DOCUMENT RESUME

ED 110 577 UD 015 394

TITLE Title in Oklahoma (1973-74].INSTITUTION Oklahoma State Dept: of Education, Oklahoma City.PUB DATE 74NOTE 41p.

EDRS PRICE MF-$0.76 HC-$1.95 PLUS POSTAGEDESCRIPTORS Accountability; Affective Objectives; Cognitive

Objectives; Counseling Programs;c4CurriculumDevelo,pment; *Demonstration Projects; DropoutPrevention; Early Childhood Education; *EducationalImprovement;'*Educational Innovation; EducationalStrategies; Environmental Education; Federal Aid;*Federal Programs; Guidance Programs; IndividualizedInstruction; Instructional ImprOvement;Interdisciplinary Approach; Program Evaluation;Program Improvement; Psychomotor Objectives;Psychomotor Skills; Team Teaching

IDENTIFIERS, *flementary Secodary Education Act Title III; ESEATitle III; Miicourses; Oklahoma

ABSTRACTEighteen projects funded by the Elementary and

Sec ondary Education Act Title III, and providing funds to publicschool districts to. demonstrate the feasibility of educationalinnovations, are'described in this booklet ffeveloped as adissemination project by Title III in Oklahoma. Programs describedare said to have the common theme of inqgkased learning by students,with emphasis on the recognition of indil.nual needs, abilities, anddesires, and impi.oved teacher.per4ormance. Included among them are:accountability; minicourse, modular team teaching, multiphasedindividualized instruction, elementary development, guidance andcounseling, innovative educational services, early childhoodeducation, inter-disciplinary environmental approach;cognitive-affective-psychomotor programs, and models and strategiesto improve education. A listing of fourteenadditionalprogramsfunded for fiscal year 1974-1975 is provided. (AuthorM)

* Documents acquired by ERIC include man- informal unpublished* materials not available from other sources. ERIC makes every effort ** to obtain the best copy available. nevertheless, items of marginal *

* reproducibility are often encountered and this affects the quality *

* of the microfiche and hardcopy reprdductions ERIC makes available *

* via the EPIC Document Reproduction Service (EDRS). EDRS is not* responsible for the quality of the original document. Reproductions ** supplied by EDRS are thp best that can be made from the original.*********. ,*************74*********************************************

U S DEPARTMENT OF HEALTH,,EDUCATION d WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPROOLIC1.0 EXACTLY A$ RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINAIING IT POINTS OF VIEW OR OP1NJON$STATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL NSTITUTE OFEDLICATION'POSITION OR POLICY

Title III in OklahomaThis booklet was developed as/a/dissemination project by

State - Federal Programs Division

Earl Cross, Assistant State Superintendent and Director

Jack Strahorn, Director of Federal Financial Assistance Programs

TITLE III SECTION

Grover Bratcher, Title III Administrator

Bobby Martin, Title ill Coordinator

Leslie Fisher, State Superintendent

OKLAHOMA STATE DEPARTMENT OF EDUCATION

1973-74

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ForwardTwo years ago, your State Department Of Education reported on

Federally-funded Title III programs in operation in schools in.0klahoma.

A common theme ran through each of those programs -- increasedlearning by students with emphasis on the recognition of individualneeds, abilities and desires, and improved teacher performince.

This report, which is a dissemination requirement for Title I IIprograms, brings you up t6 date on the fulfillment of thet theme. Inaddition, you will find a listing toward the back of-this book onadditional prograrns.fandeq for Fiscal Year 1974 and 1975.

The fact that Title II I.programs in Oklahoma have been ongoing,that many of them have achieved national recognition, that many ofthem have been "exported" to other schools and other states, isproof enough of their value.

But niore important than this is the joy and confidence that theseprograms have brought to so many Oklahoma.youngsters whofound a way, through Title III and its dedicated teachers, into thelight of confidence that comes through learning.

Leslie FisherState Superintendent

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Leslie Fisher

State Superintendent of Public Instruction

President and Executive Officer, State Board of Education0

E. H. McDonald, Deputy*State Superintendent

Lloyd Graham, Associate Deputy State Superintendent and Board Secretary.

STATE BOARD OF EDUCATION

Members

Mrs. Elna Kirkland JuergensR. E. Carleton -

W. L. Find ly

E. L. CollinsHarry Shackelford

-Lester Reed

STATE-FEDERAL PROGRAMS

Earl Cross, Assistant State Superintendent and Director

-- -Jack Strahorn, Director of Federal.Programs

Grover Bratcher, Title III Administrator

Bobby Martin, Title III Coordinator

TITLE III, ESEA-ADVISORY COUNCIL

Dr. Ware Marsden, Chairman.

Members

Lester. Adams Glen Ho I labaughMrs. Lenora Thorsen C. A. JacksonAaron Dotson Kelly RossMrs. Sherry Davis Rev. David F. Monahan

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IntroductionThe passage of Title III of the Elementary and Secondary Act of

196$ has brought about many new creative ideas and innovations ineducation. The proposals have become more sophisticated as each yearhas passed. Each participating school is developing better managementmodels, through-the use of goals, measurable objectives, and activitiesto carry out these objectives with a more precise evaluation design inorder to measure the significant gains of students.

Through the use of Education Fairs, Demonstrations and Workshopsin Oklahoma, many components are being adopted each year. Moreschools are recognizing the individual differences of children and theyare attacking the problems in the affective domain as well as thecognitive area.

The Title ;III money has made it possible to try new ideas andconcepts in trying to solve some of the age-old problems of educationwith the seed money provided by the Federal Government sincefunds have also,been available to implement inservice training forstaff members in schools that could not have been possible withlocal and state funds. Oklahoma has been active in the validationprocess during last year and the current year.

We are glad to share some of the programs and ideas that are inoperation in Oklahoma through this,brochure. We hope you willshare your ideas with us

Grover Bratcher, AdministratorTitle III, ESEA

Content/Projects Funded For Fiscal 1974

Alva: Northwest Oklahoma Education Center

Blackwell: Models, Strategies To Improve Education

Colbert: CAP (Cognitive-Affective-Psychomotor)

Edmond: Accountability and Mini-Courses

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Elk City: Southwest Oklahoma Region 14 Service Center 15Q

Fairview: ADAPT (A Development.Approach to Psycho-Motor Transfer) 17

Minco-EI Reno-Yukon: ARTA (A Road To Accountability) 19

Moore: Project STAY' (School To Aid Youth) 21

Norman: Irlterblock (Modu'ar Team Teaching) 23N \

Jklahoma City: Multiphased Individualized Instruction Project 25

M illwood-OKC: Exemplary Elementary DevelOpment Guidance

and Counseling PrOgram 27

Okmulgee: Lost Sheep 29

Sapulpa: Success Through identification and Curriculum Change 31

Shawnee: MARC IV - A Course In The Humanities 33

Stillwater: Innovative Educational Services 35.Union: Early Childhood Education 36

Wilburton: Inter-Disciplinary Environmental Approach 37

Woodward: Red Carpet 39

The-publication was prihted by the:Latimer CountyNews-Tribune as authorizdd by Leslie Fisher, StateSuperintendent of Public Instruction. 1,000 copieshave been prepared and distributed at a cost to thetaxpayers of the State of Oklahoma of $1286.59 at$1.286 per copy.

6Designed and published by the Communications and Information Section Jack Craddock, Project

Coordinator Frances Selby, Editor R. J. Richards, Design and Layout, Patsy Willits,Composition Photographs in this booklet were furnished by each of the individual projects.

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Project/funded for FY 1974Stigler - Aron Dotson, superintendent

This program provides for the communityschool concept unizing the buildings from8:00 a.m., till 10:00 p.m., at night foracademiccourses, recreation, mini-courses,etc., for all age groups, using volunteerteachers as well as paid teachers.

Wagoner - Dr. Charles Clayton, superintendentThis is early childhood program for 4 to7 year old students encompassing theself-concept, with a heavy emphasis onlove. Provides an emphathetic environmentand curriculum for this age group.

Muskogee - Billy R. Davis, superintendentA Planning Grant to provide an innovativeapproach to the elementary grades.

Putnam City - Leo C. Mayfield, superintendentA project that is designed to increaseawareness of the various careers, with theimplementation of a career' corner in thelibrary utilizing video tapes and othercareer information and an inservice programfor the secondary teachers.

Ardmore - Bill Ware, superintendentA program on clarifying values and decisionmaking at the kindergarten level and the 6thand 7th grades.-Provides for inservice forthe classroom teachers at thiS level.

Tulsa City, - Dr. Bruce Howell, superintendentA program to develop curriculum materialsfor the implementation of the MetricSystem. The program will be developed atthe elementary level using a self containedclassroom concept, an open space concept,and a team teaching approach. Each groupwill pre-test and post-test to see which group-makes-the most-learner gainsrand-will.provide models for other schools to adopt.

Oklahoma City - Dr. Bill Lillard, superintendentThis is a planning with.pilot grant toimplement the alternative modes ofeducation in an Oklahoma City high school.Effectitie evaluation designs have beendeveloped to measure the cognitive andaffective domain gains.

Sand Springs - Clyde Boyd, superintendentA guidance program providing for thedevelopment of future focus role images.The program provides for an<explorationcounselor and makes provisions forstudents to get out into the community,rather than bringing the business world intothe school.

Midwest City J. E. Sutton, superintendentAn elenientaryguidance program utilizingthe elementary counselor as a coordinatorof a teacher guidance program with theutilization of inservice for-the staff, andguidance as an integral part of thecurriculum.

Crooked Oak - Roger Holloway, superintendentA project for hyperkinetic children throughthe effective utilization of the teacher,counselor and learner with a team appNach.

Ada - Max D. Skelton, superintendentTnis is a school community inter-actionprogram whereby a selected group ofstudents will spend a half day working

. with community groups such as civicclubs, chamber of commerce, culturalactivities, courts, etc., and may be givencredit in social studies or some of the artsand humanities. The program is designed toprovide a smooth transition from school tocommunity life.'

Durant - W. H. Rainwater, superintendent

A true career education program makingwide use of videb tapes and relatedmaterials with an effective inserviceprogram.

Watonga Dr. Charles L. Weber, superintendentA program designed to change behavioralattitudes through the use of aninterdisciplinary approach with themusic, art and physical education teachers.Watonga has a high concentrationbfI ndians.and Blacks. -

Western Heights - Dr. Leonard Campbell,superintendentThe proposal provides for the developmentof leaderfship in a community of mediumincome and a heavily industrializedcommunity. In a team approach betweenindustrial leaders, students and teachers,with an apprenticeship program for thestudents.

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Title of Project - Northwest Oklahoma Education CenterProject Director - Dr. Joe LawterSuperintendent of School - R. L. BrandenburgL.E.A. and Address - Alva Public Schools, Alva, OK

73717The Northwest Oklahoma Education Center

is a Title II I project designed to providesupplementary educational services for 15 smallto intermediate size schools in a sparselypopulated area of Northwest. Oklahoma. Theservices provided by Title III funds are in basic°areas. Special Education (gifted and speech

therapy), Guidance (elementary and secondary),Curriculum Improvement, and Research. It isanticipated by the administrators in the projectthat the process of cooperative use of theservices will project itself into a basic unit .vhichwill be continued after funding has beencompleted. The area of concentration includesall schools in three counties.(Alfalfa, Major, andWoods) and one school in each of the countieswhich border on these counties. The year1973 74 was the first year of full funding of theproject after a one year (1972-73) small planninggrant.

The services provided vary from directservices to the students_(80 per cent) to direct,

8 in service training for staff to improve curriculum.The basic staff includes a half time administrator,who also serves in in service training, three speechtherapists, two secondary counselors, twoelementary counselor psychometrists, one teacherof the gifted, two half time media specialists,and a half time nurse for Major County.

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saeOBJECTIVES: . ,

The stated goal or purpose of the NorthwestOklahoma Education Center is to providecooperative supplementary educational servicesto 15 local districts in a six county area. Thefollowing objectives have been established.

Elementary Guidance - during 1973-74, theCenter will.provide guidance services to allelementary schools who request services. Allstudents who have learning problems will beassessed and d. r emed iation plan will be developed.Fifty per cent of all elementary students will beinvolved in group guidance activities, and 50 percent of the teaching staff will improve in theunderstanding of tests.

Speech Therapy during 1973 74, 75 per centof all students who have been identified will havereceived services and 50 per cent of allparticipants will show marked progress ancli'orimprovement based on ratings by the therapists.

Media Consultants. the Center will assist in thedevelopment of media components in support ofcurriculum. All schools will be visited andpresented with an operational-plan, and serviceswill be provided to 75 per cent of all teachersrequesting services.

Secondary Counselors the Center will providesecondary guidance service to all schools Jvho

do not have guidance services,Seventy-five percent of the schools involved will have developeda guidance plan which will include: testing,counseling, occupational infori.,ation, andeducational planning. Seventy file per cent ofall secondary students will haw'. cumulativefolders.

Teacher of the Gifted the Center will providea lab teacher for all gifted children referred forgrades 4, 5, and 6. Seventy five per cent of allidentified gifted children in grades 4, 5, and 6who are recornrriendeci by the schools willreceive supplementary teaching by the labteacher, and an individual file will be developedon each child in the project.

Health Services the Center will provide healthservices to one county without a health component.All elementary students in the area will bescreened for health problems and health recordswill be developed for 90 per cent of all students.

The evaluation of the Center's activities canbe only tentative, but will be made in the affectivedomain by use of questionnaires which willprovide d judgment of the effectiveness of thedifferent services as reported by administrators,teachers, parents, and students. The cognitivedomain evaluation will be determined by thestaff's reports on contacts and services rendered.

Title of Project: Educational Improvement.ThroughInstructional Modelsand ImprovedInservice Strategies

Project Director: Bill J. Hicks, AssistantSuperintendent, Blackwell CitySchools, Blackwell, Oklahoma

Superintendent of Schools: Wesley W. Beck, Jr.Ed. D., Blackwell CitySchools, Blackwell,Oklahoma

LEA: Blackwell City Schools,Blackwell, Oklahoma, 74631.

With so much information becoming availableconcerning new and promising educationalmaterials and instructional procedures, it is oftentempting for local distritts to make majormodifications,in existing educational programsin response to pressures from national, state andlocal grOupS.

If desired educational changes are undertakenwithout adequate staff preparation; then theeffectiveness of such change will not, cannot befairly evaluated. Two major problems - Lack ofadequate preservice orientation for teachers priorto the implementation of new.educationalprograms, and the absence of/continuinginservice support while teachers are involved inchange processes, are perhaps the greatestbarriers to educational reform. These twoproblems were recognized as.the Blackwell CitySchools, in'response to a Needs AssessmentStudy, began to plan ways in which to movethe elementary schools from the traditionalhotheroorn organization to a nongraded,differentiated staffing procedure. In seekingways to bring about these organizational changesin an orderly, well defined fashion, the BlackwellCity SchOols have developed' a program ofcontinuing inservice, and a requirement forteacher orientation before new programs areimplemented. The project is called the Centerfor Continuing Inservice.

The first goal of the new inservice project wasto develop a plan for converting four elementaryschools to the nongradeditattern within a threeyear period. The initial step was to develop ademonstration school to serve as an exemplarymodel of nongraded primary education. Thisprogram has now.been_developed at Parkside

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Elementary Schooi, I3Jackwell, Oklahoma. Thesecond part of the project which is being carriedout during the current school year is to utilizethe demonstration school as a change vehicle bytransmitting successful program componentsfrom the model school to other elementaryschools in the district.

The demonstration school has been in operationfor one and one-half years. During 'this time theTitle III staff has developed an instructionalprogram which includes team teaching;management systems for continuous assessmentof learner needs, and a description of desiredteacher behavior in 26 different teachingactivities. Teacher training prior to implementingthis design was done entirely through schoolbased inservice projects. The program isattempting to identify the necessary procedures

to follow in making inservice instruction anintegral part of the total school program.

The project emphasizes:Making inservice a part of the regular schoolday, rather than an addition to it.Bringing university staff members to localschools where theory and actual operationcan-merge in the functioning classroom.

o Using as curriculum components only thoseeducational materials which have beenproven through .research and extensive fieldtesting. (No curriculum components havebeen selected which have been field testedwith feWer than 100,000 students.)

o Gaining teacher release time through theuse of certificated substitute teachers on aregular basis. -

The instructional programs developed throughthis project have produced increased studentgrowth in reading comprehension, word attackskills, reading readiness and mathematicsreadiness as evidenced by achievement andcriterion referenced assessment instruments. Acomprehensive assessmentis now being made ofstudent self-concept in an attempt to determinestudent growth in the affective domain. It ishypothesized that the development of a positiveself-concept will be greater when the needs ofthe individual student are accurately identified,and instruction is provided to meet identifiedneeds.

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OBJECTIVES:By December 1, 1972 a conceptual model for

a nongraded primary unit will be presented to;the Blackwell Board of Education. I.. Inherent within this concept is the assumptionthat each student will be assisted in the .development of skills and knowledgecommensurate with his own abilities.Evaluation 1 2 3 (4)

By September 1, 1973 the model described inobjective no. 1 will be operational. Theinstructional systems to be utilized will providemanagement systems in all skill areas. Thesystems will include measurable.objectives sothat learner progress can be accuratelymonitored.

1 2 3 (4)

To develop, by December 1, 1973, a programof on-going inservice activities and supportiveservices which will facilitate the transmission ofsuccessful educational practices from -one schoolto another through a school-based teachertraining center.

1 2) 3 4'

(These services area currently being developed andtested)

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77tle. of Project:Colbert CAP (CognitiveAffective-Psychotilotor)Project Director: Mrs. Ann Krueger'Superintendent of School: C. F. HowardLEA: Colbert Public Schools

Box 310Colbert, Oklahoma 74733

Each child develops as a "whole," and it is tothis concept the Colbert CAP (Cognitive - Affective

Psychomotor) Program is-dedicated. In theprevious.two years of Title III ESEA funding,the cognitive and affective areas have receivedmuch emphasis. The vertical structure of theschool was changed to an ungraded, multi-levelprimary school in 1971-72 and continued in1972.73 with the open school concept initiatedin the self-contained classrooms and in a newopen facility. The levels have been implementedand strengthened in the 1973-74 school termthrough the continued strategies'of teaming,openness, open-area facilities, cultural arts,deveropmental reading, and the facilities of theLearning Center in addition to the added

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strateyies of a erosstutorial program and apsychomotor program..

Behaviorial objectives based on reading werewritten and are utilized by the teachers ihdetermining eaoh child's level for placement in aclass. The Spache Diagnostic Reading Test isalso given to aid in this initial placemedt of a.child. A free interchange of students has beenaffected in the ungraded schodl, fromJevel tolevel and from room to room.

Significant results have continued to provethe effectiveness of the developmental readingprogram, designed not-only for those needingremediation, but for children at all levels.

The cultural program is a "participating" onein which children learn to sing, draw, and perform.The program is designed to enrich and strengtheneach child cultural heritage and to improve hisself image. Correlation.with other learning areas

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makes the entire curriculum much moremeaningful.

Students and teachers find the Learning Centera valuable resource center equipped with vatiedtypes of educational media.

A Physical education program is beingdeveloped this year that includes motordevelopment,. movement exploration.perceptual-motor skills, And a multi-disciplinaryapproach to learning.

In addition to including the "P" in the CAPprogram in 1973.74, a cross-tutorial program hasbeen initiated.

The exemplariness of our program has beenshown by the numberdf chAnges that have beenmade in area schools as a result of the success ofthe program here in Colbert.

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OBJECTIVES:The Colbert Public Schools will continue an

ungraded primary school inku of the traditionalfirst, second, and third grad . Each child will beplaced in a level with others whose achievementis comparable:-.,

The Colbert School System will provideIn-Service Education Workshops for the COlbertelementary faculty and for al karea schools desiringto attend.

The Colbert Schools will continue theemployment of a project director/counselor whowill provide guidance, services and serve as acoordinator.

Books; materials and media will be proVidedthrough the Multi-Media Learning Center.

A developmental reading progam, designedto assist the retarded reader and tie disabledreader, will be continued.

A cultural enrichment program with emphasison art, music, and the speechlarts will becontinued.

A developmental, sequential physical educationprogram will-be initiated.

The Colbert Ungraded Primary School willinitiate and develop a tutorial program, designedto assist both the tutor and the student whoreceives the tutoring.

It is the goal of Colbert CAP to continueinstructing and assisting the development pf eachchild as a'whole."

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Title of Project. Accountability and Mini-CoursesProject Dirgtor: Dr. Kenheth ElsnerSuperintendent of Schools. Dr. George RowleyLEA: Edmond Public Schools

1216 South RankinEdmond, Oklahoma 73034

During the fall semester of 1971, mini courseswere introduced into Edmond's Memorial JuniorHigh School--which has an enrollment of 1000students in grades 7 and 8 to allow students,teachers, community leaders and administratorsto experiment in curriculum revision andutilization of new teaching techniques.

A steering committee of eight students, eightcommunity leaders and four teachers wasestablished to identify the areas to bedeveloped into mini-courses of either one, twoor three days in length. The steering committeeidentified eight potential areas. Students on thecommittee were asked to have the student bodyvote on what they would like to have developedinto a mini-course:

Planning committees for each area wereformed. Each committee was composed of our

students, four community leaders and twoteachers. The function of the planning committeewas to plan all phases of the mini course, makingsure that all accountability factors were adheredto in the final plans.

An outside evaluator and educational auditorwere employed by the project and worked withthe planning committees. Community leaders onthe planning committeesncluded representativesfrom Oklahoma State Department of Educatioh,Central State University, administrators ofprofessional charm schools, State SafetyDepartment, State Wildlife Commission, PoliceDepartment and local beauticians.

The first mini-course was conducted inJanuary, 1972, and was two days in length withgun safety and charm school as the topics. Sincethen drug edircation, leisure time activities, andspeech and drama, are some of-the topics thathave been developed into mini-courses. Theyhave been conducted at the junior high, universitycampuses, police firing range, television station,medical center, and other places that could bringthe student into closer contact with thecommunity.

Mini courses have been enthusiastically received14 by both students and community. Preliminary

reports from the outside evaluator and educationalauditor indicate that project objectives are beingachieved.Goal:

The development of the accountability conceptin junior high school curriculum and teachingmethods through mini-courses.

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OBJECTIVES:1. Given the opportunity to become involved

in the developMent of mini-course, junior highstudents will select units that 80 per cent of thejunior high will accept as relevant curriculum abindicated on a student questionnaire.

2. Given the opportunity, a minimum of 50community leaders will become involved in theplanning, implementation and evaluation ofmini-courses as documented by the projectevaluator.

3. As a result of mini - courses, the amount ofcommunications between teachers, communityleaders, students and adminiStrators will increaseas indicated by questionnaires and outsideobservers.

4. Through mini-courses, 80 per cent of theMemorial Junior High School teachers willimplement accountability concepts in the regular

academic program, as judged by an outsideevaluator.Conclusion:

Mini-courses can be very effective in improvingcurriculum content and teaching techniques.Curriculum content can be enriched and made"relevant" by the inclusion of world events inthe ongoing program by utilizing mini-courses.They provide an atmosphere that is conduciveto experimentation by teachers and administrators.Community and student involvement inconducting mini-courses can make a significantcontribution in the area.of school-communityrelations.

During a time of change, mini-courses is onetechnique that can be used to explore innovations.The Edmond School District expects to continueusing this technique in the search for new waysof improving the educational program.

Title of Project-Southwest Oklahoma Region 14Service Center

Superintendent of Schools: Joe E. WhiteLEA: Elk City Public Schools

222 West BroadwayElk City, Oklahoma.73644

The specific purpose of this Title Ill ESEAproject was to develop a supplementalpsycho-educational service center for eightSouthwestern Oklahoma counties and 39 schooldistricts.

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OBJECTIVES:During the 1973-74 academic year, the Region

14 Service Center will assist the kindergartenprogram in three school districts to enable 90 percent of the children to achieve the designatedscores on the following instruments by the endof the academic year:

44 on the Metropolitan Readiness Test40 or more on the Thomas Self-ConceptValue Test25 or more on the Oklahoma City MotorScreening ToolDuring the 1973-74 school year, the Center

will continue to serve the school districts withinthe 8 county region with psycho-educationassessment of students referred 'to identifylearning disability and educably mentallyhandicapped students for placement in specialeducation classes.

Region 14 will enable 75 per cent of thekindergarten children in the high-riskkindergarten program in Elk City to achieve thedesignated scores on the following instrumentsby the end of the academic year.

44 on the Metropolitan Readiness Test40 or more on the Thomas Self-ConceptValue Test25 or more on the Oklahoma City MotorScreening ToolDuring the 1973-74 academic year, the

achievement level of 85 per cent of the studentsenrolled in the Title III EMH Learning Labs willbe raised in proportion to the ratio of I.Q./vVechsler Mental Age of normal growthexpectancy each year in reading, spelling, andarithmetic as measured by the Wide RangeAchievement Test.

During the 1973-74 academic year, theachievement level of 85 per cent of the studentsenrolled in the Title III L.D. Learning Labs willbe raised one academic year in reading, spelling,

and arithmetic as measured by the Wide RangeAchievement Test.

During the 1973-74 academic year, theCenter will employ a Speech Therapist to beavailable to the school districts in Region 14.Speech evaluation, language training, and speechtherapy will be available to any child referredwithin the Region who is identified as having aspeech or language problem.

During the 1973-74 academic year, theService Center staff will increase by ten-per centover last year the number of inservice trainingsessions and workshops for educators; increaseby ten per cent the number of speakingengagernents explaining the Project to parents,teachers, and civic clubs.

Inservice training has been given to thekindergartefi teachers in Cordell, Sentinel, andMountain View; materials were purchased; allthe students were tested and were givenindividualized instruction based on need.

Students in Region 14 who have been identifiedas having a learning disability or mental handicaphave been placed in a special education lab andreceive individual instruction each day.

During the 1972-73 school year, 93 per centof the students enrolled ia an EMH Lab achievedthe goal set for them. During the 1972-73 schoolyear, the.average gain for each student enrolledin an LD-Lab exceeded the goal which was set.

A speech therapist was employed in August,1973 and to date, he has completed thescreening and testing of students who have beenreferred. He works weekly with 90 students in11 school districts providing speech training andtherapy.

To date, the staff has increased by more than50 per cent over last year the number ofinservice training sessions, workshops, andspeaking engagements.

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Title of Project: "ADAPT" (A Developmental ApproachTo Psycho-Motor Transfer)

Project Director: Don FriesenSuperintendent of Schools: Bob L. Van MeterLEA: Fairview Elementary School

Fairview, Oklahom'a 73737Out of a need to do more for the child with

marginal learning difficulutiesand from thedirection oftlevelopmental research, ADAPTwas :written, developed and implemented the fallof 1972.

ADAPT is based on the hypothesis thatlearning readiness may be enhanced throughproperly structured psycho-motor activities.ThiS,preventive developmental programattempts to develop and/or correct developmentallags and to provide supplementary programmingto offset future learning problems.

Remediation is expensive, time consumingand usually needs concurrent supportive help inmore areas than the academic. The major goal ofthis movement oriented program is to place theemphasis on prevention and immediateprogramming to prevent failure. .

All students (K:4) have been included in theprogram because: (1) many students not qualifyingfor special education still possess learningdifficulties in varying tlegrees, and (2) much ofthe literature was encouraging more specialdevelopmental work with all students. Theinitiation of similar programs nationally isevidence of increasing interest in this concept.

In the spring of 1972 every student wasscreened in 11 psycho-motor areas. Screeningresults were recorded on student profile charts ,

and individually-programmed into theappropriate developmental activities.

The program is structured so that each childreceives twenty minutes of psycho-motortraining everyday. Each class is divided intofour groups with each group having four to sixstudents. The activities are determined by theareas in which that group needs training, thevariance being within the activity for individubldifferences.

It should be noted at this point that no craims\are being made to the effect that psycho-motortraining alone will improve the child'sintellectual abilities. To affect academic transfer,cognitive activities must be directly and obviouslybuilt into movement activities. I n.some activitiesthese bridges are structured in such as: jumpingspelling words and math combinations onmini-tramps and letter/numeral grids. In otheractivities cognitive bridges are not deliberatelybuilt in because we are on motordevelopment for it's ownsake.

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OBJECTIVES (73 -75):The average ability Student at each grade level,during the course of ear, will make a1.1year growth in readigand math.The average ability student at each grade levelwill statistically show significant improvementin their self-esteem.The average ability student will make a 3 pointimprovement on large motor skills (factor I),2 points on eye-motor skills (factor II) and 2points on perceptual' skills (factor I II) in eachgrade level.These objectives will apply to the normal

range of students in achievement, psycho-motorskills and self-esteem. The normal range is oneSD above and below the mean, which-contains68 per cent of the student population.

Generally speaking, the developmental gainsof students from grades one to four were positiveon all psycho-motor factors. No one grade levelor type of student showed consistent weaknesses.

The medium I.Q. and medium self-esteemgroups scored very consistently in reading up tograde four, where they dropped almost tenpercentiles.

Math achievement for high and low abilitygroups showe'd positive gains over the nationalnorming group through grade three. During gradefour all ability groups and self-esteem levelseither dropped in math or stayed at the samelevel. Good growth curves occurred up to thatpoint.

Pre and postself-estem scores led to theconclusion that a significant number of thosestudents who showed negative self concepts atthe beginning.of the school year made positiveadjustments in their self-concepts.

A more detailed evaluation analysis isavailable upon request.

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Title of Project: "ARTA" A Road To AccountabilityProjet. Director; Raymond E. RoblyerSuperintendent of Schools: Melvin L. MackeyLEA: Minco Public Schools El Reno Public Schools

Minco, Oklahoma Yukon Public SchoolsCooperative 73059

The ARTAProjedt (A Road to Accountability)is an experimental accountability program toestablish "in house," performance contracting tomake teaching more effective via an incentivepayment system to teachers for above gains of _

students. The variables of the project, which werethe basis,for teachers' incentive payments, werestudents'achievement, self-esteem, and averagedaily attendance:-FORMULAS FOR INCENTIVE PAYMENTS

The formulas for incentive payments were asfollows:'

Elethentary: $2400 (a) 13.3 (b) 100 (c) x (d)Secondary: $2400 (a) 32.0 (b) 100 (c) x (d)

Variable (a) is the net achievement-term calculatedby subtracting the expected gain from theattained achievement gain. Variable .(b) is the netself-esteem term obtained ()y subtracting theexpected gain of 3.25 for elementary or 3.5 forsecondary from the attained self-esteem growthof a teacher's students. Variable (c) is the netaverage daily attendance, which is the difference

between current A.D.A. of students-and that ofthe previous year. The final term of the equation,(d), gives the fractional part of $2000 (a'teacher's maximum incentive payment) for whichthe class was worth. Theconstants in the -

formulas were set to give the achievement,self-esteem; and A.D.A. factors weights of 60per cent, 20 per cent, and 20 per cent,respectively.

Net self-esteem mid-percentile ranks for eachgrade level and for the total sample, which was13.18: This value indicated that teachers wereable to increase students' self-esteem by 13.18percentiles aboxie the value needed for a

Significant-gain. Correlations between variablesrevealed that students' self-esteem scorescorrelated significantly with achievement inreading and math.INCENTIVE PAYMENTS

Incentive payments during the second year'rose from $36,668. to $39,111 while maximumdollars available for payments dropped from$50,400 to $54,800. Thus, only 60 percent ofmaximum dollars in payments were made toteachers during 1971-72, whereas, during thesecond year this. percentage rose to 71 per cent.

The increases in payments that teachersreceived during the second year can be typified.-by a fifth grade teacher who received only$400in 1971-72-of_a possible $2000; she explainedthat,she wanted to see-what would happen ifshe,made no more effort than in previous years.During the second year she earned almost $1,600,which resulted from working much harder withher students to use in-service training suggestionsfor improving achievement, self-esteem, andA.D.A.

OBJECTIVES:To provide instruction to 1,300 students in

grades 2, 5, 8th.grade math and 10th gradelanguage arts which will improve cognitiveachievement grade score.gains beyond one year'sgi-owth.

To.increase average daily attendance over theprevious year.To improve the J elf-esteem of the targetpopulation of students.The thirty ARTA teachers were given

in service training related to meeting individuallearner needs; establishing a positive learningenvironment, improving the self-esteem ofstudents as related to peers, self and school, andhaving parental conferences with parents to learnthe histories, attitudes, and needs of students.

The overall grade equivalent score meanattained by the total sample.during 1972-73 was

1.6. The second year of Project ARTA was tohave been deemed successful if the total samplegain equalled or excelled the national average of1.0 grade equivalent score. The net achievementof ARTA students was 0.54 above the nationalaverage of 1.0. ARTA's second year was muchmore successful than its first, where students',grade score mean gain in 1971-72 was below thenational average.

The overall net average daily attendance was1.85, which was a significant gain over the -0.85of 1971-72. The net A.D.A. of 1.85 for 1972-73'means that there was, on the average, an increasein attendance from the previous year of almosttwo days per student. Mostly due to the effortsof teachers in the project, the 1,300 ARTAstudents totalled 2,300 more,days in school thanduring 1971 -72:

7

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akatt.'17/

VI

Title of Project: Project Stay (School To Aid Youth.)Project Director: Thomas D.. ButlerSuperintendent of Schools: Jerry DoyleLEA: Moore Public Schools,

400 N. BroadwayMoore, Oklahoma 73160

Project STAY (School To Aid Youth) is aninnovative approach to develop a potentialsolution to attack,and correct a perennialeducational problem dropping out of school.STAY haS been set up for the purpose of helping-carefully selected students in grades one throughthree find the success necessary to encouragethem to stay in school long enough to graduatefrom'high school.

I n America, a considerable percentage of

students are handicapped in reading, Manychildren have difficulty with numbers, and manyneed special encouragement in the developmentof personality and self-confidence. Because ofthe rapid turnover of students in the MooreSchool System, it is impossible to determinefrom year to-year what percentage of studentswill be in need of extra assistance, but STAY iscontributing to the well-being of.the entire city.

The project has five divisions: counseling and.testing; verbal skills; mathematics; humanrelations and the fine arts. Participating studentsare in the STAY Learning Center one-half dayand in the regular classropin one-half day. Whena student has made adequate progress he will bereturned to the regulaschool program on afull-time basis.

A continuous in-service training program forclassroom teachers and staff is considered animportant and.integral part of Project STAY. Asone of the goals of in-service education, the staffwill determine their in-service needs at regularintervals, prevail upon existing resources tofurnish representatives that could offerinformation and training techniques pertinentto their professional growth.

cn-

10111=1;Al-

22 21

OBJECTIVES:To evaluate effectively Project STAY, learner

orientated performance objectives wereestablished. The process objectives which relatespecifidally to the three performance objectivesare fisted as follows:

Objective - To provide individualized instruction4 in'reading and arithmetic for all students in the

project to effect a mean achievement growth of20 percentile points by first year students, 25percentile points by second year students, and30 percentile points by third-year students;

Evaluation Early Stanford AchievementTests will be administered to all students uponentrance and prior to termination or end ofschool year..Leve1.1-will be administered to firstgrade students and Level II to second graders.Accomplishment of Objective I will bedetermined by comparison of mid percentilegains of each sub-test with the stated criterion.

Objective To improve significantly (.05 level)the student's perception of himself while in theproject as related to his regard for himself as aperson of worth and value,. assumption ofpositive role in inter-personal relationships, andpositive adjustment to the school environment.

Evaluation - The Behavior Check List will becompleted by project teachers on each studentupon entrance and prior to termination or end ofschool year. The instrument contains teacherobservation reports on students concerning

feeling of worth and value, inter-personalrelationships, and school adjustment. Thefollowing indicates the items which are summedto yield the three required sub-scale scores:.

Sub-Scale Items on Behavior Check ListWorth and Value 5,6,8,10,11Inter-personal RelationshipsSchool Adjustment 1,2,3,4,12

Objective To return 30 per cent of Projectstudents annually from the program to full-timeregular classroom instruction, after which theirmedian achievement on standardized tests inreading and arithmetic will be at the 40thpercentile or greater.

Evaluation Normative comparisons will bemade between mid-percentile ranks of projectstudents returning to regular classrooms full -timeand the 40 percentile criterion. Percentages ofstudents returned.annually will be calculated todetermine whether the 30 percentile returncriterion has been met.

Project STAY is love.Project STAY is happiness.Project STAY is innpvativeness,practically

applied.Project STAY is low cost.Project STAY is exportable to any place there

are children with problems, and teachers withdedication.

22

"1.

1-__--"1"14Now

23

Title of Project: Interblock,Project Director: Sally HedgesSuperintendent of Schools. Lester ReedLEA: Norman High School

West Main and PickardNorman, Oklahoma 73069

The Interblock program is an interdisciplinaryteam teaching situation within a block of timefor "non- committed learner';." The students forthe program are selected by their teachers,counselors and administrators on the followingcriteria: poor school attendance,underachievement in terms of ability levels-as tested by standardized tests, and behavioralproblems in the classi-oom.

The modular schedule at Norman High Schoolpermits the manipulation of time in order todevelop a school within a school, which isessentially what the Interblock program is.Students attend the program for approximatelythree hours every morning. They are scheduledinto the four disciplines of English, math, socialstudies and science, all required courses for highschool graduation. Within each of the disciplines,

the courses are individualized to meet theparticular needs of the students. A great numberof audio-visual Materials are used in all the classesto create interest and variety. The curriculum isdesigned to allow each student to experiencesuccess in school so that he might come closerto utilizing his potential abilities.

Peer tutoring is available for those studentswho are receptive to haVing this kind of. help.Tutors are available from students within theInterblock program and from students who havevolunteered from the National Honor Society.The value of this experience hinges upon apositive'relationship between student and tutor.

The type of stildent enrolled in the I nterblockprogram usually has a very negative self-concept.This, in part, is due to the continued failures -

experienced in school. By providing anindividualized curriculum, which will allow thestudent to experience success, and by humanizingthe instruction, which will provide positiverelationships with an adult (teacher or authorityfigure), the students can more easily work towardpositive behavioral changes in all socialsituations.

Dr. Bob Ragland, a clinical psychologist,spends two mornings a week with Interblockstudents. He conducts rap sessions in which thestudents have an opportunity to discuss in groupsproblems of their choosing, and the studentsoften engage in role playing situations. They alsohave an opportunity for individual conferences.

24

I

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4--z-79;-1:

rpnliairita4

100-500

OZ.PRUNEJUICE

r:-P*Nt t.

401011176

OBJECTIVES:1. The non committed.learner will achieve a

minimum grade of D (passing for transcriptcredit) in two basic courses in Interblock at theend of the semester grading period in thedisciplines of English, math, science, and socialstudies.

Approximately 70 per cent of the Interblockstudents meet this objective as evidenced bytranscript records.

2. The non-committed learner will attend ,school 80 per cent regularly and will have .

developed improved attendance of school hitsby the end of two semesters enrollment in theprogram.

Approximately 75 per cent of the Interblockstudents meet the objective as evidenced bydaily attendance records throughout the schoolyear.

3. The non committed learner will developbehavioral changes in terms of his attitudes

24

toward attending school, academic,performance,and the regard he has for himself as a worthwhileindividual.

In this affective domain, behavior, attitudes,feelings and social relationships among facultyand peers is evaluated by the maintenance ofanecdotal files on each student throughout theyear. All teachers of students in Interblock areasked to make comments about the student'sbehavior on a case conference form every threeweeks. From these and from records ofattendance and grades, approximately 70 percent of the Interblock students meet this,objective.

Fifty per cent or more of the students whocomplete d school year in the Interblock programwill graduate from high school after, thetwelfth grade.

This evaluation will not be measurable untilthe end o'f this school year.

.,,

S.

Title of Project. Multiphased Individualized InstructionProject

Project 0:.-..,ctor. Gene Steiger, Coordinator of Special

ofProjects

Superintendent of Schools: Dr. Bill LillardLEA: Oklahoma City Public Schools

900 N. Klein.

Oklahoma City, Oklahoma 73106

NI -

.01.0.

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ti

The'Title I l l project of the Oklahoma CityPublic Schools calls for the development ofmaterials -to provide individualized instructionaloptions. Iwo types of materiaVare beingdeveloped: (1) Unipacs, p bank of individual-study units, and (2) computer misted.drill andpractice, problem solving and simulationprograms.

26

.

OBJECTIVES:The goals of the project are to develop

skills in writing individual study units, assistteachers in writing and field testing threehundred Unipacs by July 1, 1974, and editingand disseminating the Unipacs during the1974 75 school year. Other goals includetraining high sEhool teachers in the use of thecomputer as an instructional tool.

UnipacS and computer_ pro9rams will be two.-of several resources.avajlable folaFomoteindividualized educational experiences for thestudents in the Oklahoma City Public Schools.These study unitsare built around a singleconceptual goat ana consist of: (1) a series ofrelated behavioral objectives, (2) a pretest, (3)study Options whiCh allow for a variety oflearning styles and interests (4) a post test, and(5) a list of resourees for retated optional activities.

U6ipacs fit into a continuous progress scheryiear.d are most useful in flexible, nOngraded schoolprograms. They. may be prescribed by the teacheras part of the progressive development of skillsand,coricepts dr may be selected by students inareas of personal interest.

Each Unipac 61lows the teacher to performwithin the Individualized Education Model inuse within the school district: diagnosis of+ .educational strengths;and weaknesses, ,

prescription-of educational activities based ondiagnosed need, implementation of th.e.educational prescription, analysis'of the prOgressduring instruction and assessrrient ofachievement.. Individualized instruction materials developedin the project are not intended to furnish a totalin program. UniPacs and computerizedinst3uction represent two of many learningoptions within the classroom. Other optionsinclude: (1,),.large and small group participation\for concepfrleveloprnent, progressive skilldevelopment, pursuit of special interests; (2)individually pi-eicribeg instruction in basicskills; and (3) independent stud.y;pursuits.

A materials bank is being established withinthe sohool district frgm which teachers mayselect those units which are apprdpriateforgiven learning situations. Schools wishing to'participate may also establish their own bank intheir school media or resource center.

Z7

Title of Project: Exemplary Elementary DevelopmentalGuidance and Counseling Program

Project Director: Larry FosterSuperintendent of Schools: L. W. GoodLEA: Millwood Board of Education

6724 N. EasternOklahoma City, Oklahoma 73111

The guidance department of MillwoodElementary School serves grades K 6. Theschool is located in a multi-ethnic, multi-racial,predominately middle -class community. Theproject is designed to assist students to. betterunderstand themselves and their relation toothers, becorae self sufficient in decision making,and school work, develop proper appreciationand attitudes toward self and community,develop activities which would promote a morewholesome relationship among all students, andstrengthen home-school relationships. Theprogram is further committed.to provideinservice training for teachers in all phases ofguidance.

F#8

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OBJECTIVES:The objectives of the Exemplary Elementary

Developmental Guidance and Counseling Programat Millwood are to:

1. Employ personnel and provide equipmentand materials for implementing the program.

2. Utilize the SRA Diagnostic InventoryGroup Evaluation Survey Test in September andMay, implement a group guidance program in al;eiementgry classrooms which will increase thestudents' understanding of themselves and theirrelation to others as determined by 80 per centof the students, Increasing their positive responseby ten per cent.

3. By May, 1974, 90 per cent of all elementary _

students will have a better understanding of thetvorld and its relationship to school subjects asdetermined by a ten per cent increase on a preand post.job-subject relationship survey.

4. Continue prograins which will involveparents of 50 per cent of the elementary student.3.

.5. Eighty per cent of faculty will exhibitdevelopmental guidar:ceconcepts in regularclassroom activities as determined by a quarterly

progress report.Since implementing the guidance program, the

overall student body,.increased 8.4 per cent intheir positive responses on the SRA DiagnosticInventory Group Evaluation Survey Test, ameasure of student attitude and self-esteem.

Elementary students showed a 143 per centincrease in understanding the world of work andits relationship to school subjects as determinedby a pre and post subject relationship survey.

Eighty per cent of the faculty exhibitdevelopmental guidance concepts in regularclassroom activities as evidenced by attitudechange, regular use of guidance materials, armdevelopment of students' guidance unitscorrelated with regular subject areas.

A five-member on-site evaluation team ofadministratofs and State Departmentsupervisors, cooroinators, and directors rated theproject on two main points. Innovativeness andEffectiveness/Success. On a scale of 0-5 theproject was rated 4 on Innovativeness and 4.5 onEffectiveness/Success.

20

Title of Project: Lost SheepProject Director: Richard M. HouseSuperintendent of School. Lonny ParrishLEA: Okmulgee Public Schools

Okmulgee, Oklahoma 74447 .

Like the shepherd who searches for the onelost sheep although the ninety-nine are doingwell in the fold, the Okmulgee City Schools hasinitiated The Lost Sheep Program, funded,primarily through Title III ESEA. Its purpose isto restore teenage youth to creditearning,educational programs who otherwise would notbe in school.

The project, which is now in its second year, 30

utilizes an individualized program having separatefacilities but with a curriculum correlated withthat of the regular high school. It is called theOpportunity School.

The number of youth, eighteen years of ageand younger, who came to the adult learningcenter for assistance-in completing high schoolstudies and the need of continuing educationalopportunity for pregnant girls were the factorswhich precipitated action and a search for afresh and practical approith to the educationalneeds of largely ignored Okmulgee youth.

The Opportunity School is located on thethird floor of the local Board of Education

_Building. It is manned by one full-time teacherand'a parttime instructor, both of whom arecertificated to teach secondary subjects.

Students are offered basic subjects, includingEnglish, American History, world geography,mathematics, general science and severalbusiness courses. Students in grades seven throughtwelve earn credit on the same basis as thoseenrolled in the regular learning situations.

Requirements to be met for credit areestablished by teachers of the particular subjectsin the senior or junior high schools.

In order to earn credit a student must fulfillcourse requirements and have a minimum of 80hours o'f class attendance and/or supervised studyfor each one-half credit earned.

29

30

OBJECTIVES:1. Return to practical; credit-earning

education programsiten teenage youths whoduring the previous school year were not in theOkmulgee system but who are now residents ofthe district.

2. Return likewise, ten teenage youths whoare dropouts of the Okmulgee Public Schoolsduring the current year.

3. Enroll ninety per cent o.f the girls whodropped from the regular school setting becauseof pregnancy in an. educational program leadingto graduation and/or providing opportunity tomaintain classification with their. espective age

"groups.4. Enroll eighty per cent of all pupils

recommended and approved for the OpportunitySchool.

5. Retain seventy per cent of all ungraduatedteenage, redeemed dropouts from the previousyear still residents of the district in a.practicalcredit-earning educational program.

Success of the recruitment andimplementation of the program was readilyapparent by the end of the first semester of theOpportunity School. Cumulative enrolmentreached 55 percent with a membership of 35.None of the students would have been in or 4continued in the school year without theproject

Specific objectives for the project were metand surpassed. In its second year, cumulative.enrolment has reached 38 with a membership of21. The lower enrolment has been attributedpartially to a slowdowdin recruitment due todifficulties in getting an English teacher.

31

I C t

Title of Project: Success Through Identification andCurriculum Change (Project: S. T. I.C.C.)

Project Director: S. Sue HaileSuperintendent of Schools:: Dr. John L. MartinLEA: Sapulpa Public Schools

1 South MissionSapulpa, Oklahoma 74066

Description of Project: Project S.T.I.C.C. is asystematic, programmed, and documentaryattempt to restructure the entire elementarycurriculum beginning the first year withkindergarten.

A pre and post screening program has beendeveloped so all children entering kindergartenin Sapulpa-1972-1973, or entering kindergartenand first grade in 1973-1974 are screened toidentify individual needs in the psychomotor,cognitive, and affective domains. The areastested are math, communication skills,perceptual-motor development, and self-concept.Tests used are: Vane Kindergarten, PurduePerceptual Motor Survey, Metropolitan

Readiness Tests, Thomas Self-Concept, and areadministered by, or with the direct supervisionof, a certified psychometrist who recommendsindividual prescriptive instruction based on theneeds of each child.

Using the indiyidual computerized prescriptiveprintouts the children are\grouped according tospecific needs. Many chil&en who need a veryshort time in-the readiness kills are moved intothe academic areas of reading and math. Distarreading and Houghton Mifflin math are used. Forthose not yet ready for reading, Distar languageis used. Specially equipped learning centers forlistening, science, motor, art, music, etc. areestablished and all children are scheduledinthese centers each day. Consulta0-teacher made .

tests are administered througho4the year toany child who, according to teacher judgment,seems to need remediation in any area.Prescriptive remediation accompanies each test.

Children who are deemed "high risk" andneed special help outside the school reelectedby computer and are given a "Home LearningKit." These kits (exchanged for a different oneevery three weekS) contain many objects andmaterials, with written directions for patents

,so they can work with these children at Dome.An in-service for parents is held elypreceeding the children receiving each new kit.

A two week pre-school in-service for teachertraining is conducted by outside consultantswith on-going in-service throughout the schoolyear for all teachers and aides involved in theprogram.

X32

OBJECTIVES:Ninety per cent of alfkindergarteri children

will achieve a total score of 45 or more on mathat the end of kindergarten year.

Ninety per cent of all kindergarten chjldrenwill achieve a total score of 66 or more on thePPMS at the end of the kindergarten year.

Ninty per .cent of all kindergarten childrenwill achieve a total score of 50 or more on theTSCV test at the end of the kindergarten year.Evaluation activities to date:1. Pre-post testing (results in end of year report)

May 1973, Year I results.Goals Pre-Test

%'ofPopulation

Thomas Score of40 or above 50% 88%

Purdue Score of 60.77%50 or above

Metro. Score of45 or above 64.9% 89%

2. (a) 1973-1974 Consultant and teacher made -test for evaluation of students by teachers.

(b) Evaluators computer generated educationalprescriptions for: (1) all 1973-1974kindergarten students (now 1st graders)included in 1972-1973 kindergarten posttest sample.

(c) Limited number of teacher referrals onindividual students (kindergarten andgrade one) forextended evaluation byproject psychometrist.

Post-Test% of

Population

95%

r

"7,

,...

"e4

.

Title of Project: MARC 114-A Course in the HumanitiesProject Director:.Mrs. Elmo PippsSuperintendent of Schoolsi Dr. L. R. WestfallLEA: Shawnee Public Schools, 1-93

10t4.and Harrison StreetShavitnee, Oklahoma 74801

MARC I V. is a course in Humanities that ispresently-baing taught at Shawnee High School.The name comes from the subjects included eachsemester: Music appreciation, Art appreciation,Research elements, and minority Culture. Eachsubject is taught by a teacher, qualified in thatsubject, who was already a member of the schoolstaff and who volunteered to teach thisinnovative class. The idea for the courseoriginated from a faculty committee which usedstudent surveys and teacher opinion to selectthe four subjects being presented.

The student may choose three of the foursubjects for a semester's credit of work. Thematerial covered in the four different subject

areas is unrelated by plan or design. The courseis taught during the fourth hour of the day for aperiod of six weeks. At the end of each sixweeks period, students rotate to another subjectand another teacher.

This course is in its second year. A grant fromTitle III, ESEA has been approved for each year.With this, audio visual aids and equipment havebeen purchased; students have been taken.onfield trips; and resource people have beenbrought in to aid the students.

Goals for MARC IV are: This course willintroduce new concepts into the curriculumwhich will enhance the lives and abilities of thestudents as well as to open the door tounderstanding for some of the minority groupsin our school in accordance with the expressed

ro desires and needs of student body. Studentswill be able to sample three new subject areaswithout spending excessive time nn the subjectand without having pressure to t.,..rn a high lettergrade. Pass/Fail marki are given.

OBJECTIVES:Students will be able to identify specific

music types and periods. Given a musicalselection to listen to, the students willbe able to identify dominant musical instruments.Students will be able to identify certain famousworks of art. Given a particular "period," studentswill be able to list the most famous artists andtheir works. Using the tools available in theresource center, students will be able to do theresearch required for a paper. Students willprepare a short paper, using standard researchmethods, on the subject of their choice.Students will compare different cultures throughresearch and discussion. Students will participatein culture study by analyzing particular givenaspects of a culture.

This course is viewed as part of a solution toan educational problem of student apathy thatarises when high school students are offered "thesame old thing" in the.curriculum. It is believedthat through MARC IV's innovative nature andthe opporturiity for involvement in planning,the students have exhibited greater interest andhave ,assumed rolls of leadership in other areasalso.

For the monies expended and the benefitsderived, this project has been highly rated. It isworking on a small budget and it is an effective,workable project that can be adopted by otherschool districts with little or no outside expertiseand for little cost.

35

linnavaitiona

Title of firoject: A Regional Program Of InnovativeEducational Services

Project Director: Dr. Bill L. SalwaechterSuperintendent of Schools: Dr. William D. Anderson-LEA: Stillwater Public Schools

314 South Lewis StreetStillwater, Oklahoma 74074

The Region 5 Educational Support SystemsCenter (ESSC) goals and objectives have beenlocalized around CCTV activities includingCCTV system development with 41 regionalschools and the development of a systemsapproach toward educational CCTV materialsproduction. To date, 250 tapes and accompanyinglesspn guides have been produced for the Region5 scfiools.

OBJ ECT I V ES:

Five general objectives serve as guidelines forthe. Region 5 program. These objectives include(1) production of 100 video tapes, (2) theestablishment of seven intraregional video tapelibraries, (3) continuation of a "floating" teachercentered inservice program, (4) a feasibility studyonregional data processing, and (5) theestablishment of an intern program to providevarious curricular services for the Region 5schools. _-

The basic thrust of the present program is toprovide innovative services to participatingschool districts. An evaluation of each innovativeservice objective is made by securinginformation to determine the effectiveness ofeach specific objective.

The evaluation of.objectives 1, 2, and 3 restsupon increased overall utilization among Region5 schools. In addition, utilization reports arecompiled by the individual library centers andcomprise a part of the evaluation. Also, attemptsare made to identify doctoral candidates fromOklahoma State University who-wish 'to testmore specific effectiveness measures in thefloating inservice context. In objective 3 theinservice training programs are extended andenriched by exposing teachers to a variety ofideas and information.

Objective 4 is an evaluation study ofcoordinate data processing services. As such,evaluation efforts lie totally within the qualityof the study.

The effectiveness of the fifth objective ismeasured in terms of change and subsequenteducational practices seen as promoting bettereducation of children in the Region 5 area. TheESSC staff undertakes to evaluate effectivenessfrom the participating school's viewpoint.

At present the video tape production effortshave met and exceeded projected expectations.The production studio continues to producequality tapes on a'regular basis. A needsassessment survey of. Region 5 schools has givenguidelines.for further video tape production.

The inservice prograrn,, yet in the embryonicstage, has been received cautiously byparticipating schools. A concentrated effort willbe made to strengthen the inservice program.Suggestions from a needs assessment surveypinpoints areas of interest where inserviceprojects can be established.

36

35

Title of Project. Dissemination Report Tulsa CountyEarly C141dhood Education Title IllESEA Project

Director of project.' Charles A. Marrs, Ed. D. Robert B.Grove

LEA. Independent District No. 9, Union Public Schools,&lute No. 4, Box 119Tulsa, Oklahoma 74145

The Tulsa County Early Childhood EducationTitle Ill ESEA Project is a cooperative projectserving kindergarten, first, and second gradestudents and teachers in all Tulsa County SchoolDistricts except indpendent Distnct No. 1. Majorsel vices Kovided by the Project include.

Physiological screening for kindergartenchildren, diagnostic-prescriptivg services for .K-2children; consultative services for schoolpersonnel and parents, materials for examination,demonstration and loan from the materialsresource center, Learning Activity Packets, andCoordination of diagnostic and treatment 37services for young children by communityagencies.

36

Major objectives of the Project are:All kindergarten children in participating

Schools are to be given a physiological screeningunder the direction of the Project Nurse byDecember 15, 1973.

All kindergarten children identified as havinganomalies interferring with learning are to bereferred by the Project Nurse for appropriatetreatment or therapy by February 1, 1974.

Under the direction of Project staff, thelearning potential of all kindergarten childrenin participating schools is to be identified duringtheir kindergarten year.

All project children referred with speciallearning abilities or disabilities are to be given adiagnostic evaluation by appropriate Projectpersonnel within three weeks of their referraldate.

Throughout the year the Project staff is tocoordinate both the diagnostic and treatment,services of community agencies serving theeducational needs of young children.

The Project staff is to coordinate and unifykindergarten and primary programs in Projectschools.

The competency of K 2 school personnel inthe processes of identification, instruction,remediation, counselihg, and reassessment, asthey relate to learning potential, is to be improvedby Project staff throughout the school year.

During each Project year, parents are to bemade aware of their child's learning potentialand their involvement in their child's learning

experiences is'to be intensified throughactivities of the Project staff.

The enthusiasm, initiativ , and competenceof the Project staff is to be developed throughoutthe Project year through appropriate in-serviceeducational activities planned by the ProjectCoordinator.

A feasible plan for the continuation of Projectservices is to be devised by February 1, 1974,by Project staff and Project board.

Product evaluation is to be conducted b.y thestaff at the end of the Project period.

Significant information about the Project istote disseminated by Project staff toappropriate local, state, and national school,community, and governmental agenciesthroughout the Project period.

To date the Project has successfully conductedphysiological screening of all eligible kindergartenchildren during each of the three operationalyears:The program has been enthusiasticallyreceived and several schools conducted their ownscreenings this year with only minimum assistancefrom Project staff. ,

The Pr Oject's success in coordinating theaiagnostic treatment services of communityagencies has exceeded expectations. Numerousagency services have been utilized in facilitatingthe educational progress of students. At thistime it appears that inadequate liason has beenestablished between schools and agenciestoassure the continueddelivery of agency serviceswithout some central agency coordinating thoseservices. The diagnostic and-consultative servicesof the Project have been used extensively bymany teachers. The number of teachers utilizingboth services has increased each year, however,a small percentage of teachers continue to makelittle or no use of Project services.

Learning Activity Packets and other materialsfrom the Materials Resource Center are inincreasing demand. The Project has alreadydistributed the 400 kits of Learning ActivityPackets and continues to receive requests fdradditional packets.

Demand for Project service's is at an all timehigh even though several districts have alreadyadded staff to perform some of the servicesoffered by the Project. Left on their own severalsmall districts will be unableto continueProject services after its demise. A cooperativeplan is under discbssion by the Tulsa CountyAdministrators' Association for continuation ofProject services.

38

Title of Project: Inter-Disciplinary EnvironmentalApproach

Project Director: Milton W. FordSuperintendent of School: Bill G. PowersLEA: Kiamichi Area Vocational School Dist. No. 7

Box490Wilburton, OK 74578 4

The Inter-Disciplinary EnvironmentalApproach Project is designed to develop andimplement an inter-disciplinary environmentaleducation program in the schools of the sevencounty area of Oklahoma. The accomplishmentsof this project are available to be adopted byother schools.in Oklahoma and the nation.

OBJECTIVES:The specific objectives include providing

personnel, materials supplies, demonstrations,inservice education, and consultative assistancenecessary for the implementation of environmentaleducation programs. These programs are to beincorporated into the existing curriculum-andare not to constitute new courses or schedulingconflicts.

Services are made available to schools in thearea throUgh activities designed to achieve fivemajor objectives of the project:

Administration - Administrative procedureswill he established and operated such that aprofessional staff will be employed, facilitiesobtained, materials equipment supplied, andsupervisory responsibilities performed so that aprogram of environmental education will beoffered to the schools in southeastern Oklahomaand that at least 65 per cent will implement theprogram.

Teacher Training - Teacher training sessions ininterdisciplinary environmental education will

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be conducted for teach rs of the area schoolswith at least 200 teach rs receiving an intensivethree-day training All school districtswill be eligible for trai ing sessions at theirhome school and such sessions will be conductedat least 60 per cent of the schools. Thediscoverylinquiry ap roach will be stressed inthese sessions.

Supportive Materi Is Supportive materialswill be provided for II teachers participating ininterdisciplinary env ronmental educationtraining sessions wit in the project area.Materials will also b provided for at least 90per cent of the proj ct area teachers.requestingmaterials for use in heir local environmentaleducation program.

Resource Teachers Each school district inthe seven county.atea will be provided anenvironmental education resource teacher on acooperative basis. These resource teachers willassist classroom teachers on a one to one basis inimplementing environmental education programs.During the 1973 74 school year, 65 per cent of.:the schools assigned to each resource teacherwill implement interdisciplinary environmentaleducation programs. -

Health Screening To effect the conservationand proper utilization of human resources, aresource teacher in a mobile screening unit willidentify pupils with deficits in hearing, vision,and dental.

Outdoor Study Areas Outdoor study sitesfor both teacher training and student studies

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will be located and permission for utilizationobtained. Three sites, with one site situatedwithin 'commuting distance of each school, willbe obtained for teacher training activities.Outdoor study sites for students will be locatedand obtained so that all_of the students inparticipating schools are within walking distanceof or a short bus ride from on outdoor study site.

Evaluation. This is the first year of the Projectand the On-Site Evaluation team has not visited °'the activities of the Project. Each of the fiveobjectives contain criteria to determine thedegree to which the objective is being acP,ieved.In addition to those evaluation procedures,,anexperimental situation has been developedinvolving both classrooms receiving proposedactivities and-those not participating in theactivities. This activity will give'a comparisonto validate the evaluation procedures previouslyplanned.

In the fall of 1973, classes were selected-toparticipate in an environmental awareness study.An environmental awareness inventory (pre-test)was administered to students participating inthe study. Envirolimental awareness Lassions arebeing conducted with these classes involved.Later, another form of the awareness inventory(post test) will be administered to the originalgroup of participants. Another group, the control

39roup, which was selected from schools outsidethe project area, is being similarly tested todetermine the effect of the awareness sessionsof the first group.

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Title of Project: RED CARPET (RemediatingEducational Disabilities through a ClassroomApproach to Readiness and Perceptual EducationalTraining)

Project Director: Lloyd L. Kutch, Ed. D.Superintendent of Schools: Joe Glover, Ed. D.LEA: Woodward Public Schools

P.O. Box 668Woodward, Oklahoma 73801

The RED CARPET Project is concerned withhelping 311 elementary students (K -6), who havean educational handicap, to achieveat theirpotential learning level. In reaching this goal theprogram provides services to 21 elementaryschools in 16 cooperating districts. These services'are designed to lead to an early identification of .

children with learning problems and the .

prescribing of preventive and/or remedialtechniques which -will help the students reachtheir potential learning level. Improvement ofreadiness to learn and reading achievement arethe major concerns of the project among thosestudents identified as experiencing learningdisorders in perceptual development that preventthem from reaching their expetted level ofachievement.

The RED CARPET Project, which began in1969 as a Reading Readiness program for K-3within, the Woodward School, was expanded in1971 to service the elementary schools in 16districts located in a four county area inNorthwest Oklahoma. The program developedoueof a need to improve the reading level ofstudents enrolled in the schools. A survey revealedthat as mariy as 45 per cent of the students werereading below grade placement.

It was discovered that most of the childrendisplayed inadequate perceptual developmentand readiness to learn. The major goal of the

-.project was to serve the needs of these studentsexperiencing difficulties in learning as a result ofthese perceptual educational handicaps. Inachieving this goal, a staff composed of a projectdirector, psychologist, two psychometrics, twocounselors, a Learning Disabilities teacher, fouraides and an office' secretary, provides inservicetraining for the teachers, personal consultations,individual assessment of student needs, diagnosisof learning disorders prescription of perceptual

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training approaches and the provision ofinstructional materials from a resource mediacenter. The program is designed to help thestudent through a regular classroom approach to,remediation supplemented by special training in`a learning center.

OBJECTIVES:The following objectives were advanCed in

achieving the goal. (I) To improve the capabilityof teachers in the techniques of identifyingstudents who are potential learning failures. (2)To provide inservice training designed to trainteachers in the application of remedialtechniques and use of instructional materials,and (3)10 improve the achievement level ofstudents so that 75 per cent of the studentswould achieve at or above grade level in one ormore academic areas?

Results from a pre- and post administration ofthe Metropolitan Achievement Test Batteryshows improvement in reading among thestudents who had been identified as experiencing

40 problems. A more extensive evaluation will becompleted in the spring with a matched pairsdesign to determine the effects of the programon students.receiving the remedial training.

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The work presented or reported herein was performed pursuant to a grant froln the U. S. Officeof Education, Department .of HealNducation, and, Welfare. However, the Opinions expressedherein do not necessarily reflect the position or policy of the U. S. Office of!Education, and no IP

officf#1 en,dorsement by the, U. S. Office of Education should be inferred.