DOCUMENT RESUME

ED 226 842 PS 013 380

AUTHOR Cruz, Norberto, Jr.; And Others

TITLE A Catalog of" Parent Involvement Projects: ACollection of Quality Parent Projects for AssistingChildren in the Achievement of Basic Skills.

INSTITUTION InterAmerica Research Associates, Rosslyn, Va.

SPONS AGENCY Department of Education, Washington, DC. Basic SkillsImprovement Program.

PUB DATE Sep 81GRANT DE-300-80-0799NOTE 67p.PUB TYPE Reference Materials - Directories/Catalogs (132)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Basic Skills; *Delivery Systems; Early Childhood

Education; *Home Programs; *Information Services;*Instructional Materials; Parent Education; *ParentParticipation; Parent School Relationship; *Program

DesdriptionsIDENTIFIERS *Parenting

ABSTRACTThis catalog provides up-to-date information

concerning projects that pursue parents' involvement in assisting

their children to develop basic skills. Based on recommendations of a

panel of experts, parenting projects: have been classified into three

categories. Section 1, "Comprehensive Parenting Projects," desoribes

programs with multiple services for parents. These frequently include

orientation and'training sescions, distribution of awareness

materials, scheduled parent/teacher conferences, and regulardistribution of instructional materials for home use. Section 2,

"Educational Materials and Information Service Projects," discusses

projects specifidally designed to be used by parents at home as they

assist their children in math, reading, and communication skills. The

focus of section 3, "Home-based Service Delivery Projects," is on

prOects that place special emphasis on increasing parentaleffectiveness by working with the parent and child at home. Finally,

section 4 includes ordering information about projects that have

developed and made available specialized materials. A set of indices

for cross-referencing projects is also provided as an aid for

identifying the projects described. (MP)

***********************************************************************Reproductions supplied by EDRS are the best that can be made

from the original doCument.***********************************************************************

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AMP.'

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U.S. DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCATIONAl RESOURCES INFORMATIONCENTER (ERIC)

A(This document has been reproduced asreceived from the person or organizationoriginating it.

Cl Minor changes have been made to improvereproduction quality

Points of view or opinions stated in this docu-,mint do not nicessanly represent officsal NIEposition or policy

A CATALOG OF PARENT INVOLVEMENTPROJECTS-

A COLLECTION OF QUALITY PARENT PROJECTS FoRASSISTING CHILDREN IN THE ACHIEVEMENT

OF BASIC SKILLS

Prepared by:

Norberto Cruz, Jr., Ed.D.Senior Project Manager

Nancy J. HollandProject Director

Monica GarlingtonResearch Assistant

Inter America Research Associates, Inc.1555 Wilson Boulniard

Rosslyn, Virginia 22209

September 1981

Developed pursuant to Contract No. DE 300-80-0799by Inter America Research Associates, Inc.

A project funded by the United States Department of Education under Title II of the National Basic Skills Improvement Act, Public

Law 95-561.

The project presented or reported herein was performed pursuant to a contract from the United States Department of Education. However,

the opinions expressed herein do not necessarily, reflect the position on policy of the United States Department of Education, and no

official endorsement should be inferred. 0

. TABLE OF CONTENTS

PREFACE

ACKNOWLEDGMENTS

INTRODUCTION

SECTION ONE: COMPREHENSIVE PARENTING PROJECTS

SECTION TWO: EDUCATIONAL MATERIALS AND INFORMATIONSERVICE PROJECTS

Page

vii

ix

1

27

SECTION THREE: HOME-BASED SERVICE DELIVERY PROJECTS 39

SECTION FOUR: ORDERING INFORMATION 47

INDICES 53

ALPHABETICAL 54IMPLEMENTATION METHOD 55SUB JE CT MATTER 56TARGET POPULATION 58APPROVED BY THE JOINT DISSEMINATION REVIEW PANEL (JDRP) 59NATIONAILY REPLICATED PROJECTS 59STATE 60

PREFACE

The Catalog of Parent Involvement Projects provides an up-to-date collection of information concerning projectswhich pursue the involvement of Parents in assisting their children develop basic skills.

The Catalog describes some of the nation's outstanding parent involvement projects. The...publication containsdescriptions of projects which highlight comprehensive parent involvement. It also addresses projects whichdeal with educational materials and informational services as they relate to parents. A third section exposes thereader to home-based service delivery projects.

The Catalog of Parent Involvement Projects is intended to assist school administrators and teachers in maximizingopportunities for the utilization of parents in the education of children.

The Basic Skills Improvement Program (Tide II, P.L. 95-561) authorized the use of funds to support activitiesdesigned to enlist the assistance of parents working with schools to improve the skills of children. The Catalogof Parent Infolvement Projects is one such activity designed to meet this objective.

Educators who want to initiate parent involvement or those seeking to intensify the role of parents in theawesome task of helping children equip themsely, for a successful and fulfilling life should find the publicationuseful.

Gerald W. ElbersDeputy DirectorBasic Skills Improvement Program

V ,

ACKNOWLEDGMENTS

Many thanks, are due the project administrators who so willingly provided us with information on theirparenting projecti Without their cooperation this publication wotild not have been possible.

We sincerely appreciate the contribution of Dorothy Rich, President of the Home and School Institute;Mildred E. Jones, Director of the New York City School Volunteer Program; and Don Davies, President ofthe Institute for Responsive Education They- had the difficult task Of making the final selection of the projectsto be included in the publication.

We also thank Sherwood R. Simons, Project Officer, U.S. Department of Education, whose guidance ensuredthat the publication be a practical one and serve the needs of its intended audience.

Members of the staff of InterAmerica Research Associates deserve special recognition. Monica Garlingtoncontributed valuable assistance in identifying projects, abstracting project materials and organizing the publi-cation. Mary Nieter diligently abstracted project materials and painstakingly contacted project administratorsto verify the content. Dana Croyle provided much needed assiscance with logistics and administrative concerns.

Many thanks to Norberto Cruz, InterAmerica's Project Manager, for thoughtful comments and suggestionswhich helped to shape the development of the Catalog.

Finally special recognition is given to Nancy J. Holland, Project Director, for 11) directing the national searchfor quality projects, <2) convening and leading the panel of experts, (3) producing the final publication and (4)providing all other work needed to complete th,e project.

John J. McCarthy, ChiefSpecial Projects BranchBasieSkills Improvement Program

vii

INTRODUCTION

". . The greatest untapped resource for dealing with the problems of America's school childrenmay in fact be parents..ifhey are economical, have a vested interest in their children's achievementand apparently are eager to help."*

Since the advent of parent-teacher associations, parents have long been encouraged to participate in schoolrelated activities. Participating on advisory councils, working as aides in the classroom, and joining schoolactivities are some of the routes to involvement. However, parental involvement is not limited to activitieswhich parents can perform within the confines of the school building. Parents, if not viewed as the mostimportant educator of their children, are certainly seen as the first educator. With this in mind, the educationalprocess has been extended and parents are encouraged tc; tutor their children at home. It is generally believedthat parental involvement in the home has 'the potential for effecting the child's academic performance in. avery positive way.

This Catalog is a resource for those who want to involve parents as tutors. Through use of this publication,administrators will be able to identify projects which have been successful in engaging parents as partners intheir children's education. The directory provides a description of selected projects and highlights the featureswhich would. be most relevant for replication. Specific information about an individual project may be obtainedby directly contacting that project staff.

InterAmerica conducted a nationwide search to identify basic skills projects which use parents as tutors. Thissearch was not a research study designed to generate definitive conclusions about parent invtilvement ineducation. Rather, it was designed to gather general information on parenting projects. The survey resulted ina collection of projects which met a standardized set of criteria. A recognized panel of experts in the area ofparent involvement in the schools selected the final projects to be included in the publicatidn from this collection.The Catalog may be considered a state of the art of basic skills parenting projects as revealed by the restilts ofthe survey. In varying degrees the selected projects represent:

The support of parents as primary educators of their child;Activities and training for parents who wish to assist their child in learning basic skirls;Home and school related experiences and activities;The promotion of learning activitieg for children and paients that focus on fostering the child's positiveself-image and the development of effective parenting skills.

Organization of the CatalogThe projects included in this publication use different kinds of interventions as a way of bridging the gap

that so often exists for the parent and child between instruction in school and the home environment. Basedupon the recommendation of the panel of experts the parenting projects have been classified into threecategories: comprehensive parenting projects, educational Materials and information services and projects whichprovide home-based service delivery. Several generic programs, such as HOme Start, Head Start, Follow Throughand School Volunteers are represented by specific examples. Many of the projects receive funding authorizedby Public Law 95-561, as amended. The following Congressional legislation authorizes funding in support ofthese projects: Title I, Education for the Disadvantaged, Elementary and Secondary Education Act; Title II,The Basic Skills Improvement Program; Title IV-C, Improvement in Local Education Practice-State GrantProgram, Elementary and Secondary Education Act; and Title VI, The Emergency School Aid Act.Section One: Comprehensive Parenting Projects describes programs with multiple services to parents. They ofteninclude orientation and training programs, distribution of awareness materials, scheduled Parent-teacher con-ferences, and regular distribution of instructional materials to be used at home.

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*"Le arning Begins at Horn&,Parents as Teachers." Washington Post, August.9, 1981.a

Siction Two: Educational Materials and Information Service Projects covers projects with instructional resources

for parents. Projects included in this section systematically send home instructibnal materials quite separate

; from homework assignments which children might routinely bring home. These materials may include simple,

common strategies and activities specifically for parents to use. Other projects provide instructional services

over the telephone.Section Three:Rome-Based Service Delivery Projects discusses programs with activities at a central facility as well

as trained staff who regularly visit the home of parents participating in the program. During these visits, the

staff provides individualized guidance to the parents on effective ways to improve parenting techniques, methcdsof tutoring and methods of engaging the child in a learning situation.

ProVided in Section Four is ordering information about projects which have croielop2c1 specialized materials

and make them available to others. And finally, a set of indices for cross-referencing projects has been Included

as an aid in identifying the parenting projects included in this publication.A companion publication, An Almanac of Tutorial ProjectsA Collection of Tutorial Projects Involving Basic

Skills Instruction provides information on projects in which tutorsaduk volunteers, high school students,teachersare instrumental in helping others acquire reading, math, and written and oral communication skills.

SECTION ONE ot

COMPREHENSIVE PARENTING PROJECTS

.0

Projects

Acoma Partners in Basics

Basic Skills Parent Participation Project

The Catholic University of America Basic SkillsParent Participation Project

Child-Parent Centers

A Comprehedsive Program for Handicapped Pre-SchoolChildren and Their Families in Rural andNon-Urban Areas

Page

4

5

6

7

8

Early Education 'Project/Parent-Infant Program 9

FaMily, Ipfant and Toddler (FIT) Project

Family Oriented Structured Pre-SchoolActivity (FOSPA)

Home ,Curriculum Program

Home Study Program (Parent/Student Partnershipin Learning Programs) 13

The Kenosha Model: Acqdemic Improvement ThroughLanguage Experience 14

10

11

12

Leflore County, Mississippi Follow ThroughParent Involvement Program

PALS (Parent Aid in Improving Learning Skills) SchoolVolunteer Program

Parent Participation Program/United Federation of Teachers

Parent Partnership Program/Parent Participation forBasic Skills Improvement Project

Parent Readiness Education Project (PREP)

Parent-School Partnership Project

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16

17

18

19

20

Parent Trainer Volunteers and Tutors,i6 Basic Skillsfor Adolescents in the Intermediate Schools 21

2

Parents-As-Partners in Education

Project PASS (Parents Active in School Studies)

School Volunteers for Boston, Inc./Basic SkillsImprovement Project

Tulare Follow Through

Teaching Parents Program

COMpREHENSIVE PARENT PROJECTS

Perhaps the most encouraging, and for the nation's schools the most crucial side effect is that byinvolving the whole family in a pursuit of knowledge, Seven the least advantaged will discover whatthey can achieve, not just in the classroom, but in the society.*

:

Parent involvement in the 'schools is not a new phenomenon. What may 'be considered new is that parentsare now encouraged to participate in the educational process to a much greater degree. No longer are parentactivities in the school limited to assisting,as the "home-room mother," serving as a monitor on a field trip,helping support special school activities or attending regularly scheduled parent-teacher conferences. Instead,

'school support systems actively involve parents in the academic achievement of their children. By using parentsas tutors awl by providing practical ways of relatirig classroom activities to th( home, the school community iseliminating some of the barriers that have frequeRtly existed between the classroom and the homeenvironment.

One-way of bridging the gap or overcoming barriers between the home and the school is described in thispublicationias Comprehensive Parent Projects. These projects frequently provide a multitude of services forparents, including:

Orientation, training and workshops on effective tutoring and parenting techniques;Informational materials, such as newsletters, brochures and fliers;Visits to the home by project staff;Instructional materials for use at hbnie to supplement classroom activities; andParent support groups.

Several of the projects described in this section provide services through a center facility. The Early Education-----ProjecilPar.ent-Infant Program is designed specifically for parents of hearing impaired children. At the center

parents may develop strategies for use at home with the child. The Parent School Partnership Project ope9tesa Family Learning Center for learning disabled elementary school children and 'their parents.

Parents of children of all age categories are involved in the schools. Both the Home Curriculum Program inDetroit, Mi!.:higan, and the Parent/Student Partnership in Learning Program in New Orleans, Louisiana, aredesigned for parents of middle-and junior high school age students.

'Parents of handicapped children develop tutoring skills in projects such as the Family, Infant and Toddler(FIT) Project and at the Teaching Parents Program in which parent work at a center and transfer those experiencesto the horn& setting.

Workshops on developing tutbring techniques, coordipating school activities with planned home act: rides,and providing specialized newsletters with learning ,activities are some of the resources provided by projects,such as School Volunteers for Boston, Inc., The Parent Readiness Education Project in Rockfo'rd, Illinois, ParentsActive in School Stadies. and Acoma Partners in Basics-

*Dr.Dorothy Rich, President of the Home and School Institute

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4ACOMA PARTNERSIN BASICS

A Pre-K4MathReadingWritten CommunicationOral CommunicationPre-K-3

DESCRIPTION Based upon the premise that parentsa're their child's most significant educators and learningresources, this project develops basic skills through pa-rental tutoring of young children at home. Locally de:veloped materials reflecting the culture and traditionsof the Acoma Pueblo are used to teach or reinforce thesebasic skills which are taught by parents trained to be

"learning facilitators. In addition, a network of parentsand community volunteers provides homework aid andtutoring to students referred by classroom teachers. In-structional materials are deyeloped by parents, teachersand community members of all ages and published onsite. Bi-monthly workshops introduce materials and in-for parents about their use. Teachinggtaff make yearly

me visits for project ev1uation.5`

PARENT AS TUTOR Two aspects of the project em-phasize the role of parent as teacher: parentworkshopsand parental tutoring of children at home. The bi-monthlyworkshops focusing on understanding 'the basic skillsareas of reading, writing and math help parents workwith their children in home study situations. Parents ofpre-schoolers learn to provide a' foundation upon whichto build basic skills, while parents of elementary schoolchildren focus on the basic skills themselves.

Demonstrations, rdle plays and videotapes are ysedin training and handouts are given to parents to takehome as reminders of important concepts and skills.Related topics are also covered in monthly articles in

the community newspaper. Parents and communitymembecs,may also serve as volunteer tutors for childrenin classr6oms up to grade 6.

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INSTRUCTIONAL ME11-10DS AND MATERI-ALS Parents provide the thread of continuity in thechildren's acquisition of basic skiIls from pre-school yearsthrough grade school. Culturally integrated materials arejointly developed by staff and par!nts, and the homeprovides the contextual support for success in the schoolsetting. Two sequences of materials are used, one forpre-school years and the other for elementary grades.A language experience approach to reading is adoptedwhile math is taught using a gaming approach. Readingand counting texts are included, as are calendars, pic-tures, storytelling and themes of Acoma life which aremodified into games. Professional staff members makean annual home visit to collect feedback and informationabout the child's development.

EVALUATION Although complete data will not beavailable until 1982, CIRCUS and California Test ofBasic Skills scbres reflect achievement in reading, orallanguage and math. Parent attitudes will be measuredand compared to those of non-Participating groups. Plansare in progress for the collection of data from randomlysampled sub-groups of the existing evaluation groups,using a criterion-referenced instrument that charts meta-linguistic awareness.

,

SERVICES AVAILABLE Staff can provide workshopsand consulting services on materials development withemphasis on community involvement in creating in-structional aids.,

IMPLEMENTATION REQUIREMENTS Approxi-mately 115 parents and 175 children are involved in thisTitle II-supported project for Native American families.Operating costs, including materials, are about $52,000.Staff needs include 1 project director, 1 materials de-velopment specialist and 1 part-time secretary for theyear-old project.

CONTACT Sandr%Simons, Coordinator, Box 307, Pueblo of Acoma, NM 87034, 505/552-9455. .

.!

BASIC SKILLSPARENT PARTICIPATION PROJECT

+X+ 9 -1 1 PftiMathReadingGrades 9-11Urban

DESCRIPTION This parent participation project fa-cilitates communication between parents and studentsin order to improve student performance at the aighschool level in reading and math. Based on the premisethat adolescents benefit from emotional support pro-vided by their parents, the project helps parents un-derstand developmental processes in an effort to enhancethe adolescents' ability to acquire basic skills. Anotherkey assumption of the project is that parents involvedwith the education of their children may feel more ef-fective, thereby transferring their constructive feelingsto the adolescents. Such feelings of effectiveness seemto be positively related to academic achievement.

Participating students are enrolled in a compensatoryeducation program. Once each month, parents and theiradolescent children attend workshops which focus on-the need for specific academic skills, methods of ac-quiring them, and the parental support necessary foreffective learning. Parents and children develop con-tractual agreements designed to create a positive, clearly-

. defined learning atmosphere. A home-school liaisonworks dire'ctly with the parents to encourage their activeinvolvement in the project. This project's success is basedupon fiscal support from the Basic Skills Program; com-mitment from personnel and cooperation of the schooladministration; and adherence to the strategies designedfor the project.

PARENT AS TUTOR The project is oriented aroundg set of regularly scheduled workshops, either for par-ents and their adolescents, for the adolescents them-selves, or for a compensatory education teacher workingwith parents and adolescents. The parent participationstrategies reinforce basic skills remediation provided bythe compensatory education programs. The workshopsfocus on adolescent developmental needs, methods ofimproving skills, and parental roles in meeting nc.:..ds.Tbe creation of a positive home environment and thedevelopment of communication skills are emphasized.

During the approximately 10 workshops in the series,parents are paired with an adolescent other than theirown to gain practice.

INSTRUCTIONAL METHODS AND MATERI-ALS Reference materials and guidelines are availablefor the development and implementation of workshops.Mate:ials regularly utilized in compensatory educationclasses are also available for parent and student use, andparent or student workshop manuals are available. Animportant project goal is to develop an internal "Locusof Control" orientation in the student.

EVALUATION California Test af Basic'Skills pre- andpost-test results ipdicate growth over a 9-trionth period,with an average score of 5.7 NCE in reading and 10.2in math. Findings from the Crandall IAR Scale dem-onstrate that project participants show greater gains to-ward achieving an internal "Locus of Control" than thosein a control group. Results of a parent survey will beanalyzed to determine the extent of knowledge increaseas a result of the project's training.

SERVICES AVAILABLE Project staff can provideworkshop manuals, staff training to increase parentalparticipation, and training in the use of instruments andmanuals.

IMPLEMENTATION REQUIREMENTS This TitleII-funded project is in its first year of operation, serving25 to 30 students and their parents. A workshop facil-itator is needed to implement this project.

CONTACT Dr: Stephanie Robinson, Director, Montclair Public Schools, 22 Valley Rd., Montclair, NJ07042, 201/783-4000

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THE CATHOLIC UNIVERSITYOF AMERICA BASIC SKILLSPARENT PARTICIPATION PROJECT

101-1-X+ Pre-K-6 PA

ReadingWritten CommunicationMathPre-Kindergarten-6Urban

DESCRIPTION This project is designed to achieve the.following 2 basic goals related to parental involvementin the education of their children: 1) Identification anddevelopment of effective parental strategies to fosterbasic skills acquisition in childifen, and 2) Identificationof delivery tactics to reach previ9usly uninvolved par-ents. The content of the project is designed to helpparents reinforce skills stressed in the District of Co-lumbia's Coriipetency Based Curriculum as well as inthe curriculum plans of private schools. Three publicschools and 1 parochial school are participants at pres-ent. Parents, who meet monthly, pilot test school-re-lated activities and materials with their children at home,reviewing and evaluating them later with project staffand school officialg. In addition, they provide assistancein the development of new materials and activ;ties. Anewsletter proyidin4 project information is publishedby staff for distribution in the schools.

Each project school also participates in a Reading isFundamental (RIF) matching project, supported by theUnited Black fund, to acquire and distribute 3 books toeach child. A specially equipped van, the Peprnobile,sponsored by the local electric power company, providesRIF book distribution in school neighborhoods, as well

as motivational films and sessions introducing hometeaching activities. The project owes its success to aninnovative curriculum focusing on the use of basic skills

in a real world environment and the support of localorganizations and businesses.

PARENT AS TUTOR Approximately 10 to 20 parentsin each school meet once a month to develop parentawareness strategies, teaching methods, materials andcriteria for selection of materials for home use. In thenext 2 years, parent orientation and training sessions,conducted by project staff and previously trained par-ents, will be held in additional schools. The materialsand activities developed from the first year will be in-corporated into the training during the second and third

years.

INSTRUCTIONAL METHODS AND MATER!.ALS Most activities attempt to use materials and equip-ment found at home as well as in the classroom. Concretesuggestions are also published each month in the news-letter and disseminated through the parent meetings.Activities for 4- to 6-year-olds include puzzles, readingfrom books, and "real world" reading and math activitiessuch as reading signs or going shopping. For ages 6through 12, activities support the school curriculum andinclude parents reading to and with children, retellingreading experiences and stories, discussions, counting,measuring and problem solving.

EVALUATION Based on the Context, Input, Processand Product (CIPP) hiodel, evaluation has included aneeds assessment from professional sources as well asfrom parents; feedback from parents via'phone; in-depthinterviews; and assessments of individual activities. Rec-ords are kept of attendance at parent meetings and ofthose children and parents receiving books from thePepmobile.

SERVICES AVAILABLE Staff training, curriculumdevelopment and technical assistance can be provided.

IMPLEMENTATION REQUIREMENT In this pilotyear, 1,793 students in 4 schools and 10 to 20 parentsin each school were involved. Operating costs are $47,900and funds are provided by Title II. Minimum staff re-quirements include 1 principal and 3 school staff per-sons.

CONTACT Dr. Irene Blum, Project Director, The Catholic University of America, School of Education,

Washington, D.C. 20064, 202/635-5800

CHILD-PARENTCENTERS

f,

Pre-1K 01 Reading ReadinessPre-KUrban

Imml

DESCRIPTION Conducted through the public schoolsystem, this pro,ect provides a highly individualized in-structional program for pre-school children and an at-home program for parents working with them. Parentsare also encouraged to volunteer in the classroom. Aux-iliary services including medical help, speech therapyand developmental social services are provided by theproject. At each center, a parent-resource teacher workswith teacIrrs and parents, conducting parenting skillsclasses, conferences and sessions to create materials. Alocally produced curriculum, based upon a local skillschecklist, is updated at conferences between the parent-resource teacher and the parent.

Validated by the JDRP, the project has received strongcommunity support, expanding to a total of 25 centersfunctioning in existing school buildings. Parent AdvisoryCouncils in each school have an Educational AdvisoryCommittee component which addresses the needs ofthe center in that school. The success of this project isattributed to parental involvement reinforced by a struc-tured parent program; an effective organizational struc-ture based upon small center and class size; and thepresence of a head teacher on site.

PARENT AS TUTOR In addition to instruction anddirection given by the parent-resource teacher, medical,speech and social services are provided to families fora well-rounded pre-school experience for both parentand child. Early diagnosis of problems and deficienciesis a key element, and parent-resource teachers reviewdiagnostic educational information with parents makingsuggestions of possible activities to do at home and as-sisting in the making of materials to use as items whichsupplement classroom teaching.

INSTRUCTIONAL METHODS AND MATERI-ALS The EARLY curriculum, based on 28 skills iden-tified in 8 areas of readiness, presents activities in theclassroom and also to riarents for home use. Home in-structional methods are designed to use everyday activ-ities and home equipment as well as materials made underthe direction of the parent-resource teacher. The key isjoint parent-child involvement in the activities. Parentsmeet periodically with the head teacher and receive as-sistance from the parent-resource teacher. Special at--tention is given to adult basic education and Englishclasses for bilingual parents when the need arises. (Seepg. 48 for information on ordering instructional mate-rials.)

EVALUATION Data from the California Test of BasicSkills indicated in 1980 that 54% of the 5-year-oldstested exceeded national norms. Informal assessment ofthe project format and curriculum, as well as the ob-served progress of children after leaving the project,indicate effective results. A study is being conductedamong the lowest-functioning children and their parentsto evaluate the effectiveness of parental involvement inupgrading basic skills.

SERVICES AVAILABLE Assistance is available inmaterials development, staff training and technical mat-ters.

IMPLEMENTATION REQUIREMENTS This 14-year-old project serves 4,800 students and 3,840 parents in25 centers. Funded by Title I and the local school dis-trict, the project reaches educationally deprived stu-dents in a large urban school system, including a significantnumber of minority and bilingual families. Costs of t3roj-ect operation include staff salaries, funds to maintaineach center and $900 per center for materials. Per pupilcosts are $1,838. Staffineeds include 1 administrator, 1head teacher per center, 1 teacher for every 17 childrenand 1 parent-resource teacher per center.

CONTACT Dorothy Kellberg, Administrator, Boacd of Education, City of Chica.go, 228 Noith LaSalleStreet, Room 1150, Chicago, IL 60601, 312/641-4585

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A COMPREHENSIVE PROGRAM FOR HANDICAPPEDPRESCHOOL CHILDREN AND THEIR FAMILIESIN RURAL AND NON-URBAN AREAS

APreKà.Language DevelopmentCountingPre-KRural

DESCRIPTION Under the auspices of the SoutheastMental Health and Retardation Center in Fargo, thisproject provides a multi-faceted delivery system of di-agnosis, home learning and support for families withdevelopmentally delayed handi6pped children. JDRP-approved, the project is comprised of 4 components: 1)

The Magic Kingdom, a pre-school screening mechanismdesigned by Center staff; 2) Parents and Children To-gether (PACT), a structured group learning and sharingexperience for parents using learning packets in a homesetting; 3) Stimulating to Potential (STP), a home-basedparental teaching effort aimed at minimizing develop-mental delay; and 4)-' the Therapeutic Evaluation andTreatment Center (TETC).

Trained parent volunteers work with professionals toplan various activities throughout the project. Takentogether, the 4 components create a coordinated, low-cost delivery system for use in rural areas where travelbarriers prohibit central facility use. Other factors en-hancing project effectiveness include the combining ofhome-based and center-based services; parental com-mitment; linkage with other community agencies; andthe use of a multi-disciplinary intervention team.

PARENT AS TUTOR PACT parents work at homewith their children, using skills presented in group meet-ings and finding support in the group by sharing con-cerns and successes. STP parents receive home visitsfrom a professional staff member once a week, at whichtime a review of the preceding week is conducted andplans are made for the next week. A developmentalbehavioristic model is stressed in all training with par-ents. Incentives, in the form of money or tokens, areprovided to encou'rage parents and children to completethe learning packets received at group meetings.

INSTRUCTIONAL METHODS AND MATERI-ALS Emphasis is placed on identifying the level of in-tervention needed for individual children and ondelivering services in a coordinated fashion. Instruc-tional methods and materials are both locally developedand commercially produced. PACT has created field-tested and refined learning packets for project use. TheSTP home visitor provides instructional materials basedon individual educational plans and teaches parents howto use these materials. (See pg. 49 for information onordering instructional materials.)

EVALUATION In each project component, 3 areasare reviewed: parent and child progress, research anddevelopment, and demonstration of efficacy for otheraudiences. Methods <include pre- and post-test reviews,attitudinal surveys, data collection and cross-group rep-lications. Gains in parental and child knowledge andskills have been found, with the Alpern-Boll Devel-opmental Profile showing per month developmental in-creases almost equal to the chronological age increasefor the period analyzed.

SERVICES AVAILABLE Awareness materials, work-shops, speakers and training as well as follow-up servicescan be provided.

IMPLEMENTATION REQUIREMENTS Approxi-mately 60 parents and their children are involved in STP;about 40 of each are .in PACT. Funds come from theBureau of Education for the Handicapped; state socialservice and health sources; local public schools; childcare agencies and sliding scale fees. Per family operatingcosts are $1,215 per year for STP and $30 for PACT,while Magic Kingdom costs are about $4 per child. Apre-school coordinator is needed to staff this 9-year-oldproject.

11111IMMININIMIN

CONTACT Dr. William F. Hoehle, II, Director of Children's Services, Southeast Mental Health and

Retardation Center, P.O. Box 2083, Fargo, NC 515103, 701/237-4513 ,

EARLY EDUCATION PROJECT/PARENT-INFANT PROGRAM

A 3 4116 %Ile An&Oral CommunicationAge 3 and UnderUrbanSuburbanRural

DESCRIPTION Designed for young pre-schciol chil-dren with slow or nonexistent language development,this project provides parents and children with auditoryuse enhancement and oral communication practice in aho'melike atmosphere under the direction of a trainedprofessional. Children are screened for extent of hearingloss, intellectual potential and social adjustment beforebeing accepted intirthis project. Individual 1-hour ses-sions are held weekly in a homelike setting called theHome Demonstration Center. These sessions, recordedon videotape for future comparison with more recenttapes, focus on typical daily household activities andassist parents in devising learning strategies for use athome.

Parents participate in group meetings to share ideasand plan group activities. There are "fathers only" groupsas well as evening and weekend groups for workingparents. Support services include a series of videotapespresenting various elements of the project, and classesfor 2-year-old children to facilitate the transition to thegroup settings. After the child reaches 3 years of age,placement in the pre-school program is considered. Fac-tors contributing to the success of this project includeearly identification of problems and the use of parent-centered intervention to help resolve these problems.

PARENT AS TUTOR After receiving basic materialswhich explain activities, parents are instructed in tech-niques. The Home Demonstration Center allows par-ents to be physically comfortable in an environmentsimilar to their own homes. Videotaping provides a his-tory of parent and child progress throughout the year,and parents are taped 3 times each year, signing releasesfor possible publication of tapes through the CentralInstitute for the Deaf.

INSTRUCTIONAL METHODS AND MATERI-ALS Out of all the project materials, the most appre-ciated book is Chats with Johnny's, Parents, which isrecommended to parents upon their child's admissionto the project. Slide-tape presentatiOns provide basicprogram information and teach meth ds of using thehome setting for growth and developm nt of oral com-munication skills. Several videotape pro uctions are alsoused to present the role of parents.in helping hard-of-hearing children with language. (See pg. 48 for infor-mation on ordering instructional materials.)

EVALUATION Children are tested routine y through-out the program, using Scales of Early Com unicationSkills. Informal studies show that the parent-child re-lationship and the enhancement of auditory ability areoptimized by exposure to the activities of the HomeDemonstration Center.

IMPLEMENTATION REQUIREMENTS Fifty par-ents and 50 children from a variety of backgrounds areserved by this project, funded by tuition, United Way,and private contributions to the Institute. Per pupil costsare $1,900 per year, with tuition providing at the most$1,500 of that amount Staff need for this 23-year-oldproject include 1 administrator, 2 full time and 1 part-time nur;ery teacher and various auxiliary resource spe-cialists, as required.

,CONTACT Patricia A. Gilliam', Project Co-Director, Central Institute for the Deaf, 818 South Euclid,St. Louis, MO 63110, 314/652-3200

10

FAMILY, INFANTAND TODDLER(FIT) PROJECT

A Pree-K di CommunicationPre-KRural

DESCRIPTION FIT is a rural demonstration serviceproject for young mentally retarded children and theirfamilies, operatin, in conjunction with an in-servicetraining program 'for rural area professionals. After de-velopmental screening, children and parents participatein weekly training sessions conducted by project staffat educational clinics. Parents, learning to enhance theirchild's development, practice skills under superyision.Support and discussion groups provide supplementalinformation for parents and help increase parenting s!:ills.The extended family is also trained in developmentaltechniques.

Parents are involved in planning; participate in train-ing, and serve on the Advisory Council. Agencies sendappropriate allied professionals for 1/2 day of trainingper week for 9 months. The George Peabody Collegefor Teachers at Vanderbilt University, which houses theproject, also contributes professionals and resources.Parents and local professionals have developed the ca-pacity to continue this project beyond the 3-year dem-onstration phase. Distinguishing features of this projectinclude an ecological perspective which considers chil-dren to be functioning members of interlocking socialsystems, and a strategy of sharing ownership with com-munity organizations in order to enhance commitment.

PARENT AS TUTOR After initial training sessions,

parent discussion groups provide skill-building tech-niques and mutual support. Extended family membersare encouraged to participate.

INSTRUCTIONAL METHODS AND MATER!.'ALS Methods and materials are both specialized andgeneralized to facilitate adaptation to a variety of lifesituations. Commercially prepared materials are madeavailable after complete diagnosis and are explained toand used by parents in training sessions. Materials aregeared to developmental checklists which chart eachchild's progress. These lists address 8 developmentalareas: gross motor development, personal-sociallearning and speech skills, nonverbal communication,eye-hand coordination, manipulation skills, cognition skills

and verbal and gestural imitation. Individualized objec-tives, designed to fit the family lifestyle, are formulatedand periodically reviewed. (See pg. 49 for informationon ordering instructional materials.)

EVALUATION Evaluation strategies include the useof questionnaires, tabulations and hard daia collectionto measure student progress and the success of trainingmethods. Indicators of the rate of development, as wellas overall development, are taken into consideration. Atpresent, data are being analyzed from the following as-sessment instruments: Uzgiris-Hunt Scales of InfantPsychological Development; Griffiths DevelopmentalScales; and the Bayley Scale of Infant Development.

SERVICES AVAILABLE Project implementation andcurriculum guides are available. Some technical assis-

tance is offered.

IMPLEMENTATION REQUIREMENT Twenty par-ents work with 20 children in this rural area projectsupported by grants from the U.S. :Office of SpecialEducation and the Tennessee Department of MentalHealth and Mental Retardation. One project director,2 teachers and additional allied professionals are re-quired to staff this 3-year-old project.

mommoommin ANaMNmaiCONTACT Harris Gabel, Director, George Peabody College for Teachers of Vanderbilt University, Box

151, Nashville, TN 37203, 615/327-8236

FAMILY ORIENTED-STRUCTURED PRESCHOOL ACTIVITY FOSPA)

Pre4A+ItPre

11

Pre-ReadingOral Commun.nication

Pre-MathPre-KUrbanSuburbanRural

DESCRIPTION An early childhood family educationproject for 4-year-olds and their parents, FOSPA basesits activities on the belief that parents are the child'sfirst teachers. Therefore, the project gives parents train-ing to he effective educators with their children at homeand in preschool groups. Parents and children partici-pate in a 12-hour orientation program at the beginningof the school year, returning to the center during theyear once a week for 2 hours to spend time together atlearning stations. Parents also exchange activity kits andpaAicipate in a discussion group while their childrentake part in early childhood activities. Packets of ma-terials are provided to be used with children at home.

The ongoing training for parents focuses on readingand math readiness and on oral communication. Theapproach used is one of guided discovery and learning,using the parent as facilitator. Parents avail themselvesof school facilities and materials to coordinate activitiesand plan new ones. JDRP-approved, the project owesits success to acceptance and support of early childhoodeducation activities on the part of the school distritt andby parents.

PARENT AS TUTOR After orientation, parents workwith their children under the direction of a teacher dur-ing weekly preschool sessions, where they spend timewith their children at learning stations, exchange activitykits with one another and participate in a group to shareweekly learning and offer feedback. Thioughout thecourse of the project, parents, teachers and coordinatorswork closely together. Those needing special attentior4receive home visits. Parents and children are observedfor progress by other parents as well as by the teacher.and parent coordinator. Parents report gains in their ownskillikas a result of such observation.

INSTRUCTIONAL METHODS AND MATERI-ALS Parents work with their children at home as wellas in the classroom. Sixty-four activity kits are designedfor use in the weekly preschool sessions as well as athome. The kits, distributed according to assessed skillareas, provide varied, sequenced, age-appropriate activ-ities and adjunct objectives for every section. In additionto these kits, other instructional aids include learningstations, a Darent handbook, a curriculum for parentdiscussion groups, a project guide, a Children's Roomcurriculum guide, and a preschool diagnostic battery.Guidebooks and orientation training sessions providedetailed instructions to the parent. Problem solving andquestion-answer formats are used with the kids,- anddiscussions among parents, teacher and child are inter-twined into all activities.

EVALUATION A preschool diagnostic battery, ad-ministered to each child at the beginning and end of theschool year, indicates .a gain of 25% in skills assessed,which include body image, auditory discrimination, vis-ual discrimination, motor skills and classification. Proj-ect staff members meet informally before and after eachproject year to discuss objectives and achievements, andmonthly staff development meetings are also held dur-ing the year. Parents complete questionnaires at theyear's end.

SERVICES AVAILABLE Project staff can offer aware-ness presentations, staff training awl follow-up technicalassistance.

IMPLEMENTATION REQUIREMENTS Supportedby funds from state adult education and community ed-ucation souices, this 9-year-old project' involves 535preschoolers and their parents. StartAlp costs are aboutS12,520, with ongoing expenses totaling about 58,490for a 50-family project. Per pupil costs are $170. Staffneeds include 1 administrator, 1 coordinator and 1 teacheraide, all part-time.

CONTACT Elaine McCormick Wray, Program Director, Independent School District #742, St. CloudArea Vocational Technical Inst., Parent-Child Programs, Setop Hall, .1204 7th Street, South, St. Cloud, MN56301, 612/253-5828

12

HOW CURRICULUM PROGRAM

+xi+ trot, pi ReadingMathematicsMiddle Schen!Urban

DESCRIPTION The Home Curriculum Program of-fers parents of those middle school students targeted asdeficient in academic subjects, especially reading andmath, training and support from professionals and para-professionals as they seek to help upgrade their chil-dren's academic skills. A computerized checklist of readingskills provides a program for work at home in reading,showing parents and curriculum assistants particularstrengths and weaknesses.of each student. Materials areprovided and instructions are given for homemade ma-terials appropriate to the individual student's educa-tional needs. Teacher specialists, assigned to each regionof this large school system, supervise paraprofessionalHome Curriculum Assistants at each middle school.

Workshops and training sessions encourage the es-tablishment of home learning centers pp reinforce aca-demic skill knowledge with everyday materials andpractical life skills activities. Parent* activity rooms inschools provide workshop areas as well as a space forparents with children to work together or confer withteachers. Home visits are provided if parents cannotcome to school. A Community Network Design facili-tates information dissemination, coordinates resourcesand transportation, and identifies key residents for proj-ect interests and information generation. Factors con-tributing to the success of this project include thededication of the Home Curriculum staff; support fromthe media, the community and local school personnel;and flexibility* in. planning.

PARENT AS TUTOR Parent; receive services both atschool and at ome. The Home Curriculum Team re-ceives feedback from parents about particular skills andissues which need t e addressed in workshops. Theieworkshops provide info ation about such topics as drugs,single parents, the emer g adolescent, parent skillsand the establishrrient of ho learning centers. Underthe supervision of a school para ofessional, parent ac-tivity rooms are provided for work is, individual con-ferences, and work periods for parents w their children.Home visits periodically check on parenta volvement

and needs, with most effort going to those who cannotcome to school. Reviews of student progress and pa-rental comprehension of lessons are included.

INSTRUCTIONAL METHODS AND MATERI-ALS Students are identified by reviewing standardizedtest results, including state and local reading tests andIowa and California Tests of Basic Skills. Each schooltargets approximately 15 deficient students within thesame grade and Provides ongoing workshops and con-ferences with parents. Samples of materials which di-rectly parallel a computerized skills list in reading areprovided with explanatory notes. Skills checklists areprovided periodically to measure student progress andidentify deficiencies. (See pg. 49 for information onordering instructional materials.)

EVALUATION Although no formal assessment of theproject has been performed, informal approval suggeststhat this project is effective in improving academic per-fomiance and increasing parental involvement. Test scoresin schools have increased during the course of this proj-ect.

SERVICES AVAILABLE Project staff can providebrochures and assistance with organizational structure.

IMPLEMENTATION REQUIREMENTS In eachmiddle school, 15 students and their parents are in-volved in this project which serves a predominantly Black,economically disadvantaged population which also in-cludes Hispanic and Arab children. Staff needs include1 component supervisor for the school district, 1 homecurriculum specialist per region, and 1 home curriculumassistant per school for each group of 15 students andtheir parents. The project is 5 years old.

CONTACT Virginia High, Supervisor, Dr. Cecil d, Director, City Wide Reading, Detroit Board ofEducation, 5057 Woodward, Room 816, Detroit, MI 4 02, 313/494-1590

HOME STUDY PROGRAM(Parent/Student Partnershipin Learning Programs)

NW:4W 7-12 Pft.

MathReadingWritten ComownicationOral CommunicationGrades 7-12Urban

DESCRIPTION As partbf the overall Secondary Cur-riculum Improvement Program (SCIP) based on Bloom'sMastery Learning Theory, this project provides homestudy lessOns in language and math basic skills to juniorhigh and high school students. Teachers provide dailyclassroom instruction in basic skills, checking for mas-tery with criterion-referenced tests. Parents receivecomputerized reports showing their children's progressin basic skills mastery, and home study is assigned tohelp with those skills not yet mastered.

Parent in-service workshops provide an overview ofthe home study project and assist parents in developinghome tutoring methods. A committee of teachers andparents writes the lessons for home use, while the publicschool system provides equipment, materials, space andfunding. Contributing to the project's success are theefforts of the coordinator, who conceptualized the HomeStudy,Program, and the involvement of parents workingwith their children at home.

PARENT AS TUTOR Four parent workshops are con-ducted at each of 5 pilot schools to-help parents un-derstand the tutoring process and the uses of the ParentReport Form which provides feedback to parents ontheir child's progress in basic skills. Specific workshoptopics include an overview of the Home Study Program;a discussion of the role of family life in child develop-ment; methods of working with children at home; andan introduction to school curriculum. Parents evaluatethe workshops and are pre- and post-tested on theirknowledge of home study objectives and methodolo-gies.

INSTRUCTIONAL METHODS AND MATERI-ALS Relying on the Parent Report Form, staff membersrecommend home study methods to carry out the basicskills assignments suggested. A. telephone number isprovided for additional homework assistance. Work-shops help teachers incorporate basic skills into the ev-eryday curriculum, and parents sign contracts to workon basic skills. (See pg. 48 for information on orderinginstructional materiaW.)

EVALUATION Criterion-referenced tests, based onthe New Orleans Public Schools Minimum Competen-cies document, check the students for mastery. Ques-tionnaires, home study logs and classroom tesis allowfor periodic checks on activities, and data are collectedon home study assignments, workshops, and tests. Over-all evaluations are not yet complete:

SERVICES 'AVAILABLE Consultant services areavailable to assist ;n project start-up and implementa-tion.

IMPLEMENTATION REQUIREMENTS This 27year-old project has involved 38,000 students and their fam-ilies, who are 85% Black and 15% White, at an annualcost of $50,000. Funding is provided by Title II and theNew Orleans Board of Education. Staff requirementsinclude optional parent liaison workers and 1 coordi-nator.

CONTACT Faye M. Haley, Home Study Coordinator, New Orleans Public Schdols, 4100 Touro Street,New Orleans, LA 70179, 504/947-1810.

14

THE KENOSHA MODELAcademic Improvement Through1..anguage Experience

MathReadingWritten Communication

+X+ AK-10 K-10Urban

Oral Communication

DESCRIPTION This project uses a language experi-ence approach based upon the philosophy that studentsspeak best about that which they have experienced, writebest ...bout what they have spoken, and read best whatthey have written. After initial assessment, students re-ferred by the principal or classroom teacher receive aflexible written Personal Performance Plan from theResource Center Teacher. Parents are involved in allfacets of the project, attending meetings, participatingin Advisory Councils, tutoring their children at home,planning, developing parent training, publishing a parentpaper, and overseeing such events as Parent Day or aTitle I fair.

Handouts with suggestions for a wide variety of at-home activities are available for parent and child. Theschool provides materills for the Resource Center andfor other parent-child activities. The most essential fac-

tors for the successful implementation of the project area dedicated staff committed to the language eicperienceapproach and to active parental involvement, and effec-tive staff and parent training. This JDRP-approved, NDNproject has been adopted by 30 sites.

PARENT. AS TUTOR During each year, every Re-source Center has a minimum of 4 parent meetings,called School Advisory Councils. Two members of eachCouncil are elected to serve on a District Advisory Councilwith school district staff and other community members.Home visits give parcnts information on all aspects ofthe project. In addition, training sessions are held forall project parents, and workshops planned by parentsare devoted to their concerns.

INSTRUCTIONAL METHODS AND MATERI-ALS Liaison teachers prepare materials for parent useat home, based on the individualized language experi-ence approach. Handouts provide specific pointers tohelp parents work with children at home. A 100 MinuteClub utilizes an official reading card signed by a parentafter reading to a child or listening to a child read forat least 5 minutes a day. Calenars are used to monitorthe child's progress and attendance. (See pg. 49 for in-formation on ordering instructional materials.)

EVALUATION This project is regularly evaluated bythe results of the Peabody Picture Vocabulary Test, thePeabody Individual Achievement Test, the Gates-MacGinitie, the Test of Basic Experience, the Iowa Testof Basic Skills, and The Stanford Achievement Tests.On( e a year the State of Wisconsin performs a 3-dayobservation of the project. The average growth of theparticipating students is at a rate in excess of 1.5 monthsfor every month in the project.

AVAILABLE SERVICES Intensive in-service trainingis available to adopting 'agencies, as are materials, tech-nical assistance, and a monitoring visit.

IMPLEMENTATION REQUIREMENTS Between1,300 and 1,400 students and their 1.,arents, approxi-mately 15% Black, 20% 'Hispanic and 65% White, areinvolved in this 10-year-old project flinded by Title 1.Operating costs are $1,000,000.00, at a per pupil costof $714.28. One teacher per resource room is requiredfor successful implementation.

CONTACT Tom Zuhlke, Program Director, Kenosha Unified School District No. 1, 625 52nd Street,

Kenosha, WI 53141

0

LEFLORE COUNTY, MISSISSIPPIFOLLOW THROUGHPARENT INVOLVEMLENT PROGRAM

MathReadingWritten CommunicationOral CommunicationGrades 1-3Rural+Xfiliti A14

DESCItIPTION The primary goal of this project is tobridge the gap between home and school by offeringsupport to parents as they become actively involved intheir children's 'education. Developed as part of the localFollow Through Project, the Parent Involvement Pro-gram is designed around results of a parent and com-munity survey created to gain information aboutcommunity interests and needs. Parent workshops playan important role, providing information and curricu-lum-related activities, health and safety, and communityresponsibilities. Parents are also encouraged to visit Fol-low Through classrooms to observe and participate inclassroom activities. Home learning aides provide sup-plemental guidance to parents at home and offer feed-back concerning parent effectiveness.

This project was validated as an exemplary educa-tional program by the JDRP in 1977. Factors importantto its success include the voluntary participation of par-ents; low staff turnover; active program support fromschool administrators; the presence of a full-time stafftrainer and curriculum supervisor; adequate staff train-ing; and the involvement of a paraprofessional aide ineach classroom.

PARENT AS TUTOR Plans for parental activities arebased upon the results of a survey questionnaire com-pleted by parents. A home-parent coordinator, respon-sible for overall project effectiveness, organizes andconducts weekly training workshops for parents and visitshomes to demonstrate learning activities, teach children,provide information about progress in school, and in-form parents about school and community activities.Parents may also participate in the Parent AdvisoryCommittee and tutor in their dlild's classroom.

INSTRUCTIONAL METHODS AND MATERI-ALS Learning activities are coordinated with the activ-ities of the Follow Through Program. During workshops,parents make materials and create learning activities touse at home. They are also encouraged to use everydayitems which are readily available. Home-learning aidesobserve parents at home and demonstrate proper tu-toring techniques.

EVALUATION The Home Coordinator reviews theproject, determining specific areas for improvement orchange. A survey of parents also provides commentsand suggestions. Data collected in 1975, 1976.and 1977indicate that second and third grade children in the proj-ect scored significantly higher than non-project cnildrenon the California Achievement Test and on the Pro;ductive Language Assessment Tasks instrument de-signed by High/Score.

SERVICES AVAILABLE Awareness materials areavailable and visitors are welcome by appointment. Proj-ect staff will also attenu out-of-state awareness meetingsand provide training, follow-up and evaluation assis-tance.

IMPLEMENTATION REQUIREMENTS This 12-year-old project reaches about 150 parents and 325 studentsenrolled in the Follow Through Program, most of whomcome from Black, low-income families. Funded by tb,.National Follow Through Program in the U.S. Llerst-ment of Education, the project can be implemelited atdifferent cost levels, depending upon available re-sources. Minimum staffing requirements can be-met bythe employment of home learning aides.

.63 CONTACT Linda Brower, Resource Center Specialist, Educational Services Building,A 305 Highway 82By-Pass, Greenwood, MS 38930, 601/453-4819

0 ;

15

10

PALS(Parent Aid in Improving Learning Skills)SCHOOL VOLUNTEER PROGRAM

+X÷ Ple-K-4 :(211

DESCRIPTION The major objectives of this projectare to ensure continuity betweLn basic skills taught inschool and at home by. training parent volunteers towork with children on basic skill mastery in the class-room; training volunteers to transfer these skills to ahome setting; refining skills of experienced volunteers;and disseminating all aspects of the project to interestedschool districts. An outgrowth of parental involvementin Head Start programs, the'project now operates in 21elementary schools, 7 middle schools and 2 parochialschools. Fifteen hours of pre-service training, supple-mented, by ongoing in-service workshops, assist parentsin developing teaching skills for home and school.

Guidance for the parents by the staff of "Toybrar-ies"lend ing centers for home learning materialsfor-malizes the readiness experiences for pre-schoolers.Parents also receive training in developing materials forhome use with pre-school children. Parents and othercommunity members participate on an Advisory Counciland do recruitment for the project. Elements of successfor this project include the support of professional staff,the dedication of volunteers, the involvement of thesuperintendent and school board, and parental partici-pation. The project has plans for replication in 1982.

PARENT AS TUTOR Volunteer parents already in-volved with at-home basic skills activities train new par-ent participants. In addition, 40 hours of orientation andtraining are provided for these new volunteers by thestaffs qf local participating schools, and 20 in-serviceworkshops provide assistance to continuing volunteers.The volunteer's teacher is very supportive of the parenttutor during the year, offering assistance when needed.A modified version of the Child Development Sectionof the National Teachers Examination is used to pre-and post-test a random sample of parent volunteers ona pass/fail basis. The tutor keeps records of hours spentwith each student and amounts of time devoted to each'basic skill.

MathReadingWritten CommunicationPre-Kindergarten-6YouthUrban

INSTRUCTIONAL METHODS AND MATER1-ALS Home and school materials are coordinated forcontinuity of basic skills education. 'Parents, staff andadministrators pool their resources to devise many di-versified activities and methods based on a diagnostic-prescriptive approach. Teacherzmade materials are avail-able for school and home use, and other materials arechosen or revised as needed to be appropriate to stu-dents, easily disseminated, inexpensive, and simple toreplicate. The "Toybraries", where pre-schoolers spend2 hours per week, contain games, books, records, craftsand other materials for home and school use. Trainingsessions for parents explain the use of materials, andToybrary Center volunteers work with children at theCenters and at home. (See. pg. 48 for information onordering available instructional materials.)

EVALUATION Tgachers and principal& conduct on-going informal evaluations. Student progress is assessed4 times a year by the teacher and tutor, and objectivesfor each student are constantly reviewed. Volunteerperformance is assessed by the National Teachers Ex-amination, by school principals and classroom teachers,and by records kept for each student.

SERVICES AVAILABLE Project staff can provide ser-vices in materials development, staff training, technicalassistance, management, organization, and recruitmentand retention of volunteers.

IMPLEMENTATION REQUIREMENTS Funded bythe local taxes and, since 1980, by Title II, the projectserves a population which is about 45°4 Black, 28°4Hispanic and 27°4 White, reaching 21,764 students andabout 1,000 parents. Operating costs for 2 years are$50,259. Staff needs include 1 administrator, 3 support.staff and 1 office aide. The School Volunteer Programis 18 years old.

CONTACT Carolyn Onley, District 11, 1250 Arnow Avgnue, Bronx, New York 10469, 212/920-1425

PARENT PARTICIPATIONTED FEDERATION OF TtACHERSPR

A

MathReading

+X+ fit A K-6Ora

6l

an

CommunicationK-Urb

Written Cominunication

DESCRIPTION Developed by the United Federationof Teachers of New York City, this project has 3 com-ponents: 1) a Dial-A-Teacher program for parent: seek-ing to help their children at home with :kills andhomework assignments; 2) workshops addressing spe-cific parental needs identified in assessments; and 3) amaterials development effort which creates supplemen-tary materials for use by parents and children at home.The 'Dial-A-Teacher component offers tejephone helpwith homework from 4 to 7 p.m. Tuesday throughThursday. Parents attend workshops during the day orevening at participating school sites to learn tutoringskills, developmental psychology, and methods for mak-ing materials. A review panel selects learning materialsalready in print, seeks permission to duplicate them andmakes recommendations for small-quantity purchasing.

Early in the project's implementation, parent needsassessments were performed through the schools to de-termine workshop priorities and written material re-quirements. Results show that most help is needed inmath, followed by reading and all other basic skills andsubjects. Flyers and materials are available in Spanish aswell as in English, with special language needs met byvolunteer parents. A basic element of this project is theeffort to keep services responsive to parent-perceivedneeds. Project effectiveness can be attributed to care-fully selected staff members who'relate well to studentsand parents on the telephone; the convenience of theDial-A-Teacher component for working parents andothers who cannot easily come to school for help; andthe support of classroom teachers.

PARENT AS TUTOR The Dial-A-Teacher compo-nent provides follow-up calls and materials as well asinformation pertinent to the immediate question. Work-shops offer more comprehensive information about basicskills for tutoring, developmental trends in children ofall ages, effective use of commercial materials, and cre-ation of home-made educational materials. Workshopmeeting times and topics are publicized through the

public schools. Project professionals, screened for theirability to communicate clearly with parents, receivetraining in project resources so as to encourageParentsto participate.

INSTRUCTIONAL METHODS AND MATERI.ALS Learning materials are purchased under the direc-tion of a professional review panel, and written materialswhich address nee 'is not met by commercial or teacher-made items are being developed. Strong collaborationwith other organizations makes available a wide varietyof resources. Since the most frequently ogged requestsintthe Dial-A-Teacher component are fo 'help with math,workshops and supplementary materia s in that area arereceiving special attention.

EVALUATION A formal evaluation design is beingdeveloped. At present, numbers of participants and tele-phone requests arebeinglogged nd materials and work-shops are being evaluated for usefulness. Informalcomments by parents and teachers praise the project;and, parents of non-public school Children also availthemselves of the services. Eventually the project willbe.evaluated by the JDRP.

SERVICES AVAILABLE Visitors are welcome to ob-serve the Dial-A-Teacher operatio.1 9:id may speak in-formally with project staff at the

IMPLEMENTATION REQUIREMENTS Funded byTitle II anct the United Federation of I whers of NewYork City (Local 2, AFT), this project scrves approxi-mately 17,000 students and their parents. Operatingcosts during this first year are $62,000, with per pupilexpenses averaging $4. Minimum staff needs can be metby 1 project director, 5 part-time teachers to answertelephones, and workshop presenters as needed.

CONTACT Betty Holmes, Project Director, United Federation of Teachers, 260 Park Avenue South, NewYork, NY 10010, 212/777-7500

17

18

PARENT PARTNERSHIP PROGIUM/PARENT-PARTICIPATION FOR BASICSKILLS IMPROVEMENT PROJECT

lil A Pr K-12

MathReadingWritten CommunicationOral CommunicationPre-Kindergarten.12Urban

DESCRIPTION The Parent Partnership Pr-okrm fnTdudes an extensive complex of related projects and ac-tivities designed to involve parents in the educationalprocess with their children beyond the formal schoolday. Included in its major functions are Reading is Fun-damental (RIF), a Books for Tots Bandwagon, Person-alized Reading and Mathematics Books, Dial-A-TeacherAssistance (DATA Line) and numerous ottzer activitiespromoting parental partnership in education. With,theexception of the Parent Participation for Basic Skills

'Improvement Project, all aspects of this umbrella proj-ect operate a, no extra cost to the school system.

The Parent Participation for Basic Skills ImprovementProject, designed to increase tbe level of parental in-volvement in 10 participating schools, trains parents tohelp their children improve all of the basic skills. Pa-rental involvement teams are established to create a se-ries of 4 workshops for training, materials developmentand protect design. Parent representatives also serve ona Parent Partnership Coordinating Committee. In ad-dition to tutoting at home, parents also have the optionof volunteering in schools. The effectiveness of this projectis based upon a high degree of staff commitment andfinancial support from the private sector.

PARENT AS TUTOR Workshops and activities areheld for parents throughout the year, focusing on close.family relationships and the integration of.reading intofamily life. All workshop's ass* parents in understand-ing child development and in making use of learningmaterials in the home. The 4 parent workshops held bythe Parent Par;cipation for Basic Skills Project providematerials and training for parents to help their childrenwith basic skills. A mini-workshop component, consist-

ing of 67 different parent workshops, is also availablefrom the timbrella.project on request.

INSTRUCTIONAL METHODS AND MATERI-ALS Learning materials in the personalized reading andmathematics programs, Books for Tots Bandwagon, andthose from workshops in the schools are geared towardappropriate age, reading and math level of the individualchild. Parents may, upon request, receive a computer-generated individualized reading or math profile pro-viding materials specifically geared to the particular child.The Books for Tots Bandwagon provides printed ma-,terials to parents of young children to foster reading inthe home, and workshops give parents ideas on how tointegrate reading into family life. The Reading is Fun-damental Program provides kindergarten children withprinted materials to use at home.

E ALUATION The project is informally evaluatedt ough records of attendance at workshops. Question-nai es to parents also provide feedback. The Parent Par:ticipation for Basic Skills Improvement Project is currentlyin the process of being evaluated.

SERVICES AVAIIABLE Technical assistance and staff

training can be provided.

IMPLEMENTXTION REQUIREMENTS Approxi-znately 5,000 students and 300 parents are involved inthe Basic Skills Project, while the umbrella project reaches224,000 students and 16,500 parents. Participants are63q 'Black and 29% White, with Hispanic, Asian andNative American elements. While the umbrella projectuses funds from the regular schoOl budget, the BasicSkills project is funded by Tiile II. The operatihg costsfor the Basic Skills project are about $42,000. The Par-ent Partnership Program requires no additional staff,whereas the Basic Skills project needs 1 coordinator, 1evaluator, 10 principals and 30 teachers, all paid over-time. Although the Parent Partnership Program is 5years old, this is the first year of the Basic Skills project.

CONTACT Edmund J. Forte, Director, Dr. William Lee, Project Coordinator, The SclIzool District of

Philadelphia, Board of Education, The Parkway at 21st Stieet, Philadelphia, PA 19103, 215/299-7819 L.

PARENT READINESSEDUCATION PROJECT(PREP)

Pre- Altlil uPrerbsachool

Reading Readinessschool

DESCRIPTION This project involves developmen-tally, delayeepreschool chik!ren living near Right toRead Project schools in a homeiSchool effort to achievebetter developmental and reading readiness. Parentsreceive weekly training from a parent educator who sup-plies seminars and workshops on topics of special needto parents and children in each individual, school. Parentadvisory councils hi each area plan meetings, providefeedback to staff and offer direction for the entire proj-ect from a parental perspective.

Materials are provided by the PREP series, createdhy the nationally' validated .PREP Program in RedfordUnion Township, Michigan, of which this project is areplication. Bilingual materials are also available. Parentstake home 5 activities a week after receiving instructionon ,how to 'use them with their children. The ParentEducator' reviews the week's activities with parents atgroup meetings. Children also receive group attentionin several developmental areas, including gross motor,fine motor, language, visual, auditory, cognitive and so-cial. A newsletter for PREP parents is published by theschool system. Project success is aqributed to intensiveparental involvement, bilingual awareness, administra-tive comnlitment, and a well qualifiecrstaff.

PARENT AS TUTOR: An initial 21/2-hour session,required of all participating parents, provides an over-view of the project and gives examples of' home activ-ities. Parents play a key role in plannini'and implementingthe project, serving on advisory committees to deter-mine local needs. A Parent Educator develops weeklytraining sessiOns, requh of all parents or parent,g6b-titutes, around concerns raised at these committee

meetings. Parents also observe their children on video-tip and discuss behavior, reactions and developmentalphases.

19

INSTRUCTIONAL METHODS AND MATERI-ALS Students falling below the 25th percentile an theCaldwell diagnostic test are invited to partitipate in theproject. Each week 5 individualized activities .are pro-vided by the Parent Educator to parents for home use.Parents of children with special developmental lags orother unique problems receive assistance with appro-priate techniques, and all parents receiVe additional healthand nutrition information. Materials are provided in aParent Activity Handbook. In addition, the Board ofEducation publishes a handbook for parents of pre-school children which is distributed through medical andeducational facilities.

EVALUATION A review of pre- and post-test resultsindicates that gains made in 1 yearre significantly higherthan those expected without project exposure. Testingof first-graders exposed to the project in the previousyear, using the Gates-MacGinitie Reading Test Basic BForm 1, show that these children are scoring within thenormal range for that grade level.

SERVICES AVAILABLE The NDN-funded parentproject in Redford Union Township, Michigan, dissem-inates information and prov;.-..Ls training and materials.

IMPLEMENTATION REQUIREMENTS Over its 3years of operation, 375 children and 200 parents froma variety of socioeconomic backgrounds have been in-volved in this project, which is funded by a federal Spe-

cial Educatiorfgrant and the local school board. Minimal.)staff needs include 10 center-based teachers, 3 itinerantParent Educators, 1* project administrator and 5 aides.

CONTACT Chrrlotte Hoffman, Director of New Funding, Rockford Board of Education, School District#205, Special Services, 121 S. Stanley Street, Rockford, Illinois 61102, 815/966-3143

9 C.,

20

PARENT-SCHOOLPARTNERSHIP PROJECT

÷X+ I K-14 (.%.

MathReadingK-6HandicappedUrban

DESCRIPTION This 3-year-old pilot project pro.Videsparents with specialized home instruction techniquesusing everyday materials to increase the basic skills oflearning disabled elementary school children. Locatedin an elementary school in Washington, D.C., the proj-ect at present serves 20 families. Each student has aHome Education Plan consisting of a series of "recipes"for parents to use with the child at home. Theserecipes,or learning activities, complement the school's Indivi-dualized Education Plan mandated by law and are keyedto the child's learning disability as identified throughschool and project staff assessment.

A Family Learning Center functions in the elementaryschool. This Center, a replica of a home, demonstrateshow ordinary home objects and daily life routines canbe used to build student basic skills. Parents andchildrenparticipating in the project come weekly to the Centerfor 1 hour of training in the use of the recipes, andimplementation of the Home Education Plans. Parentsparticipate in weekly support groups and in workshopsdesigned to meet their assessed needs. The project owesits effectiveness to a dedicated, hard-working staff; par-ent commitment; a parent program based on parents'identified needs; and a curriculum that is relevant, easyto implement, and geared to the child.

PARENT AS TUTOR Besides attending a supportgroup, parents also visit the simulated home setting tolearn how to conduct the tutoring. A Parent Participa-tion Profile assesses parent needs in helping their. learn-ing disabled children. Sequential learning techniques arepresented and the role of the parent as teacher is mod-eled. The recipes are geared toward practical applicationof basic skills in everyday situatiops.

INSTRUCTIONAL METHODS AND MATERI.ALS Carefully designed, programmed, sequenced rec-ipes instruct parents in carrying out learning activitiesby providing information about needed materials, meth-ods of working with the child, procedures for the specificactivity, related activities and rewards. Parents who pre-viously felt inadequate with their children are encour-aged and supported by the project.

EVALUATION ,In addition to assessment instrumentsused by the school system, students in the project takethe Woodcock-Johnson Psychoeducational Battery andthe Visual Aural Digit Slim Test. Post-testing will notoccur until 1982. However, successful completion ofcurriculum assignments, higher grades, and reports fromparents and teachers all indicate improvement in aca-demic performance, attitude and parent-child interac-tion.

SERVICES AVAILABLE Project staff can providetechnical assistance, training in parent involvement tech-niques, and assistance with materials development, proj-ect planning, implementation and evaluation.

IMPLEMENTATION REQUIREMENTS In this ini-tial year, 20 students and their parents have been in-volved in the research demonstration model funded fromfederal sources. Although participating families are low-income, the project can be implemented in all socio-econOrnic settings. Operating costs and staff require-ments vary with the size of the implementation, whichhas 3 major components: 1) training of parents, teachersand administrators; 2) curriculum materials; and3) assessment of parent need's and implementation ofparent groups and workshops.

CONTACT Dr. Leonard Guedalia, The Home and School Institute, 1707 H Street, N.W., Washington,

D.C. 20006, 202/466-3633

PARENT TRAINER VOLUNTEERS AND TUT6RS INBASIC SKILLS FOR ADOLESCENTS IN THEINTERMEDIATE SCHOOLS

i÷X1141A6-9

ReadingMathematicsWritten CommunicationOral CommunicationGrades 6-9

. Urban

DESCRIPTION Administered by the Metro Center atNew York University, this project is designed to trainparents td" tutor their children in the basic skills of read-ing, math and communication, and to equip parents totrain other parents in these tutoring techniques. A pro-gram of workshops is established which accommodatesthe schedule of approximately 100 parents from partic-ipating school districts. Parents choose from sessionsheld evenings, weekdays or Saturday morning on suchtopics as reinforcement of a child's basic communicationskills, adolescent development, teaching writing to chil-dren, math improvement, parental involvement in theschools, and community participation.

A Basic Skills Council oversees the project. The Com-munity Service Society, site of the training, will be apermanent member of this council so that continuity ofthe project after the demonstration years will be assured.Although school superintendents and community groupsassisted in the initial recruittpent of parents to be trained,subsequent recruitments have occurred by word of mouth.There are plans to place parents in schools to tutorchildren other than their otrain other parents. Successthe high enthusiasm of par(iate feedback from paqiciof local school districts and

PARENT AS TUTOR Supthe opportunity to discussdealing with their pre-adolhome. Training consists of 1at various times to accornmthose wanting Saturday sessiby 3 part-time trainers who rents on the learning and itsOverviews of pre:adolescent

n, and to utilize parents to)f this project is based uponicipants, the use of imme-ants, and the cooperationcommunity agency.

ort groups for parents giveroblems and successes inscents and idolescents at

3-hour seminars offereddate working parents andns. ToPics are presentedceive feedback from par-applicability to students.and adolescent child de-

velopment are presented as well as specific tutoringtechniques and encouragement procedures, including awell-received handout explaining how ro use textbooks.Parents also learn to make their own learning materialsgeared to specific child needs.

INSTRUCTIONAL METHODS AND MATERI-ALS Although parents receive examples of learningsheets and problem-solving procedures, the focus of theparent sessions is on making original materials. A lend-ing library is also available for supplementary readingabout materials development and adolescence.

EVALUATION Survq& are conducted before and af-ter parent training to assess knowledge of, basic skillsand teaching techniques, and content tests are givenafter each module. Oral and written feedback on parentsessions provides additional information for projectmodule refinement..Informal reports from parents in-dicate.that the project is helpful in improving basic skillsand parenting techniques. As the project continues inits second and third years, more specific data will be-come available.

SERVICES AVAILABLE Project staff can provide as-sistance with organizational planning, recruitment strat-egies, trainer modules, and materials development forparents.

IMPLEMENTATION REQUIREMENTS Eighty Par-ents and approxlinately 170 students are involved in thisTitle I1-funded project which has been implemented indistricts having the lowest reading scores in the city.Operating costs for this year of the project are $84,000,with staff requiremePAG including 1 administrator work-.ing at 80%. time, 1 program developer, 3 part-time train-ers (1 for every 25 parents), and 1 part-time evaluator.

1CONTACT Edna Suarez-Col mba, PrOject Coordinator, Dr. La Mar P. Miller, Director, Metro Center,New York University, 52 Pre s Buildine, 32 Washington'Mace, New York, New York 10003,212/598-2705 'r-

`.)

)2

PARENTS-AS-PARTNERSIN EDUCATION

EMIL

A K-6 liktartiat-&

ReadingMathematicsWrittenCommunicationOral CommunicationK-6UrbanSuburbanRural

DESCRIPTION This project links the resources of homeand school in an effort to improve basic skills by meansof a supportive home-school relationship. Parents in eachschoil are invited to participate in the project, whichhas the secondary aim of improving the existing lowlevel of parental involvement in Title I programs andPTA meetings. At each site, resource banks of materialsand "recipes," or learning activities, from the Home andSchool Instituw are provided for parental use at homewith children. Training is offered to parents in methodsof enhancing the basic skills of their children as well asself-concepts and motivation..

In this pilot year, 3 school sites representing urban,suburban and rural populations, and including I privateschool, participated in the training, tutoring and eval-uation. A Parents-As-Partners team of administrators,teachers and parents receive basic training from the Homeand School Institute. This team plans in the future tocreate more recipes for dissemination to parents forhome use with their children. Team members also planto train peers in project facilitation. Success is attributedto the strong commitment of a core of parents at eachsite; involvement of school administration; and the useof materials froth- the Home and School Institute.

PARENT AS TUTOR Strategies for using and creatinghome activities which enhance basic skills in reading,communication ahd math are taught during training"ses-

sions. Other sessions Provide informatiOn on develop-ment of self-concept in children, motivation, the use 9fhome learning materials in diagnostic-prescriptive 'in-struction, strategies for using the cultural and physicalenvironments, and modified remedial techniques.

INSTRUCTIONAL METHODS AND MATER!,ALS Learning materials used in this project are appro-priate to the interest and ability levels of parents andchildren, and relate to home experience. Parents in theteam choose the recipes they wish to include in the year'sprograms, based on perceived needs, interests and abil-ities. Besides materials from the Home and School In-stitute, the project uses materials from other parent-child education organizations. Parents are instructed inthe proper selection of materials from the resource cen-ter, as well as in techniques to use for presenting themat home. Response sheets, designed by project teams,provide feedback.

EVALUATION The Leikert Scale is used to assessparental knowledge of child development and educa-tional strategies necessary for project success. Resultsso far have been positive. Parental involvement has in-creased greatly during this pilo1 year, and future plansinclude the review of state-normed Educational QualityAssessment scores to ascertain student progress.

SERVICES AVAILABLE Sample copies of materialsfrom the Home and School Institute can be provided.Project overviews, awareness sessions and staff trainingconcerning rationale, purposes, objectives and goals are

also available.

IMPLEMENTATION REQUIREMENTS During thisfirst year pf ihe project, 'about 5004sttidents and theirparents were served, supported by Title IV-C funds.The target areas have large populationsof Title I-eligiblefamilies whose participation in existing Title I programsis low. Operating costs ar,e $46,000, and staff needsinclude 1 project administrator, 2 teachers per school(paid by the school system), and 2 administrators perschool (also paid by the school system).

CONTACT Carol Burns, Project Director, Colonial Northampton Intermediate, Unit #20, 299 Industrial

Park Road, P.O. Box 179, Nazareth, PA 18064, 215/759-7600

rOP

PROJECT PASS(Parents Active in

. School Studies)MathReadingOral Communication

÷X÷ K-12 K-I2Rural

0 Written Communication

DESCRIPTION This project, sponsored by the North-west Mississippi Teacher Center, is designed to reachas many parents as possible in order to promote com-munity involvement in the schools. Parents are providedwith in-depth experiences and information geared to-ward a better understanding of children and their de-velopment of competencies in basic skills. The projectoffers training sessions to parents in at-home learning,disseminates information to parents interated in tutor-

. ing, and trains parents to be classroom volunteers. Inaddition, informational brochures describing games andother home activities are provided, as are library ma-terials and audio visual equipment for home use. Parentsreceive individual consultations with teachers, and maycontact the coordinator via a "parent hotline." The ef-fectiveness of this project can be attributed to the will-ingness of educators to work with parents, and the needfelt by parents to have better communication with theschools.

PARENT AS TUTOR Parents' are recruited by a va-riety of methods such as mailouts, handouts at schools,distribution of newsletters andinnouncements at parentadvisory councils. Training workshops teach parents tomake games and create other learning activities for theirchildren. Topics discussed include the etablishment ofa home learning environment, tutoring techniques andthe development of a home-school relationship. Fre-quently, the training is included in other organizationalactivities such as PTA meetings.

INSTRUCTIONAL METHODS AND MATERI-ALS Learning activities in the parent workshops arecoordinated with teacher activities in the classroom.Specific materials developed for use by parents includea booklet of home reading activities for parents andchildren and a booklet entitled Helping Your Child toSucceed in School.

EVALUATION Parents participating in the workshopscomplete structured questionnaires which provide feed-back to the staff on the effectiveness of the sessions.Records are maintained on all project activities, such asdistribution of project information, travel logs and num-ber of parents in each workshop. An outside evaluatorwill also assess the project, using observations of projectactivities, project records and responses of parents.

SERVICES AVAILABLE: Project personnel can sharematerials and conduct staff training ttssions.

IMPLEMENTATION REQUIREMENTS This proj-ect involves about 600 parents from a variety of socio-economic backgrounds at a cost of $50,000 in salariesand materials'. Although, technically, funding is receivedfrom the federal .Basic Skills Parent Participation Pro-gram,. it is local in nature. Tbe services -of 1 projectdirector are needed to implement this one-year-oldproject.

CONTACT Lynn J. House, Coordinator; 136 N. Front St., Senatobia, MS 38668, 601/62-7003

23

2

SCHOOL VOLUNTEERSFOR BOSTON, INC.BASIC SKILIS IMPROVERENT PROJECT

r +X 1628

ReadingWritten CommunicationMathK-8Urban

DESCRIPTION A publicly and privately supportednonprofit corporation, SVB recruits, trains and placesvolunteers in the Boston schools to assist teachers inthe classroom. The Basic Skills Improvement Project,which trains parents to help students at home and atschool, is one of several components of this larger proj-ect. Objectives of the Basic Skills Improvement Projectare to involve parents in the development of the projectitself; to recruit citizens, especially parents of schoolchildren to serve as classroom and home volunteers; totrain parent volunteers in classroom tutoring techniques;to train teachers ,to use volunteers effectively; and toinform parents through publications and public meetingsabout the project. Parents attend volunteer workshopsas well as ongoing sessions focusing on methods of sup-port, reinforcement and enrichment in reading. Freematerials are distributed to workshop participants. Rep-resentatives of the school system and parents participateon advisory councils to oversee the project.

PARENT AS TUTOR Parents attend 35 Home BasedReading Workshops, receiving materials about the BasicSkills Improvement Project and about the role of par-ents. The workshops focus on methods of providihgparental support, reinforcement and enrichment in read-ing for their children at home. Parents are asked toconttibute their opinions about the value of workshopsto the staff, and they also offer feedback about theirwqrk with children at home. In the classroom, volunteerparents prepare their own resource materials for workwith children under the teacher's guidance.

INSTRUCTIONAL MRTHODS AND MATERI-ALS Sequenced, measurable learning objectives basedon the Individualized Criterion Referenced Test areprepared for each child, and parents are trained to rein-force the efforts of teachers and classroom volunteersin meeting these objectives. At parent workshops, ma-terials are distributed for use with children at home. Areading specialist at the workshop discusses positive waysfor the family to use the library, television, and reading.A workbook and worksheets containing exercises, learn-ing games, riddles and many other activities are availablefor parents and children to use together. Although par-enting skills are incorporated into some of the tutoringtechniques, the project does not promote them inde-pendently.

EVALUATION Parent questionnaires and teacherevaluation forms are used for informal assessments. Stu-dent progress in school is measured by the Individual-ized Criterion Referenced Test and also by computerizedrecords of achievement of specific objectives. Sinceclassroom teachers, volunteers and parents work closelyto achieve improvement in basic skill's in many Ways, noone component can claim 'unique credit for success.However, standardized reading test scores in the Boston ,

.Public Schools have risen since the projeces inception.

SERVICES AVAILABLE Staff can assiSt with materialsdevelopment, staff training and technical assistance.

IMPLEMENTATION REQUIREMENTS SVB servesthe multi-ethnic Boston school population of 63,825and involves about 363 parents in tutoring. Federal fundsand a local private foundation provide support for theSVB budget of $300,000, of which the parenting com-ponent takes .about $17,000. Staff needs for SVB in-clude 1 administrator, 8 district coordinators, 1 placementcoordinator, 1 reading specialist, 1 part-time public re-lations coordinator, and 3 parent recruiters. While SVBis 15 years old, the Basic Skills Improvement Projecthas only been functioning for 3 years.

CONTACT Isabel G. Besecker, Director, 200 Clarendon Street, T-47, Boston, MA 02116, G17/267-2626

TULAREFOLLOW THROUGH

AM=MMIM111M

fax A. K-3 A.*

111

Reading Readiness.Math ReadinessOral CommunicationGrades K-3Rural

DESCRIPTION This is a multi-faceted project de-signed to enrich the early years of children for increasedsuccess in life. Since parents are the primary focal pointin this development, they are provided training andmaterials in effective parenting and tutor-skills.

One of the goals of the project is to provide parentsan opportunity to obtain Wills and information relatedto positive parenting and to encourage parents, manywith little previous decision-making experience, to as-sume leadership/advocate roles. Parent involvement in-cludes volunteering at the school; tutoring their child athome using specially developed activities and instruc-tional materials rgErred to as "Home Secrets"; and par-ticipation in a Home Learning Center which is designedto provide learning experiences for children in neigh-borhood homes 2 afternoons a week for 6-8 weeks.

Community acceptance is evidenced by the largenumber of parents who regularly participate in the proj-ect. Learning materials are available in Spanish and En-glish to serve a large migrant population in the community.

This project has been approved by the Joint Dissem-ination Review Panel (JDRP) and is included ln theNational Diffusion Network (NDN).

PARENT AS *TOR The staff provides training forparents as volunteers in the classroom and also in ef-fective use of the "Home Secrets" packets. By providingtraining both during the day and evening hours, many .working parents are able to participate. After training,parents may become facilitators and, using a set of ac-tivities called Each One Teach Some, help other parentsgain pfactical insights and techniques useful in helpingtheir children learn and develop .a positive self7concept.Topics discussed include: reading, number concepts,wisely viewing television, discipline, child health, par-ents as teachers, nutrition and a variety of other par-enting subjects..

INSTRUCTIONAL METHODS AND MATERI-ALS Specialized materials for parents are available .atthe Follow Through Resource Center. Cassette tapes,filmstrips and worksheets sucrt as, "Ways to DisciplineChildren" and "Family Roles and Relationships" are in-cluded.

Learning packets called "Home Secrets" include en-richment activities in oral language, language usage,reading, science, math, art, and music as supplementsto school activities. Family projects are also included.Parents learn to recognize learning styles in children andgear experiences to those styles for maximum benefit.

EVALUATION Formal evaluation of the program isperformed by outside sources. Results of the evaluationsconclude that children in Tulare Follow Through havemade significant gains. In addition to its innovative in-structional program, parent involvement in and supportof their childrens' education helps create an atmosphereconducive to learning, both in school and at home.

SERVICES AVAILABLE Staff of Tulare FollowThrough are available to provide training and follow-upassistance.

IMPLEMENTATION REQUIREMENTS Serving aneconomically depressed, migrant, bilingual population,Tulare Follow Through .has been in operation over 13years. Successful operation of the project requires 4administrators, 3 groups ',of staff persons, 1 full-time'parent involvement specialist and 2 parents to each HomeCenter.

CONTACT Mike Wenn, Coordinator, 909 E. Cedar, Suite B, Tulare, CA 93274, 209/688-2892

t,

3 .1

25

2

TEACHINGPARENTS PROGRAM

SW Elementary PttaBask Skills ReadinessElementaryUrban

DESCRIPTION This project, which includes school andhome components, provides teacher-directed learningexperiences for retarded children in the classroom andreinforces school learning through parental involvementat home. Parents of retarded children volunteer in theHeritage Center, a public facility, working with childrenother than their Own. These Teaching Parents experi-ence on-the-job training under a certified teacher beforeworking independently with a student. Individual edu-cation plans are used, based on materials that are con-sistent with those used in the regular classroom. Closecontact with referring seachers also ensures compatibil-ity between the Center curriculum and that of the reg-ular school.

When stated objectives are reached, the child returnsto the original classroom and is replaced by another.Teaching 'Parents meet once a week in a support groupto plan activities and share concerns. Success elementsof the project include a well-planned recruitment 'strat-egy, good relationships between project staff and Teach-ing Parents, and development of consistent materialsand scheduling. This ptoject is included in the ERICClearinghouse on Handicapped and Gifted Children.

PARENT AS TUTOR Parents receive 5 hours of train-ing over a 5-week period, learning teaching 'strategies,behavior modification techniques and data collectionmethods. Parents also have access to a Training Manualand use data collection sheets to record student prog:reis, which is reviewed periodically. Effective parentingskills are learned by working with children of otherparents.

INSTRUCTIONAL METHODS AND MATERI-ALS Materials are provided by the classroom and sup-plemented. by the .project office. Activities range -fromeye contact to cursive writing and adding columns offigures, depending upon the skill level of each child.Many diagnostic tests measuring intelligence, motor co-ordination and physical handicaps are used to createindividual educatiOnal plans. Data collection sheets areused to show skill mastery and comment sheets provideinformal observations. Letters sent home inform parentsof the skills currently being emphasized and sugosthome reinforcement activities.

EVALUATION A formal evaluative measure is usedfor in-school information. The number of studentsreaching their educational objectives is recorded, as isthe attendance of parent volunteers. Informal assess-ment includes an opinion survey about the training anddata collection elements of the project, and commentsof administrators about the positive effect of parentalinvolvement in the home upon student achievement.

SERVICES AVAILABLE Project staff can help in anyway necessary with the development of a Teaching Par-ents Program:'

IMPLEMENTATION REQUIREMENTS During thecourse of an acadeMic year, 70 children and 35 parentsfrom all socioeconomic backgrounds are involved in theProject. Funds are provided by federal, state and localSources, including the public school and the PTA. Staffneeds include 1 project admini,strator and 1 paraprofés-sional, although it' is possible to function without thelatter. The project is 2 years old.

CONTACT Gail Wallace, Heritage Center, 2225 Heritage Dr., N.E., Atlanta, GA 30345, 404/636-1304

SECTION TWOEDUCATIONAL MATERIALS ANDINFORMATION SERVICE PROJECTS

Projects Page

The Dial-A-Teacher-Assistance Project (DATA Line) 29

Early Preventioq of School Failure 30

Education is a Family AffairCalendar of Skills 31

Families Learning Together 32

Grand Rapids Academic Summer Program (GRASP) 33

Parent Involvement Program 34

Project HELP 35

Operation Fail-Safe 36

The "R" Connection 37

Volunteers in Service in our Neighborhood (VISION) 38

.

27

, 28EDUCATIONAL MATERIALS ANDINFORMATION StRVICE PROJECTS

The most unique feature of the projects included in this section are the learning materials made available to

parenrs. Most of the materials have been specifically designed to be used by the parent at home as they assist

their children in becoming more proficient in math, reading and communication skills. Not to be coniused

with regular homework assigrytlents that children normally have, these materials are intended to supplement

and enrich the instruction taking place daily in the classroom. Frequently, the suggested activities described in

the worksheets, booklets or fliers have been carefully related to school work so that the suggested home

activities are related to class activities.Included in this group of projects is Families Learning Together, a project which provides parents with "recipes"

which are practical activities designed to use everyday home tasks ihd equipment to teach basic skills. Project

HELP also provides "recipes," popularized by Dr. Dorothy Rich of the Home and School Institute, for parents

to use to help improve the child's reading skills. And similarly, the Parent Involvement Program in Raleigh, North

Carolina, provides parents with, a sequenced set of materials which are appropriate to the child's skill level.

Other projects such as the Early Prevention of School Failure provide parents with a set of activity cards which

can be used at home. In Jacksonville, Florida, in Education is a Family AffairCalendar ofSkills, the professional

staff developed a calendar which suggests activities for parents to do with their children on each day of the

week. These activities are related to the events in the child's classroom instruction. The Grand npids Academic

Summer Program (GRASP) is a summer school project in which parents sign a contract to tutor their children

in reading and math. Operation Fail-SaIe in Houston, Texas, one of the largest projects of its kind, provides

awareness materials, regularly scheduled parent/teacher conferences, and numerous instructional booklets which

provide suggestions for parents in tutoring their children. In addition to actively disseminating materials,

Volunteers in Service in our Neighborhood (VISION) also provides a mobile library specifically to be used by

school age children and their parents.Several other projects have been designed to provide resources to parents and their children. The Dial-A-

Teacher-Assistance Project (DATA LINE)-and the "R" Connection are specialized projects which provide infor-

mational services to parents. DATA Line is a resource center which uses the telephone as a means for teachers

to provide help to parents and students. The "R" Connection provides videotape progiams f9 parents about

children and reading.

29

ThE DIALA-TEACHERASSISTANCE PROJECT(DATA LiplE)

MathReadingWritten Commun-

icationOral Commun-

icationK-12UrbanSuburbanRuralp+x÷iiiAK-12411.talastaist&

DESCRIPTION Part of Philadelphia's Parent Partner-ship Program DATA Line is a telephone resource cen-ter designed. to help parents and pupils work togetherat home. It provides assistance with reading languagearts, mathematics, French, Spanish, science and socialstudies; gives information about Parent Partnership Pro-gram activities; and describes services available to par-ents and children in the school district. A separatetelephone hotline, offering all of the above services inSpanish, is maintained for those in the Hispanic com-munity who wish to use it. Staffed by 8 teachers, DATALine operates between 5 and 8 p.m. Monday throughThursday when school is in session. When telephonesare busy,* recorder takes messages.

DATA Line teachers do not in any way completeassignments or deny the students needed experience inproblem solving. Of an average of 280 calls per evening;about 59% are from elementary students, 31% fromjunior high school students and the remainder fromsenior high students. Although most calls are from thechildren themselves, 29% involve children and parentscalling together. The community and school system arevery supportive of the project, giving help with public-ity, curriculum materials and phone lines. Replicated inother 'systems, the project owes its success to a high -degree of staff cornmitmeat and adequate financial sup-port.

INSTRUCTIONAL METHODS AND MATERI-ALS Parents and students get help with homework inspecified, sUbjects and in all areas of the elementarycurricuhim. Requested material's and information areusually forwarded to parents within 48 hours. Althoughstudents use, their school, materials, teachers alsq haveavailable the resources of the Pedagogical Library wherethe DATA Line telephones are located. Teachers, work-irig through specific homework assignments, focus onthe problem4olving process by directing and explainingprocedures, giving information, expanding on ideas, re-viewing and clarifying steps, suggesting resource ma-terials and acknowledging student responses.

EVALUATION: The project is assessed by an outsideevaluator and also by the DATA Line staff and otherproject administrators. Logs are kept for each call. Atthe end of the year, feedback from the DATA Lineteachers provides information for measuring projectefficiency and for assessing difficulties students havewith assignments.

SERVICES AVAILABLE Technical assistance and stafftraining can be provided.

IMPLEMENTATION REQUIREMENTS Funded byTitle IV-C, the project reaches about 23,425 studentsand 2,433 parents. The .operating costs are $115,600,with the major portion supplying overtime pay for teach-ers. Other costs include resource materials and tele-phone services. This 3-year-old project uses 22 part-time employees.

CONTACT Edmund J. Forte, Director, School District of Philadelphia, Supportive and InstructionalProgram, Room 118 Administraiion Building, Parkway at 21st Street, Philadelphia, PA 19103,215/299-7819

30 mMlim11111111ft

EARLY PREVENTIONOF SCHOOL FAILURE

edi Pre-K %AEA, AL

Basic Skills ReadinessPre.KUrbanSuburbanRural

DESCRIPTION Designed prevent school failurethrough early identification of each child's developmen-tal skills and learning style, this JDRP-approved, NDNproject uses parents in the classroom and at home totutor children in, basic skills. Materials and tests, pro-vided in E glish and Spanish, have enough flexibility tobe of valu to special education and speech-handicappedchildren. After initial briefing, parents are asked to com-plete a c ild observation checklist of behaviors at home.A .team f professionals then provides prescriptive ac-tivities hich lead to placement in specific resource set-tings. P. rents receive optioTaieltrfercement activitiesto perf rm at home with their children, uSing- PareActivit Cards which contain at least 5 activities per skill.Spec& workshop materials are being developed to trainparent tutors for this work in the home.

Im lemented in 400 school districts in 46 states andsever' 1 foreign countries, the project owes...its successto an outstanding training and in-service, program; pa-ren:ta involvement; a comprehensive system of diag-nosis remediation and evaluation; and excellent stiff,curri .ulrim and management resources.

PA ENT AS TUTOR Parent volunteers, trained by

teac ers in tutoring techniques, are recruited to super-Ntise interest areas in the classroom while teachers workwith other small grourrs of studentt to build skills. Afterinitial child screening, pa.crits receive a comprehensiveorientation to the project to learn abouvbasic pareritingskills. At that time they are introduced to the Parent,Acfivity Cards for home use. During the course of aleyear, 'parents and staff have many opportunities for in-teraction. Since .the parenting component has just be-come a major part of the project, patenting effectivenessmeasures ake still in the process of being devised.

INSTRUCTIONAL METHODS AND MATER!.ALS The Parent Activity Cards list at least 10 activitiesdesigned to strengthen or reinforce a specific basicskill.Parents guide their children through these experiences,utilizing many different types of home activities. (Seepg. 49 for information on ordering instructional mate-rials.)

EVALUATION Generally, students afe making aca-demic gains of greater than 1 month for every monthin the project. The following tests and assessment in-struments are used: Peabody *cture VocabularY Test,

, isual Motor Integration Testand Motor Activity Scale. School systems in which theparenting element is an important component showgreater gains than others.

SERVICES AVAILNBLE The project can provide in-tensive training for diagnosis of developmental skills; areinforcement curriculam based on a sequential skill list;parentiin-service *training; and parent tutoring sessionsto- teach the uSe of the Parent Actiitity Cards.

IMPLEMENTATION REQUIREMENTS All socio-econoric liackgrounds are represented in the 10-war-old project funded by Title I, Title II, Head Start,:ritleIV-C and the NDN. Four to 5 parent volunteers areinvolved in each classroom, with professional staff needsincluding a teacher and a learning disability consultant.Curriculum and screening materials cose$100 per set.Per pupil costs vary with individual districts.

CONTACT Luceille Werner, Project Director, 114 North Second Street, Peotone, IL 60468,

312/258-3478

EDUCATION IS A FAMILY AFFAIRCALENDAR Ok SKILLS

+x+ A K-6 P. %Inv An&

ReadingWritingMathematicsOral Commun.ication

K.6UrbanSuburbanRural

DESCRIPTION This project seeks to encourage pa-rental involvement in children's eduqation through dailyschoolwork-related exercises designed to produce higherstandardized test scores and increased communicationand parenting skills. ;chool staff members have devel-oped a calendar of skills for each elementary grade toassist parents in reinforcing basic skills. Parents receiveorientation in the use of the calendars at the beginningof the school year And are encouraged to attend work-shops throughoshe year.

Close cooperation is fostered between parents andteachers with a Parent Advisory Council providing voltuable feedback and assistance for improvement of thecalendars. The project is backed by a Parent Counselingand Resource Center and an adult continuing educationcourse, which assist parents in interpreting school re-quirements and in teachitrg basic skills. Well-designedmaterials, school diffitrict commitment, and an effectivecommunity-wide media campaign all contribute to thisproject's success.

PARENT AS TUTOR Parents ire encourahed, but notrequired, to participate in orientation sessions held dur-ing the annual district open house, where they receivean overview of the project and suggestions for daily useof th'e calendars. Calendar activities which promote fam-ily relationships and communication also increase pa-rental awareness of school activities. The continuingeducation psychology course provides supplemental in-formation a& a com'prehensive set of activities for useat various grade levels:

INSTRUCTIONAL METHODS AND (MATERI.ALS The calendars include suggestions for daily activ-ities involving a variety of instructional methods, materialsand exercises for basic skills improvement, all of whichparallel classroom activities. The use of Common house-hold materials is stressed, with learning sheets, minimalwork and math competency lists, and problem-solvingbaseline's are also included. Parents and children to-gether make the necessary materials ahd engage in pro-ductive activities such as cake-baking or preparing forholidays. The improvement of family communicationsand parenting skills is emphasized. (See pg. 50 for in-formation on ordering instructional materials.)

EVALUATION The effectiveness of the project is ev-idenced by informal surveys and evaluations, and bycontinued requests for materials from within the schooldistrict and throughout the country. Since several basicprojects for Upgrading basic skills were launched con-currently in the district, it is impossible to extract formalstatistics for this project alone. However, StanfordAchievement Test scores have risen during the courstof this project.

SERVICES AVAILABLE Copies of instructional ma-prials can be provided.

IMPLEMENTATION REQUIREMENTS Funded bythe local school sYstem, this project has distributed 55,000calendar packets to families. A steering committec ofprofessionals and parents disseminates information, up-dates the calendar and provides parent orientation forthis 3-year project.

CONTACT Herb A. Sang, Superintendent of Schools, 1701 Prudential Drive, Jacksonville, FL 32207, 904/390-2115

31

32

FAMILIESLEARNING TOGETHER

M1.1111==.

+X+ K 6 411.

MathReadingK-6AdultUrban

DESCRIPTION Based on a cost-effective and academ-ically sound family learning curriculum, this project isdesigned to build the skills of children and adults si-multaneously. Focusing on children from kindergartenthrough sixth grade and on adults of any age, the projectuses field-tested "recipes" related to everyday home tasksand equipment to teach basic skills and increase adult

\knowledge, while at the same time enhancing attitudestoward home and family responsibilities. These recipesare based on the Home and School Institute's theoriesof everyday experimental learning and can be provided,through school systems or directly by mail.

While parents provide the facilities and equipmentneeded, school systems often assist whh recruitment andmaterials dissemination. Geared to 'the Adult Perfor-mance Level standardized approach to adult learning,the project specifically encourages parents to improveiheir own basic reading and math skills along with thoseof their children. The success of the project is predicatedupon a "non-deficient" approach to the family whichbuilds on sirengths rather than pinpointing weaknesses.In addition, complementary, non-adversary roles aredefined for both families and schools.

PARENT AS TUTOR Adults and children learningtogether use topics occuring in daily life to create aneffective learning environinent. Home and communityreSponsibility are stressed in addition to basic skills. Afterextensive orientation and training, parents and teachersattend in-service workshops provided by the Home andSchool. Institute. Parents are exposed to the adult basiceducation materials at the same time that they presentthese basic skills to their children.

INSTRUCTIONAL METHODS AND MATERI-ALS Learning materials are presented in 2 groups, ac-cording to elementary grades .K-3 and 4-6, withinstructions provided to adults at an elerrientary readinglevel to ensure use by all participants. Ah activity bookis provided which outlines exercises using materials eas-ily found in the hotrie. Each activity lists learning ob-jectives for both parent and child and includes suchmethods as information gathering, problem solving, dis-cussions, visual discovery and physicil construction. (Seepg. 48, Home and School Institute, far information onordering materials.)

EVALUATION The school system uses standardizedtests for diagnostic and evaluative purposes./Parents alsoconfer with teachers about their personal progress andthat of their child. The Home and School Institute pe-riodically studies results of standardized tests, and in-formal comments by parents also provide feedback ongeneral project effectiveness..

SERVICES AVAILABLE The pro j.ct offers technicalassistance and staff training in sch ol and family-com-munity involvement programs.

IMPLEMENTATION REQU1RMENTS This 3-year-old project, which has many ad ptions throughout thecountry, is supported by Title I funds and local foun-dations. The project has beeli implemented with dif-ferent socioeconomic groups t a per pupil cost of about$5 in adoptions including 50 students or more. Staffneeds vary according to pyoject size, with 1 part-timeor volunteer administrator; per ichool being an optionalcomponent.

111111111b, =11111111111111111111116.

CONTACi Dr. Dorothy Rich, home and School Institute, do Trinity Coi;4e, Washington, D.C. 20017,202/466-3633

GRAND RAPIDS ACADEMICSUMMER PROGRAM(GRASP)

MathReadingWritten Commun-

icationOral Commune

icationK-8

+X÷ f A K-8 Oa%tie AMCUrbanSuburbanRural

DESCRIPTION Developed as a cost-effective substi-tute for traditional summer school, this copyrightedproject allows parents and children to work togethertoreinforce basic skills in reading and math. Upon rec-oinmendation from teachers, parents enrolling theirchildren contract to tutor them in reading and/or mathovershe summer months. Parents receive a handbook,atteifd an orientation meeting, and may call prbjeCt per-sonnel for tutorial assistance.

Students are given a packet of 10 modules with answersheets to be sent to a central scoring station where trainedpersonnel process the responses and return the cor-rected copy with comments within 2 days. Awards aregiven to those students who complete at least 8 modulesby the end of the summer. Other school districts haveadopted this project, which also can be replicated bydirect 'negotiations of parents with the Grand RapidsPublic Schools' project. Success factors include the useof a correspondence format, the involvement of parents,and reasonable cost.

.PARENT AS TUTOR After parents agree to tutor theirchild, a parent meeting giving further details is sched-uled, at which learning packets are explained and dis-tributed. The packets include parent instructions and asupplemental handbook. During the summer, scoringcenter staff may initiate communication with parents asthe need arises and parents may call a designated phonenumber for assistance. During the initial stages of theproject, parents meet to discuss details and share con-cerns.

INSTRUCTIONAL METHODS AND MATERI-ALS A typical packet contains 10 modules or lessons,10 answer sheets, 10 envelopes, a pencil and completeinstructions. The learning sheets are picturesque, con-cise and clear, and allow the parent to work with thechild using questions and answers, discussions and prob-lem-solving techniques. Completed assignments are sentto the scoring center and then returned with writtencomments which help the parent and student with suc-ceeding modules. Each module is constructed to rein-force or reteach basic skills appropriate to the level ofthe individual child. (See pg. 50 for information on or-dering instructional materials.)

EVALUATION GRASP believes that parents' com-ments provid'e the best indicator of success. In addition,records are kept on students completing the programand are distributed to each disti'ict at the end of theproject. Approximately 55% to 657 of students com-plete at least 8 modules.

SERVICES AVAILABLE The project director canprovide information by telephone or in writing to schooldistricts wishing to participate. In addition, the directoris available as a consultant to those districts desiring tobecome regional scoring Centers.

IMPLEMENTATION REQUIREMENTS Approxi-mately 10,000 students and their parents are involvedin this summer project, funded by Title I and the GrandRapids Public Schools. Per pupil costs, adjusted an-nually, were about $25 in 1980. Staff needs include 1administrator and 3 part-time professionals in this 5-year-old project.

CONTACT William J. Oosse, Director, Grand Rapids Public Schools, 143 Bostwick Ave., N.E., GrandRapids, MI 49503, 616/456-4960

33

PARENTINVOLVE1WENT PROGRAM

-1-X÷ 1-4 %lastReadingMathQrades 1-4Suburban

DESCRIPTION Originating out of a local basic skillsmonitoring program developed for the Wake CountyPublic Schools, the goal of this parent involvement pro-gram is to improve the achievement levels of studentsin grades 1-4 in the specific areas of reading and math.Specific activities designed for achievement of this ma-jor objective include in-service training for parents ofstudents in the targeted grades to improve their par-enting skills.

Parent involvement in the schools is promoted througlran extensive media campaign. Public service announce-ments on radio and ..television and signs on billboardsare designed to encourage parents, to become involvedin their child's school and the educational process ingeneral.

Parents are provided a newsletter which describesactivities parents may do with their child at home to im-prove reading and math skills. The results of homereinforcement are analyzed through comparative studiesof test results using control and experimental groups in ,the schools.

PARENT AS TUTOR In-service training for teachersand aides enables them to develop skills needed to workeffectively with a variety of parent populations. Thesessions provide an opportunity to discuss the technicaland theoretical aspects of parent involvement in theschools as well as exchange ideas which will enhanceinteraction between parents and educators.

Specially designed workshops are offered to parents'to increase parent awareness and involvement: Becausethe needs of children demand that teachers and parentswork together, these workshops focus on developingthe skills and sensitivity necessary for teachers and par-ents to sudcessfully interact and communi'cate.

Brochures and newsletters for parents which providetips on a variety of topics, including waYs of becomingmore involved with the school system, suggestions forparents to' use when communicating with teachers andideas that parents can use at home with their childrenare distributed throughout the school system.

INSTRUCTIONAL METHODS AND MATERI-ALS Selected tehchers in grades 1-4 provide readingand mach activity newspapers for parents to use withtheir children at home during the school year. Eachnewspaper contains a varitty of activities related to thedevelopment of specific skills.

Four times each year materials based ppon learningobjectives and the child's skill level are distributed. Thecompleted materials are 'returned to the school and re-viewed by the teaching staff. Careful monitoring of thechild's work enables the teacher to determine the skillswhich have been mastered. A report of the conferencewith the child is provided to the parents so that theyare provided regular feedback On their child's progress.

EVALUATION' Both formal and informal evaluativemethods are used. Review of pre-post test results usingthe CAT and the Basic Skills Monitoring System providehard data on skills acquisition. Parents and students com-plete questionnaires about activities and their useful-ness. Recommendations for modification of materialsand procedures are based on these results.

SERVICES AVAILABLE Information not provided.

IMPLEMENTATION REQUIREMENTS Although ithas not been determined exactly how many parents areinvolved in the project, approximately 2,000 studentsare served. The program operates on a $58,000 grantwhich provides for materials and staff salaries. This 3-year-old project is implemented with 1 full-time coor-dinator and 1,aide in seven targeted schools.

CONTACT Susan Lilley, Coordinator, Wake County Public School System, 601 Devereux Street, Box28041, Raleigh, NC 27611, 919/755-6036

PROJECTHELP

slaie

r,

ReadingFirst GradeUrban

DESCRIPTION This home-school interaction projectsystemadcally combines teaching in class with reinforce-ment at home by parents who teach early elementaryreading skills to their children. Teacher expertise andparental experience complement each other in activitieswhich include the establishment of reading objectives,the provision of support from school and home to achievethose objectives, and low-cost implementation. The basalreading program and achievement test results provideinformation from which objectives in basic skills aredrawn up. Teachers develop activities which enable stu-dents to master the ob;ectives at home with their par-ents.

Activities, referred to as "recipes," are sent home withthe child every other week, and after the activities arecompleted the child returns a feedback sheet to theteacher who records the information. A home-schoolliaison staff person is available to answer questions andto explain the project to parents. Parents have an op-portunity to provide feedback to the teachers about therecipes, and in-service sessions are suppleinented byregularly scheduled meetings with the teacher to helpmaintain parental involvement. Factors contributing tothe successful implementation of this project include ahigh degree of teacher involvement, the young age ofthe students and the increased interaction between par-entt and teachers throughout the school year.

PARENT AS TUTOR A home-school liaison personmaintains contact with parents and promotes the projectin the community. This staff person explains activitiesto parents and works to see that recipes, which are senthome once every 2 weeks, are returned. In-service ses-sions for parents provide updates on the project andallow problems to be discussed. Parents are also-invited'to review the child's progress with classroom teachersand are encouraged to complete reports providing feed-back on the recipes.

INSTRUCTIONAL METHODS AND MATERI.ALS Classroom teachers develop learning activities orrecipes based on the district reading series, standardizedtest results and parent recommendations. Designed toutilize materials found in the home, the recipes providesimple, easy-to-read instructions. Activities are short,lasting 15 to 20 minutes. At school, an activity sheet ismaintained for each child to keep track of progress withthe recipes. (See pg. 50 for information on orderinginstructional materials.)

35

EVALUATION Over, 4 years of project implementa-tion, all first graders have shown significant gains onstandardized achievement tests developed by the proj-_ect. Results from- the California Achievement Test arecurrently being analyzed and will soon be available.

SERVICES AVAILABLE The Project HELP staff pro-vides assistance in the development of materials and stafftraining. Although most help is offered by telephone,staff can travel to replication sites in the central andmidwestern areas of the country.

IMPLEMENTATIO1 REQUIREMENTS The 4-year-old project serve between 300 and 350 childrenand their parents, predo inantly Black and low-incomesat an approximate per pu il cost of $5. Funded TitleH the project requires thnirna1 funds to operate. Forexample, start-up efforts to'develop recipes may be partof a .teacher's regular duties. Except for a home-schoolliaison person, there is no ne d for supplemental staff. 4

CONTACT Gladys Peeples Burks, Director, Benton Harbor Area Schools, 24.0 Jefferson Street, BentonHarbor, MI 49022, 616/926-8253

36

OPERATIONFAILSAFE

X÷ K-12 rtii TaintMathReadingK-12UrbanSuburban

DESCRIPTION This project, based upon the philos-ophy that responsibility for student achievement shouldbe shared by home, school and community, offers astructured support system for parents of, students inelementary and secondary schools. Project objectivesinclude greater parental involvement, improved studentdiscipline and increased student attendance and achieve-ment. Components of the projectan awareness cam-paign, individual parent-teacher conferences, thedevelopment of materials and their distribution' to par-ents, the use of computer-generated activities, and eval-uationassure a full range of services.

Parent-teacher conferences, held in the fall and spring,give parents the opportunity to discuss their child, toreceive project materials and to learn how to assist theirchild with math and reading at home. Computerizedreading prescriptions list activities for parents to usewith their children, and a computer-generated careerplanning profile is provided for secondary students. Im-portant to the success of the project have been the sup-port of locarmeala and busineises and the cooperationof gchoo1 administrators and staff.

PARENT AS TUTOR During Conference Days, whenparents meet with teachers, Fail-Safe materials are ex-plained and an advisor is available for further informa-tion. DIAL, the homework hotline, is available to parentsand students for homework assistance. Parents, en-couraged to continue their role as primary educators oftheir children, have the opportunity to review their child'sprogress during individual appointments with teachers.Parents learn how to teach their children at home andcontracts are signed to ensure that student, parents andteachers work together.

INSTRUCTIONAL METHODS AND MATERI-ALS Materials are used which enhance basic readingand math skills and encourage career planning. Pointsfor Parents books in reading and math provide exercises,pictures, suggestions and directions for parents. Prog-ress forms, reading lists, and vocational or career infor-mation are also included in the materials, as are otherstandardized materials on games and activities. Readingmaterials and explanations are offered in Spanish.

EVALUATION In 1980, professional evaluation of theproject brought a 75% positive response, while parentalassessment was 95% positive. Other means of evalua-tion include the Parent Evaluation Form, the Profes-sional Evaluation Form and sign-in sheets to verifyattendance. Results from district-wide use of the IowaTests of Basic Skills and the Tests of Achievement andProficiency indicate that academic achievement in grades1 through 6 meets or exceeds the national norm, whilea significant improvement is noted at all secondary gradelevels.

SERVICES AVAILABLE Consultant services, stafftraining and in-service materials are available upon writ-ten request.

IMPLEMENTATION REQUIREMENTS The proj-ect, entirely supported by local funds, served 51,871parents during 1979-80, and 192,802 students in 1980-81. The 1979-80 budget was $347,000, representing209,968 conferences at $1.65 each. The project is 3years old.

CONTACT Sarah Cordray, Consultant/Guidance and Parent Support, Letitia Plummer, Executive Director/Guidance and Parent Support, Houston Independent School District, 3830 Richmond Avenue, Houston,TX 77027, 713/623-5151

THE "R"CONNTCTION

ReadingPre-Kindergarten.12

Pre-K-12 PA %IRO 11 UrbanSuburbanRural

DESCRIPTION This project, consisting of a televisionseries fOr parents about children's reading, as well as aseries of statewide workshops for parents, is designedto increase parenting skills, to demonstrat learning ac-tivities supporting reading in the home and to fosterreading enjoyment and positive parent-child, home-schoolrelationships. The "R" Connection series consists of 15half-hour videotaped programs divided into 3 segmentS:preschool through grade 3; grades 4-6; and grades 7-12.Widely received by Public Broadcasting stations, PTA's,local education agencies and individuals, the tapes em-phasize reading improvement and home activities in-volving parents and children.

The state-Produced videotapes were developed tosupplement an already existing parent workshop net-work which encourages communication between par-ents and schools. An instructional guide and pamphletsare provided for parents, offering information about child-rearing, community resources, and child-parent inter-action in educational programs. Several of the tapes havebeen signed for the deaf. Factors contributing to successinclude technical assistance from professional televisionpersonnel and a qualified staff of writers and producers.

PARENT AS A TUTOR The television programs, di-rected at parents, focus on the learning process and theemotional factors which increase or hinder performance.Actual activities are suggested to help children improvebasic reading skills. Career education and communica-tion components ofthe programs encourage awarenessof the developmental process and of the need for self-confidence in children. Program planning guides con-sisting of book lists, word lists, questionnaires and tasksare provided with each tape. Suggested activities areviewed in workshops to enhance parental understand-ing, and feedback sheets allow for parental suggestionsto be incorporated in the project. An instructional guidefor parents provides additional information about therole of ,parents in their children's education and offersaiixillary resources at state and local levels.

INSTRUCTIONAL METHODS AND MATERI-ALS instructional materials are provided primarily insheet form. Tasks, questionnaires and pre- and post-testsare included throughout the workshop training sessions.Well-organized objectives and activities are provided foruse with tapes, and parents may work on them individ-ually or .in small groups. Many workshops encourageinteraction among parents and with school professionalsto increase communicnion. Materials and exercises em-phasize the uniqueness of each child. (See pg. 50 forinformation on orderpg instructional materials.)

EVALUATION An attitude scale is provided with eachtape for completion after viewing and discussing its con-tent. Among factors considered are clarity of objectives,usefulness of material, and general workshop design.

SERVICES AVAILABLE Project staff can share ma-terials developed for this project and will assist with anyproblem encountered in the implementation process.

IMPLEMENTATION REQUIREMENTS More than2,000 studenti and 3,000 parents have been involvedin this statewide project suitable for any socioeconomicenvironment. Originally state-funded, it is now receivingsupport under Title II. Operating costs are about $24,000for salaries and $30 per tape reproduction. One coor-dinator is needed to implement this- project, which is 1year old.

CONTACT Betty R. Johnson, Director, Indiana Department of Public Instructidn, Division of ReadingEffectiveness, 229 State House, Indianapolis, IN 46204, 317/927-0194

37

38

VOLUNTEERS IN SERVICEIN OUR NEIGHBORHOOD(VISION)

ReadingWritten Communication

0Oral Communication

1111 A +X+ Pre-K-8 timeMathematicsPre-Kindergarten-8Suburban

DESCRIPTION A non-profit organization charteredby the State of Illinois, VISION strives to increase theeducational proficiency of its students through parentalinvolvement in the educational process and the devel-opment and dissemination of materials for use at homeby parents with their children. Serving 3 elementaryschools and 1 junior high school, the project has anongoing training program for parent volunteers at homeand in the classroom. A Mobile Libiary is available withinwalking distance of each family's home.

This project, in existence before federal funding be-gan, continues to sponsor parent-teacher human rela-tions workshops, community information programs,newsletters, cultural .enrichment activities and home-school linkages. A Board of Directors representing par-ents and community members oversees the project. Fac-tors contributing to success are a dedicated staff livingwithin the school district and a close working relation-ship between the project staff and school administration.

PARENT AS TUTOR A series of bi-monthly basicskills workshops is held for parents. A curriculum guidefor these workshops is being developed, and for parents'who are unable to attend, a monthly newsletter offersa column of teaching tips for use at home. A Devel-opmental Lab provides materials and instructions to par-ents for making learning aids. Parent involvement andeffectixeness are assessed by surveys and during the bi-monthly workshops.

INSTRUCTIONAL METHODS AND MATERI-ALS Each bi-monthly workshop includes instructionsfor the creation of learning aids for home and classroom_use. The Developmental Lab is used to design these aidsor learning packets, and a catalog of basic skills learningaids, games and mobiles is disseminated to the parents.Materials for home use are also available from the Mo-bile Library. The monthly newsletter, besides offeringtips to parents in the project, provides other informationabout school and family activities. (See pg. 50 for in-fdrmatiorr on ordering instructional materails).

EVALUATION Since this is a new project, the comingyear will determine VISION's effectiveness in attaininggoals and objectives. Itecords of phone calls, personalcontacts, and workshop attendance are maintained. Sur-veys indicate that most parents are using the materialswith their children. A record is kept of parental use ofthe Mobile Library.

SERVICES AVAILABLE Staff can provide a catalogof all learning aids available through the DevelopmentalLab, and technical assistance with learning aids, parentalInvolvement, press releases, newsletters and flyers.

IMPLEMENTATION REQUIREMENTS Parents in713, families work with 1,100 students in this schooldistrict of working class and middle class residents. TitleII and Title VI grants underwrite the costs of operation,which are $49,946. A minimum of 1 director, 1 sec-retary/bookkeeper, 1 developrnenial lab technician and2 paid volunteer coordinators are needed to run thisproject, which is jirst 1 ye(ar old.

CONTP CT Janice R. Grasse, VISION Director, School District 151, Roosevelt Community EducationCenter, 320 'East 161st Place, South Holland, IL 60473, 312/331-1080

SECTION THREEHOME-BASED SERVICE DELIVERY PROJECTS

Projects Page

Bear River Head Start 41

Home-Based Early Childhood Program 42

Outreach: Macomb Birth to ThreeRegional Project 43

The Portage Project: A Home Approach to EarlyEducation of Handicapped Children in a Rural Area 44

Teaching Research/Oregon Parent Training Network 45

39,'

40

HOM&BASED SERVICE DELIVERY PROJECTS

As Martha Walsh observed- Mrs. Krupp and her son, Timothy, she was struck not only by the improvementsin Timothy but at how relaxed Mrs. Krupp seemed, as though she had been tutoring for a lifetime and notjust two short months. When Martha demonstrated the next set of activities for Mrs. Krupp, Timothy laugheddelightedly.

The projects described in this section place special emphasis on increasing parental effectiveness by workingwith the parent andshild at home. Paraprofessionals visit the home of participating parents on a regular basis.During these sessions, the home-visitor may demonstrate a new learning activity and then observe-the parentas they practice it. The home-visitor may provide feedback and guidance to the parent on improving theirtutoring techniques. The home intervention projects described include:

Bear River Head StartlParaprofessionals visit each home weekly to review skills, teach new ones and plan

for the next session.Home-Based Early Childhood ProgramProvides planned developmental activities and materials for parents.The Portage ProjectParents assume the role of a teacher as they identify skills needed by the child, teach

the child and assess the child's progress.Outreach: Macomb Regional ProjectProvides home-visits and group activities for parents of developmentally

delayed children._ID Teaching ResearchlOregon Parent Training NetuvrkDesigned for parents of handicapped children, this

innovative project may be implemented in a home or clinic setting.

BEAR RIVERHEAD START

40! Ilhe-co,School Skills ReadinessNutrition and Health (Preventative)Pre-schoolRural

DESCRIPTION This project, providing regular plannedhome visits to parents of preschool children in low-income families, teaches techniques of skills improve-ment and disseminates information about health, edu-cational and dental !:ervices. Trained staff ,nmbers visiteach home Areekly for review, teaching anti planning forthe coming week. In addition, the Home Start TrainingCenter offers weekly group sessions, planned by theparents, for support and instruction. A weekly preschoolgroup for children is also available. An inclusive Cur-riculum Guide lists goals, justifications, objectives, ac-tivities, reinforcement activities and parental sugges-tions for each week of the school year..

While similar to the Head Start Program, this projectplaces special emphasis on the learning which takes placebetween parent and child in the home. Parents are thor-oughly involved in goal setting and lesson planning. Inaddition, parental involvement is enhanced by the factthat many home visitors are peers. Elements of successin this project include its focus on the development ofparental knowledge and skills; its provision of compre-hensive educational, health, nutritional and communityinformation and services; and the participation of par-ents.

PARENT AS TUTOR Home visits include instructionin parenting, health and nutrition; skills building; andplanning for weekly activities. Parents are invited to theTraining Center for weekly group activities planned byparent2, and special support groups for parents of hand-icapped children are also provided. Instruction for par-ents includes step-by-step sequential directions foractivities which bring parent and child together.

INSTRUCTIONAL METHODS AND MATERI-ALS Following instructions from the Home Start cur-riculum guide, parents create materials in the home whichfocus on activities such as cooking, carrying out house-hold chores, learning about safety and health, or readingstories. The visiting paraprofessional helps parents learnto use the materials, which may includejearning sheets,games, music, poetry, pictures, fabrics and food. Effec-tive parenting skills are taught and self-image enhance-ment is encouraged. (See pg. 50 for information on(rdering instructional materials.)

EVALUATION Standardized tests and informal skillchecklists are used in pre- and post-test patterns, andchecklists are updated frequently throughout the year.A project evaluation conducted by consultants showedthat, based upon 11/2 hours per week of home assistance,gains were equivalent to those made in other preschoolprojects offering 15 hours per week of service.

SERVICES AVAILABLE A curriculum guide is avail-able and other services may be provided upon request.

IMPLEMENTATION REQUIREMENTS The first 3years of this 9-year-old project were devoted to devel-oping a demonstration project. At present, Home Startis funded by the Administration for Children, Youthand Families and serves about 36 students and an equiv-alent number of parents. Per pupil costs are about $1,200to $1,400. A director and 1 home visitor for every 12children are needed to staff this project.

CONTACT Sheri Noble, Director, 495 East Fifth South, Logan, Utah 84321, 801/753-0051

41

HOME-BASEDEARLY CHILDHOOD PROGRAM

Preschool-A Elementary =le

CommunicationPreschool-ElementaryRural

\\,

, \DESCRIPTION: As pact of the Child Health and De-Velopment Program, which seeks to increase the effec-tiveness of parents as teachers of their children, theHorne-Based Early Childhood Program sends trainedhome visitors to families to screen for learning problemsand instruct parents in working with their children. Wiicnchildren up to 3 years of age are visited at home, theirparents receive a Developmental Task List of sequentialactivities for use with them. These children also partic-ipate in project-based activities, receiving no instructionat home. Parencs of children aged 5 to 7 receive hoMevisits to learn how to work with materials paralleling thechild's school work. All home visitors, under the direc-tion of a child developMent specialist, serve as a linkbetween project staff \and home.

The project works in conjunction with health, safetyand nutritional information projects of the Board ofEducation and social service agencies. A registered nurseis on the staff, providing health and nutrition servicesto families and conductin,4 yearly physicals for the chil-dren. High school students serve as volunteers in proj-ect-based activities, as do college students who earn creditfor a practicum experience. The success of this projectis predicated upon the dedication of a well-trained staff;'the support from local educators, county officials andsocial service agencies; and the active involvement offamilies.

PARENT AS TUTOR Parents receive training at tomefrom visitors, who also present suggeved activities forthe week in written form and discuss them with parents.Parents of preschool children may attend group meet-ings as well to learn new skills. Home visitors evaluateparental techniques and receive feedback on each week'sactivities.

INSTRUCTIONAL METHODS AND MATERI-ALS Methods are based on the needs of the individualchild and on the parents' ability to provide instruction.The Home-Br qed Curriculum, designed to be used byparents or early childhood educators, includes 3 basicinstruments: a profile, activities and task lists. After ad-ministration of the Denver Developmental Screening'Test to diagnose developmental lags, home visitors usetheTreschool Development Profile to provide a check-list of skills which will then serve as a guide for activities.Sample activities include games for coordination andmotor development, problem solving using householdmaterials, and language development experiences. (Seepg. 51 for information on ordering instructional mate-rials.)

EVALUATION The Home-Based Curriculum is pro-grammed with built-in evaluations which require no othermaterials. The project has been validated by the Stateof Tennessee.

SERVICES AVAILABLE The Carroll County Pre-school Developmental Curriculum is available from theproject. In addition, staff training can be provided at theproject site.

IMPLEMENTATION REQUIREMENTS Onehundred seventy-five students and an equal number ofparents, about half from low-income families, are in-volved in this federally-funded project. Staff needs in-clude a project director, 2 home visitors for preschoolchildren, 2 home visitors for children aged 5 to 7, 1registered nurse and 1 referral aide. Operating costs forthis 6-year-old project are about $130,000.

CONTACT: Sherry Tarwater, Child Health and Development Program, Carroll County Board of Education,

P.O. Box 510, Huntington, TN 38344, 901/986-4482

).

OUTREACH:MACOMB BIRTH TO 3REGIONAL PROJECT

A Birth4CommunicationBirth-3Rural

DESCRIPTION Affiliated with the Western IllinoisUniversity College of Education, this project providesa primarily home-based service delivery of educationaland remediation activitiesincluding medical stabili-zation, parent and family support and individualizedlearning activitiesfor developmentally delayed hand-icapped children who may also be "high risk." Childdevelopment specialists visit each home weekly, work-ing 'With parents to help them interact more effectivelywith their children. A mobile unit travels around thedistrict, offering sharing centers for those children andtheir parents who do not have access to a sharing centernear home. Parent study groups are held at these cen-ters, giving parents and children opportunities to shareexperiences and tO learn new skills.

Individual educational plans are written by the projectstaff in which the core curriculum materials are tailoredto the child's needs. Cognitive, language, self-help, grossmotor, fine motor, social and sensory developmentalareas are addressed. The project cooperates with aux-iliary services, providing medical and nutritional infor-mation to participants. An advisory council gives directionto parent study groups and other group activities. ThisJDRP-approved, NDN project owes its .success to the:use of a mobile unit to provide easy access to services;the adoption of a non-differentiated staffing pattern; andparental involvement.

PARENT AS TUTOR Parents participate in groupactivities as well as home visits, and the project operateson the assumption that meeting the parents' needs willhelp the development. Sharing centers meet ev-ery 2 weeks in local churches, community buildings andhomes. Six or 7 families form a group whose member-ship remains constant. Topics for study at the sharingcenters include Parent Effectiveness Training, childmanagement techniques, language development andnutrition. Consultants are brought into the group asparents express a need for them.

INSTRUCTIONAL METHODS AND MATERI-ALS individual goals are established twice yearly aftera 4-week period of observation and testing. Qualifiedchildren and their parents receive home visits from trainedchild development specialists, at which time weekly in-dividual education,plans are reviewed and skills are taught.A charting system allows for the provision of a com-puterized 'information base to monitor improvement.Extensive materials are used, including a series of "BabyBuggy" papers providing sequential, developmental chartsfor skills and guidelines for materials development. (Seepg. 50 for information on ordering instructional mate-rials.)

EVALUATION In addition to score comparisons onthe Alpern-Boll and REEL standardized tests, evaluationis'carried out by staff members who personally visitreplication sites twice yearly. Project components areobserved and parent questionnaires are assessed. Chil-dren show gains in all developmental and skill areastested, and sttrvey resu .ndicate "parental gains as well.

SERVICES AVAILABLE taff can offer training basedon project components: curr ulum, home visits, sharingcenters and water activities. frials, including a seriesof "Baby Buggy" books and pap s, are also available.

IMPLEMENTATION REQUIREMENTS A total of4501students and their parents are served at 15 projectsites by project personnel, who include an administrator,11/2 staff persons fot every 15 children, and auxiliaryspecialists as needed. Start-up per pupil costs are $2,411,while ongoing expenses are $2,237 per child. This proj-ect is 7 years old.

CONTACT Patricia L. Hutinger, Director, Bonnie Smith-Dickson, Coordinator, .Western IllinoisUniversity, 27/ Horrabin Hall, Macomb, IL 61455

43

44

THE PORTAGE PROJECT: ,

A HOME APPROACH TO EARLY EDUCATIONOF HANDICAPPED CHILDRFN IN A RURAL AREA

A Pre-K Ctiv

Oral CommunicationPre-KHandicappedRum!

DESCRIPTION The Portage Project is a home inter-vention program serving handicapped children from in-fancy td 6 years of age. Based on the prlmise that parentalinvolvement is a key ingredient in the long-term effec-tiveness of early childhood intervention, this projecttrains parents to teach their own children at home. Ahome teacher works with the parent, using a curriculumassessment and planning guide to develop curriculumobjectives for the child. Parents work with the child ona daily basis, recording progress on an activity chartwhich serves as a source of continuous feedback forassessing the child's performance and for planning ob-jectives.

This JDRP-approved, NDN project has 'bee-1i repli-cated at more than 40 sites. Foreign interest is evidencedby the Peruvian Ministry of F :ucation's naming of thisproject as a cost-effective means of providing early ed-ucation services to poverty families, and by a 1980 voteat a conference of the Asian Federation on Mental Re-tardation to adopt the model Fir parent training. Thekey factor in this project's success is the quality of thepartnership between parents and staff.

PARENT AS TUTOR Curriculum objectives are writ-ten cooperatively by professional and paraprofessionalh gne teachers and parents. Parcnts and children arevisited weekly by a home teacher who use:, a curriculumguide, a chec41ist of behaviors and a carL file of activity.ideas to help( devise a learning strategy for the child.Feedback is provided daily to parents and weekly tostaff. Parents and teachers review the child's activitychart, which is a record of the child7s responses, in orderto gear the curriculum to the child's changing needs.Activities are introduced by the home teacher, who thenobserves the parents as they practice with their child.

INSTRUCTIONAL METHODS AND MATERI-ALS Using the Portage Guide to Erify Education, avail-able in. Englisil or Spanish, parenlet write curriculumobjectives based upon present and desired behaviors. Acard file is then used to provide specific methods ofeliciting and reinforcing the pinpointed responses. Thisguide, invaluable to families of handicapped children, isalso used successfully in programs serving "normal" chil-dren. After each weekly evaluation by the home teacher,3 to 4 prescriptions are planned to present new activities,and activity charts are prepared based on that choice.(See pg. 51 for information on ordering instructionalmaterials.)

EVALUATION Pre- and post-test results of the Al-pern-Boll Developmental Profile, administered to 130childfen, indicate gains in all aieas ranging from a meanof 9 months in physical development to a mean of 13months in academic skills ddring 6.3 months of the proj-ect. Parental involvement is measured by completion ofspecific home activities.

SERVICES AVAILABLE The project offers technicalassistance in program development, staff training, ewl-uation and follow-up training.

IMPLEMENTATION REQUIREMENTS In 1980, 124children and their parents were servtd by this projectfunded by the Wisconsin Department of Public Instruc-tion and locai school district within the CooperativeEducational Service Agricy. Start-up costs range from$755 to $1,600 per year, and per pupil expenses are$680. Twenty teachers are needed, although the numbervaries according to proj'ect size. The project is 12 yearsold..

CONTACT Paul L. Gundlach, CESA 12, Box 564, Portage, WI 53901, 608/742-8811

TEACHING RESEARCH/OREGON PARENTTRAINING NETWORK

A tat 6, 141.

Oral CommunicationBirth to AdultHandicappedUrban

0 SuburbanRural

DESCRIPTION This statewide project, supported bya core training clinic at Teaching Research in Mon-mouth, Oregon, provides a training model for devel-oping parent competencies in the implementation andevaluation of behaviorally-based intervention programs.

Adhering to the principles of individualized learning,.,):sequentially prepared remedial programs are provided

by clinical staff for parental use in a clinical or homeenvironment. The programs are focused upon 4 ',yeas':1) self-hylp ills; 2) language and communications de-velopment.

if) pre-academic and academic skill devel-

opment; and 4rsocial adjustment. ..

Varents are taught to conduct remedial piograms withtheir child, and a Parent Trainer, with the help of acommunications specialist or physical therapist, assists

, parents in monitoring progress and setting new objec-tives for each child. Successful with handicapped andnon-handicapped children, this'project addresses socialbehavior problems and motor development delay as wellas basic skills. Its effectiveness is attriblited to the em-phasis on parental training, which helps parents cope

i with immediate problems as well as with more long-range attitudes. This project has been replicated on asmaller, scale in 4 states. .. - ....

PARENT AS TUTOR At .home or in a clinict,iparentsare taught to conduct s'pecific learning programs withtheir child to remedy identiOed problems. Parent train-ers work with parents each v..feek to develop lesson plans,monitor goals and review progress. To facilitate the set-ting of individualized goals, parents are instructed toobtain baseline data and record Eiformation. In addition,parents are trained tc) arrange learning environments andto deal with behavior problems. Parent trainers receivefollow-up on-site visits approximately every 8 weeks inOregon and once a year at out-of-state locations.

INSTRUCTIONAL METHODS AND MATERLALS Parents use lesson plans prepared by parent train-ers or therapists, recording behavior on data collectionforms. These forms are analyzed by the parent trainerand used, in conjunction with parental input, as the basisfor the next week's program. Behavioral and skill de-velopment learning approaches are adopted accord'ngto the specific areas needing attention. If the probleminvolves a classroom setting, teachers work with parentsand parent trainers. (See pg. 51 for information on or-dering instructional materials.)

EVALUATION Measurement of success is achievedby monitoring completion of programs, which ate usedas objectives to be met. Eighty-one.percent of the 'pro-grams were successfully terminated and 19 percent werenot. The major reason for unsuccessful termination wasattributed to family moves, with another factor beingparental satisfaction with behavior changes before statedobjectives had been mei.

SERVICES AVAILABLE The staff can offer on-siteawareness workshops, training in the parent trainingmodel, and follow-up on-site technic41 assistance.

IMPLEMENTATION REQUIREMENTS BetweenJuly 1977 and June 1979, this 8-year-old project served726 children and their parents. The project is supportedin Oregon by the state Mental Health Division, and byfederal funds elsewhere. Operating costs are about$24,000, which provides the salary for a full-dine parenttrainer. Additional staff requirements include a com-munication therapist and a physical therapist on a con-sulting basis.

CONTACT Dr. William G. Moore, Chairman, Special Education Department, Teaching Research Infantand Child Center, Monmouth, OR 9 /361, 503/838-1220, Ext 391

45

SEMON FOURORDERING INFORMATION

48

INSTRUCTIONAL MATERIALSUSED IN PARENTING PROJECTS

This' is a partial listing of instructional materials specifically developed by parenting projects which arecurrently being used.

ORDER FROM:

PALSSchool Volunteer ProgramSchool District 111250 Arnow AvenueBronx, NY 10469Attn: Carol Onley

Early Education Project/Parent-Infant ProgramCentral Institute for the Deaf13-1FLSouth EuclidSt. Louis:MO-631-10Attn: Publications Dept.

Home and School Institute, Inc.do Trinity CollegeWashington, DC 20017Attn: Publications Dept.

Home Study Program (Parent/Student Partnership in LearningPrograms)

New Orleans Public Schools4100 Touro StreetNew Orleans, LA 70179

Child-Parent CentersBoard of Education, City of

Chicago -

228 North LaSalle StreetChicago, IL 60601Attn: Dorothy Kellberg

TITLE

BibliographiesAt-Home Activity BooksAt-Home Activity KitsReading Gamesliandbook

Price list and order form availablefor videotape and slide tape productions.

Families Learning Together, $11.00A Family Affair: Education, S8.00The Three R's Plus, $9,00101 Activities for Building More

Effective School Community Involvement, S605Take Homes: Skill Building Activities- for Home Learning(One book available for each Grade: K, 1, 2, and 3), $195

Master Set Of Home StudyLessons and Answer Key, $100.00

List of materials available upon request.

Parent Partnership ProgranriSupportive & Instructional r

ProgramsRoom 118School Administration Bldg.21st & the ParkwayPhiladelphia, PA 19103Attn: Dr. Edmund J. Forte,

Director

Home Curriculum ProgramDetroit Board of Education505- Woodward, Room 816Detroit, MI 48202

The Kenosha Model: AcademicImprovement Through LanguageExperience

Kenosha Unified School DistrictNo. 1

625 52nd StreetKenosha, WI 53141Attn: Tom Zuhlke

A Comprehensive Program forHandicipped Pre-SchoolChildren and Their Families inRural and Non-Urban Areas

Dept. of Children's ServicesSoutheast Mental Health and

Retardation Center, Box 2083Fargo, ND 58103

Family, Infant and Toddler (FIT)Project

Box 1511Peabody College of Vanderbilt

UniversityNashville, TN .3-203Attn: Harris Gabel

Early Prevention of School Failure. 111 North Second Street

Peotone, IL 60468Attn:- Lucerne Werner

Single copies of booklets, flyers, and other materials developedby the school district are currently available at no cost.

Parents Assisting in Reading ManualParents Summer School Manual

Home Curriculum Parent ManualDetroit Objective Referenced TestParent Guide

One copy of the Parent Paper free upon request.Other materials, including a comprehensive training manual,at no charge to adopting agencies.

Publications and price list available upon request.

A Guide to Leading Parent GroupsA Guide Ar Rural Family Implemeiltd Educational Programs(FIT Guide) A Guide for Training Projilsionals Croicerned withEarly Childhood Special EducationCurriculum LItilLitim Guide

Parent Activity-Cards, One set $20.00In Touch with Parents, S5.50Recipes /*or Homemade Teaching Materials, S5.50.

49

50

Grand Rapids Academic SummerProgram

Grand Rapids Public Schools143 Bostwick Ave.,Grand.Rapids, MI 49503Attn: William J. Oosse

Project HELPOffice of State andFederal Programs

Benton Harbor Area Schools240 Jeffers o StreetBenton Harbc r, MI 49022Attn: Gladys Peeples Burks

Education is a Family AffairCalendar of Skills

Duval County Public SchoolsDirector of Communications1701 Prudential Drive

Jacksonville, FL 32207

The "R" ConnectionIndiana Department of Public

InstructionDivision of Reading Effectiveness229 State HouseIndianapolis, IN 46204

Volunteers in Service in OurNeighborhood

School District 151Roosevelt Community 'Education

Center320 East 161st PlaceSouth Holland, IL 60473

Bear River Head Start495 E. Fifth SouthLogan, Utah 84321Attn: Mrs. Sheri Noble

OUTREACH: Macomb 0-3Regional Project

Western Illinois University2- Horrabin HallMacomb, IL 61455

r,

Mathematics Packets and Reading Packets for Grades 1-8,$7.00 each packet

*Parent Handbook, $.75Letter of Agreement, No charge with orderCertificate of Achievement, No charge with orderScoring Service for One Subject (packet), $4,25Scoring Service for Two Subjects (Math and Reading packet

for, same grade), $7.25Achievement Award, $1.00

Materials available at no cost and include sample recipes, acost-effectiveness study, evaluation summaries and programdescriptions. A filmstrip and cassette are available on a loanbasis.

A Calendar of Skills K-6Progressing through School: Facts for Parents

Video cassette tapes. and accompanying program planning guides.(Pre-school to Grade 3; Grades 4-.6; and Grades 7-12)"Parent ParticipationA Formula for Success Workshop"Parent Pamphlets (Instructional Guides for Parents)

Developmental Lab Cataloglist of learning aides used in theproject

Home Start Curriculum Guide, $7.25Curriculum Handout Check Sheets

Complete description of 'dissemination materials availableupon request,

Teaching Research/Oregon ParentTraining Network

Teaching Research Infant andChild Center

Monmouth, OR 9361

The Portage ProjectCESA 12Box 56,1Portage, WI 53901Attn: Paul L. Gurdlach

Home-Based Early ChildhoodProgram

Cart'oll County Board of EducationBox 510Huntington, TN 38344

1.

Complete list of materials and documents available uponrequest.

Portage Guide to Early Education, $32.00Portage Parent Program Instructors Set, $10.00Parent Readings and Inventories, $18.00Parent's Guide to Early Education, $12.00

Carroll County Pre-school Developmental Curriculum, $9.75

"Li

INDICES

Alphabetical Listing

Basic Skills Parenting Projects by Implementation MethodC6mprehensive Parenting ProjectsEducational Materials and.Informational Service ProjectsHome-Based Service D.elivery Projects

Basic Skills Parenting Projects by Subject Matter.All Basic SkillsMathem.aticsReadingMathematics and ReadingWritten CommunicationOral CommunicationBasic Skills ReadinessLanguage and Motor Development

Target Population of Basic Skills Parent ProjectsPre-KindergartenKindergarten-6Youth (Middle and High School)BilingualHandicapped

Projects Approved by the Joint DisseminationReview Panel

Nationally Replicated Projects

Follow Through Programs

Basic Skills Parenting Projects By State

Page

54

55

5555

5656565757575757

5858585859,

59

59

59

60

53

5.iALPHABETICAL LIST OFBASIC SKILLS PARENTING PROJECTS

Acoma Partners in Basks, 4Basic Skills Parent Participation Project, 5Bear River Head Start, 41The Catholic University of America Basic Skills

Parent Participation Project, 6hild-Parent Centers, 7

A Comprehensive Program for Handicapped Pre-School Children and Their Families in Rural andNon-Urban Areas, 8

The Dial-A-Teacher-Assistance Project(DATA Line), 29

Early Education Project/Parent-Infant Program, 9Early Prevention of School Failure, 30Education is a Family AffairCalendar.of Skills, 31Families Learning Together, 32Family, Infant and Toddler (FIT) Project, 10Family Oriented Structured Pre-School Activity

(FOSPA), 11Grand Rapids Academic Summer Program

(GRA,SP), 33Home CurriculumProgram, 12Home Study Program (Parent/Student Partnership in

Learning Programs), 13Home-Based Early Childhood Program, 42The Kenosha Model: Academic Improvement

Tnrough Language Experience, 14Lef lore County, Mississippi Follow Through Parent

Involvement Program, 1.5Operation Fail-Safe, 36

Outreach: Macomb Birth to Three RegionalProject, 43

PALS (Parent Aid in Improving Learning Skills)School Volunteer Program, 16

Parent Involvement Program, 34Parent Participation Program/United Federation of

Teachers, 17Parent Partnership Program/Parent Participation for

Basic Skills Improvement Project, 18Parent Readiness Education Project (PREP), 19Parent-School Partnership Project, 20Parent Trainer Volunteers and Tutors in Basic Skills

for Adolescents in the Intermediate Schools, 21.Parents-As-Partners in Education, 22The Portage Project: A Home Approach to Early

Education of Handicapped Chi Wren in aRural Area, 44

ProjectHELP, 35Project PASS (Parents Active in School Studies), 23The "R" Connection, 37School Volunteers for Boston, Inc./Basic Skills

Improvement Project, 24Teaching Parents Program, 26Teaching Research/Oregon Parent Training

Network, 45Tulare Follow Through, 25Volunteers in Service in our Neighborhood

(VISION), 38

BASIC SKILLS PARENTING PROJECTSBY IMPLEMENTATION METHOD

COMPREHENSIVE PARENTING PROJECTSAcoma Partners in Basics, 4Basic Skills Parent Participation Project, 5The Catholic University of America Basic Skills

Parent Participation Project, 6Child-Parent Centers, 7A Comprehensive Program.for Handicapped Pre:.

School Children and Their Families in Rural and'Non-Urban Areas, 8

Early Education Project/Parent-Infant Program, 9Family, Infant and Toddler (FIT) Project, ,10'Family Oriented StrUctured Pre-School Activity

(FOSPA), 11Home Curriculum Program, 12Home Study Program (Parent/Student Partnership in

Learning Programs), 13The Kenosha Model: Academic Improvement

Through Language Experience, 14Leflore County, Mississippi Follow Through Parent

Involvement Program, 15PALS (Parent Aid in Improving Learning Skills)

School Volunteer Program, 16Parent Participation Program/United Federation of

Teachers, 17Parent Partnership Program/Parent Participation for

Basic Skills Improvement Project, 18Parent Readiness Education Project (PREP), 19Parent-School Partnership Project, 20Parent Trainer Volunteers and Tutors in Basic Skills

for Adolescents in the Intermediate Schools, 21Parents'-As-Partners in Education, 22Project PASS (Parents Active in School Studies), 23School Volunteers for Boston, Inc./Basic Skills

Improvement Project, 24Teaching Parents Program, 26Tulare Follow Through, 25

EDUCATIONAL MATERIALS ANDINFORMATION SERVICES PROJECTSThe Dial-A-Teacher-Assistance Project

(DATA Line), 29Early Prevention of School Failure, 30Education is a Family AffairCalendar of Skills, 31Families Learning Together, 32Grand Rapids Academic Summer Program,

(GRASP), 33Parent Involvement Program, 34Project HELP, 35Operation Fail-Safe, 36The "R" Connection, 37Volunteers in Service in our Neighborhood

(VISION), 38

HOM&BASED SERVICE DELIVERY PROJECTSBear River -Head Start, 41Home-Based Early Childhood Program, 42Outreach: Macomb Birth to Three Regional

Project, 43The Portage Prvject: A Home ApproaCh to Early

Education of Handicapped Children in aRural Area, 44

Teaching Research/Oregon Parent TrainingNetwork, 45

55

56BASIC SKILLS PARENTING PROJECTSBY SUBJECT MATTER

ALL BASIC SKILLSAcoma Partners in Basics, 4The Dial-A-Teacher-Assistance Project

(DATA Line), 29Education is a Family AffairCalendar of Skills, 31Grand Rapids Academic Summer Program

(GRASP), 33The Kenosha Model: Academic Improvement

Through Language Experience, 14Leflore County, Mississippi Follow Through Parent

Involvement Program, 15Parent ParticiPation Program, 17Parent Partnership Program/Parent Participation for

Basic Skills Improvement Project, 18Parent Trainer Volunteers and Tutors in Basic Skills

for Adolescents in the Intermediate Schools, 21Parents-As-Partners in Education, 22Project PASS (Parents Active in School Studies), 23Volunteers in Service in Our Neighborhood

(VISION), 38

MATHEMATICSAcoma Partners in Basics, 4Basic Skills Parent Participation Project, 5The Catholic University of America Basic Skills

Parent Participation Project, 6The Dial-A-Teacher-Assistance Project

(DATA Line), 29Early Prevention of School Failure, 30Education is a Family AffairCalendar of Skills, 31Families Learning Together, 32Family Oriented Structured Pre-School Activity

(FOSPA), 11Grand Rapids Academic Summer Program

(GRASP), 33Home Curriculum Program, 12The Kenosha Model: Academic Improvement

Through Language Experience, 1,;Lel lore County, Mississippi Follow Through Parent

Involvement Program, 15Operation Fail-Safe, 36

'PALS (Parent Aid in Improving Learning Skills)School Volunteer Program, 16

Parent Participation Program, 17Parent Partnership Prograrn/Parent Participation for

Basic Skills improvement Project, 18Parent-School Partnership-Project, 20

Parent Trainer Volunteers and.Tutors in Basic Skillsfor Adolescents in the Intermediate Schools, 21

Parents-As-Partners in Education, 22Project PASS (Parents Active in School Studies), 23The "R" Connection, 37School Volunteers for Boston, Inc./Basic Skills

Improvement Project, 24Volunteers in Service in Our Neighborhood

(VISION), 38

READINGAcoma Partners in basics, 4Basic Skills Parent Participation Project, 5The Catholic University of America Basic Skills

Parent Participation Project, 6Child-Parent Centers, 7The Dial-A-Teacher-Assistance Project

(DATA Line), 29Education is a Family AffairCalendar of Skills, 31Families Learning Together, 32Family Oriented Structured Pre-School Activity

(FOSPA), 11Grand Rapids Academic Summer Program

(GRASP), 33Home Curriculum Program, 12The Kenosha Model: Academic Improvement

Through Language Experience, 14Leflore County, Mississippi Follow Through Parent

Involvement Program, 15Operation Fail-Safe, 36PALS (Parent Aid in Improving Learning Skills)

School Volunteer Program, 16Parent Participation Program/United Federation of

Teachers, 17Parent Partnership Program/Parent Participation for

Basic Skills Improvement Project, 18Parent Readiness Education Project (PREP), 19Parent-School Partnership in Project, 20Parent Trainer Volunteers and Tutors in Basic Skills

for Adolescents in the Intermediate Schools, 21Parents-As-Partners in Education, 22Project HELP, 35Project PASS (Parents Active in School Studies), 23The "R" Connection, 37School Volunteers for Boston, Inc./Basic Skills

Improvement Project, 24Volunteers in Service in Our Neighborhood

(VISION), 38

MATHEMATICS AND READINGAcoma Partners in Basics, 4Basic Skills Parent Participation Project, 5The Catholic University of America Basic Skills

Parent Participation Project, 6The Dial-A-Teacher-Assistance Project

(DATA Line), 29Education is a Family AffairCalendar of Skills, 31Families Learning Together, 32.Family Oriented Structured Pre-School Activity.

(FOSPA), 11Grand Rapids Academic Summer Program

. (GRASP), 33Home Curriculum Program, 12The Kenosha Model: Academic Improvement

Through Language Experience, 14Lel lore County, Mississippi Follow Through Parent

Involvement Program, 15Operation Fail-Safe, 36PALS (Parent Aid in Improving Learning Skills)

School Volunteer Program, 16Parent Participation Program/United Federation of

Teachers, 17Parent Partnership Program/Parent Participation for

Basic Skills Improvement Project, 18Parent-School Partnership Project, 20Parent Trainer Volunteers and Tutors in Basic Skills

for Adolescents in the Intermediate Schools, 21Parents-As-Partners in Education, 22Project PASS (Parents Active in School Studies), 23The "R" Connection, 37School Volunteers for Boston, Inc./Basic Skills

Improvement Project, 24Volunteers in Service in Our.Neighborhood

(VISION), 38

WRITTEN COMMUNICATIONAcoma Partners in Basics,=4The Catholic University of America Basic Skills

Parent Participation Project, 6The Dial-A-Teacher-Assistance Project

(DATA Line), 29Education is-a Family AffairCalendar of Skills, 31Grand Rapids Academic Summer Program

(GRASP), 33The Kenosha Model: Academic Improvement

Through Language Experience, 14Lel lore County, Mississippi Follow Through Parent

Involvement Progratn, 15PALS (Parent Aid in Improving Learning Skills)

School Volunteer Program, 16Parent Participation Program/United Federation of

Teacheis, 1'

Parent Partnership Program/Parent Participation forBasic Skills Improvement Project, 18

Parent Trainer Volunteers and Tutors in Basic Skillsfor Adolescents in the Intermediate Schools, 21

Parents-As-Partners in Education, 22Project PASS (Parents Active in School Studies), 42School Volunteers.for Boston, Inc./Basic Skills

Improvement Project, 23Volunteers in Service in Our Neighborhood

(VISION), 38

ORAL COMMUNICATIONAcoma Partners in Basics, 4The Dial-A-Teacher-Assistance Project

(DATA Line), 29Education is a Family AftairCalendar of Skills, 31Family Oriented Structured Pre-School Activity

(FOSPA), 11Grand Rapids Academic Summer Program

(GRASP), 33The Kenosha Model: Academic Improvement

Through Language Experience, 14Leflore County, Mississippi Follow Through Parent

Involvement Program, 15Parent Participation Program/United Federation of

Teachers, 17Parent Partnership Program/Parent Participation for

Basic Skills Improvement Project, 19Parent Trainer Volunteers and Tutors in Basic Skills

for Adolescents in the Intermediate Schools, 21Parents-As-Partners in Education, 22Project PASS (Parents Active in School Studies), 23The Portage Project: A Home Approach to Early

Education of Handicapped Children in aRural Area, 44

Teaching Research/Oregon Parent TrainingNetwork, 45

Volunteers in Service in Our Neighborhood(VISION), 38

BASIC SKILLS READINESSBear River Head Start, 41Early Prevention of School Failure, 30Family Oriented Structured Pre-School Activity

(FOSPA), 11Teaching Parents Program, 26

LANGUAGE AND MOTOR DEVELOPMENTA Comprehensive Program for Handicapped

Preschool Children and Their Families in Rural andNon-Urban Areas, 8

Early Education Project/Parent-Infant Program, 9Family, Infant and Toddler (FIT) Project, 10Home-Based Early Childhobd Program, 42Outreach: Macomb Birth to 3 Regional Project, 43

57

58TARGET POPULATION OFBASIC SKILLS PARENT PROJECTS

PRE-KINDERGARTEN.Acoma Partners in Basics, 4Bear River Head Start, 41The Catholic University of America Basic Skills

Parent Participation Project, 6Child-Parent Centers, 7A Comprehensive Program for Handicapped

Preschool Children and Their Families in Rural andNon-Urban Areas, 8

Early Education Project/Parent-Infant Prograrn, 9Early Prevention of School Failure, 30Family, Infant and Toddler (FIT) Project, 10Family Oriented Structured Pre-School Activity

(FOSPA), 11Home-Based Early Childhood Program, 42Outreach: Macomb Birth to 3 Regional Project, 43PALS (Parent Aid in Invroving Learning Skills)

School Volunteer Program, 16.Parent Readiness Education Project (PREP), 19The Portage Project: A Home Approach to Early

Education of Handicapped Children in aRural Area, 44

The "R" Connection, 37Teaching Research/Oregon Parent Training,

Network, 45

KINDERGARTEN-6Acoma Partners in Basics, 4The Catholic University of America Basic Skills

Parent Participation Project, 6The Dial-A-Teacher-Assistance Project

(DATA Line), 29Education is a Family AffairCalendar of Skills, 31Families Learning Together, 32Grand Rapids Academic Summer Program

(GRASP), 33Home-Based Early Childhood Program, 42The Kenosha Model: Academic Improvement -

Through Language Experience, 14Lenore County, Mississippi Follow Through Parent

Invoivement Program, 15Operation Fail-Safe, 36PALS (Parent Aid in.Improving Learning Skills)

School Volunteer Program, 16Parent Participation Program/United Federation of

Teachers, 17Parent Partnership Program/Parent-Participation for

Basic Skills-Improvement Project, 18

Parent-School Partnership Project, 20Parents-As-Partners in Education, 22Project HELP, 35Project PASS (Parents Active in School Studies), 23The "R" Connection, 37School Volunteers ?or Boston, Inc. Basic Skills'Improvement Project, 24

Teaching Parents Program, 26Teaching Research/Oregon Parent Training

Network, 45Volunteers in Service in Our Neighborhood

(VISION), 38

YOUTH (MIDDLE AND HIGH SCHOOL)Basic Skills Parent Participation Project, 6The Dial-A-Teacher-Assistance Project

(DATA Line), 29Grand Rapids Academic Summer Program

(GRASP), 33Home Curriculum Program, 12The Kenosha Model; Academic Improvement

Through Language Experience, 14Operation Fail-Safe, 36PALS (Parent Aid in Improving Learning Skills)

School Volunteer Program, 16Parent Partnership Program/Parent Participation for

Basic Skills Improvement Project, 18Parent Trainer Volunteers and Tutors in Basic Skills

for Adolescents in the Intermediate Schools, 21Parents-As-Partners in Education, 22Project PASS (Parents Active in School Studies), 23The "R" Connection, 37-School Volunteers for Boston, Inc. Basic Skills

Improvement Project, 24Teaching Parents Program, 26'Teaching Research/Oregon Parent Training

Network, 45Volunteers in Service in Our r leighborhood

(VISION), 38

BILINGUALAcoma Partners in Basics, 4Early Prevention of School Failure, 30Parent Readiness Education Project (PREP), 19Parent Participation Program/United Federation of

Teachers, 17

HANDICAPPEDA Comprehensive Program for Handicapped

Preschool Children and Their Families in Ruraland Non-Urban Areas, 8

Early Education Project/Parent-Infant Program, 9Family, Infant and Toddler (FIT) Project, 10Outreach: \Macomb Birth to 3 Regional Project, 43The Port* Project: A Home Approach to Early

Education of Handicapped Children in a RuralArea, 44

Teaching Parents Program, 26Teaching Research/Oregon Parent Training

Network, 45

APPROVED BY THE JOINT DISSEMINATION. REVIEW PANEL,Child-Parent Centers, 7Early Prevention of School Failure, 30Family Orienteu Structured Pre-School Activity

(FOSPA), 11The Kenosha Model: Academic Improvement

Through Language,Experience, 14Leflore County, Mississippi Follow Through Parent

Involvement Program, 15Outreach: Macomb Birth-to 3 Regional Project, 43The Portage Project: A Home Approach to Early

Education of Handicapped Children in a RuralArea, 44

NATIONALLY REPLICATED PROJECTSA Comprehensive Program for Handicapped ,

Preschool Children and Their Families in Rural andNon-Urban Areas, 8

Family Oriented Structured Pre-School Activity(FOSPA), 11

The Kenosha Mcklel: Academic ImproveMentThrough Language Experience, 14

Outreach: Macomb Birth to 3-Regional Project, 43The Portage Project: A Home Approach to Early

Education of tlandicapped Children in a RuralArea, 44 L

Teaching Research/Oregon Parent TrainingNetwork, 41

FOLLOW THROUGH PROGRAMSLeflore County, Mississippi T'ollow Through Parent'

Involvement Program, 15Tulare Follow Through, 25

59

60BASIC SKILLS PARENTING PROJECTSBY STATE

ARIZONATulare Follow Through, Tulare, 25

DISTRICT OF COLUMBIAThe Catholic University of Arnerica Basic Skills

Parent Participation Project, 6Families Learning Together, 32Parent-School Partnership Project, 21

FLORIDAEducation is a Family AffairCaiendar of Skills,

Jacksonville, 31

GEORGIATeaching Parents Program, Atlanta, 26

ILLINOISChild Parent Center, Chicago, 7Early Prevention of School Failure, Peotone, 30

-Outreach: Macomb Birth to 3 Regional Project,Macomb, 43

Parent Readiness Education Project (PREP),Rockford, 19

Volunteers in Service in Our Neighborhood(VISION), South Holland, 38

INDIANAThe Connection, Indianapolis, 37

LOUISIANAHome Study Program (Parent/Student Partnership in

Learning Program, New Orleans, 13

MASSACHUSETTSSchool Volunteers for Boston, Inc./Basic Skills

Improvement Project, Boston, 24

MICHIGANGrand Rapids Academic Summer Program (GRASP),

Grand Rapids, 33Home CUrriculum Program, Detroit, 12Project HEIA Benton Harbor, 35

MINNESOTA'Family Oriented Structured Pre-School Activity

(FOSPA), St. Cloud, 11

MISSISSIPPILel lore County, Mississippi Follow Through Parent

Involve Ment Vrogram, Greenwood, 15Project PASS iVarents Active in School Studies),

Senatobia, 23

MISSOURIEarly Education Project/Parent-Infant Program,

St. Louis, 9

NEW JERSEYBasic Skills Parent Participation Project, Montclair, 5

NEW MEXICOAcoma Partners in Basics, Pueblo of Acoma, 4

NEW YORKPALS (Parent Aid in Improving Learning Skills)School Volunteer Program, Bronx, 16

Parent Participation Program/United Federation ofTeachers, New York City, 17

Parent Trainer Volunteei-s and Tutors in Basic Skillsfor Adolescents in the Intermediate Schools, NewYork, 21

NORTH CAROLINAParent Involvement Program, Raleigh, 34

NORTH DAKOTAA Comprehensive Program for Handicapped

Preschool Children and Their Families in Rural andNon-Urban Areas, Fargo, 8

OREGONTeaching Research/Oregon Parent Training Network,

Monmouth, 4$

PENNSYLVANIAThe Dial-A-Teacher-Assistance Project (DATA Line),

Philadelphia, 29Parent Partnership Program/Parent Participation for

Basic Skills Improvement Project, Philadelphia, 18,Parents-As-Partners in Education, Nazareth, 22

TENNESSEEFamily, Infant and Toddler (F T) Project,

Nashville, 10Home-Based Early Childhooki Program,

Huntington, 42

TEXASOperation Fail-Safe, Houst m, 36

UTAHBear River Head Start, Lo an, 41

WISCONSINThe Kenosha Model: Ac demic Improvement

Through Language Ex erience, Kenosha, 14The Portage Projfict: A ome Approach to Early :7

Education of Handica ped Children in a Rural Area,Portage, 44