REPORT RESUMESED 011 461SHARING EDUCATIONAL SERVICES.CATSKILL AREA PROJECT IN SMALL SCHOOL CESIGN

PUB DATE

MRS PRICE MF-$0.09 HC-$1.04 26P.

RC 000 251

60

DESCRIPTORS- SCHOOL AIDES, NONPROFESSIONAL PERSONNEL,*INSTRUCTION, TALENT, COOPERATIVE PROGRAMS, SUPPLEMENTARYEDUCATION, STATE AIC, EXPERIMENTAL TEACHING, SCHOOL PLANNING,

*SMALL SCHOOLS, *EQUIPMENT, *SPECIALISTS, CATSKILL AREAPROJECT IN SMALL SCHOOL CESIGN, CNEONTA

SHAREC SERVICES, A COUPERATIVE SCHOOL RESOURCE PROGRAM,

IS DEFINED IN DETAIL. INCLUDED IS A DISCUSSION OF THEIR NEEC,

ADVANTAGES, GROWTH, CESIGN, ANC OPERATION. SPECIFICPROCEDURES FOR OBTAINING STATE AIC IN SHAREC SERVICES,EFFECTS Cf SHAREC SERVICES ON THE SCHOOL, ANC HINTS

CONCERNING SHAREC SERVICES ARE DESCRIBED. CHARACTERISTICS OF

THE SMALL SCHOOL ARE ALSO INCLUDED. THIS DOCUMENT IS ALSO

AVAILABLE FROM THE CATSKILL AREA PROJECT IN SMALL SCHOOL

CESIGN, STATE UNIVERSITY COLLEGE OF EDUCATION, CNEONTA, NEW

YORK, rOR $0.50. (FS)

U.S. DEPAPTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

STHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT, POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

EDUCATIONAL

SERVICES

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"PERMISSION TO REPRODUCE THIScopy GHTE1 MATERIAL H S BEEN GRANTED

BY 5ffr'10 ERIC AND ORGAMATIONS 0 T RATING

UNDER AGREEMENTS WITH THE U.S. OFFICE OF

EDUCATION. FURTHER REPRODUCTION OUTSIDE

THE ERIC SYSTEM REQUIRES PERMISSION Of

THE COPYRIGHT OWNER."

he Catskill Area Project in Small School Design (CAPSSD), establishedin 1957 and financed by grants from the Fund for the Advancement ofEducation, is searching for theory and techniques that will improve thevariety and quality of education in rural schools. The centralized (consoli-dated) schools participating in this sear& vary in enrollment, kindergartenthrough high school, from about 250 to 1,100 pupils and present uniqueproblems of organization, operation, and programming. The administratorof the local, autonomous central school district is called a supervisingprincipal. The district superintendent is responsible for the work of thesupervisory district, which includes a group of local districts, and is executiveofficer of the Board of Cooperative Services.

This brochure presents an over-all description of Shared Services programsas they operate within the administrative structure of the State EducationDepartment and supervisory districts in one area of New York State, Thework of a Study Group on Shared Services (page 19) provided the informa-tion on which most of this report is based. During the same period John E.Lcverett was a member of this Study Group while making a study entitledGuidelines for the Development of Shared Services in the area for hisdoctoral project at Teachers College, Columbia University.

The program of the Catskill Area Project in Small School Design has beenconceived and developed through the cooperative efforts of administratorsand teachers in 27.. schools in New York's upper Catskill Mountain region.It is staffed by a team of specialists in rural education drawn from the StateUniversity College of Education at Oneonta, New York, and other institu-tions. CAPSSD is, however, autonomous and is governed by the adminis-trators from the participating schools with an executive committee. Itsheadquarters are 215 Home Economics Building, State University Collegeof Education, Oneonta, New York.

Acknowledgments: The photographs reproduced in this brochure were takenby the Fynmore Studios, Booneville, N. Y., except for the following: page 3(top) and page 15 (foot) by V. B. Cantwell, Hobart, N. Y.; page 7 (foot)by Bob Wyer, Delhi, N. Y.; page 13 (right) by George T. Engleman, Jr.,State University College of Education, Oneonta, N. Y.

Copyright 19,50 by

The Catskill Area Project in Small School DesignPrinted in the United States of America

TABLE

OF

CONTENTS

What Shared 'Services Are 2

Shared Services Programs Are Growing 4

Map of Shared Services Operations in SchoolsParticipating in the Catskill Area ProjectIn Small School Design 6

Setting Up A Shared Services Program 7

Example of a Shared Services Cost 8

Services Applications Approved for 1959-60 Boards ofCooperative Educational Services, Bureau of RuralAdministrative Services, The State Education Department,The University of The State of New York 10

What Shared Services Can Do for Your School 12

Helps and Hints Concerning Shared Services 14

Characteristics of the Small School 16

Catskill Area Project In Small School Design

Project Participants by Study Groups 19Cooperating School Districts 20Supervisory Districts 20Executive Committee 21Staff 21Cooperating Agencies 21

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People engaged in Shared Services programv travel regularly among the .schools they serve,

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Cla.s.i schedules of cir0/11 leachers are co-opeatively planned by administrators of th

schools.

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Schools .shae (1 drirer-Iraining instructor'shighly-tpeialized services and equipment,

2

WHAT

SHARED

SERVICES

ARE

The French teacher's car crunched across the hard-packed snow on the school parking area and stopped.Out she stepped, two tape recordings under one armand a folder of dittoed worksheets for her pupils underthe other. Bright and brisk, she had just driven some12 miles from another school in another school districtwhere she teaches two French classes each morning. In-doors and upstairs she hurried to meet her afternoonclasses in French in this school. in this other school dis-trict. Total number of pupils who want to study Frenchin either school is small too small for either school tohire a full-time French teacher. But the total number ofpupils in both schools who want to study French is largeenough to justify the two schools in hiring the sameFrench teacher and dividing her time and costs betweenthem. She is an example of a Shared Service, a rapidly-growing program among schools that are using coopera-tive arrangements to get teachers and other kinds ofspecialists whose services they want their pupils to have.

The pupils went all out for instrumental music so

much so that the school's one music teacher needed help.He and his principal figured that "half" of a musicteacher would do. So they teamed up with a nearbyschool district that also wanted a half-time music teacher.Working through their district superintendent and Boardof Cooperative Educational Services both schools foundthe man they needed at a price they could pay; so they

settled on schedules for division of time. The resultan instrumental music program that meets the needs ofpupils in both schools at costs both schools can med.This "shared" music teacher travels about 85 miles eachweek to the schools he serves, teaching two full days inone and three full days in the other every week.

Driver-training programs in schools pay off; if loweredrates for car insurance where teen-age drivers so trainedare an index of gains made. But people trained to givecourses in driver-training, the cars and other equipmentthey use in such courses cost money. A way to get in-structors and equipment is by sharing both among schools.The schools that share the services of this instructor andequipment are five miles apart. Fifty pupils last yearcompleted the driver-training programs under his direc-tion in the two schools.

The guidance counselor checked his appointments listand asked the principal's secretary to have the pupilsnamed meet him in the guidance office. There the coun-selor worked all morning, sometimes with small groups,sometimes with one pupil these are youngsters whomay have emotional problems, personal adjustments tomake that are difficult, college entrance requirements forwhich special arrangements must be made in the schoolprogram. In the afternoon the counselor conferred withteachers and school administrators concerning these girlsand boys. So goes the guidance counselor's one day everyweek in each of the three schools that employ him on aShared Services arrangement.

Eleven Agriculture pupils aboard a school bus are ontheir way to another school in another district where thereis a fully-equipped Agriculture shop. There they studyunder a fully qualified "Ag" teacher. These H. pupilsare exchanging places for a part of the day with a groupof pupils headed in the opposite direction where they willstudy Vocational Arts in the school that has a VocationalArts shop and teacher.

By this kind of Shared Services where pupils, insteadof teachers or other specialists, do the traveling pupilsin both schools may have courses in Agriculture andIndustrial Arts instead of being limited to the one coursethe home school's own resources and staff could provide.These pupils are "exchanged" according to carefullyplanned schedules that dove-tail into the program of bothschools. They travel in light buses. The result betterbalance in school courses offerings at lowered costs to theparticipating schools.

Some lchooll make more efficient use of available facilitiesby exchanging (1(111ef,

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AS the number of classes in a special field increases, aschool uses a circuit leacher until it needs another' full-time SGuidance counselors make their weekly rounds effectivelyin the two or three relatively small schools each serves.

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3

SHARED

SERVICES

PROGRAMS

ARE

GROWING

Why The Need? Great economic and social changes,including those affecting agriculture and industry, havecombined to create need for change in the variety andnature of education. Today schools large and small mustprovide more than the three "R's," more than the tradi-tional college entrance program. And specialists areneeded to help do this job right. Compare modern schoolsand modern medical practice. The local practitioner pro-vides essential services; but he calls upon specialists tomeet needs and services he cannot provide.

Teachers in small schools are like local practitioners;like them, they know when they should call in specialists.Modern schools need dental hygienists, medical staffs,psychologists, guidance counselors, art teachers, musicteachers, curriculum directors, people trained in the useof audio-visual equipment and materials, teachers trainedto help retarded children, teachers trained to help other

The district superintendent is the execu-tive officer of the Board of CooperativeEducational Services.'

4

teachers improve pupils' reading abilities . . . Largeschools have such people and services constantly at hand.Such services are just as necessary in small schoolsdon't girls and boys in small schools have the samevariety of potentials, interests, and goals as girls and boysin large schools?

By means of Shared Services programs that groups ofschools can work out among themselves, pupils in smallschools can have the same wide variety of educationalopportunities and services that girls and boys everywhereneed in our increasingly complex society. So just becausethe schools are small you don't need to short-change theboys and girls in small communities.

A program of Shared Services is a long step towardthis goal. If a group of local school districts in a countyor supervisory district team up, they can effectively pro-vide for themselves specialized services: (1) that are notneeded daily; (2) for which there is too little demand torequire full-time specialists; (3) that would cost toomuch for any one school to carry for the number of pupilsso served.

The Evolution of Shared Services. There is nothingnew about "circuit teachers"; they are about as old ascircuit preachers. Years ago in New York State, forexample, some schools hired qualified teachers for part-time teaching who often made like arrangements withother nearby schools. But the teachers had to shop tofind vacancies. The next step came when somewhatlarger schools hired specialists on full-time but with theunderstanding that their services would be parceled outamong nearby schoolsso it went with dental hygienists,art and music teachers. Costs of the services they gavewhere shared proportionately, as was State Aid.

Coordinating Shared Services programstakes a considerable part of a district,superintendent's time.

'71

As supervisory districts were formed, beginning in1911, with district superintendents to coordinate activitiesof local school districts and the State Education Depart-ment, need for cooperative provision for Shared Servicesbecame pronounced. A law permitting establishment ofCounty Vocational and Extension Boards was passed in1926 and opened the door for. Shared Services. In 1948Boards of Cooperative Educational Services were author-ized. These replaced the old County Boards and spreadrapidly throughout the State.

Supervising principals of local school districts in theirsupervisory area and the district superintendent meet asa "cabinet" to consider educational needs. The principalstake up "cabinet" and other proposals with their ownlocal district boards. These participate in planning.; forthe entire supervisory area and make decisions for theirlocal districts. Thus local autonomy is effective. Annuallylocal district boards assemble to discuss policy and toelect members to a Board of Cooperative EducationalServices that functions for the entire supervisory district.Such members must be legal voters of a component schooldistrict.

There are now some 60 such Coop Boards in NewYork State constantly on the job seeking ways and meansto improve educational opportunity and related servicesin schools large and small. This growth has accompaniedcentralization of local school districts and enlargement ofsupervisory districts since 1948 in New York State.

How Coop Boards Operate. The prime function ofa Coop Board and its executive officer, who is the districtsuperintendent, is to assist local school districts in im-proving school programs by working out arrangementsthat will facilitate meeting local district needs. These,

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of course, can be determined best by the local schoolwhose teachers and administrators know their pupils in-dividually and have daily face-to-face contact with them.

So a request for a service originates with the board ofthe local school district which agrees to finance theservice for the first year. The Board of CooperativeServices in the area approves the program and recom-mends to the State Education Department that the servicein question is within the competence of the Coop Boardto provide. in short, establishing and maintaining. aShared Service requires the joint action of local boards ofeducation, the Coop Board in the supervisory district, andthe State Education Department and the programprofits from the stimulation and professional knowledgeof all three.

The Coop Board is responsible for employing the staffand carrying out the program of services that have beenagreed upon and authorized by local districts and theState Education Department. The Coop Board and itsexecutive officer, the district superintendent, is the agencythat assists local school districts and the State EducationDepartment in finding and meeting more effectively theneeds of children in schools of the communities wherethese girls and boys live.

Clearly the District Superintendency and Board ofCooperative Educational Services should be alert toemerging socio-economic patterns. Moreover, both mustbe supported by an understanding of educational needsand objectives firmly and mutually subscribed to by thecommunity of local school districts and the State Depart-ment of Education. For an effective program of SharedServices, teamwork in approach, attitude, and participa-tion by State Education Department, Coop Board, andlocal school boards of education is essential.

'he district superintendent travels many a mile Coop Board members, district superintendent, and school principalstpervising Coop Board operations, meet often to plan Shared Services programs.

5

Pleischmenns

Shared Services Among Local School Districts Participatingin the Catskill Area Project in Small School DesignAccording to Frequency of Use

Service Provided by theCoop Board of District

SuperintendencyNumber of Local SchoolDistricts Using Service

Dental hygiene 24Psychological 22Guidance 18Art 15Elementary Supervision 14Music IIDriver Education 9Industrial Arts 9Agriculture 8Physical Education 8Nurse 7Handicapped Pup:Is 5Audiometer Technician 4Speech Correction 4Foreign Languages 2Visual Aids 2

6

This map of,_ Tri-County area shows,instead of. count: Ones, actual school districtboundaries. The numbers on the heavyblack lines indicate Shared Services opera-tions among labeled schools participatingin the CAPSSD.

SETTING

UP A

SHARED

SERVICES

PROGRAM

Services provided by Coop Boards fall into two broadgroups: (1) services needed regularly by relatively fewpupils in local school districts; (2) services required onlyat wide intervals. In small schools, for example, theremay be few pupils in art and music clasges. They can beserved effectively by circuit teachers. Large enrollmentsin such classes, of course, would require the services offull -time teachers. Special needs of talented pupils aswell as of handicapped boys and girls can likewise be metby circuit teachers through cooperative means. The nar-rowly specialized services of a dental hygienist, however,are needed at relatively wide intervals; and these servicescan be provided to about the same number of pupils bythe same dental hygienist whether the pupils are in oneor several schools. As for the services a circuit psychiatricstaff might provide, it is clear that a supervisory districtmust enroll large numbers of pupils before such a special-ized service could be justified. Similarly, a guidancespecialist is not likely to find sufficient demand for hisservices in a small school. He can serve pupils andfaculty in two or three small schools as effectively as if allwere in one building.

Plan Cooperatively with Other Schools. A singleschool can hire no more than a few part-time specialists.So costs are high, variety of services small. Throughteamwork with other schools, a well-staffed, relativelylow cost program of Shared Services can be developed,out of the combined efforts and planning of leaders insupervisory districts, county associations of school admin-istrators, and often regional school study councils thatmay be based at nearby colleges. However launched, thepeople most: responsible for seeing the program throughare administrators of local schools who work together tofind answers for continuing educational needs.

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Demand for dental hygienists ranks high in Shared Servicesprograms.

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Keeping the Shared Services program moving smoothly isjust one of a district superintendent's responsibilities.

7

Look at The Total Picture. What do you want theschool in your community to do for the boys and girlswho live there? Consider what each level of educationaloperation local, intermediate, and State can providebecause each is able to do certain things better. It is

at the local level, of course, where the decisions are madeconcerning a given service and how it is to be provided,The yardstick here is: What ones are most needed by thepupils and are also sound in dollars and cents terms?Maybe your community can provide the services and costson its own. If so, employ cr:ualified full-time persons. Ifnot, that's where your supervisory district (county, insome states) comes into the picture what can it fit to-gether to meet the varying needs and schedules of severalnearby schools, including your own, to provide the serv-ices you want? And schools may exchange pupils onschedule, not only teachers and other specialists, becausesome schools have shops, laboratories or other facilitiesanother school lacks. It's the old adage again, "A fairexchange . . ."

Example of aShared ServicesCost

8

The ictea sereDis C 60ofSia id sha

istrict.sh

The muskteacher servesDistrict A 20%of his time.State Aid share $ 916.15Local district's share 238.99

Total Cost $1,155.14

The muskteacher servesDistrict 9 20%of his time.State Aid share 815.40Local district's

share 339.74

Total Cost $1,155.14

School Districts A, B, and C u:Ider Coop Boas d arrangementsshare the services of the same music teacher whose total cost forsalaries, retirement, social security, travel, and supplies is $5,775.70is divided as shown on the chart. This music teacher serves SchoolDistrict A twenty percent of his time, School District B twentyper cent of his time, and School District C sixty per cent ofhis time.

By means of telephone and car district superintendents keepCoop Board Shared Services programs operating.

Working Out The Exchange Combinations. Thisis the job of the supervisory district's Board of Coopera-tive Educational Services. For example, the tri-countyarea where the 27 schools participating in the CatskillArea Project In Small School Design, are located, thereare seven Coop Boards made up of laymen selected bylocal boards of education. Helped by the professionaladvice of school principals and district superintendents,these Coop Boards set Shared Services policies for thelocal school districts they represent prime examples ofrepresentative democracy at the local level functioning toconserve our greatest resource. And no picnic is their jobof figuring out an educational program of Shared Servicesthat enables pupils within a radius of some 25 or moremiles to benefit from it.

Enlisting State Support. Coop Boards have to deter-mine what Shared Services are most urgently needed inthe schools they serve. And Coop Board members must dothis in a way that satisfies local school district boards ofeducation, administrators, teachers, pupils, parents, andthe general public. Next step is to prove to State Educa-tion Department officials that the proposed programs aresound, so that State Aid will be forthcoming. Over theyears State Education Department officials have developeda gauge for measuring Shared Services proposals in suchterms as these:

The proposed service must actually be shared, notlimited to a single local school district on part-time

A service to be shared is not to replace one a partici-pating school has been providing on its own

A shared service usually will not be approved for aschool where there are sufficient numbers to warrantfull-time service

Services may be performed only by persons who meetthe professional standards of training normally re-quired by certification agencies in New York State

State requirements as to numbers of pupils to be soserved must be met in order to justify State Aid

No one person whose services are shared may devotemore than two-thirds of his time to a single schooldistrict especially for such ,teaching services as art,music, and physical education

Shared services programs should encourage neighbor-ing school districts to cooperatively further consolida-tion of local school districts where such consolidationis desirable

Any program of Shared Services is approved for oneyear only because local conditions change so rapidlythat State Aid apportionments for such services mustbe re-examined annually

It's up to district superintendents, supervising princi-pals, and Coop Board members, titer-lore, to:

Identify urgent pupil-needs that are not being met

Provide funds to experiment with and to evaluateShared Services to meet such needs

Seek State Aid to expand these Shared Services

State Aid Pays a Large Part of The Cost. SharedServices costs come out of local school district funds andState Aid. Local districts foot the whole bill the firstyear. Thereafter State Aid funds are turned over to CoopBoards and by them are paid out to local school districtswhose approved Shared Services programs have been inoperation for a year. Says the law in part:

State Aid is paid to the Cooperative Board on the services foreach district an amount which is the proportion of such costthat three mills bears to the tax rate of the local school districtcomputed on the actual valuation of the taxable propertyexpressed in mills to the nearest tenth . . . That part of sala-ries in excess of $6,000 is not eligible for State Aid andallowance for administration and clerical expenses will notearn State Aid beyond .10 per cent of the lord expenses.

9

SHARED

SERVICES

PROVIDED

IN

NEW YORK

STATE

Annually Boards of CooperativeEducational Services present theirShared Services program proposalsto the State Education Departmentfor approval. Shared Services needsin schools change rapidly, so annualreview and recommendation areMAO This table is reproduced

from one prepared by the NewYork State Education Department.Each figure in the columns indi-cating the services provided repre-sents the number of persons orportions of a person's time assignedfor the school year.

10

THE UNThe State Education

SERVICES APPLICATIONS APPI

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Franklin 4 .... .... 1.0 .... .... .... .... 1.0 ...IL .IA1 Ji... 1.0Fulton . .. .. o *eel 2.0 . ollt 1111 4, 41 0." ..ot te ogee 2.0

Genesee .... 1 , 0 1 . 0 s e " l e o . . o o l t 1.1.0 . , , , , , , . . . , , . , , , 1.0Greene 1.. .... lest soot olot .1 .... ogee Otte soot good, 'goo tot

Greene2.... so.. tett 1.0 .... .... .... .... .... ..., .... .... 1.0Hamilton .... 1.0 .... .... .... ..- ... Os... ego. .3

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Jefferson 2 oleo 1.0 2.4 goo. 000. 00ll Oleo too, sots sots et., 1.3Jefferson 3 .. 1.0 2.0 sot.. 11 elite o el.., o goo.. goo, 5.0Lewis ... , Le 3.0 .... . 2.7

Livingston 1 vet. oo0 *too 000t so.. ott oleo ooo el., ogee .0O 3.0Livingston2 .... .... 2.0 t goo.. O., loos soot 3.0

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1.5Washington .5 1.5 2.0 .... , . , . .... .... lob 3.0Wayne 1 1.0 .5Wayne 2 .... .... .... .... .... 1.8Wayne 3 1.0 . 1 .5Westchester 1

Westchester 2 4.4 5.3Wyoming .5 2.0 1.0Yates .... .... .... 1.0 2.0Tot 1959-60ed 7,1 25.0 119.7 11.1 4.5 1.0 7.0 8.5 1.0 4.7 1.0 130.4Total 1958-59 5.6 17.5 113.1 9.5 9.4 .... 135.7Total 1957-58 7.0 15.0 100.5 4.8 131.15Total 1956-57 2.5 11.2 87.3 8.4 109.15Total 1955-58 2.0 10.0 59.2Taal 1954-55 2.0 7.0 54.1 3.0 .... .... .... .... .... .... .... 71.0Total 1953-54 2.0 4.0 41,8 1.25 .... .... .... .... .... .... .... 55.3

itSITY OF THE STATE OF NEW YORKartment- Bureau of Rural Administrative Services

iD FOR 1959-60 BOARDS OF COOPERATIVE EDUCATIONAL SERVICES

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11

WHAT

SHARED

SERVICES

CAN DO

FOR YOUR

SCHOOL

Up-and-doing Boards of Cooperative Educational Serv-ices have a five-fold job to do:

Uncover needs for new and expanded educationaland unrelated services

Make available certified personnel that small schooldistricts can hire on a part-time arrangement to givepupils nevi sei7ices

Make available certified personnel that school dis-tricts can hire on a part-time arrangement to augmentexisting services for which additional full-time per-sonnel cannot be justified

Enlist specialists to provide needed supervisory andconsultative services

$

Trained school librarians, servingtwo or more small schools, can beobtained through Coop Boardarrangements.

12

Encourage and organize active programs of educa-tional resench among the schools in their areas

Each of these five bears upon the others, Each is aconstant; each requires continuing evaluation and direc-tion according to changing conditions it is called upon tomeet, the circumstances under which it and its concomi-tants operate, and changing pupil and community need.

So how do Coop Boards go about doing their job?You can find the beginnings of the answer to that ques-tion right in your own school. Try these questions aboutyour own school "for size," You will think of more.

Do You Need To

Provide a well-rounded art program that will give pupilsopportunity to prepare for careers in commercial art,help them deMop taste in dress, design, and decoration;stimulate interest in art and crafts as hobbies and inhome-making; correlate art with other aspects of theschool program?

Help pupils build habits of cooperative, responsible be-havior as drivers and pedestrians who know, understand,and apply the traffic laws of the state and community;help them recognize their own capabilities and limitationsas well as those of others; give them actual practice tinderproper conditions in the skills essential to safe driving?

Step up the number and variety of courses in foreignlanguages offered in your school, so that pupils can bene-fit not only from increased offerings but also from im-proved and new techniques of foreign language learning?

Make similar moves to bolster provisions in your schoolfor courses in Agriculture, Business Education, Industrial

AM,

.10- -a:-

;:fx N.PAte-tItt ;42111111111,- I

This "Ag" shop is used by pupils in this school andby pupils from another school who "commute" toclass in a school station wagon.

a

Arts, Vocational Arts, Trigonometry, Advanced Algebra,Chemistry, Physics. . just name the course. . . Shared Services can probably provide the teacher , .

Can You Use on a Part-Time Schedule

A trained school librarian to organize and develop ade-quate library facilities and services for your teachers andpu pils?

An attendance supervisor to check: daily by phone .toinvestigate reasons for'exterded absences, prepare reportsof various kinds, contact parents and physician's,1,7aintainindividual attendance records, conduct the school censusand participate in pre-school registration of pupils?

An audiometer technician who can test pupils to deter-mine which ones may have hearing defects and recom-mend further examination by hearing clinics or familyphysicians, and carry on follow-up testing?

A dental hygienist to: examine teeth of pupils of all ages,determine needs for treatment, perform dental prophy-laxes, instruct groups and individuals in care of teeth,keep parents informed of dental needs of their children,assist teachers in promoting among pupils informationconcerning good dental health, maintain records that willguide appropriate dental examination and recommenda-tions for care and treatment of defects?

A nurse who can: conduct health inspections, notifyparents of symptoms of illness and evidence of physicaldefects, provide follow-up service of a post-treatmentkind in consultation with parents and family physicians,provide special supervision of pupils with serious healthand physical problems, refer special cases to familyphysicians and clinics, cooperate with public health offi-cials in control of communicable diseases, teach healtheducation to groups and individuals, maintain appro-priate records to guide health programs of pupils?

A guidance counselor u,ho can: through standardized test-ing programs determine aptitudes and interests andabilities of pftils, maintain individual records of pupildevelopment, provide educational and vocational infor-mation, offer to pupils and parents and teachers consul-tative services, enlist the services of psychologists andpsycharists according to demonstrated need?

A teacher specially trained in helping other teachers to:improve pupils' reading skills, diagnose and treat readingdi fficulties. of individual pupils, provide periodic testingof reading speed and comprehension?

. . just identify the kind of service you need. . Shared Services can probably give it to you . . .

What Is Being Done For Highly Talented Pupils?Few small schools have enough highly talented pupils

to warrant special classes for them so such girls andboys often are "under-achievers" who surpass their class-mates with a minimum. of effort. Special "seminars" inselected subject-matter areas such as foreign languages,the sciences, advanced mathematics, the social sciences,humanities, the arts, can challenge the interests and abil-ities of such boys and girls. Seminars can be conductedby faculty members at a nearby college or university on aregularly scheduled basis (an illustration is the Saturdayseminar program conducted at the State University Col-lege of Education at Oneonta, New York) or by selectedteachers in nearby schools. Here again . . ..a SharedService can be developed to meet this kind of need.

So, if your answer is "Yes" to any of the above ques-tions see what your Board of Cooperative EducationalServices can provide for the boys and girls in your com-munity. And take another look at page 10 where over35 Shared Services approved for this year by the StateEducation Department are listed. Are there some youwant in your school?

41111a.---

I Fi

Expensive equipment gets double the use in thisIndustrial Arts shop because pupils from anotherschool use it, too.

rAt.

1

A "Shared" reading specialist joins pupils and theirteacher in this class for part of the day.

13

HELPS

AND

HINTS

CONCERNING

SHARED

SERVICES

Some Ground Rules for Local Boards and Ad-ministrators. Boards of Cooperative Educational Servicesare designed to provide educational service where it iswanted. They cannot take over the functions of localboards of education, local school administrators, andteachers. So local boards of education and administratorsof local school districts should:

Recognize that Coop Boards are sensitive to the dis-cretionary powers of local boards

Make clear to local laymen that local boards do notdelegate their own responsibilities fiscal and edu-cational in arrangements with Coop Boards

Expect Coop Boards to compute State Aid allocationson a completely objective basis that lends itself toready verification by local school district officialsUtilize Coop Board services and personnel, and theforthcoming State Aid funds, to support long-rangeprograms of growth in local educational services,rather than to provide bits and pieces according towhat seems expedient

Recognize that tlfe State Education Department andCoop Boards working in concert with local school

14

districts help local school administrators and teachersto accelerate the rate of needed change in local schoolprograms

Developing a Program for Growth. When weighingchoices and priorities at the local level for desired SharedServices, use perspective and considered judgment as toprobable needs as well as to current demands. To do thiseffectively, look well a* what may be taking shape innearby school districts.

In the same supervisory district, for instance, guidanceservices in some local school districts are provided by full-time counselors; in others, counselors operate on a SharedServices basis through the district Coop Board. Wouldthe servicesof a director of guidance for the entire super-visory district therefore be desirable? If so, what andhow much intermediate guidance service should you planfor your local school district? Similarly, as demandstake shape for more of the services of dental hygienists,nurses, psychologists, 'psychiatrists, and other relativelynarrowly channeled specialists, is there likely to be needfor a director of pupil-personnel services who can coordi-nate their programs toward more efficient operation atconsequent lowered per-pupil cost.

In the same general pattern of over-all growth, considerlocal school district supervisory and administrative condi-tions. Is the supervising principal's time, for example,so preempted by administrative duties that there is needfor a curriculum supervisor in the elementary school andfor a guidance counselor at the secondary level? If so,would their services be needed on a full-time or on apart-time basis?

Such questions as these clearly relate to the presentstaff's potential for meeting new conditions that are likelyto arise as well as to the anticipated duration of need foremerging services and their extent. So local school boardsand administrators should consider whether best resultswill derive from employing specialized personnel on aShared Services basis or by hiring, full-time, one or morepeople who can supply general supervisory services.

Making Full Use of Available Personnel. Opinionsand recommendations from school nurses carry weightwith pupils and parents. So school nurses may doubleas attendance supervisors. In most instances of absence,family situations and health are responsible. Cases ofrepeated absence may be referred to the school principal.School nurses are likewise competent to administer audi-ometer tests and may refer doubtful cases to familyphysicians or clinics. Similarly, guidance counselors maydouble up by serving as adult education directors in smallschool situations. Keep in mind, too, that a Shared Serv-ice may well blossom into a full-time one as its worthbecomes demonstrated by use.

Set Up Functional Schedules. Circuit teachers of art,music, and physical education operate more effectivelywhen scheduled for one full day rather than two half-days. Circuit teachers of foreign languages, however, canoperate effectively when scheduled a part of each day ineach school so served. Driver education classes can beconducted effectively when scheduled one-half day eachweek for a term. Dental hygienists's examinations are bestscheduled over a block of consecutive .days. So is audi:ometer testing. An audio-visual specialist can serve teacher-education needs by a series of widely-spaced sessions.

Taking Part in "Cabinet" Meetings. Inter-school dis-trict cooperation and coordination are essential to theworking of a program of Shared Services. District super-intendents find regular sessions of participating principalsto be a "must" in shaping and carrying out supervisorydistrict Shared Services policies for Coop Boards to acti-vate. Participation in such sessions by Shared Servicespersonnel often contributes to operational improvements(For example, to avoid misunderstanding among localteachers, it is sometimes best to pay Shared Service per-sonnel salaries and their travel expenses with separatechecks). Moreover, participating principals find thatmeetings of shared personnel in their own schools arehelpful, as do district superintendents who join theselocalized meetings. Another type of professional meetingthat proves effective involves local full-time teachers andcircuit teachers who have a common concern. Socialgatherings enlisting Coop Board members, shared person-nel, and local staff members are effective.

Lend a Helping Hand to Shared Personnel. Admin-trators of local schools have a special and somewhat differ-ent responsibility toward staff personnel shared with otherschools. So local administrators help circuit teachers andother specialists who serve their schools part-time by:

Orienting them early to local school policies andpractices

Keeping them up-to-date regarding school and com-munity events and activities

Working out with them assignments of responsibilitiesmutually effective for the school and Shared Servicespersonnel

Having them participate in faculty meetings and otherschool functions with the same status accorded full-time staff members

Keeping full-time staff members, pupils, parents, andkey laymen in the community posted as to the servicesand schedules of shared personnel

cY

This audio-visual specialist serves the teachers in two schools.She gets the materials they need and schedules equipment forthem to use.

It

4.111114

This physical education leacher provides a program for girlsin, two schools.

a 'rA'T "

A 4

!44.

Many "standard" diagnostic tests now available are best ad-ministered by guidance counselors and other specialists.

15

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16

I

CHARACTERISTICSOF THE

SMALL

SCHOOL

t ' ; ,

A big school, like a railroad train, is designed on theprinciple of specialization. The train is a series of spe-cialized units locomotive, baggage car, express car, daycoaches, diner, parlor car, sleeping car loosely coupledtogether. It's the best design so far discovered to trans-port several hundreds of people at one time from onelarge city to another. A big school is a series of specializedunits, too. The elementary pupils are segregated by age;the secondary pupils are segregated according to special-ized subjects taught in classes of 20 to 40 students. Thereall pupils study the same subject under the same teacherat the same time. The large school is built, with thisspecialization in mind, as a series of specialized units.Teachers are trained and certified according to this sameprinciple of standardized "subjects" taught.

Adherence to this principle of teaching specializationleads some educators to advocate high schools of 'nofewer than 1,000 students as being necessary for efficientoperation. This may be true so long as the principle ofspecialization determines the design of the school.

Small school design, however, can no more be patternedon large school design than an automobile can be pat-

SMALL SCHOOL

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terned on train design. But small schools can be designedto serve educational needs just as the automobile servesthe needs of transportation of small groups far betterthan a branch-line train.

The small school should be as utilitarian as the automo-bile. The small school, like the automobile, should bedesigned as a self-contained unit. It should not be de-signed as a series of specialized units, as is the railroadtrain. Like the automobile, the small school should bedesigned to serve the varied needs and interests of smallgroups of students. This means there is need for a newdesign of small schools, a design that will replace therigidity of the specialized big-school pattern with a moreflexible pattern. This design rests on several relatedcharacteristics.

1. The Small School Serves Small Groups. Automo-biles and trains are built of the same materials, operate onsimilar scientific principles, are fast, dependable, econom-ical when used for the purposes for which they aredesigned. Four or five people in an automobile can reachtheir destination as speedily and more economically thanfour or five in an otherwise empty railroad car. So it

should be with small schools. They should be designedto serve small numbers of students in units of one, two,three, eight or a dozen. These students don't need special-ized classrooms and rigid schedules.

2. Human Relations Are Basic. In small schools stu-dents, teachers, administrators and parents know one an-other. This face-to-face relationship, in school and out,is the fabric that makes the small school unique. In largeschools this personal relationship is lacking. In the smallschool a new administrator, teacher, or student maychange the nature of the school. This circumstance re-quires a kind of organization or design that differs fromthat of the large, impersonal school. Small schools cancapitalize on this distinctive, inherent characteristic.

3. Organization and Operation Are Articulated. Thesmall school is a closely knit institution including all ages,abilities, and varieties of educational need integrated intoone operation. It has one student body (kindergartento high school senior), one faculty, one administrator, anda continuous curriculum, all in one building. Teachers,guidance counselors, nurses, and special services providefor both elementary and high school grades. Pupils and

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faculty have much in common through sharing a mutualcommunity life. The problem of the small school is notto "break down" a large impersonal population intosmaller units for effective learning, but to use the advan-tages of close articulation in expanding the variety andscope of the educational program.

4. Operation Must Be Flexible. The automobile ismore maneuverable and more responsive to the desiresof passengers than the train. It can start and stop, go fastor slow, and detour or even change direction at the willof the passengers and as needs arise during the trip. Thelarge school meets student needs through a wide varietyof organized classroom units. The small school does sothrough individual and small group learning where theroute is planned by students and teachers, where pupilsproceed largely on their own initiative and responsibility,but with the advice and guidance of the teacher constantlyavailable.

5. Personnel Must Be Versatile. The small schoolrequires versatile staff members, competent in more thanone subject field, who are able and who enjoy workingwith students as they explore together new fields of knowl-edge. Versatility rather than specialization in subject mat-ter, ability to use other resources than the teacher's mem-ory, and to use other means of communication than theteacher's voice in creating an effective learning situationare the hallmarks of effective personnel.

6. Facilities Must Serve Multiple Purposes. The smallschool has the same small body of pupils using itsspace for the wide variety of purposes needed to servetheir varied wants. If the building is planned as a seriesof specialized rooms, loosely coupled together like a rail-road train, each space will be vacant much of the time.

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Twenty-two of the Schools participating in the Cats-kill Area Project in Small School Design get psycho-logical services on a Shared basis.

Hence, in laying out a small school building, space mustbe provided for multipurpose use, since the traditionalclassroom does not serve.

7. Pupils Participate in Policy and Planning. Thepassengers in an automobile determine the route, time,speed, and length of the trip. Similarly, students andteachers in a small school inevitably have a part in schoolpolicy and program-planning, as well as classroom work,without any conscious, organized effort to include thepupils.

8. The School Is an Integral Part of the Community.The small school is not so large and complex that itbecomes a self-contained unit governed by an overall,district-wide administration somewhat detached from thecommunity. The small school is both in structure anddaily operation part of the community's life. What goeson in the school often has direct bearing on communitylife, and at the same time, upon community attitudes oractions that may have more to do with the success of acourse than efforts of the teacher. A problem of the smallschool is to develop more effectively the existing school-community relationships rather than to change them intomore impersonal avenues of communication.

These eight characteristics of the small school are in-herent. The 27 schools now participating in the CatskillArea Project in Small School Design are using them asthey develop ways of achieving more effective small schooldesign. They are applying theory and practice simultane-ously in a number of areas because they know that theoryand practice develop together. A practice that does notfit the pattern of a large school may be exactly what thesmall school needs, just as a steering wheel does notbelong on a train but is essential to automobile travel.

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The Cooperative Board provides means for these 12 high-schoolpupils from four schools to attend the series of seminars in the human-ities, science, and mathematics conducted for talented high school stu-dents by faculty members of the Stale University College of Education.

CATSKILL AREA PROJECT IN SMALL SCHOOL DESIGN

Project Participants By Study Groups

Multiple Classes. Eugene Adamz, C. William Bailey, Miriam Brown, Vincent Ciliberti, FlorenceCoons, Daniel Donohue, Andrew Dresser, Jane Fitch, Ann Hall, Regis Hammond, MalcolmHartwell, Martha Jacobsen, Muriel Kellerhouse, Frank King, Margaret Law, Helen McDivitt,Thomas Matalavage, Julia Morey, Dan Morse, Leland Parks, John Powers, George Redden,Ellen Russ, Mary Scott, Geraldine Simmons, Ruth Simonson, Laverne H. Thomas, Marion Tubbs,Alton White, Leonard Whitelonis, June Cole Wood, Alfred Zoth.Supervised Correspondence Study. Leslie C. Graves, Marion Hoagland, Grace Mojzis, NunziataMagistro, Robert P. Penrose, Philip K. Putman, John Stebbins, Frederick West.Technological Communications (Physics and Chemistry Films). Richard Bates, Alonzo Du Mont,Robert Givens, Donald Gould, Arthur Hartman, Lloyd Johns, Larry Miller, Richard Nostrant,Lucy P. Romig, Walter Sekowski, William Sumner, Margaret Turnbull, William C. Wheeler,School Aides. Georgianna Bouchoux, Norma Boyd, Dorothy Brooks, Madeline Callahan, EvelynClark, Margaret Conant, Catherine Crosby, R. R. DeGelleke, Arthur Doig, R. C. Dorrance, Jean H.Dreyfus, Evelyn Ellis, Ellen Francher, Lillian Fucci, Edna Gavette, Winifred Goodale, LeslieGraves, Donald Haight, Irene Hllis, Arlene Hood, Lloyd Johns, Hazel Johnson, Shirley Keller-house, Joan Lane, Virginia Lam Olga Leslie, Mary Locy, Helen Nielson, Edward S. Onody,Katherine Peck, Margaret Rowe, Warren Ryther, Harold Skinner, Heamen Stevens, Ashley Strong,Edwin Tillapaugh, Beatrice Tischmacker, Ruth Turner, Paul Wa lo, Theda R. Wheeler, ElizabethWilkinson, Margaret Williams, Marion Wilson.Flexible Scheduling. James Brayden, James Brophy, Stanley R. Church, Peter Colletta, WarrenD'Apprix, Howard Gibbs, Carl W. Lind, Ivan H. Miller, John Olive, Warren Ryther, John A.Stone, Lewis White, Robert Williams.

Shared Services. Edward A. Burke, Charles T. Button, M. C. Carpenter, Benjamin Cizek, Ralph R.DeGelleke, Roderick C. Dorrance, Hicks Dow, Amenzo W. Merrill, Elton F. S. Shaver, C. DeanSinclair, Gilson Slater, John E. Sliter, Addison Smith, Earle Smith, Jr., Nathan Southworth, EdwinR. Tillapaugh, Harold C. Tyson, Eugene H. Wieand, John E. Wilcox, Ernest M. Youmans,J. Stanley Young.

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Through Coop Board arrangements, small schools share the services ofregistered nurses.

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Cooperating School Districts

Central Schools Principals Board PresidentsAbraham Kellogg (Treadwell) Paul Walo Alton ColeAndes Lloyd Johns Fred TemmingAndrew S. Draper (Schenevus) Vincent Ciliberti George GoodrichCharlotte Valley (Davenport) Donald C. Haight Thomas Mc MullenCherry Valley C. Deane Sinclair Harold G. HayesDelhi Ralph R. DeGelleke Eugene VandenbordDownsville Edwin R. Tillapaugh Alton NeffEdmeston Leslie C. Graves Leo W, BullFleischmanns (Union Fite School

District No. 21 Middletown) Walter Sekowski Howell BirdsallFranklin Cecil S. Fowlston Mars S. HillisGilbertsville Addison E. Smith Raymond SeamanGrand Gorge Johp E. Sliter William LowellHancock Ed4ard S. Onody Gerard GilleranLaurens Heaman H. Stevens Chris J. AndersonMargaretville Elton F. S. Shaver Everett HerrickMilford Stanley R. Church Leon PedersenMorris Warren B. Ryther, Jr. Leroy PolingNew Berlin Hicks Dow Earl GenngOtego Harold Skinner Elmer DaoisRichfield Springs Benjamin Cizek Frank PattersonRoxbury Roderick Dorrance John C. SweatmanSouth Kortright Edward A. Burke George ManySouth Otselic J. Stanley Young Clifton BowersSpringfield Earle A. Smith Harland SmithStamford Paul F. Waterman Erich ThieleUnadilla Gilson N. Slater Clarence E. RussellWorcester Arthur B. Doig Joseph Bobnick

Supervisory Districts

Number County District Superintendent3 Delaware Melvin C. Carpenter, South Kortright1 Delaware Amenzo M. Merrill, Treadwell1 Otsego Nathan C. Southworth, Richfield Springs2 Otsego Harold C. Tyson, Unadilla3 Otsego John E. Wilcox, Worcester2 Delaware H. Eugene Wieand, Walton1 Chenango Ernest G. Youmans, Sherburne

Shared Services programs planned by Boards of Cooperative Educational Servicesenable small schools in rural areas to offer pupils a wide variety of services and programs.

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Executive Committee

Edward A. Burke, Supervising Principal, South KortrightMelvin C. Carpenter, District Superintendent, South KortrightStanley R. Chwch, Supervising Principal, Milford, Vice-ChairmanFrank W, Cyr, Professor of Education, Teachers College, Columbia University, EXecutive SecretaryNoble J. Givklen, CoordinatorLeslie Graves, Supervising Principal, EdmestonRoyal F, Netzer, President, State University College of Education at OneontaElton F, S. Shaver, Supervising Principal, MargaretvilleHarold E. Simmons, Liaison Officer, State University College of Education at OneontaEdwin R, Tillapaugh, Supervising Principal, Downsville, Chairman

Staff

Hall Bartlett, Supervisor, Materials Developmentt James Burling, Able & Ambitious, MathematicstRichard Clark, Associate, School Aides*Frank W. Cyr, Executive SecretarytVladimer deLissovoy, Associate, RussiantWilliam B. Fink, Able & Ambitious, Social Studies

Noble J. Gividen, CoordinatortLaurence Goodrich, Able & Ambitious,

HumanitiesEvelyn Hodgdon, Associate, Multiple Classes

Half-timePart-time

Cooperating Agencies

tjulia M. Morey, Associate, Teacher Educationf Stanley G, Morgan, Fiscal OfficertRobert Porter, Associate, Able & AmbitioustCarroll Rusch, Associate, Mathematicsf Reuben Rusch, Associate, Research*Harold E. Simmons, Liaison OfficerMarcia Tripodi, Office Secretary

f Emery Will, Able & Ambitious, Science*Charles Wright, Associate, Communications

Fund for the Advancement of EducationClarence H. Faust, President

State University College of Educationat Oneonta, New York

Royal F. Netzer, President

The Research FoundationState University of New York

Mort Grant, Executive Secretary

SHARING EDUCATIONAL SERVICES is the third in a series of illustrated publications produced by the Catskill Area Project in Small School Design. The first brochuredescribes in 24 pages the over-all program; the second, SCHOOL AIDES AT WORK,contains 24 pages. These three brochures may be obtained by addressing the CatskillArea Project in Small School Design, 215 Home Economics Building, State UniversityCollege of Education, Oneonta, New York. Single copies SO cents. .In quantity on thesame order to the same address: S to 10 copies, 45 cents a copy; 11 to 25 copies, 40 centsa copy; 26 to 50 copies, 35 cents a copy; 51 or more copies, 25 cents a copy.

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