correctly.

4. Children realize that a dictionaryis an important aid to spelling.

5. Childen use *a dictionaiy andother resources to verify the correctspelling and meaning of words.

6. Children learn to spell correctlythrough written as well as oralactivities.

7. Children are instructed in,a varietyof techniques for mastering spellingso they can discover which are mosteffective for them.

8. Children are provided time for spellingpractice on .a regular basis and in amanner to insure carry-over beyond immedi-ate recall.

.9. Children develop proofreading skillsto verify spelling in all writing activi-ties.

Additional instructlonal practices observed

10.

111

- 107 -

N Spellinq Comments

Additional instructional practicesobserved

11.

12.

13.

14.

Reading

Concepts

An examination of course guides,units of study and plans indicates thatthe following concepts are being developedin the reading program:

1. Readiness skills must be individuallydeveloped to assure each, child successin reading:

a. eye-hand coordinationb. sensory-motor experiencesc. 'visual and auditory discriminationd. oral langaugee. concept formationf. the desire to readg. left-to-right eye movementh. sound-symbol relationshipsi. following directions

2. Children's reading growth must becontinually appraised through readi-ness tests, informal reading tests,teacher judgment and standardizedreading tests.

115- 108 -

0 S I Y

11

N Reading

3. These initial reading techniques shouldbegin when each child is intellectually,emotionally and physically ready:

a. sight-word vocabulary buildingb. dictating experience storiesc. individual and group,instruction

as necessaryd. basal, individualized, library,

other printed and duplicatedmaterials are introduced as necessary

4. Children must be instructed in the use ofa wide variety of skill development techni-ques.

5. These word-recognition skills are necessaryto decoding:

a. using picture cluesb. using context cluesc. using general configuration cluesd. using letter detailse. using phonics,f. using structural analysisg. using phrase recognitionh. using dictionaries or ossaries

Comments

6. Comprehension skill lding is basic tothe reading-thinking'process.

7. These interpr ive reading skills are someof the com ehension skills:

vy

a. making inferencesb. -making generalizationsc. seeing cause and effectd. identifying a purpose for reading

a selectione. seeing relationshipsf. distinguishing fact from opiniong. identifying sequential order'h. literally interpreting material

read

- 109 - 1166

0 I Y N Reading Consents

8. Critical reading skills are some ofthe comprehension skills essentialto the reading-thinking process:

a. making judgmentsb. evaluating what the author

has writtenc. making, confirming or

an hypothesisd. getting the literal meaning from a

selection

9. Locational and organizational skills are .

study skills which complement reading andenable the reader to extend information.

10. Locational skills help the reader.to sscurethe spelling, pronunciation and meanings

of words from a dictiondry:

a. alpfiabetizingb. using guide wordsc., respelling phoneticallyd. selecting appropriate meaninge. using other aids (diagrams, pictures,

maps, etc.)

Locational skills also help the reader to

secue needed information from other

sources:

a. using the table of contents, index,glossary

b. using reference books (atlases,globes, almanacs, yearbooks, etc.)

c. using the card catalog and Readers'Guide

12. Organizational skills help the readerarrange, coordinate and classify infor-

mation:

a. taking notesb., outliningc. 'writing a summary of the material

in one or several booksd. preparing a bibliography

13. Children's individual differences must bemet through individual instruction andflexible grouping, according to the needsand interests of each child.

- 110 - 117

S I Y N Reading

14. Children with special needs, in reading

must have corrective or remedial in-struction at all levels.

15. Children. must develop and apply reading

skills specifically to special curriculum

areas such as science, mathematics, etc.

16. The reading program helps to develop in

children a life-long appreciation for

reading and s benefits.

Additional local concepts

17.

18.

19.

Instruction

An analysis of classroom practicesindicates that the following techniques are

'being used in the reading program:

1. Children develop readineSs skills as

needed.

2. Children recognize the relationshipbetween letters, in printed words,

sounds and spoken words.

3. Children's reading growth and develop-ment are continually appraised throughreadiness tests, informal testingprocedures, reading test, teacher judg-

ment and standardized tests.

4. Children recognize certain words as asight_ vocabulary.

111

118

Comments

0 S I Y N Instruction 'Comments

5. Children are provided many opportuni-ties to dictate stories in a group orindividually.

6. Children use their experience stories,either dictated or written, as a meansof oral language development or as abasis for reading instruction.

7. Children are provided both individualand group instruction.

8. Children read aloud for specific pur-poses.

9. Children develop anxpanding hearing,speaking and sight vocabulary.

10. Children develop and use word-recognitionskills, comprehension skills and addi-tional study skills such as locationaland organizational skills.

, 11. Children's individual needs are meil

kthrough flexible planning for individualand/or group instruction.

12. Children's needs are met through multi-sensory techniques.

13. Children with special needs in readinghave corrected or remedial instruction.

14. Children develop and apply reading skillsspecific to other areas of the curricu,lum, i.e., science, mathematics.

15. Children vary their rates of readingaccording to their purposes and, thematerial.

16. Children are provided many opportunitiesduring the school day for independentreading.

17. Children are given guidance in readingcontemporary and classical literature.

18. Children read for recreation and forinformation and to interpret and appre-ciate literature in prose and verse.

- 112 - 119

0 Y N Instruction Comments

19. Children's reading experiences leadto other activities: drama, music,dance, art and other means of creativeexpressiOn.

20. Children are encouraged to make effec-tive use of the library/media center andother reading centers or stations in theclassroom.

Additional instructional practices observed

21.

22.

23.

24.

Foreign Languages

Concepts

An examination of course guides,units of study and plans indicates that thefollowing concepts are being developed in,foreign languages:

1. Foreign language programs

a. Elementary school foreign languagestudy is part of the sequentiallanguage arts K-12 continuum andis available to all children.

b. When learning a foreign language,children must first develop skillsin understanding and speaking it.

- 113 - 120

0 S I Y N Foreign Languages Comments

c. Children may, in later elementarygrades, develop skills in readingand writing the foreign languagewith an expansion of vocabularyand cultural concepts.

d. Through foreign language instruc-tion, children develop an apprecia-tion of other languages and cultures.

e. A wide variety of instructionaltechniques and materials can beemployed to present foreign languagecontent.

Additional local concepts

f.

"It

g.

h.

2. Bilingual or ESL (English as a SecondLanguage) programs

a. Bilingual or ESL instruction isprovided any group of 20 or morestudents in a native language thatis not English. (See the guidelineswhich accompanied School Administra-tors' Memorandum No. 515, May 18,1972)

b. Non-English speaking children receiveinitial reading instruction in theirmother tongue or that in which theyhave oral-aural competency.

c. Non-English speaking children receiveinstruction in listening, speaking,reading and writing English as theirdevelopmental levels permit.

- 114 - 121

0 S I Y N Foreign Languages' Comments

d. Bilingual or ESL programs includedaily activities in which thenon-English speaking children aretogether with their Anglo peers.

e. Bicultural experiences for allchildren develop a multifacetedawareness and understanding of thecultural heritage and customs ofvarious ethnic groups within theschool and community.

f. Staffing and special servicespatterns for bilingual or ESLprograms follow the PennsylvaniaDepartment of Education gUidelines.

Additional local concepts

g.

h.

1.

Instruction

An analysis of classroom practices. indicates that the following techniques

are used in the foreign languages programs:

1. All children have the opportunity to par-ticipate in a sequential K-12 foreignlanguages program.

2. Children translate oral directions givenin the target language into mental and/or physical actions.

3. Children interpret attitudes from oraland kinesic signals associated with thetarget language and its native speakers.

- 115 -

122

0 S N Instruction . A

4. °Children attain oral proficiency inthe target language through a varietyof methods--drills, choral responses,conversations and discussion groups.

5. Children impart specific informationin a manner totally comprehensible 'tonative speakers of the target language.

6. . Children express kinesic and other cul-tural signals and attitudes associatedwith the target language.

7 Children achieve mastery of the basicsounds and structure of the target lan-guage before reading is introduced.

8. Children understand, interpret, explain,summarize and answer, specific que9tionson a given leading selection' in tihetarget language appropriate to theirdegree of exposure to instruction.

9. Children spell the words of the target:language a curately; including correctuse of di critipal markings, within thelimits o their exposure to that languagein its w itten form.

10. Children efficiently construct interestingsentence and paragraphs within the limitsof the d gree of exposure to the spokenand writ en forms of the target language.

11. "Childlen's writing progresses fromsimple copying, to controlled writing,to creative production of sentences andparagraphs within their degree of expOsureto the target language.

12. Children participate in bicultural activi-ties in the schobl and the community.

13. Children appreciate the similarities and,differences among cultures.

14. Children's individual learning needs andinterests are satisfied through individ-ualized or group instruction.

15. Children make effective use of the library/'media center and/or portable audio-visualequipment and materials.

116- - 123

Comments

0 S I Y N Instruction

16. Foreign language teachers have specialqualifications, preparation and/orcertification.

1, . Other classroom teachers are trainedto present follow-up lessons.

Additional instructional practices observed

19.

20.

Equinmenk and materials

An-examination of instructionalequipmeA and materials indicates that thefollowing items are available in adequatequantity, of high quality and used in the

communications program:

1. A variety. of books.

2. Anthologies of prose and poetry.

3. An adequate supply of dictionariesto meet the needs of children at alllevels of learning.

4. Materials and/or books to help developlanguage skills.,

5. Language diagnostic tests.

6. A specimen set of alphabet letters andnumber's in every classroom near eyelevel.

7. Reading materials include:

a. 'manuals and guides for teachers

b. materials and/or books to helpdevelop readiness at all levels

- 117 -

124 .

Comments

I

0

4.

O S I Y N Equipment and materials.

c.' books written adifficulty, so treading ins deve

d. materials for pthese materialsthat pupils canpendently afteithe skill

e. multilevel matereadingskillsphrasards an

f. a variety of coenhance concept

8. Adequate materialsexperience stories,dividual.

9. Professional booksinstruction and proin the Ionguage art

10. A primary typewrite

11. A wide variety of aand materials.

12. Additional equipmenlanguage, bilingual

-a. Real items, sucnative dress, hetc., which accnative culture.

b. Foreign languag

c. Record player,latter with mul

o

ments).

d. Portable languorelectronic list

e. Foreign languag. ,

f., Adequate foreiglibrary materiabooks which mirbooks, songbookpicture dictionage of the pupiInstruction.

t all levelsofhat the child'sloped sequentiallyract skills;should be suchdo the work inde-having been taught

rials for, developingsuch as word cards,d appropriate gamescrete'objects toformation

for the tecording ofboth group and in-

in language artsfessional journalss.

r.

udio - visual, equipment

t for optional foreignor ESL programs:

hand puppets,models, figures,

rately reflect a

records and tapes.

tape recorder (theiple headset attach-

ge laborotory orening facilities.

games.

n language classroomls, including pictureror the native culture,s, magazines, newspapers,aries appropriate to thels and their level of

- 118 - 125

Comments

I Y N Instruction

Additional instructional practices observed

19.

20.

21.

. Equipment and materials

An examination of instructionalequipment and materials indicates that thefollowing ,items are-available in adequatequantity, of high quality and used in thecommunications program:

1. A variety of books.

2. Anthologies of prose and poetry.

3. An adequate supply of dictionariesto meet the needs:yof children at alllevels of learning.

4. Materials and/or books to help developlanguage skills.

5. Language diagnostic tests.

6. A specimen set of alphabet lettersand numbers in every classroom neareye level.

7. Reading materials include:

a. manuals and guides for teachersb. materials and/or books to help

.develop .readiness at all levelsc. books written at all levels of

difficulty so that the child'sreading is developed sequentially

- 119 -

126

Comments

0 S r Y N Equipment and materials Comments

Additional resource materials

13.

14.

15.

127

- 120 -

OOMMUNICATIO SUMMARY

-16

1.- Describe the commendable as cts of the communications program.

2. Describe the unsatisf ctory aspects of the communications program.Make specific recomm ndations for the improvement of this program.

128

- 121 -

I Y

ENVIRONMENTAL EDUCATION

Environmental education is interdisciplinary and shouldbe a part of the curriculum for all students. The scope of thesubject calls for the expertise of many teachers, parents andcommunity members in developing and conducting a program which meetsthe school community's needs. Environmental education should instillin the students a recognition of their-interdependence Agith the en-vironment, both artifically created and natural and a Wsponsibilityto maintain an environment fit'for quality living.

N General concerns Comments

1. Environmental education is an,inte-gral part of the total school curric-ulum.

2. The environmental education programis so designed to be continually evalua-ted in terms of its overall effectiveness.

3. The environmental education program isplanned cooperatively,by pupils, teachers,parents, administrators and communitymembers.

4. The school district has an appointedenvironmental education coordinator.

5. The environmental education coordinatorhas the opportunity to attend workshops,seminars or conferences on environmentaleducation.

6. Teachers receive continuous in-servicetraining in new approaches to teachingenvironmental education.

7. The environmental education program-re- -sults in a positive resource potentialfor the local community.

8. Environmental educations goes on afterschool, during weekends and vacations.

9. All teachers use environmental educationconcepts in their programs:

6

a. artb. communications .

c. health

- 122 -129

r

OSIYN, General concerns

.d. mathematicse. physical education and safetyf. practical artsg. scienceh. social sciences

Concepts

An examination of course guides,units of Study and plans indicates that

the following concepts are being developedin the, environmental education program:

1. People affect and are affected by,theworld around them.

2. Good environmental programs are inter-disciplinary and encompass the broadscope of human experience.

3. Environmental decisions involve a systemof trade-offs designed to maintain the

quality of life with a minimum impactupon the environment; risks must bebalanced against potential benefit toproduce the greatest good to the greatestnumber.

4. Children must develop environmental be-havior patterns which will result in self-

reliant, responsible, motivated members ofsociety who consider rational processes toimprove the quality of life.

5. Scientific application of ,resource control,

urban planning and public education aresome of the attempts to solve environmentalproblems such as 1) utilization of naturalresources; 2) land, air, water and soundpollution and 3) the environmental effectsof providing an increasing population andadequate quality of life..

6. Pa nd present local, state and nationalmental problems and solutions areegral part of the environmental study.

ional local concepts

-123 -

130

Comments

0 S Y

ti

N Instruction

An analysis of practices indicates' that the following techniques are beingused in the environmental educationprogram:

1. Children have planned functional en-vironmental education experiences suchas:

a. field tripsb. making ecological surveysc. gardeningd. visiting natural resource agenciese. conducting research on local pol-

lution controlf. viewing films and filmstripsg. reading pamphlets, brochuresh. hearing lecturesi. visiting local businesses, indus-

tries and water, sewage and solidwaste facilities

j. participating in discussions withlocal naturalists, land planners,hobbyists and other avocationalexperts in environmental studies

2. Children's environmental education ex-periences take place in:

a. the classroomb. the school building and groundsc. the communityd. the library/media center

3. Children's environmental educationstudies include:

a. discoveryb. observationc. researchd. experimentatione. problem solving

4. Children are involved in the planning ofindoor and outdoor environmental educationstudies and activities.

5. Children are involved in environmentaleducation study and activities and- showa positive interest in them.

6. Children orally express their feelingstoward wholesome conservation practices.

- 124 -

1314r.

Comments

1

0 S I Y

.-

N Instruction

Additional instructional practices observed

7.

9.

.,

- 125 -

132

p

CoWnts

ENVIRONMENTAL EDUCATION: SUMMARY

1. Describe the commendable aspects of the environmental education. program.

2. Describe the unsatisfactory aspects of the environmental educationprogram. Make specific recommendations in priority order forthejimprovement of this program.

1:3 3

- 126 -

HEALTH

A well-defined sequential health program which includes

the areas outlined in the Conceptual Guidelines for School HealthPrograms in Pennsylvania should be an integral part of the school

curriculum and an essential element in the general education of all

students. It should contribute to the physical, social, emotional

and mental development of each child. The content and intent of

the health program must be understood by pupils,'teachers, admini-'

strators and parents.

N Concepts Comments

An examination, of' course guides,units of study and plans indicates thatthe following concepts are being developedsequentially:

1. Optimal body functioning is maintainedby cleanliness and other good healthhabits.

2. The various body senses need specialcare in order to function properly.

3. Good nutrition--a balanced diet andproper eating habits-;:are essentialto proper body growth and development.

4. The parts and functions of the organsand systems of the body are related and

interdependent.

5. There are specific causes, symptoms andeffects of the common communicable andnoncommunicable diseases.

6. Community health responsibilities includeimmunization, environmental control,health agencies and hospital and othermedical services.

7. Drugs, narcotics and common householdchemicals have appropriate uses but arepotentialy dangerous when used improperly.

8. Emotions and attitudes influence mentalhealth and body functions.

9. Human sexuality and human behavior areclosely interrelated.

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134

0 S I Y

ti

N Additional local concepts Comments

10.

11.

Instruction

An analysis of classroom prac-tices indicates that the followingtechniques are being used in the healthprogram:

1. Children define good health habitsand explain their importance to opti-mal body maintenance.

Q. proper postureb. adequate rest and sleepc. adequate exercised. adequate fresh air and shine

2. Children demonstrate the meaning of clean-liness and its role in maintaining optimalbody functioning.

3. Children recount the parts and functionsof the various body senses and the specialcare needed for their maintenance.

Children define nutrition and relate itsmeaning to the following:

a. balanced diet dealing with thefour basic food groups

b. body growth and developmentc. proper eating habits

S. Children explain the parts and functionsOf the organs and systems of the body,their relationship and interdependence.

6. Children report the causes, effect andprevention of comamon noncommunicable andcommunicable diseases.

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135

C S I Y N Instruction Comments

7. Children list and describe communityhealth responsibilities includingimmunization, environmental control,health agencies and hospital andmedical services.

8. Childr.o4 demonotrate an ability todistinguish between drugs, narcoticsand common household chemicals whichhave appropriate uoeo, yet are poten-tially dangerous when used improperly.

9. Children identy, list and compare thevariety of nare5tico and dangerous drugs.

10. Children compare and contrast the effectsof stimulants and sedative drugs on thebody and its functions.

11. Children demonotrate a knowledge thatmedically prescribed drugs and volatilesubstances can contribute to long-rangegood health for mankind.

12. Children discover and interpret thefactors which contribute to drug useand/or abuse.

13. Children demonotrate a knowledge of thelaws governing drugs and narcotics.

14. Children define mental health and re-late the influences and effects of emo-tions and attitudes on body functions.

15. Children demonotrate the ability to makeproper judgments by analyzing factoobjectively and accurately and the -actingaccordingly.

16. Children's daily school experiences ad-vance initiative, self-direction andself - discipline.

17. There is an atmosphere in the schoolwhich builds respect and understandingresulting in an acceptance attitude to-ward one another.

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1313

N Instruction Comments

18. Children generally show a positiveself-image which reflects a q0=esdoriented learning environment.

X19. There is a general indicatipn that( childrkiare self-motivated and that

% the structure ofthe school enhances'this concept.

20. Feelings of children are respeCted.

21. Children define sexuality.

22. Children examine and evaluate humancapacity to love and respect.

6

23. Children interpret and evaluate group'interaction as it relates to humansexuality.

,

24. Children demonstrate a knowledge ofand an appreciation for the processof procreation at their, level ofunderstanding.

25. Children list and describe vocabulary'relating to the anatomy and processof human reproduction.

26. Children recognize, analyze and evalu-ate the problems of growing up physi-cally, socially, spiritually, emotionallyand intellectually.

27. Children ddicribe and interpret thepsychological and physiological changeswhich take-place in the body and thevariance with which the rate of growthdiffers in each individual.

28. Children evaluate interpersonal rela-tions, social mores, authority andrespect for, others.

29. Children demonstrate a knowledge of theAffect which the endocrine, glands haveon behavior. -

80. Children consult many sources forinformation before arriving at solu-tions.

13 37

)

a

O S I Y N Instruction

31. Effective use is made of thelibrary/media center.

32. Effective use is matte of resourcepeople.

33. Field trips are taken.

34. There is evidence of teacher-pupilplanning.

Additional instructional practices observed

35.

36.

37.

38.

39.

30.

Equipment and Materials

An examination of instructionalequipment and materials indicates that thefollowing items are available, in adequatequantity, of high quality, in, good repair andare used in the health programs.

1. Charts,2. Models3. Professional books

kr)

Comments

0 SIYN Additional resource materials

4.

5.

6.

- 132

139

Comments

HEALTH: SUMMARY

1. Describe the commendable aspects of the health'prograM1

2. Describe the unsatisfactory aspects of the health program.Make specific recommendations in priority order for the improve-

ment of this program.

I-

140

- 133 -

MATHEMATICS

The elementary mathematics program should give children

the opportunity to live with the mathematical aspects of the environ-

ment in meaningful situations so that they discover its structure,meaning, language, laws and principles and the way in which mathe-

matics as a system functions to meet human needs. These experiences

must be provided for children at the level of their maturity. In

learning mathematics, the elementary school child is placed in the

most creative of situations. The child goes through the stages of

participating and exploring materials, gains insight into concepts

and algorisms and learns through directed discovery.

N Concepts

An examination of course guides,units of study and plans indicates that

the following concepts are being developed

in the mathematics program:

1. Basic mathematical concepts are the

nature of numbers, numerals, sets,

ordering one-to-one correspondence,place value and number theory and the

symbolic representation of numbers.

2. The forms of notation are nondecimal,decimal, expanded and exponential.

3. Computational skills involve thefour fundamental operations and theirinterrelationships--addition, sub-traction, multiplication and divisionwith rational numbers.

4. Other mathematical operations includeworking with:

a. binary and inverse operations.b. mathematical symbols.c. common and complex fractions, deci-

mal fractions, per cents and ratios.d. estimation.e. charts and graphs.f. basic and speciO1 properties- -

closure; order; commutative; asso&ia-tive and distributive principles;identity and zero elements.

g. properties and names of geometricfigures.

1441

Comments

0 S I Y N Concepts\

h. fundamental concepts such aspoints, line and line segments,planes, space, angles, rays,areas and volume.

i. -common units of linear, area,volume and weight measurementand their uses including dry,liquid, money and time measure-ment.

j. the metric system of measurement.

5. Instruction show d include quantitativerelationships and kills for solvingdaily problems as ell as a foundationfor advanced study in mathematics.

Additional local concepts

7.

8.

9.

10.

Instruction

An analysis of classroom practicesindicates that the following techniquesare being used in the mathematics program:

- 135 -

142

Comments

0 S / N Instruction Comments

1. Children participate in planningand selecting mathematics actimi-tiss,both for groups and individualp.

2. Children participate in learningexperiences through exploration, dis-covery, trial and error.

3. Children learn mathematics conceptsin spiraling successive levels withonly valid repetition.

4. Children and teachers use reference, _

enrichment and other supplementarybooks. #

5. Children use textbooks as guidesrather than as devices to be followedverbatim.

6. Children use a variety-of problem-solving techniques commensurate withtheir individual rates of growth andunderstanding.

7. Children are given diagnostic and/orachievement tests whenever necessary.

S. The mathematics curriculum is evaluated' in light of the school's philosophy and

objectives.

91 The K-12 mathematics Scope and sequencecurriculum reflects periodic curriculumupdating.

10. Staff is provided retraining throughlocal in-service programs, institutesand graduate study%

U. Community interest groups, parents,students and school officials are pro-vided with information as to.thenature of the' k-12 mathematics program.

12. Community resources are used for thevitalization of instruction.

13. An elementary mathematics laboratoryprovides for storage of and ready accessto a collection of mathematics equip-ment and materials.

- 136 -

143.

S I Y N Instruction Comments

Additional instructional practices observed

14.

15.

16.

17.

Equipment and materials

An examination of instructionalequipment and materials indicates that thefollowing items are available in adequatequantity, of high quality, in good repairand are used in the mathematics program:

1. abaci2. blocks3. colored rods4. counting discs. boards and devices5. counting frame6. flannel board and cutouts7. flash cards8. geometric forms and models9. graph paper

10. hundred charts or board11. magnetic board and discs,12. metric chart

y13. money--play or real14. multibase blocks15. number fact finders and devices16. number line17. number pattern boards18. dice19. scales20. perception cards21. place value charts, board, pockets22. vocabulary chart, such as geometric

or set terminology

- 137 -

144

N Equipment and materials Comments

23. cash regiiters24. clocks, timers, stop watches25. hand calculators26. games (homemade and commercial)27. rulers, protractors, compasses28. slide rules29. 50' measuring tape30. newspapers31. variety of metric and English

measures (linear, weight, volume)such as pan balance scale, ther-mometer, meter stick, calipers,etc.

.32. overhead film and filmstrip pro-jectors

33. transparencies34. film and filmstrips35. materials prepared by teacher or

pupils36. supplementary books, periodicals,

worksheets, etc.37. geo-boards (homemade and commer-

cial)38. catalogues39. display area40. listening posts

- 138 -

1 4 I)

MATHEMATICS: SUMMARY*

1. Describe the commendable aspects of the mathematics program.

2. Describe the unsatisfactory aspects of the mathematics program.Make specific recommendations in priority order for the im-provement of this program.

- 138A-

PHYSICAL EDUCATION AND SAFETY

There should be a well-defined sequential physical edu-cation and safety program which is integrated with the total school

program. It should be planned to provide sequential developmentin each activity according to individual skill and maturation

N Concepts

An examination of course guides,units of study and plans indicates thatthe following concepts are being developedin the physical education program:

1. A well-defined, sequential K-12 physicaleducation program is coordinated withinthe school district.

2. Certificated'physical education personnelcan organize instruction in order toassure that:

a. There is evidence of prepldnningand preparation of materials andequipment

b. The maximum value of each activityis secured

c. The classes are small enough togive each child individual andsmall group instruction

d. Physical education instruction iscorrelated with other curriculumareas

e. Seasonal considerations, as well asday-to-day weather, affect the selec-tion of learning activities

f. All activities are based on soundsafety and health practices

3. Body movement and physical skills inbalance and control, strength, flexibility,agility, timing and depth perception con-tribute to each child's optitum physicaldevelopment.

4. Group activities such as danding andrhythmics, creative movement, team gamesand games of low organization contributeto each child's optimum physical develop-ment.

- 139 -

147

Comments

4

0 S Y N Concepts, Comments

5. A knowledge of the rules of, aswell as participation in, individualand dual sports or activities contributesto the maintenance of lifelong physicalfitness and an appreciation of desirablerecreational pursuits.

6. The ability to swim becomes a personalsafety measure as well as a way tomaintain lifelong physical fitness.

7. Children with safety knowledge willpractice safety behavior for their ownprotection and that of persons aroundthem.

Additional local concepts

8.

9.

10.

11.

Instruction

An analysis of classroom practiCesindicates that the following techniquesare being used in the physical educationprograM:

1. All children participate in a planneddaily physical education period.

140 -

148

Al

0 S I Y N InstructionComments

2. Children are encouraged and assisted

to develop physical fitness and skills

as individual capabilities permit.

3. Children with handicaps are providedindividual or small-group physicaleducation on the basis of a physician's

instructions.

4. Children are tested periodically to

measure progress, to provide incentivefor personal improvement and to allowthe teacher to adjust the program to

strengthen areas of weakness.

5. Children perceive home-school coopera-tion which has been built through reports

to parents on children's strengths and

weaknesses.

6. Children are afforded opportunities to

develop leadership and followership.

7. Children participate in coeducational

activities.

8. Children participate in field days and/or

demonstrations of various phases of the

physical education program.

9. Children observe minimum dress require-

ments established for physical education

activities.

10. Children develop strength, body control,

agility and timing through gymnastic

activities.

4)

11. Children develop basic natural movements

and creative instincts by rhythmicactivities, singing games, folk ddhces

and creative and interpretive rhythmics

and movement.

12. Children develop skills and techrilques

of teamwork, leadership and healthy competi-

tion by participating in games of loworganization, relays and team games.

- 141 -

149

0 S I Y N Instruction Comments

13. Children practice good sports-manship.

14. Children practice the rules ofgame activities.

15. Children develop recreational skillsand attitudes which will lead to awise and enjoyable use of leisuretime.

16. Children are involved in safetylplanning which is an integral partof any special event.

17. Children describe the role of communitysafety agencies and their part in theschool program.

18. Children, teachers and bther staffmembers exhibit safety behaviors.

19. Children promote school safety byparticipating in the activities of awellrorganized, knowledgeable andefficient pupil sdfety patrol.

2p. Appropriate audio-visual materials areused to present portions of the physicaleducation program.

21. Procedures used in case of accidentare carefully developed in cooperationwith school medical personnel and parents.

Additional instructional practices observed

22.

23.

24.

- 142 -

1 tr:0

S I Y

4-*

N Equipment and materials Comments

Ail examination of instructionalequipment and materials indicates that

the following items are available inadequate quantity, of high quality, in

good repair and are used in the physical

education program:

1. One or more gymnasiums or playrooms,-properly lined and marked for elemen-

tary school physical education activi-

ties.

2. An outdoor physical education areawhich is:

a. at least 100 square feet per pupil

b. properly lined and marked for ele-

mentary school physical education

activitiesc. easily accessi ble

d. suitably surfacede. enclosed, if necessaryf. graded, drainedg. free of hazardsh. suitable for community activit ies

3. A swimming pool.

4. Locker and shower facilities for

both boys and girls.

5. Convenient lavatory and drinkingfacilities.

6. A supply and equipment room in which

equipment and materials are equallyaccessible to all children. (Seehysical Education in the ElementaryProgram, Pennsylvania Departmentbf ,

Education, 1972.)

7. Walls padded for safety during freeplay.

Eic.) Equipi-pnt foy classroom use duringfree play.

9. Equipment for adapted physical education.

10. Professional books in physical educationand associated activities f6r physicaleduoaVion instructors and teachers.

- 143 -

S I Y N Equipment and materials

Other resource materials

11.

12. ,

13.

152- 144 -

at

Comments

PHYSICAL EDUCATION AND SAFETY: SUMMARY

1. Describe the commendable aspects of the physical education andsafety program.

2. Describe the unsatisfactory aspects of the physical educationand safety program. Make specific recommendations in priorityorder for the improvement of this program.

ti

1 5 3

- 145 -

PRACTICAL ARTS

Written practical arts programs may not be found in theelan tary curriculum. To mark this section, the committee mayhave t look to secondary and middle school guideb as well as ele-mentary guides. If there are no written statements concerningpractical arts in the elementary curriculum, the committee shouldconsult with classroom teachers and observe classes in order todetermine whether any of the following concepts are being developedin other subject areas:

HOME ECONOMICS

Home economics education is concerned with all people ofall ages and their roles as members of a changing society. Elemen-tary home economics programs should include concepts and activitieswhich guide children in the. acquisition of communicative and socialskills necessary for meaningful living in today's society.

At the upper elementary level home economics programs needto'provide experiences which help students understand their own,their family's and their peers' needs. Activities should also helpstudents develop values and make decisions.

N Concepts Comments

An examination of course guides,units of study and plans indicates thatthe following concepts are being developedin the home economics program:

1. Individuals and families play uniqueroles in our society.

2. Consumer behavior influences, and isinfluenced by, the market place.

3. Values, goals and standards areinterrelated forces that influencedecision-making.

4. Understanding the use of availablehuman and material resources helpsindividuals attain goals.

5. Choices determine the kind of lifepeople build for themselves.

6. The significance of food is relatedto cultural heritage, socio-economic level and emotional andphysical environment.

- 146 -

154

I Y N Concepts Comments

7. Consumer decisions affect the pro-duction, processing and consumptionof food.

8. Preparing and serving food requiresorganization and management, encouragescreativity and provides satisfaction.

9. The clothes we wear are determinedby many factors.

10. Experience in making clothes maybring satisfaction and proficiency.

11. Each individual needs to share theresponsibility of creating a satis-fying home environment.

12. Surroundings and furnishings are impor-tant and should be considered in thechoice of a place to live.

413. Life in the home may lie intimately

related to the traditions of thefamily/guardians.

Additional local concepts

14.

15.

16.

tr irr-t)t)

- 147 -

0 S I Y N Instruction Comments

An analysis of classroom practicesindicates that the following techniquesare used in the home economics program:

1. Children learn home economics throughgames, projects, field trips, non-sexist role-playing and discussion.

2. Children learn about home economicsconcepts through evaluation checklists,studying and discussing pictures,reading and writing stories, hearing

;IresoUrce people, gathering information/ from government and business sources,

viewing films, filmstrips or slides,surveying, homeowners and analyzingcase studies.

3. A home economics resource person helpsclassroom teachers develop home economicsactivities in conjunction with othersubjects.

Additional instructional practices observed

4.

5.

6.

0 S I Y

INDUSTRIAL ARTS

Industrial arts experiences provide children (1) directcontact with a wide variety of material things which broaden theirexperience and help them deal with abstract ideas in many areas ofthe curriculum; COL increased understanding of how people produce,distribute, consume and dispose of the products and services whichtechnology has made available and (3) awareness of the concept ofoccupational clusters associated with career development. Theseexperiences are to be drawn from a sociological, philosophical andpsychological base that is best described for the elementary child.

N, Concepts Comments

An examination of course guides,units of study and plans indicates thatthe following concepts are being developedin the industrial arts program:

1. -People throughout the world use tools.and materials in various ways to developproductive societies.

2. There is basic specialized terminologyrelating to the home, community andindustry.

3. Industry has a definite place in oursociety and it affects the ecology.

4. Mass production affects workers, productcosts and the local and national economy.

5. There are choices to be made in designand quality of manufactured products.

indtruction

An analysis of classroom practices .

indicates that the following techniquesare being used in the individual artsprograms:

1. Children have opportunities to engagein'problem-solving activities and touse the general discovery method ofworking with tools and materials.

157- 149

0 S I Y N Instruction Comments

2. There is basic 'specialized terminologyrelating to the home, community andindustry.

3. Children use industrial arts experi-ences to help acquire the knowledge andthe skills found in other areas ofstudy.

4. Children learn about a wide range ofcareers as they relate to themselves,to work roles and to concepts of jobclusters through experiences availablein industrial arts education.

5. There are choices to be made in designand quality of manufactured products.

. In the absence of an industrial arts con-sultant, classroom teachers conductindustrial arts instruction when thecontent of other courses or other instruc-tional activities warrant such instruc-tion.

7. There is,an industrial arts consultantwho assists classroom teachers withdeveloping industrial arts experiencesin conjunction with other subjects.

8 There is an industrial arts resourcecenter to which children can go by clash,small group or individually to engagein industrial arts activities underthe supervision of an industrial artsconsultant or the classroom teacher.

.9. Effective use is made of the library'edia center.

158- 150 -

PRACTICAL ARTS: SUMMARY

1. Describe the commendable aspects of the practical dits program.

2. Describe the unsatisfactory aspects of the practical artsprogram. Make specific recommendations in priority order for

the improvement of this program.

1 r 9- 15].

SCIENCE

The contemporary science curriculum is definitely proce$s-centered. Since activity serves as the focus of instruction,contentevaluation in this section is limited to the expression of basicconceptual schemes readily adaptable to a variety of content.

N Concepts Comments

An examination of course guides,units of-study and plans indicates thatthe following concepts are being sequentiallydeveloped:

1. Matter

a. Matter takes up space and hasweight.

b. Each kind of matter can beidentified by its particularcharacteristics or properties.

c. Some materials are made up ofonly one kind of matter; othermaterials are made up of morethan one kind of matter.

d. Matter exists in various states- -

solids, liquids and gases.

2. Energy

a. Energy is the ability to do work.b. Energy may exist in various forms- -

mechanical, heat, electrical, elec-tromagnetic, chemical and nuclear.

c. Energy can be changed from one formto another.

3. Change

a. Matter may be converted from oneform to another.

b. Energy may be converted from oneform to another.

c. Under certain conditions mattercan be converted into energy andenergy can be converted into matter.

d. When any of the above (c) changes-/occur, the sum total of matter andenergy in the universe remains thesame,.

152160-

0 S I Y N Concepts

e. Large numbers of events seem tofollow observable and predictablepatterns; single or small numbersof events are often unpredictablein living and nonliving systems.

4. Interaction

a. When a changeis caused betweentwo or more kinds of matter, inter-action has taken place.

b. Living things interact with oneanother as well as with nonlivingthings in their environment.

c. Because objects and organisms inter-act they may be related to oneanother as part of a system.

5. Organisms

a. An organism is an entire livingthing.

b. Living things are distinguished fromnonliving things by certain basiccharacteristics or properties.

c. Cells are considered the basic unitsor building blocks of living things.

Additional local concepts

6.

7.

8.

Instruction

An analysis of classroom practicesindicates that the following techniquesare being used in the science program:

1. Children measure with metric unitsto solve problems concerning length,area, volume and weight.

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led

Comments

0 S I Y N Instruction Comments

2. Children formulate hypotheses andask questions of the environment.They use questions to describe,clarify and analyze problems and toprovide direction for problem-solving.

3. Children solve problems by gatheringinformation, working independently,using equipment and materials, ob-serving purposefully and drawing appro-priate conclusions based on thesefindings.

4. Children identify examples of scien-tific hypotheses, theories and lawgas evidence that the interpretationof the data changes as their knowledgeincreases.

5. Children demonstrate competency inobtaining information from textbooks,,reference books and the library/mediacenter.

6. Children discriminate between:

a. evidence and proofb. fact and theoryc. observation and inferenced. summation and analysis

7. Children keep quantitative and qualita-tive records that can be used as evidencefor reaching tentative conclusions.

8. Children pursue problems for studyand state the methods for solvingthese problems.

Children demonstrate a desire to learnand a curiosity for the unknown byformulating and performing self-moti-vated investigations.

10. Children defend a point of view bymaking use of supporting evidence.

11. Children demonstrate cappetency inthe use of the proccoodb of science by:

a. observing- 154 -

162

OiTYN 'Instruction

b. classifyingc. comiaunicatingd. measuring

. e. inferringf. formulating hypothesesg. interpreting datah. controlling variablesi. experimentingj. making operational definitionsk. constructing scientific models

Additional instructional practices observed

12.

13.

14.

15.

Equipment and materials

An examination of school instructionalequipment and materials indicates that theitems listed below are available in adequatequantity, of high quality, in good repair andUbed in the science program.

The use, of an' national science programsuch as Elementary Science Study, Science--A Process Approach,.Science CurriculumImprovement Study, etc. and at leastthe minimum recommended amount of theaccompanying equipment eliminates thenecessity of using the following check-lists. If there is .a total implementationof any of these programs, check,thespecific one.

11

4

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163

Comme nt s

0 S I sY N ent and materials

ESSAPASCISOTHER

(Describe)

(Not -: ESS recommends at least oneinst uctional kit per classroom and SCISre mrends one life science kit and onephy cal science kit per two classroomson the me grade level. If these.,mini-mums are not being met or if the program.,.differs otherwise in some large measurefrom the recommended implementation,list o a separate sheet the areas ofdiffe ence, their effects on the desiredoutc .es of the program and the possiblerecommendations for overcoming any resultingdefects.)

The use of any modern text, multitextor individualized science program that isaccompanied by a class kit which suppliesmaterials in enough quantity so that eachstudent i9 actively involved in explora-tion and experimentation may also elimi-nate the necessity of the cheFklistbelow. If there is a otal implemehtationof any of these programs, indicate thenames of the text(s) used and the accom-panying kit(o).

Equipment for individual student use (quantitieswill vary according to local philosophy):

1. Meter sticks and yardsticks2. Candles, alcohol burners or similar

heating devices3. Assorted thermometers, indoor/outdoor

and chemical4. Containers for holding various liquids

and solidsS. Heat-proof test tubes6. Dry cello and/or transformer units

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Comments

0 SIYN Equipment and materials Comments

7. Lamps and lamp receptacles8 Assorted electrical wire9. Magnetic compasses

10. Magnifiers11. Mddicine droppers (dropping pipettes)12. st tube clamps13. C tainers for plants14. sorted seeds, _

15.

18.

Equipment for'class,or group use of demon-

stconR

2. Electrical outlets1. Work space and tables

i

3. Running waterii

4. Platform or triple-beam balance scale5. Containem for measurin volume6. Assorted bruthes for c es:thing test

tubes and other contai ers

1

Switches pr- pushbuttonsAssorted matnet of different sizesand shapes

9. Simple motors0. Simple microscopes-binocular and/or

/monocular, slides and cover slips'

ill. Petri dishes112. Prisms'13. Assorted mirrors14. Assorted lenses15. Assorted tuning forks16. Assorted pulleys and string17. Assorted corks and rubber stoppers,

solid add one-hole18. Collection of rocks and mineral

samples .

I

19.. Test tube holders or racks20. Sponges for cleaning21.-. Screw, wheel and axle, adjustable

inclined plane.

22. Six -volt 4catteries23. Simple hand tools (hammer, saw, vise,

pliers, screwdriver)24. Animal cage and related support equip-

ment stIch as water bottle, feed dish,litter4 etc.

25. Complete aquarium setup and relattds4pporeequipment such as filter, airpump, gravel, etc.

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1G5

0 SIYN Equipment and materials, Comments

26. Electric hot plates27. Galvanometer28. Microprojector29. Assorted glass tubing30. Assorted rubber and plastic tubing31. Safe,c0Mmon chemicals-such as vinegar,

sugar, salt, copper chloride, 'bicar-bonate of soda, etc.

32. Aneroid barometer33. Mortar and pestle34. Electric bells or buzzers35. Terrarium

Is

1613

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SOCIAL SCIENCE

Social science is concerned with knowledge and informationof the activities of human beings in the past, at the present timeand as these activities may relate to the future. The term socialscience indicates those areas of experience through which the pupilsbroaden and add depth to their understanding of the many facets ofliving in their home, school, community, state, nation, world and-universe. Each program shduld be well-defined and understood bypupils, teachers, administrators and parents/guardians and othercommunity members. The interdisciplinary social science programincludes the subject areas of anthropology, economics, geography,history, political science, psychology and sociology.

N Concepts.

An examination of course guides,units of study and plans indicates thatthe following concepts are being sequen-,,,,tially developed:

1. Instruction based on valued goals(the Ten Goals of Quality Education)is consistent with the philosophy ofa democratic society.

2. All cultures, in America and othercountries, share basic universals suchas language, technology, social organi-zation, religion and artistic expression.

3. Cultures differ in the ways in whichthey meet basic human needs, yet areinterdependent.

4. Cultures constantly change as theyborrow from other cultures or as newinventions or discoveries are intro-duced.

5. Differences between people are not assignificant as similarities.

6. A sensitivity to other cultures developsunderstanding citizens.

7. People depend on each other for economic,psychological and social needs.

8. An individual plays three roles in economiclife: worker, consumer and citizen.

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Comments

SCIENCE: SUMMARY

1. Describe the commendable aspects of the science program.

2. Describe the unsatisfactory aspects of the science program.Make specific recommendations in priority order for the im-provement of this program.

- 1591-G7

0 S I Y

1

N Concept Comments

9. Work determines our ability to meetour needs and wants.

10. People are influenced by their en-vironment.

11. Patterns of land use are affected bynatural resources, climate, historyand values of a society.

12. Skills, attitudes and patterns ofbehavior concerning ecology and conser-vation will affect the environment andnatural resource supply of the future.

13. A knowledge of the past is desirable tounderstand present and future events andinstitutions.

14. Historical events, are the result ofmultiple causes.

15. Contributions in the development of theUnited States have been made by manyracial and ethnic groups and by bothwomen and men.

16. The people and resources of Pennsylvaniahave played and continue to play animportant part in the development of ournation.

17. National and state flags, shrines, holi-days and other symbols help studentsunderstand and appreciate their heritage.

18. Governments are established to regulatesociety and provide for the welfare ofthe people.

19. A democratic form of government seeks toprotect the rights of individuals and minoritygroups while its actions are based on majorityopinions.

20. Citizenship in a democracy depends on respon-sible decision-making and a wjollingness ofthe people to become involved in the polit-cal process.

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168

0 S I Y N Concepts

21. Understanding of the organization andadministration of local, state andnational government is basic to goodcitizenship.

22. Many human wants are culturally induced.

23. Children must be given opportunitiesto develop social interaction techniquessuch as leadership, followership, re-sponsibility, critical thinking and problem-solving through cooperation, conflict,assimilation and accommodation.

24. The behavior of individuals is governedby commonly accepted rules and laws.

25. People of all nationalities, races,creeds, color6 and backgrounds and ofboth sexes have made valuable contribu-tions to society.

26. The lack of educational opportunitieswastes human abilities and deprivessociety of the contributions which theindividual might have made.

Additional local concepts

27.

28.

Instruction

An analysis of classroom practicesindicates that the following techniquesare used in the social science program:

1. 'Teachers use curriculum guides, unitsof study and daily lesson plans to pro-vide direction, but take advantage oftheir flexibility to practice individualteacher and pupil initiative and crea-tivity.

2. Children's individual needs are met bycareful planning and the selection ofalternative materials, goals, activitiesand resources.

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1 G 9

Comments

S N Instruction Comments

3. Children are are of expectedoutcomes because unit objectivesare stated behaviorally.

4. Children correctly use the vocabularywhich applies to concepts suitableto the social science generalizationsbeing developed.

5. Teachers ask open-ended questions andallow for imaginative and diverseresponses.

6. Children think critically when usingsocial science materials by systemati-cally acquiring accurate information,examining underlying asbumptions andthen judging the materials in lightof clearly understood criteria.

7. Children collect and analyze data.

8. Children use the following librarytools in locating relevant information:classification systems, card indexes,vertical file indexes, bibliographies,dictionaries, encyclopedias and atlases.

9. Children read, interpret and reportinformation from maps, globes, graphsand charts.

10. Children apply and use researchprocedures and techniques in appro-priate situations.

11. Children develop perspectiVes, insights,understandings, values and skills essen-tial to the conduct of affairs in 6democratic society.

12. Children comprehend controversial issueswithin their individual scope as theirindividual maturity develops.

13. Children use texts to gain an overviewof a unit, to secure facts related tothe unit, as a source for picture,graph and map study and as a means ofsummarizing a unit.

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170

0 I Y N Instruction

14. Children plan and arrange dis-plays to emphasize important socialscience learnings.

15. Children seek the help of library/media personnel to select and obtainappropriate audio-visual, book andnonbook materials.

16. Children learn through personal,,experience such as field trips, artand research.

17. Children use community resources whichenrich the learning experiences.

18. Children work individually, and inlarge and small groups.

19. There is continuous systematic socialscience curriculum revision.

20. The specific yearly topics forinstruction follow a logical, well-developed and organized sequence.

21. Teachers, administrators and super-visors participate. in social scienceworkshops and conferences for curriculumdevelo ent and improvement within thedistric

22. Teacher , administrators and super-v ors attend workshops and conferencesouts the district to broaden their

tiewP--oknd growth.

Additional instructional practices observed

23.

24.

25.

1

Comments

0 SIY N Equipment and materials Comments

An examination of instructionalequipment and materials indicates thatthe following items are available inadequate quantity, of high quality, inflood repair and used in the socialscience program:

1 Trade books relating to social science(none older than five years) which havebeen screened for race and sex biases.

2. Supplementary social science textmaterials on reading levels of allpupils--several sets per room; usuallyfive or more copies per set.

3. Referenda books, including sets ofencyclopedias on reading levels ofthe pupils at each grade level (copy-right date not more than five yearsold), one set per classroom.

4. Basic textbooks on reading levels ofall pupils in each classroom.

5. Periodicals and newspapers of variedviewpoints.

6. Social science films, cassettes,slides, film loops, filmstrips, re-cordings and overhead projectiontransparencies.

7. Social science learning centers ineach classroom.

8. A well-organized, current resourcelisting of print and nonbook material,one per building, is located in thelibrar

St,

/media center.Y

9. Current listings of community resourcesand resource persons which are evaluatedand distributed to the staff yearly.

VID. The following up-to-date primary class-room equipment:

a. 16-inch readiness globeb. simplified world mapc. simplified United Statesd. simplified news media

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17?

0 S I NaY Equipment and materials

11. The following up-to-date inter-mediate classroom equipment:

a. 16-inch pictorial globeb. physical-political world mapc. physical - political map of

each continentd. physical-political map of

Pennsylvania 4

e. plastic raised relief map ofthe United States

f. up-to-date standard atlas

12. The following building or districtequipment:

a. portable miniature planetariumb. erasable map of the United Statesc. charts representing common map

symbolsd. maps showing'population, rain-

fall and vegetatione. 12-inch raised sculptural relief

globe, set of 15, with mobiledisplay cart for globes

Additional resource materials

13.

14.

15.

166.-1 -.1.

Comments

SOCIAL SCIENCES: SUMMARY

1. Describe the commendable aspects of khe social sciences prolftam.

2. Describe the unsatisfactory aspects of the social sciencesprogram. Make specific recommendations in priority order forthe improvement of this program.

II

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17-1

F

1

Acknowledgement

1974 Revision Steering Committee

Margaret M. Seylar, Chairperson-,

tehigh University

Terrance AnspachMillville Area School District

Robert BarthCentral Bucks School District

Alize BartzPennsylvania Department of

Education

Betty ErdosButler Area School District

Harry GasserVillanova University

175- 168 -

John LambertEast Stroudsburg Area School'District

Sr. Colette LinkLake Erie College

Leann MillerPennsylvania Department of

Education'

Joseph PlevyakGovernor Mifflin School.

District

Florence ShieldsRose Tree-Media Scopl District

B. Wayrie WalkerSlippery Rock State College \