Educational Research and Development Makes a Difference in Schools. Annual Report … · 2014. 1. 14. · DOCUMENT RESUME ED 107 223 88 IR 001 961 TITLE Educational Research and Development

DOCUMENT RESUME

ED 107 223 88 IR 001 961

TITLE Educational Research and Development Makes aDifference in Schools. Annual Report to Members.

INSTITUTION Northwest Regional Educational Lab., Portland,Oreg.

SPONS AGENCY National Inst. of Education (DHEW), Washington,D.C.

PUB DATE Apr 75NOTE 29p.

EDRS PRICE mp-$0.76 HC-$1.95 PLUS POSTAGEDESCRIPTORS Adult Education; *Annual Reports; Career Education;

Computer Science; Demonstration Projects; EducationalExperiments; Educational Research; EducationalTechnology; Instructional Innovation; IntermediateAdministrative Units; Manpower Development; *RegionalPrograms; *Research and Development Centers; RuralEducation; Teaching Skills; Telecommunication

IDENTIFIERS *Northwest Regional Educational Laboratory; PLANIT;Samoa

ABSTRACTThe annual report of the Northwest Regional

Educational Laboratory summarizes research and development work andtechnical assistance activities in 15 programs and projectsadministered through four laboratory divisions. Among topics coveredare improving teacher competencies, rural education, interculturalreading and language deielopment, Alaskan telecommunications, careereducation, manpower counselor training, adult education, Samoaneducation, and evaluation, audit and assessment projects. A completelisting of individual projects is included and a three-year staementof income by programs and funding agencies given. (SK)

Northwest Regional Educational Laboratory

AnnualReport toMembersMission

The mission of the Laboratory is to improve educational processesby:

Developing educational products and procedures based onscientific knowledge and technology

Assisting institutions, organizations and agencies in installingand using effective products and procedures

Governance and Membership

A nonprofit organization, the Laboratory is governe- by a27- member Board of Directors. A total of 822 member institutionsparticipate in cooperative planning, development, evaluation anddissemination activities.

Staff and Facilities

The Laboratory is headquiatered in the seven-story LindsayBuilding and occupies space in the nearby Loyalty Building andWorld Trade Building in downtown Portland. Field offices aremaintained in American Samoa and Tacoma, Washington.

The Laboratory has a staff of more than 200 full-time employees.

Finance

Contracts with the National Institute of Education, U.S. Office ofEducation and other federal agencies, State Education Agencies,colleges, schools and other organizations provided S6.27 millionfor Laboratory activities during 1974.

Programs

Research and development work and technical assistance activitiesare carried out in 15 programs and projects administered through 4Laboratory divisions.

U S DEPARTMENT OF HEALTH.EDUCATION &WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OPPiCIAL NATIONAL INSTITUTE OFEDUCATIDN POSITION OR POLICY

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ProgramsIMPROVING TEACHING COMPETENCIES PROGRAM 3

RURAL EDUCATION PROGRAM 4

INTERCULTURAL READING AND LANGUAGEDEVELOPMENT PROGRAM 5

COMPUTER TECHNOLOGY PROGRAM 6

PROJECT PLANIT 7

ALASKA TELECOMMUNICATIONS PROJECT 8

CAREER EDUCATION PROGRAM 9

AREA MANPOWER INSTITUTE FORDEVELOPMENT OF STAFF 10

MANPOWER COUNSELOR TRAINING PROJECT 11

ADULT EDUCATION PROGRAM 12

SAMOA EDUCATION PROJECT 13

EVALUATION AND AUDIT PROJECTS 14

ASSESSMENT PROJECTS 15

EXPERIMENTAL SCHOOLS EVALUATION PROGRAM 16

OTHER TECHNICAL ASSISTANCE PROJECTS 17

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8,933 Teachers Trained

Systems CompletedRes. Util. Prob. Solv.(Adms. Vers.)System Approach forEducation

Improving TeachingCompetencies Program

Traditional school methodsand curriculum content arecentered mainly on the transmission of information. Com-paratively little emphasis is

given to providing studentswith the knowledge, skills andattitudes necessary to becomeresponsible individuals capableof living interdependently in aworld of continuous, rapidchange.

Generally, schools have metobjectives which center on coomove learning for studentswith high intellectualand motivation. They havebeen less successful in promot-ing individual worth and dig-nity, selfunderstanding andmaximum potential for ',Idly',dual growth.

To help meet this need, aset of instructional systems isbeing developed to conduct inservice workshops and campuscourses for teachers and admin-istrators.

Completed Instructional Systems:

INTERPERSONAL COMMUNI-CATIONS (IPC) NWRELtrainedinstructional leaders at colleges andschools used the training programto conduct workshops and coursesfor 848 school personnel in capabilInes to communicate with students.the community and each otherPublisher's records indicate thematerials were used for training anadditional 2,492 teachers and ad-ministraters.

RESEARCH UTILIZING PROB.LEM SOLVING (RUPS) Class-room and Administrators versionsof the system were used byNWREL-trained instructional lead-ers at colleges and schools to con-duct workshops and courses inproblem solving skills for 632school personnel Publisher's rec-ords indicate the materials wereused to train an additional 1,045teachers and administrators

SYSTEMATIC AND OBJECTIVE ANALYSIS OF INSTRUC-TION (SOAI) NWREL-trainedinstructional leaders at colleges andschools used the training programto conduct workshops and coursesfor 204 school personnel in inter-personal relations skills, supervisorytechniques and teaching strategiesPublisher's records indicate thematerials were used to train anadditional 217 school personnel.

DEVELOPMENT OF HIGHERLEVEL THINKING ABILITIES -The system was used by NWREL-trained instructional leaders at col-leges and schools to conduct work-shops and courses for 197 teachersin teaching strategies which increasestudent's problem solving capabilInes. Publisher's records indicate

8,933 TEACHERS,ADMINISTRATORS GAIN NEWSKILLS IN COURSES, WORKSHOPS

Major inservice efforts were underway in FairfaxCounty, Virginia; Detroit; the states of Florida and SouthDakota; Minneapolis; Spokane and Seattle, Washington;Portland; Montgomery County, Maryland and Australia.

Instructional leaders trained by the Laboratory con-ducted 140 courses and workshops for 4,751 teachersand administrators during 1973.74 school year. Salesrecords of publishers indicate NWREL materials wereused to provide training for an additional 4,182 schoolpersonnel during 1974.

Development and evaluation of six new trainingsystems progressed during the year.

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the materials were used to train anadditional 321 teachers.

FACILITATING INQUIRY INTHE CLASSROOM Teachingstrategies which encourage studentinquiry were gained by 248 teach-ers in workshops and courses con-ducted by NWR EL-trained instruc-tional leaders at colleges andschools. Publisher's records indicatethe materials were used to train anadditional 139 teachers.

INTERACTION ANALYSIS -The system was used by collegesand schools to conduct workshopsand courses for 332 teachers intechniques of Interaction Analysis.

SYSTEM APPROACH FOREDUCATION Seventyfive teach-ers were trained in the systematicplanning process.

Instructional SystemsUnder Development:

INTERPERSONAL IN-FLUENCE - Field testing and ex-perimental use of the system forincreasing skills which enablepeople to clarify misunderstandingsusually mistakenly dealt with asconflicts involved 704 teachers andadministrators.

SKILLS TRAINING (PETC II -Increased skills in selecting, adapt-ing and conducting training pro-grams were gained by 359 teachersand administrators participating infield test workshops. As part of thetraining, they in turn conductedworkshops in Group Process Skillsfor 949 other school personnel.

CONSULTATION SKILLS(PETC II) - Field testing and experimental use If the system for

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increasing consulting skills for im-proving the organizational function-ing of a school involved 66 teachersand administrators.

ORGANIZATIONAL DEVEL-OPMENT (PETC III) Trial of theprogram for increasing organiza-tional development skills involved36 teachers and administrators.

RELEVANT EXPLORATIONSIN ACTIVE LEARNING (REAL)- The first 14 learning packageswere tested with 45 teachers.

CONFLICT AND NEGOTI-ATIONS - Twenty-four teachersparticipated in the first trial of thetraining program

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Systems Completed:Facilitating Inquiryin the Classroom

Interaction Analysis




300 Teachers Trained

Program Begun

Lab Established

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Rural Education ProgramIn recent years programs for

schools in rural communitieshave been planned largely byagencies outside those com-munities, and local people havenot had the means to initiateand carry out educationalchanges they desired. By en-larging the capacity of localpeople to solve educationalproblems, states can help ruralcommunities have greater infhience over the nature of theirschools. As community representatives, students and schoolpersonnel with their schoolboards, join in planning schoolprograms, they can have a pos-itive and lasting impact onlocal learning opportunitiesand educational achievement.

The Laboratory is developing a Rural Futures Development (RFD} Strategy that en-courages communities to usecarefully planned, stepby-stepapproaches to design newschool programs, install themand determine their success. Atthe same time personnel inState Education Agencies arebeing trained to coordinateRFD Strategy work statewide.

STRENGTHENING LOCALSCHOOL AND COMMUNITYCAPABILITY FOR CHANGEMaterials and procedures were de-signed for four complementary,systematic change and developmentprocesses

Community Change ProcessSchool Renewal ProcessSchool Leadership DevelopmentProcessSchool Board Development Pro-cess

ENHANCING EDUCATIONAGENCY SUPPORT FORCHANGE Materials and procedures were designed to assist per.sonnel in state and regional educaLion agencies in utilizing the RFDStrategy including.

RFD Strategy DescriptionsRFD Support Agency GuideRFD Training Plan and MaterialsProcess Facilitator Manual

TRIAL OF RURAL FUTURESDEVELOPMENT STRATEGYBEGUN IN UTAH

The design, development and testing of sets ofinterrelated materials and procedures for improving ruralschools progressed at Washington field sites. Trial of atraining system for State Education Agency personnelwas carried out in Montana.

The first complete test of the entire Rural FuturesDevelopment Strategy is underway in Utah.

art=NWRELRural Education staff works with San Juan (Utah)School District staff (center right and bottom right) andSchools in Okanogan County. Washington, to carry out RFD Strategy

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Teacher, School andSupport AgencyStrategies Added

Development ofCommunity ChangeProcess Begun

Program Begun

Lab Established

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Intercultural Readingand LanguageDevelopment Program

The different language patterns, value systems and personal experiences of manychildren from varied culturalbackgrounds result in a needfor special teaching materials.There also is a growing awareness on the part of many cul-tural groups that their childrenare growing up without theknowledge and appreciation ofthe unique characteristics oftheir culture.

To help meet these needs,reading and language development ma terials are beingcreated for elementary grades.The systems are designed toincrease reading and languageabilities and at the same time,,bolster pride in ethnic heritageand confidence in abilities toachieve.

NORTHWEST INDIANREADERS Indians in three re-gions of the Northwest continuedthe design and development ofmaterials for the early elementarygrades. Plains Indian materials arebeing tested in Montana. PlateauIndian materials in Oregon, andCoast Indian materials in Washing-ton.

GUAM READERS First gradematerials were printed for all ele-mentary schools on the islandEvaluation of second grade mate-rials continued and third gradematerials were introduced in testclassrooms.

CHAMORRO LANGUAGEAND CULTURE COURSE De-velopment was begun on a Chamorro language and culture coursefor Junior high students in Guam

ALASKAN READERS TheEskimo, Indian and Aleut PrintingCompany in Fairbanks is printingand distributing the Alaskan materials, which are being used duringthe 1974.75 school year in 77village schools.

SPECIAL EDUCATION MATE-RIALS Vocational and careerrelated materials in language skills,social skills and work habits arebeing developed with the HawaiiState Department of Education formentally retarded children in Pohu-kama and Waimano Schools.

COMMUNICATIONS MOD-ULES Testing of "Strategies inCommunications," units for in.creasing listening, reading, speakingand writing skills of Junior highstudents, was completed in 27Northwest school districts. Thematerials are being prepared forpublication and general use.

7 MATERIALS MEET SPECIALNEEDS OF ALASKA, GUAM,HAWAII, NORTHWEST INDIANCHILDREN

The use of first grade materials deve:oped by PacificNorthwest American Indians began in selected schools inIdaho, Montana, Oregon and Washington.

First grade materials were printed for all elementaryschools in Guam, while evaluation of materials for secondand third graders was underway at test schools.

The Eskimo, Indian and Aleut Printing Company inFairbanks continued to print and distribute AlaskanReaders to village schools.

Development of vocational and career related mate-rials in language, social skills and work habits formentally retarded children began with the Hawaii StateDepartment of Education.

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Northwest Indians develop reading and language materials

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Alaskan ReadersCompleted

Indian Readers Begun

Guam Readers Begun

Alaskan Readers Begun

Lab Established .

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ComputerTechnology Program

The use of computers forschool administration and in-struction is increasing.

Two things are needed forexpanded and effective use ofcomputers in schools.

1. Teachers and administra-tors who are knowledgeableabout potential and appropri-ate computer applications

2. Cur riculum materialswhich are available for teachersto use in the classroom

Curriculum Materials:

ELEMENTS OF COMPUTERCAREERS The career educationmaterials for high school studentshave been completed and are beingpublished this spring by Prentice-Hall.

PROBLEM SOLVING UNITSPrototype units in science, socialstudies, business education andenergy/environment have beendrafted.

Training Materials:

INTRODUCTORY AND APPLI-CATIONS COURSES A com-pleted introductory course, applica-tions course for teachers and appli-cation course for administrators areavailable through Tecnica Educa-tion Corporation. Major trial of thematerials as part of a graduateprogram in school administration istaking place at the University ofIdaho; a major inservice trainingprogram was completed in Utah.

THE COMPUTER IN DATAMANAGEMENT/DECISION MAK-ING Trial of materials at North-ern Arizona University and Port-land State University produced datafor revision of prototype materials.Revised materials were furthertested at Northern Arizona Univer-sity and the University of Iowa andare ready for publication.

SELECTING, SPECIFYINGAND DEVELOPING COMPUTERINSTRUCTIONAL MATERIALSTrial of materials at 10 workshopsinvolving 250 Minnesota teachersproduced data for revision of proto-type materials. The materials on"selecting" were revised and furthertested in Minnesota.

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PRENTICE-HALL PUBLISHES ,

CAREER EDUCATION MATERIALSIN COMPUTER OCCUPATIONS

"Elements of Computer Careers," published by Pren-tice-Hall, provides materials for high school students.

Introductory and applications courses are being usedboth for inservice training at schools and as part ofgraduate programs in school administration at univer-sities.

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University of Idaho uses computer units in educationaladministration program

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World's Fair visitors try NWREL computer unit on energyand environment

1,1 I itSecondary school administrators at Granite School District,

Lake City, in computer training session

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Introductory andApplication Courses forSchool PersonnelCompleted

Program Begun

Lab Established

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Project PLANITA computer language which

can be used on a variety ofdifferent time sharing systemsgreatly facilitates the writingand use of computer basedinstructional materials.PLANIT (Programming LAN-guage for Interactive Teaching)is designed for use on variouscomputing equipment of thetype that is normally operatedon college and university cam-puses.

PLANIT includes a languagefor au thoring instructionalcourse content and the logicfor administering it automat-ically and simultaneously to agroup of students working atcomputer terminals. The au-thor prepares his material inthe PLANIT language either ata terminal or on cards and thetime sharing system presents itto students, automaticallykeeping performance records.The syste:v, which is containedin a sing magnetic computertape, can be installed on avariety of computers withmuch less effort and expensethan any other comparablecomputer program.

PLANIT DEVELOPMENTUnder development at various insti-tutions for some 10 years, thelanguage for computer assisted in-struction has been completed and adissemination system and materialsprepared. It is now in use at morethan 20 universities.

PROFICIENCY MAINTE-NANCE INSTRUCTIONAL MOD-ULE A translator program forinstallation of PLANIT on Litton'sANGY K-12 TACF IR E computer atFt. Hood, Texas is underway.

USE OF COMPUTER LANGUAGERANGES FROM UNIVERSITIESTO MILITARY BASES

Debugging of the PLANIT computer language hasbeen completed and it has been packaged for general use.

PLANIT is being used at more than 20 universities.A translator program is being developed to install

PLANIT on a Litton-built computer for U.S. Armyeducation programs.

Project PLANIT Director Charles Frye explains new languagefor computer assisted instruction

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Teachers need not know computer language to develop theirown instructional units at teletype terminal

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Debugging Completed

Project Begun

Lab Established

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Alaska TelecommunicationsProject

The spring of 1974, theATSF satellite was launched aspart of a program to demonstrate the potential applications of communications tech-nology to education. The Na.tional Institute of Educationawarded grants to three region-al organizations for the initialplanning and subsequent operation of experimental demon.strations The Office of Telecommunications of the Officeof the Governor of Alaska, theFederation of Rocky MountainStates, and the AppalachianRegional Commission. Thesedemonstrations explore the useof satellite distribution of edu-cational television materialsand other services.

The Alaska Office of Telecommunications contractedwith the Laboratory to design96 television programs in basicoral communications andhealth education. The pro-grams are being produced byKUACTV at the University ofAlaska.

BASIC ORAL LANGUAGEDEVELOPMENT The 32 "Amyand the Astros" programs providedirect teaching with Amy assistingtwo Astro children to learn tospeak the English language andlearn about Alaska.

HEALTH EDUCATION The64 "Right One" programs presenthealth information in a lively andhumorous manner.

ALASKAN CHILDREN VIEWTV PROGRAMS VIA SATELLITE

The two series "Right On" and "Amy and theAstros" use puppets interacting with human characters topresent health information and teach children to speakthe English language. Experimental telecasts to 15 com-munities and villages began October 7, 1974.

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Children in Valdez view TV programs broadcast from Ur Wei%say of Alaska via satellite

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Protect Begun

Lab Established

Career Education ProgramCareer education is a broad

new concept which emphasizesthe need for education to dealwith all life careers worker,learner, family member and cit-izen.

E xpe r ience-Based CareerEducation (EBCE) i, onemodel for providing career edu-cation. It uses businesses andcommunity agencies as learningsites in an alternative programfor high school juniors andseniors. EBCE provides an indi-vidualized approach for stidents to learn life skills, basicskills and career development.

EXPERIENCEB1SED CA-REER EDUCATION IEBCE)Based on development and trial ofthe model, "user guidelines" arebeing prepared on the topics ofgovernance, management, instruc-tional system, basic skills, life skills,career development, guidance, ern.ployer /com.:)unaty utilization andproduct development and dissemmation.

Eleven sites have been selectedin the Northwest for replicationand further testing of EBCE mate.nags and procedures.

11 DISTRICTS PLAN TRIAL OFEXPERIENCE -BASED CAREEREDUCATION

Development of the EBCE model is in its third year atTigard, Oregon, where 59 juniors and seniors currentlyare enrolled in the pilot project.

Evaluation of the total model at five additional sitesand specific parts of the model at six sites is beingplanned and will begin in the fall of 1975.

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Juniors and seniors at Tigard, Oregon, in ExperienceBasedCareer Education Program

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EBCE Exploratory TestBegun

EBCE ModelDesigned

Feasibility StudiesBegun

Lab Established

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Area Manpower Institutefor Development of Staff

An increase in manpowertraining progrt.ms throughoutthe nation `ns been accom;Nulled by an ineased needfor skilled anstrunors, counselors and administrators.

Western AMIOS providestraining and assistance for staffmembers of local manpowerprograms in 11 states and terri-tories. Assistance typically con-centrates on capabilities foridentifying, analyzing and solving learning problems of train-ees outside the cultural main-stream.

Staff development services areconcentrated on the followingareas

Human *arid cultural awarenessInstructional methodsCurriculum development and ad.aptationGuidance and counselingRelated and basic educationEnglish as a second languageManpower planning and administrationInteragency cooperation andcommunity support services

2,963 MANPOWER PERSONNELBENEFIT FROM 277 TRAINING,ASSISTANCE ACTIVITIES

A total of 277 workshops and other assistanceactivities were conducted during 1974 for local man-power staff members in Alaska, American Samoa, Ar-izona, California, Guam, Hawaii, Idaho, Nevada, Oregon,the Trust Territory and Washington. Manpower projectpersonnel participating in these activities totalled 2,963.

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..Manpower teaming sessions were Conducted in 11 states andterritories in the Pacific and Western United States

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Northwest Ar)011DSEstablished

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Manpower CounselorTraining Project

Counselors who work withmanpower trainees need different skills, abilities and insightsthan counselors who work inschools. Manpower trainingprogram counselors need to un-derstand cultural and languagedifferences, real experience inthe labor market and frustrations typically experienced bythe unemployed adult.

The Laboratory, OregonState University and PortlandState University have cooper-atively developed and evaluated a model training programfor the preparation of man-power counselors.

Three basic features of thetraining program are:

Training takes place in theactual work settingSuccess of training is mea-sured by actual performance, not by completionof a specific number ofcredit hoursFirst-hand experiences inthe world of work helpcounselors understand problems of trainees

-I, 42 WORKSHOPS INTRODUCECOUNSELOR TRAININGNATIONWIDE

The development of a field-based, individualized, openentry and open exit training program has been completedover the past three years.

Oregon State University and Portland State Universityinstalled the program in September 1973 parallel to theirregular counselor education program for a field test ofthe model.

Training materials and procedures have been packagedand used to conduct dissemination workshops.

TRAINING MATERIALSTraining materials and proceduresare available in a package formatincluding.1. Training Package2 Instructor's Key to Preassess-

ment Materials3. Resource Manual

DISSEMINATION WORK.SHOPS Forty-two workshopswere conducted during 1974 tointroduce the training program oncollege and university campusesacross the United States.

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Typical "graduates" of the program are (top) Mike Lee. Man.power Planner. Clackamas Count". Oregon: (center) GailMelia. Manpower Counselor, Portland Community College;and (bottom) Ray Ayala, Counse:ing Supervisor. School forthe Deaf. Vancouver. Washington

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Oncampus Trial ofModel Begun

Training ModelDeveloped

Project Begun

Lab Established

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Adult Education ProgramAn estimated 60 million

adults in the United Statesincluding one out of every twoadults in Alaska, Idaho, Oregonand Washington do not havea high school education Effective staff development has notbeen readily available to adulteducation administrators,teachers, counselors and paraprofessional;. This is particulady a problem in the Northwest because it encompasses dlarge sparsely populated geographic area.

A regional consortium wasformed to.

Develop and conduct local,state and regional trainingprograms in proven tech.mques of instruction inadult educationDevelop an institutional andagency capability to carryout adult education staffdevelopment

REGION X STAFF DEVELOP-MENT PROJECT Courses andworkshops were conducted during1973.74 for 1,134 state and localadministrative, teaching, counselingand paraprofessional staff membersin Alaska, Idaho, Oregon and Wash-ington. Training activities includeduniversity courses, workshops andindividualized technical assistance.

COUNSELOR TRAINING PRO-JECT Pilot testing of 67 counselmg and guidance training moduleswas completed by 20 adult educa-tion evaluators in rural and urbansettings Idaho State University andOregon State University were in-strumental in conducting thesetests

An Adult Career EducationCounseling and Guidance LiteratureResource directory and supplementwere prepared for counselors andadult educators

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1,134 TEACHERS OF ADULTSBENEFIT FROM TRAININGSERVICES

Staff development activities are provided in Region Xby a consortium including the State Education Agenciesin Alaska, Idaho, Oregon and Washington; the Universityof Alaska; Idaho State University; Oregon State Univer-sity and Washington State University.

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AMPCommunity college staff members develop training modulesin adult career education counseling

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Workshops for adult educators are coordinatedfrom University of Alaska, Idaho StateUniversity, Oregon State University andWashington State University campuses

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1.134 Adult EducatorsParticipate in Training

Counseling ModulesTested

Counseling PrOjectBegun

1,459 Adult EducatorsParticipate in Training

Staff DevelopmentProject Begun

Lab Established

American SamoaEducation Project

Over the past three yearsmany new federally fundedprojects and programs havebeen initiated by the Government of American Samoa. Thisgrowth has increased greatlythe need for training in plan-ning and evaluation skills. aswell as the need for developinga comprehensive planning andevaluation system.

DEPARTMENT OF EDUCA-TION Evaluation of nine Depart-ment of Education projects is underwayUpgrading Language Abilities Pro-

gramSea Study LaboratoryReading ProjectElementary Inservice Training Pro-

jectSCISSpecial Education ProgramSecondary Vocational Education/

Industrial ArtsProject PACIFICAmerican Samoa Bilingual/81ml-

tural Project

The Laboratory also is assistingthe Department of Education inpreparing a five-year plan and pro-gram goal setting.

COMMUNITY COLLEGEEvaluation of six Community Col-lege projects is underway:Vocational Education ProgramManpower Development TrainingAdult Basic EducationCommercial Fisheries Development

ProjectDriver Training and Safety ProgramEducation Professions Development

Act (EPDA)

The Laboratory also is assistingthe Community College in prepara-tion for accreditation and staff de-ve

PROJECTS MEET SPECIAL NEEDSOF CHILDREN, ADULTS INAMERICAN SAMOA

Primary Laboratory assistance to the American SamoaDepartment of Education and Community College is inplanning, managing and evaluating educational projects,and in increasing staff and organizational effectivenessthrough teacher training and organization developmentactivities.

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Department ofEducationProjects Begun

Lab Established

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Evaluation and AuditProjects

The Laboratory's Audit andEvaluation Section has adoptedan "evaluation by objective"approach to evaluation. Thisapproach entails organizing thework of a project into components such as management, in-struction and development.The work on each componentis then organized into a seriesof tasks and each task is con-verted into a performance objective. The performance objective may entail the use of aparticular procedure (i.e., pro-cess objectives) or the objectivemay specify an outcome (i.e.,product objective). At leastone evaluative question is

posed for each performanceobjective. Subsequently, anevaluation procedure is devisedto secure an answer to eachquestion.

NWREL staff membersmake periodic visits to projectsites to review data collectionefforts and perform summaryanalysis of the data. Site visitsresult in an implementation re-port, an interim evaluation re-port or a final evaluation re-port summarizing project activ-ities to date and recommendingchanges where appropriate.

Evaluation services have beenprovided to programs which focuson a variety of cultural groups,including Spanish speaking stu-dents, Native American Indians,Black students, Alaska Native stu-dents and Asian American studentsin both urban and rural settings

Evaluation assistance was pro-vided for 17 projects being con-ducted by 15 local and intermedi-ate school districts under Titles I,III and VII of the Elementary andSecondary Education Act.

Evaluation services were provided to three multisite programsProject SEED, California State De-

partment of Education (32 sites)Child Development Specialist Pro-

ject, Oregon State Departmentof Education (6 sites)

Urban, Rural, Racial, Disadvan-taged Project, Washington StateSuperintendent of Public In-struction (31 sites)Evaluation assistance also was

provided during the year toOregon Regional Medical Program,

University of Oregon MedicalSchool

Idaho Consortium EPDA Project,University of Idaho

Metro Corrections Project, Colum-bia Region Association of Gov-ernments

Project to Read Project, OregonState Department of Education

Vocation& Village Training Pro-

78 PROJECTS BENEFIT FROMEVALUATION ASSISTANCE

The Laboratory conducted 28 project evaluations,onsite technical reviews for 35 additional projects andprovided technical assistance to 15 others.

grams, Portland School DistrictIncreasing the Understanding of

Multi-Ethnic Heritage, Centerfor Urban Education, Portland

Special Education Program Plan-ning, Alaska State-OperatedSchools

NWREL evaluation staff provides services to educationalprojects in (top) Gresham, Oregon; (center and right) Alaska;and (left) Pocatello, Idaho

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Assessment Projects

The need to assess the per-formance of both students andschool personnel is increasing.

Many schools are movingtoward c ompetency basedgraduation requirements, resuiting in the need for testingdevices for the measuring oftask: in actual or simulatedset::ngs. State EducationAgencies also need perfor-mance tests for statewide as-sessments.

Institutions of higher educa-tion have similar needs relatedto competency based programsfor training of school person-nel.

All of these institutionsneed access to instruments andprocedures for assessing theskills and capabilities of students and school personnel.They also need planning andimplementation services in col-lecting information about stu-dent achievement and othereducational concerns.

Test Collection Projects:

CLEARINGHOUSE FOR AP-PLIED PERFORMANCE TESTING

The Clearinghouse was estab-lished in 1974 by the State Educa-tion Agencies in Hawaii, Oregon,Pennsylvania and Washington undera ESEA Title V grant to assistschools and agencies in locating andusing appropriate testing materialsand procedures.

MEASURES OF FUNCTIONALADULT LITERACY - Existingtests are being collected and evalu-ated for use by national and stateRight-toReari, Achut Basic Educa-tion ;led other programs.

Statewide Assessment Projects:

Assistance Is being provided toState Education Agencies:

ALASKA Analysis of alterna-tives for test development

HAWAII Collection and de-velopment of exercises and itemsfor reading and math assessments

OREGON Selection of objec-tives, analysis of data and reportingof results

WASHINGTON Assessment ofreading at the sixth grade level

MULTILINGUAL ASSESS-MENT Instruments which areculturally and linguistically "biasfree" are being refined and tested at10 bilingual and bicultural projectsacross the United States,

STATE AGENCIES LOCALDISTRICTS RECEIVE ASSISTANCEIN ASSESSING STUDENTPERFORMANCE

Activities are designed to help school districts, StateEducation Agencies, federal agencies and institutions ofhigher education meet their needs in planning assessmentwork and in collecting reliable information for makingimportant decisions.

Statewide assessment work by State EducationAgencies in Alaska, Hawaii, Oregon andWashington focuses on readingand mathematics

te,

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15

Experiment& SchoolsEvaluation Program

The Experimental SchoolsProgram at Franklin PierceSchool District near Tacoma isin its fourth year. The programrepresents a large scale, multi-year effort to bring a concen-tration of new educationalmaterials and methods to onesite.

A major element of the pro-gram evaluation and docu-mentation of the results wascontracted to the Laboratory.The result of Laboratory anal-yses will be to:

Measure achievement, atti-tudes and other student ob-jectivesIdentify and document in-dividual successful and un-successful practicesDescribe and analyze rele-vant forces which influencethe programSystematically documentthe total programIdentify successful evaluation and documentation

-1 EVALUATION LOOKS AT HOWAND WHY RESULTS AREBEING ACHIEVED

Laboratory evaluation work focuses on three areas:Instructional ApalysesOrganizational AnalysesCommunity Analyses

Laboratory studies and docu.mentation activities at FranklinPierce School District during 1974resulted in the following reports.

INSTRUCTIONAL ANALYSES"Social Perspectives of Individu.

alized Learning"

ORGANIZATIONAL ANAL-YSES The Fiscal Environmentof the Franklin Pierce ExperimentalSchools Project"

"School District FranklinPierce Education Association Rela-tionships"

"Project Governance A Three.Year Review"

"Perceptions of InstitutionalCharacter"

COMMUNITY ANALYSES"'Survey of the Parents of the Frank-lin Pierce School District"

16

4

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NwREL evaluators work with Experimental Schools Programstaff at Franklin Pierce School District in Washington

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Program Begun; TacomaOffice Established

Lab Established

Other TechnicalAssistance Projects

Many educational needs andproblems are unique to a parti-cular institution or setting.

To meet this need, state andlocal institutions may need todevelop entirely new proce-dures or materials. In somecases the need may only be tolocate and adapt existing ones.

The Laboratory providesspecial assistance to meet thesespecific needs upon request.

FEDERAL AGENCIES Tech-nical assistance and training wasprovided to strengthen the monitor-ing of programs and projects byRegion X of the Department ofHealth, Education and Welfare.

STATE AGENCIES Alaska,California, Montana, Oregon andWashingten State Education Agen-cies were assisted in the areas ofmanagement, planning, evaluationand dissemination.

HIGHER EDUCATION Spe-cial assistance was provided in suchareas as planning, evaluation andcommunications.

SCHOOL DISTRICTS Assis-tance to local and intermediateschool districts varied from feasibil-ity studies to training in culturalawareness.

OTHER ORGANIZATIONSAssistance is provided to other or-ganizations conducting educationalprograms.

INFORMATION SEARCHESThe Laboratory's Information Cen-ter uses a computerized informa-tion retrieval system called DIA-LOG to quickly search more than200,000 magazine articles, researchstudies, books, instructional mate-rials and state of the art paperscomprising 20 different informa-tion bases, including ERIC (theEducational Resources InformationCenter). Searches were conductedduring the year to locate informa-tion on such topics as:Recordkeeping in Elementary

School MathematicsSpecial Education in Rural AreasCulture Free TestsSuccess in Learning and Self-ImageActive Programs in Rehabilitation

of Juvenile DelinquentsDay Care Affiliated with Public

SchoolsCareer Education for the Elemen-

tary LevelGovernance and Finance in Com-

munity and Junior CollegesTeacher Militancy and Bureaucratic

ChangeSelf - Instructional Materials for

Business CorrespondenceFamily Influences on Early Child.

hood DevelopmentWomen and Minorities in Educa-

tional Administration

28 FEDERAL, STATE, LOCALORGANIZATIONS RECEIVE HELPON SPECIAL NEEDS

Special assistance to meet specific needs and problemsof federal, state and local agencies includes training

- sessions, design of management and monitoring plans,feasibility studies, planning, testing and design of mate-rials.

One hundred and fifteen searches were conducted forschool districts, colleges and other agencies to locatereports, documents and materials which helped answerspecific questions and provided information for planningand implementing local educational programs.

Workshop for Idaho school administrators

Montana educators use the ERIC (Educational ResourcesInformation Center) system

C.1, .1..

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40

Study of instructional program atSeattle's Immaculate High School

Alaska State OperatedSchool System plans specialeducation activities

17

Summary of ActivitiesProgram/Project

Improving TeachingCompetencies Program

F.eicl Test andDissemination Workshop

Purpose Funding Source

Develop interrelated instructionalsystems to provide training forschool personnel in process skillswhich promote student self-under-standing, self-sufficiency and' in-terdependence

Utilize instructional systems toprovide instruction for schoolpersonnel

National Institute of Education

Wellington Department ofEducation, New Zealand

University of South Carolina

Fairfax County Public Schools,Alexandria, Virginia

Idaho State University

Oregon State Department ofEducation

Queensland Department ofEducation, Australia

Detroit School District (Michigan)

Spokane School District(Washington)

Montgomery County PublicSchools, Maryland

Rural Education Program

RFD in Utah

Provide products and proceduresfor aural people to change boththeir school systems and their com-munities to support more appro-priate and effective learning experi-ences to enable youth to gain con-trol of their futures

Field test materials and proceduresin the Rural Futures DevelopmentStrategy


San Juan County SchoolDistrict (Utah)

Utah State Board of Education

Intercultural Reading andLanguage DevelopmentProgram

Alaskan Readers

Northwest Indian Readers

Guam Readers

Chamorro Language andCulture Course

Hawaii Special EducationProject

Develop systems to increase readingand language abilities of childrenfrom different cultural backgroundswhile simultaneously bolsteringrude in their culture

Complete development and eval-uate materials for grades 1-3

Develop materials in cooperationwith 28 tribes in Idaho, Montana,Oregon and Washington

Develop materials for grades 1-3

Develop a course for junior highschool

Develop career and vocational ed-ucational materials for trainablementally handicapped children



Guam Department of Education


Hawaii State Departmentof Education

Computer Technology Program

Environmental EducationProject

Develop computer based materialsfor training school personnel forstudent use

Develop computer based curric-ulum units on environmental ed-ucation


U. S. Office of EducationDivision of Technology andEnvironment Education

Project PLANIT

Programming Language forInteractive Teaching Project

Proficiency MaintenanceInstructional Module Project

Alaska TelecommunicationsProject

18

Complete debugging of the PLAN-T language for computer assistedinstruction and package it fortransport

Install the PLANIT language on theLitton-built TACFIRE computer

National Science Foundation

U.S. Army Research Institute

.4

Design educational television pro-grams for telecast via satellite tochildren in Alaskan villages

4'. , 11404.4 15

Alaska Office ofTelecommunications

q

Program/Project Purpose

Career EducationProgram

Area Manpower Institutefor Development of Staff

Manpower CounselorTraining Project

Adult Education Program

Region X Project for the Trainingof Teachers of Adults

Adult Career EducationCounseling Project

Continue development and eval-uation of the ExperienceBased Ca-reer Education Model

Provide staff development servicesto the western states and Pacificterritories

Conduct dissemination activities related to the competency basedmanpower and community collegecounselor training system

Continue the four-state staff devel-opment

Continue the development and eval-uation of competency based training for paraprofessionals, teachersand administrators in career educa-tion counseling for adults

Funding Source

Nat ional Institute of Education

U.S. Office of EducationDivision of ManpowerDevelopment and Training

Oregon State Departmentof Education/USOEDivision of ManpowerDevelopment and Training- -U.S. Office of Education Divisionof Adult Education

U S. Office of Education Divisionof Adult Education

Samoa/Guam/Trust TerritoryEducation Projects

Samoa Education Project

Community DevelopmentTraining Program

Human Relations Workshop

Project PACIFIC

Bilingual Education Projects

Budgeting and ContractMonitoring Plan

Special Education Manage.ment Monitoring Plan

Evaluation and Audit Projects

Provide assistance to the Depart-ment of Education in planning-andevaluation

Provide assistance to the commu-nity college in planning and evaluation

Conduct a needs assessment andt raining of community develop-ment personnel

Conduct training for Governmentemployees under the Intergovern-mental Personnel Act

Continue to evaluate the pilot installation of Hawaii English Projectmaterials in the three U.S. Pacificterritories

Continue to evaluate the project onRota

Continue to evaluate the project inGuam

Design a place for special educationand train staff

Develop a management matrix andconduct staff training

Evaluate Title I, III and VII pro-tects

American SamoaDepartment of Education

American SamoaCommunity College


Guam Training andDevelopment Division

American SamoaDepartment of Education


Trust TerritoryDepartment of Education





Albany Union SchoolDistrict (Oregon)

Anchorage BoroughSchool District (Alaska)

Bend School District (Oregon)

Central Point SchoolDistrict (Oregon)

Corvallis SchoolDistrict (Oregon)

Grants Pass SchoolDistrict (Oregon)

Gresham Union HighSchool (Oregon)

Highline School District(Nfa..ongton)

Jackson CountyIntermediate EducationDistrict (Oregon)

Josephine County SchoolDistrict (Oregon)

Lake Oswego SchoolDistrict (Oregon)

Marion Intermediate EducationDistrict (Oregon)

19

Program/Project Purpose Funding Source

Oregon RegionalMedical Program

Project SEED

Idaho ConsortiumEPDA Project

Urban, Rural, Racial Dis-advantaged Education Project

Metro Correction Project

Child DevelopmentSpecialist Project

Right to Read Project

Vocational Training Program

Increasing the Understandingof Multi-Ethnic Heritage

Special Education Program

Warm Springs InternshipProject

Assessment Projects

Clearinghouse for AppliedPerformance Testing

Measures of AdultLiteracy

Statewide Assessments

Evaluation CenterDevelopment

Alternative TeacherEducation Programs

Continue to provide evaluation as-sistance

Continue to evaluate the special ele-mentary education program for dis-advantaged in four California cities

Evaluate outcomes of leadershiptraining activities

Evaluate projects at 30 sites in thestate of Washington

Continue to evaluate the project inthe Portland area

Evaluate six pilot projects inOregon

Evaluate training provided for staffmembers of five projects in Oregon

Assist in evaluating programs at Vo-cational Village

Evaluate the project

Assist in identif7ing needs andpotential delivery system

Evaluate the project

Provide state and local educationagencies access to testing materialsand procedures

Collect and evaluate measures offunctional adult literacy

Analyze data and prepare reportson reading assessment

Assist in preparing reading andmath objectives

Assist in assessment of reading ob-jectives

Prepare an analysis of four bases fortest development

Assist in designing a center fortraining, research and service

Evaluate nine alternative teachereducation programs

North Clackamas SchoolDistrict (Oregon)

Pleasant Hill SchoolDistrict (Oregon)

Pocatello SchoolDistrict (Idaho)

Portland School District (Oregon)

Reynolds School District (Oregon)

Tigard School District (Oregon)

Toppenish SchoolDistrict (Washington)

Union Albany SchoolDistrict (Oregon)

Union County IntermediateEducation District (Oregon)

Vancouver SchoolDistrict (Washington)

Washington County IntermediateEducation District (Oregon)

University of OregonMedical School

California StateDepartment of Education

University of Idaho

Washington State Superintendentof Public Instruction

Columbia Region Associationof Governments

Oregon State Departmentof Education


Portland School District

Center for UrbanEducation, Portland

Alaska State-Operated Schools

Confederated Tribes ofWarm Springs, Oregon

Hawaii State Departmentof Education (for aconsortium includingthe Oregon, Pennsylvaniaand Washington StateEducation Agencies)

USOE Office of Planning,Budget and Evaluation


Hawaii State Departmentof Education

Waslington State Superintendentof Public Instruction

Alaska State Departmentof Education

University of BritishColumbia

University of BritishColumbia

Experimental SchoolsEvaluation Program

Other TechnicalAssistance Projects

Six Functions of Schooling

20

Evaluate and document the Experi-mental Schools Program at FranklinPierce School District

National Institute ofEducation

Develop measurement instruments

'3'3Arita

National Institute ofEducation

Program/Project Purpose Funding Source

Strengthening Programand Project Monitoring

Multi-Cultural AwarenessWorkshop

Career Education Project

Management Workshop

Feasibility Study

Copyright Procedures

ESEA Title IV Planning

Vocational Skills Center

Oregon Child FINDProject

Problem SolvingConsultation

CommunicationsAssistance

Human Resource FileDevelopment Project

Graduation RequirementReport Analysis

Annual Testing ProgramAnalysis

Evaluation CompetenciesPlanning Project

Developing InstitutionProject

Comprehensive Plan forPostsecondary Education

Quality Basic EducationProject

Western Region InterstatePlanning Project

Administrator's Workshop

Attendance Unit PatternStudy

Teacher? Workshop

Consultation Assistance

AERA EvaluationTraining Institute

Inservice EducationProgram

Gifted and TalentedEducational NeedsPlanning

Instructional SystemAnalysis

Manzanita IndividualizedCurriculum Project

Helping Eliminate EarlyLearning Disabilities

. o.1olvot)

Provide technical assistance to theregional office staff

Conduct training for district staff

Design a cost system for the project

Conduct training for Alaska schooladministrators

Develop and test new needs assess-ment procedures in the area ofchild care services

Provide technical assistance

Assist in developing a planningmatrix for Integrated Grants Man-agement

Conduct a study of the feasibilityof a training center operated co-operatively by six school districtsAssist in designing programs forhandicapped children

Assist in planning processes in in-dividual schools

Assist in preparing a 5-year reportof activities for improved educationof the handicapped

Assist in deve,oping a regional re-source file of people in special ed-ucation

Assist in developing competencybased high school graduation re-quirements

Assist in analyzing test data derivedfrom the district's annual testingprogram

Assist in implementing a systematicplan f or producing evaluationcompetencies

Provide assistance in planning andevaluation

Assist in development of a statewide plan for Oregon

Prepare informational materials forcommunity meetings

Provide technical assistance to the8-state project

Provide staff development for AreaIII administrators in decision makingprocesses

Determine the feasibility of mod-ifying attendance units

Provide staff development forteachers at Atkinson and Llewellynelementary schools

Provide assistance to the Title IIIproject

Assist in conducting training for 30state agency personnel

Conduct training for 85 staff mem-bers in communications and prob-lem solving

Organize two planning sessions forrepresentatives of national organiza-tions

Develop a study of instruction andcur riculum at Immaculate HighSchool

Assist in production of dissemina-tion materials

Assist in production of dissemina-tion materials for the project atCentral Point School District(Oregon)

U.S. Department of Health,Education and Welfare,Region X

Anchorage BoroughSchool District

Tri-District Co-Op,Mossyrock, Washington

Alaska State Departmentof Education

Mid-Willamette 4-C Council,Salem, Oregon

Sheldon Jackson College,Sitka

Washington State Superintendentof Public Instruction

Aberdeen School District(Washington/

Regional Resource Center,University of Oregon




Lincoln County SchoolDistrict (Oregon)



Concordia College,Portland

Oregon Educational Coordinat-ing Council

Montana State Superintendentof Public Instruction



Pendleton SchoolDistrict (Oregon)


Billings School District(Montana)

California, Oregon and Wash-ington State Education Agencies

MiltonFreawater SchoolDistrict (Oregon)

Ventura County Superintendentof Schools (California)

Central Area PastoralMinistry Study SteeringCommittee, Seattle


South Umpqua SchoolDistrict (Oregon)

21

22

Program/Project

ESA TechnicalAssistance

Vocational Skills Center

Instructional SystemsAnalysis

Experimental SchoolsProject

Decision Making Workshop

Organizational ClimateVariables

High School FeasibilityStudy

Purpose Funding Source

Assist the ESA Advisory Council inPlanning and setting priorities

Assist in planning a multidistrictcenter in the Aberdeen area

Develop a study of instructionalsystems and content at ImmaculateHigh School

Provide planning assistance

Conduct training for the Washing-ton State Department of Social andHealth Services

Assist in a study of the organiza-tional climate of the district

Conduct a feasibility study forestablishing a new high school

National Advisory Council forfor the EmergencySchool Act

Washington CoordinatingCouncil of OccupationalEducation

Central Area PastoralStudy SteeringCommittee, Seattle

Berkeley Unified SchoolDistrict (California)

Western WashingtonState College

Beaverton SchoolDistrict (Oregon)

Sisters SchoolDistrict (Oregon)

ResourcesNWREL INCOME BY PROGRAMS

FY 72 FY 73 FY 74

Improving Teaching Competencies Program S 763,800 17.2% S 831,130 16.6% 51,157,611 18.8%Rural Education Program 601,300 13.6% 808,704 16.1% 1,289,413 20.9%Intercultural Reading and Lariguage

Development Program 547,100 12.3% 657,807 13.1% 557,236 9.0%Computer Technology Program 210,700 4.8% 198,333 4.0% 309,030 5.0%Project PLANIT -- 59.409 1.2% 65,269 1.1%Alaska Telecommunications Project -- -- -- 183,578 3.0%Career Education Program 691,200 15.6% 847,817 16.9% 830,090 13.5%Area Manpower Institute dor Development

of Staff 384,500 8.7% 361,314 7.2% 541,164 8.8%Manpower Counselor Training Project 134,300 3.0% 159,679 3.2% 44,924 0.7%Adult Education Program 71,200 1.6% 176,712 3.5% 277,655 4.5%Samoa/Guam/Trust Territory Education

Projects 318,200 7.2% 233,542 4.7% 98,182 1.6%Evaluation and Audit Projects 84,400 1.9% 136,334 2.7% 216,376 3.5%Assessment Projects -- -- -- -- 122,557 2.0%Experimental Schools Evaluation Program 204,900 4.6% 257,950 5.2% 305,101 4.9%Other Projects 350,400 7.8% 240,293 4.8% 143,890 2.3%M_ iscellaneous Revenues 74,600 1.7% 40,537 0.8% 29,710 0.4%

Totals $4,436,600 100.0% 55,009,561 100.0% 56,171,786 100.0%

NWREL INCOME BY FUNDING AGENCIESFY 72 P. 73 FY 74

National Institute of Education -- -- 53,432,258 68.5% 54,240,572 68.7%U.S. Office of Education S2,902,300 65.4% 204,295 4.1% 755,806 12.2%Other Federal Agencies -- -- 64,629 1.3% 204,153 3.3%State/Territorial Education Agencies 1,143,600 25.8% 1,083,717 21.6% 726,193 11.8%Colleges/Universities 67,000 1.5% 24,300 0.5% 24,347 0.4%School Districts 160,700 3.6% 125,994 2.5% 148,036 2.4%Businesses and Others 163,000....

3.7% 74,368 1.5% 72,679 1.2%

Totals 54,436,600 100.0% 55,009,561 100.0% 56,171,786 100.0%

)r-A.m.)

23

Member InstitutionsLaboratory members include

institutions and agencies in theNorthwest region and thePacific area. New membersaccepted during 1974 were:Community College of

American SamoaFirth (Idaho) School DistrictMe !stone (Montana) School

DistrictIn addition to eiectin:j mem

bers of the governing board,member institutions are fieldsites for testing educationalmaterials and procedures. Personnel from these institutionsserve on program advisorycommittees and participate in.the design, development anddissemination of new products.

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State and Territorial

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Departments of Education 1 1

Public School Districts 27

Private/Parochial Schools 7

Intermediate/CountySchool Districts

Colleges/Universities 6 1

Professional Associations 7

Community/Cultural Agencies 1

Business/Industry --Others 3

TOTALS 52 2

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Board of DirectorsPaula Alvarez Teacher

Woodburn (Oregon) School District

Mere Betham Director of EducationGovernment of American Samoa

George Brain (chairman) Dean of EducationWashington State University

Frank Brouillet Washington State Superintendent ofPublic Instruction

Maurice Claeys Vice PresidentRainier National BankSeattle, Washington

Dolores Colburg Montana State Superintendent ofPublic Instruction

Verne Duncan Oregon State Superintendent ofPublic Instruction

Rulon Ellis SuperintendentPocatello (Idaho) School District

Hazel Hays ManagerAlbina MultiService CenterPortland, Oregon

Teichiro Hirata SuperintendentHawaii State Department of Education

Lloyd Knudsen DirectorLegislation and Political EducationOregon AFL:CIO,

Marshall Lind Alaska Commissioner of Education

William Marsh DirectorProgram Development and ResearchAnchorage Borough School District

John McCoy Superintendent of EducationDiocese of Helena

Lloyd Millhollen SuperintendentLake Oswego (Oregon) School District

Rita Millison Elementary School PrincipalAnchorage Borough School District

Franklin Quituqua Director of EducationTerritory of Guam

Charles Ray Dean of Behavioral Sciences and EducationUniversity of Alaska

Roy Seeborg SuperintendentAstoria (Oregon) School District

William Serrette Assistant SuperintendentBillings (Montana) School District

Andrew Smith SuperintendentLewiston (Idaho) School District

Benjamin Trowbridge, Jr. BusinessmanMedford, Oregon

Roy Truby Idaho State Superintendent ofPublic Instruction

Robert Van Houte Executive SecretaryAlaska Education Association

Harold Wenaas SuperintendentGreat Falls (Montana) School District

Richard Willey Dean of EducationIdaho State University

Robert Woodroof SuperintendentEdmonds (Washington) School District

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Headquarters

710 S.W. Second Avenue, Portland, Oregon 97204 (503) 224-3650

Field Offices

American Samoa Department of Education, Pago Pago, American Samoa 96799

Washington 313 South 129th Street, Tacoma, Washington 98444 (206) 531.4254

April 1975

So.....727

Documents

Educational Research and Development Makes a Difference in Schools. Annual Report … · 2014. 1. 14. · DOCUMENT RESUME ED 107 223 88 IR 001 961 TITLE Educational Research and Development