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ED 128 071 PS 008 742
TITLE [UM0s Child Center _roject. FIn_l Report.]INSTITUTION United Migramt Opportunity Services, Inc., Milwaukee,
Wis.SMITS AGENCY Office of Child Development (D1IEW) hington, D-C.dREPORT NO OCD-CB-407PUB DATE 9 Mar 76NOTE 43p.; Best copy available
EDRS PRICE MF-$0.83 BC-$2.06 Plus Postage,DESCRIPTORS *Biculturalism; *Bilingual Edacation; *Day care
Programs; Disadvantaged Youth; English (SecondLanguage); Evaluation Methods; Oexican Americans;*Migrant Child Education; Parent Participation;Preschool Children; *Preschool Education; ProgramEvaluation; Puerto Ricans; Social Services;Socioeconomic Background; 1panish_Speaking
IDENTIFIERS Male Preschool Teachers; *United Migrant OpportunityServices; Wiscon in (Milwaukee)
ABSTRACTThis report presents a description and a brief
evaluation of the Child Center Project, a bilingual-bicultural earlychildhood development program designed to prepare preschool Latinochildren to succeed in school without losing theirbilingual-bicultural identity. Punded by the Office of ChildDevelopment, the three-year project was initiated in 1972 by thUnited Migrant Opportunity Services, Inc. (DMUS), a non-profitcorporation in the state of Wisconsin. A major goal of UMOS has beento help migrant farm workers who decide to leave the migrant streamand relocate in Wisconsin. The center servea.approximately fifty 3-to 5-year-olds in each year of operation, and emphasized parentparticipation and control as well as the presence of male Iatinoteachers in the.classroom. Included in the report are a breakdown ofthe ethnic and socioeconomic backgrounds of the children whoparticipated, educational objectives and the final project evaluationfindings. (MS)
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* materials not available from other sources, ERIC makes every effort ** to obtain the best copy available. Nevertheless, items of marginal ** reproducibility are often encountered and this affects the quality ** of the microfiche and hardcopy-reproductions ERIC makes available ** via the ERIC Document Reproduction Service (EMS). EDRS is not* responsible for the quality of the original document. Reproductions ** supplied by EDRS are the best that can be made from the original.************************************ **********************************
S OEPARTMENTOF HEALTH.EDUCATION &WELFARENAT IONAL INsynejTE, op
EDUCATION
THIS DOCUMENT Ws e5EN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSONOR ORGANIZATION (*wowATING FT POINTS OF VIEW OR OPINIONSSTATED 00 NOT NECESSARILY REpREsEN T oF F IC IAL NATIONAL INSTITUTE OFEDucATION POSITION OR POLICY
UNITED MIGRANT OPPORTUNITY SEIIVICES INC
Dr. Ramon Garc-a.Department of :lealth, Educationa VelfareCffice of Child Developmentp.o. 80x 1182Washington D.C. 20013
Dear Dr. Garla:
Enclosed you will find the. follo
1. F4n-1 Pvaluatic.zi flrn
findin and conc1usior,3.
2. Bilingual, Bicultural ' Lie7
activities and evaluaprojtct application.
9, 1976
11
P.O. Bat 5343
807 WEST weEENEIELD AvENUI
MILWAUKEE, WIscum51N 53704
them*, 671-5700
SCOPE OF INTERESTNoTIDE
Thh E Filo Facility htto at:signed
to ti ycurfrenT fcr proomlog
In DUI lUdgCrrent this dGssin:atn1
01 inters-at t the elcrannirhia MPS hotel:Ito ths right Indexint] thoJtd reflect Mott ;PedalroDlot%ot viov,
zarle
loprrierit Project- instruments dove
Enrollment 3tatistics FT 73-74-75.
a. Ethnic breakdownb. Socio-economic, family el ibility
c. Age group summary:
3 year olds4 year olds5 year olds
1973-74
151715
Please advise if other information is required.
Sincerely
Clemente S. Villarreal. h.D.
Deputy Director
CSV/sfcc: L. 4artinez, C. Chavez
BEST Cory RvAlLabil2
1974-75
161716
L.
UMOS CIIILP CENTER PROJECTfunded under the auspices of the
OFFICE OV CHILD DEVELOPMENT
The UM( S Child Center Project began in August of 1972 and ended August 31, 1975.As a consultant, I began my work in Jatrarry, 1079, and worked until Augusto 1975,The following report summariAcs roy overall impressions about the operation ofthe project.
L Surm ce Eva is
Ttirjg_
Objecti e: To test the 3, 4, and 5 year old groups at two different individuals.Children were tested in February, March and April of 1979, andthen a:gain ri August of 1971 for the 5 year olds and in 1Viarct, andApril of 1975 for the continuing 3 and 4 year aids.
The n, ye? r eld groupi wch comprs ttidera body.
D gn: Tests which measure recognition, verbal and linguistic ab1ttiesused at approximateti a one-year interval.
ma rials: 1) The Boehm Test . 13asic Concepts (English version), "PruebaBoehm de Conceptos Ti'Lsicos" by Ann E. Boehm was used.Published by Psychological Corporation, 309 E. 45 Street; NewYork, my 10017.
2) "Fest for Auditory Comprehens2on of Lrnguage by EtlzabcthCarrow, Ph.D. Urban Research Group, 306 West 16, Austin TX '78701.
Language for Testing: Each child wa .7. tested in his dominant language. DoMinancewas ascertained in the following manner:
a) teacher report based on six-months classroom observation anddirect interaction with the child;
b) tester's dire t rocraction with the child.
No t and teachers are both bilingual.
Analysis: It was qriginally planned that the same-children Who were test&T Ii1974 were also to be tested in 1975. The plan was followed, however,the amber of children who remained in the project was reduced in
4
Page 2:
Res
the cases o the 3 and 4 year old roups by about GO'70. Th:s wa_
in large part, due to the transient situation of re-settled migrantsin the north ccatrat part of the United States. Many return to `1,1.as
or the Southwes t in the ease of Chicanos, and in the case of Puc,-.0Bimini', many move on or back to the island.
11 as tuna that in all of the cases tested the children had increased
their scores by-approximately three points within the score rampof the Boehrn's test and by approxi.nately 5'4, on the Carrow's test.
B. Acti ities with Parents
The parents advisory mule ii and the aetiv ties with parents were underaegis of the director. No summative evaluation was car.:ied out (see forma ive
section).
C. Menthl Mcasureimentsbv Teacheis
Monthly reports by teachers were kept on file. The attac ed form Appendix A)
was devised by the teachers in conjunction with the consultant. Peridec exam-
ination of reports was made by the consultant.
IL Fornative Evaluation.
An ongoing proces observation by the consultant was used.
A. Discuss loris wIth reachers
The consul found th t teachers had worked out clear immediate objectives
and long-range plan: Uie ;1;ses. ,,,Thd laborious work in which the teachers
engaged in order to prepare he physical aspects of the classroom according to
the theme or lesson of the week. The children were exposed to all phases ofacademie learning, i.e. natural science, social studies, mathematical concepts(numbers, couating, adding), letters, artwork in addition to small and grossmotor development skills.
Through the discuss ions with the teachers, it became evident that children were
involved in a variety of activities, both inside and oulidc Me class room. The
discussions and meetings with the teachers took place on an average of twicea month, however, these were not regularly scheduled nor were they formalized.
The consultant meant to maintain a relaxed presure-free atmosphere.
4
Page 3
Through the discussions and the visits which were combined w h
the testing sessions and the workbook preparation, it became
evident that the teachers, the social worker and the director formed
a closely knit group of colleagues whose mutual goal was the
education of the chitdrea.
B. Diussici vh Parents
Parents were seen and talked with on an informal bnsis at functions where
parents would either be participating actively or be in the role of the guests.
Minutes of the advisory council meetings were always sent LO the consultant.
It was apparent that the parents tor the most part had had some involvement
'n the program. The director and the teachers were involved with the parents
in attempting to get them to participate. it was observed by the consultam that
only one parent became involved in such a way as to attempt to control the pro-
grArn. NI hp expected in any typo of program or school and as far as
the t.g.A.: pojc.conce,ied, it wag of rninui- consequence.
C. Observations of Classes
Informal "visits" were made to all of the classes.Considering the amount of
time spent at the project itself, it was necessary for the consultant to be inside
the classrooms rather frequently. The- OCD project, during ite duration
was successfully operated in terms of classroom learning, rapport between the
students and trio tea-zners and the parents vis-à-vis the learning environment and
the actual_ des ign of the program. rhere is no question that the teachers Etat aides
were competent, qualified, exp-..rienced and successfui, especially in terms of_
classroom ecperIarieos .
111 oolc.
The workbook was completed In a period of about 16 months. LIMOS is requested
to attach one copy to this form.
The format used for sample le sons is also attached (Appendix B).
IV. Overall Conclusions.
IL is my opinion that the operation of the OCD Childtlevelopment Prorect was_T
successful and a definite contribution to the Milwaukee community. There are
not many programs that exist today which fit the needs of the pre-school age
5
Page 4
group of minority children, their parents and the c unity in generat .
consultant wishes to i_aint out that this report is limited in perspectiveto the OCD funded child development project per se and not to the internal
operations of UMOS as it related to The project. To this last point, theconsultant does not claim arty knowledge.
rho final conclusion is that-the projecl itself should be considered a model
at the national level for all other projects whose general characteristics
arc the same.
Submitted on February 6, 1976
Diana E. Pnlaez-Rivera BartleyAssociate Prelessor and ProjectDirector, Bilingual Teacher EducationProject at the University of Wisconsin-Milwaukee
6
Qct.1,, 1973 -Mar. 1, 1974
DATE
*
Ethnic I3readown
Coun
'Sonic-EconomicEligibility Status -
Family Count
wn - Family
MexicanAc -ican
Puerto'can White th
._eadstartconomicuide ine
IIeaci:t:.rt
EligibilityStatus
Oct. 1-5 107 41
-12
5-
22-26
29-Nov.2
42 2
43
_3 4
v. 5- 4
16
17
17
_10
0
10
10
9 9
9
5
6 43
19-23
26-30
Dec. 3-
43
43
4
4
4
4
1 2 17
13
a 18
17-21
Jan. 2-9 1974
4
95
6 44 2
1
2
2
2
18
18
9
19
44 1 10
21-25
28-Pob.
P(i). 4-8
44
44
18 10 10
43
1H-22
13
19 9
23-Mar. 1 45 2 19 0
Mar. 4-6, 1974 44 2 19 1
44 2 2 18 10
-22 44 2 do25-29
.
Apr. 1-5
44
2
0-12 2
9
19 10
la'
10
10
lo
10
DATE
SCHOOL YEAR 19 - 74
Ethnic Breakdown
Student Count
2.
Sceie-Economic Breakdown -Eligibility Status -
amAll Count
1
MccioanP.mer lean
PuertoLean chite
leadconomiC,u. -line Welfare
ly
AboveTadstartgibilitytatuQ
10
29 ay
=1
June
17
201
27-
7
10-14
17-21
Aug. 5-9
2-16
1702 95
Average_ 44
TrTAL:
NOTE1 LILY S OL VACATI
Aug. 19, 1971-
SChOOL YEAR
Ethnic Droakdown
Aug. 15, 1975 stodont count
Mexican Puerto I_
American Rican olhitc
23, 1974 42 2 1
DA
74 -Socio-Ironornic i3ra
Statu--,Fruaily Count
.10
r.oadstartIconomic
Other uide1ine5 Wclfiro
- Pinny
2 18
42 2 18
Sept.2-6
9-13
16-20
23-27
30-Oct.
39 9 22
9 22 11
9 20 12
1 9 2 11
. 7-11
14
13
13
13
39 1 1 9 22 1
21-25 22 11
26-Nov. 1 39
Nov. 4-3 39
11-15 38
18-22
1 22 11 13
22
22 10
25-29 38
Dec. 2-6 38
Jan. 2-3, 1975
6-10 j8
27-31
Feb. 3-7
38 2 1 9
38 2
10-14 38 2
21
21
14
14
1
13
13
14
10
0
10
11
11
11
11
11
17-21 36 2 1 9 20 13 1
DATE
Ethnic Breakdown
Count
o-Economic Breakdown - F4Mi
Eligibility Status -Farnj,1 Cour
exicanAmerican
PuertoRican. 4hi
M,r -721
1 14 37
17-21
24-28 3
7-11
4-18
21-25
av 5-9 3
1:
June 2-6
9-2 1 9 J
27 10 9
16-20 38 1 9 27 10
23-27 38 2 1 9 27 10 9
Au . 4-810 9
46
AVERAGE
TOM
NOTE JULY - SCFOOL VACAT
-4'
BI-LINGIJAL, SI-CULTURAL
LIZVL7L0:9 PaCJECT
LINGUAL BICULTURA L DVEL.IOFM ENT PROJJCT
iretcpme of Project
Objectives
III. Participants
IV. Resident Participation
V. Admi,istration
VI. Evaluatior7.
Appendixes
UMOS (United Migrant Opportunity Services, Inc.) is a non-profit
corporation in the State of Wisconsin serving migrant and seasonal
fa rznworkers.
A major goal of UMOS is to help those migrants who decide to leave
the migrant stream and relocate in Wisconsin. UMOS provides services
all aspects of relocation including: 1) education; 2) manpower training;
3 job placement; 4) supportive services; 5) health; and 6) daycare.
1. Purpose of Project
Based upon the established need for good, solid pre-school preparation
this project will direct itself to a more defined pre-school preparation.
Within recent years throughout the United States an awareness of
the educational needs of the Spanish speaking has been growing.
This awareness has noted that pre-school age children
successful educational developmental and educational basis will exec
more in their elementary school years than their peers who have not
been given any type of preparatinn.
Furthermore, awareness oZ the need for more relevant educational
approaches for minorities has also been demonstrated and approved as
a legitimate means of education. This awareness was shown and financed
in the creation of the Bi-lingual Education Act of 1965.
In September of 1972 the United Migrant Opportunity Services, Inc.,
initiated an experimental bilingual-bicultu al early childhood education
program, funded by the Office of Child Development, Department of
2.
Health, Education, and Welfare as a three(3) year Research and
Demonstration project which will terminate in ugust of 1975.
This program was created in the recognition of the need for pre-
school Latino children to be given an educat onal approach that would
be unique to the and their cultural mod social needs.
Since the program is presently In operation and has maintained
a high enrollment record of pre-school lower economic Latino children,
t stands to reason that this program be continued. Other unique
qualifications of this program also merit recognition.
To date, this is the only program totally administered and staffed
by co:iy bilin I-bicultural personncl. Th program is the nly
one in the State of W sconsth that has full-time male Latino personnel
n the classroom.
The aced for pre-sc ool preparation for Latino children is endent
in the large number of Latino children that must constantly repeat their
first, second or third year of elementary school. The Latino child upon
entering public school will frequently experience ridicule, harasst ent
and ohame as a result of his cultural uniqueness.
The process of destroying the child's culture, heritage, language...
in essence, the child's being, begins when the school system fails to
accept him as he is, refusing to reink-ce and build upon what the
child brings into the classroom. Instead, the school tries to Impose
th prope accepted" standards of the dominant society.
14
3.
owectives
The overall intention a the MOS proje t has been to functi
community controlled center that will prepare Latino children t
enter into and challenge the educational system. Mainly, the project
will continue toprüwlde safe, healthy, stimulating environment for
the care and develop:mat xdrysintg children in cooper tion with their
parents.
Specific object ves are:
1. The main emphasis of our educatIonal prran will be to
demonstrate that pre-school child can experience
u-..-1 al early childhood dtvelcpment program that
will prepare him to succeed in school without losing his bilingual
bicultural identity.
The benefits that will derive from these approaches are the fc ng:
The child will be given an educationally sound pre-school
preparation by which to enter into and succeed in the public
school.
No child will be forced to learn a second language but rather
will be encouraged to willingly learn a secor.d language.
All children will be exposed to the difference in culture with
emphasis on the Latiro culture, thus making them aware of
cultural differences and their place with regard to these differences.
No child will be denied participation in the program because of
race, color, religion or, any other descrlmlnatory basis, thus
giving non-Latino children an opportunity to pxperienee a
15
bilingual bicultural program which br the overall pride
and self-awar ness that each child will be allowed to
create and develop within himself.
2. il'he teaching staff will continuously be reviewing current educationa
rriculum and pertinent information on both early childhood education
and bil ngual education.
This will then help the sta selecting the best rnethodS and
techniques to use with their children. During the present program
year, the teaching staff has not been using any one set curriculum.
Wither, they are in the process of creating their own educatIonal
work books which can be later used with pre- chool, three, f
and five year old children that are going thro
bicultural program.
This workbook will takt Into consideratIon the specific needs
of Latino children in a midwest urban city. Futhermore, the_
workbook will contain a copy of all actiVities used. Rationale
for their usage will be given with each activity, plus an explanation
of its success or failure.
At the end of the program year. each teacher would have compiled
a e mplete report or all of his/h rlamsroon work and tearbr-r-parvnt
activities. This means that there will be a manual for the three-year
olds, fouryear olds and five-year olds .
The program esearch the parental attItudes of thede
for bilingualism and biculturaliarn. Such research will re _ It lr the
following findings:
That the Latin parents in the program will emphasize
e the need for their children to be 'adequately
prepared to function in an En lish speaking society than
will be emphasized by the bilingualism and biculturalism.
However, there is a straag:eccftIon of the bilingual .
bicultural approach. This-Wand' is contrary to the
attitude prevalent in the Southwest portion of the United
States, where there is an over emphasis on the "Mexicaniamn
f the individual.
Parent participation will be greatly expected. Var ous
methods will be used in order to insure that parent participatiza
will be active.
This objective has demnstrated that community parents,
especially Latino parenta, are just as concerned and interested that the
participation the parents have will have as much impact on the,
educatiönal prIorIties as the teaching staff. Also, through their
participation they will become more aware of,and the need for, a
bilingual, bicultural educational program.
Monthly meetings are held in whibh parents are allowe
express their opinions and feelings about the program.
These monthly meetings are required for the parents. Teachers
and aids make periodic home visits in order to get a truer picture
of each child's home life. Teachers will actively seek the advice
and help of parents in both the classroom presentations and take home
activities. All parent-teacher actIvitIes will also be recorded in the
cher workbooks. 17
Through the placement of adult Laing:, personnel in the
classrooms the program will provide a variety, of demonstrable
situations from which both children and adults will experience
learn zifroatiotra.
Some et The'lbeizates emu:
A more clear understanding of the male adult by pre-
school children.
b. Provide a positive Image of the male to those childre
who came from homes where the male image is negative
or distortcd.
c. Allow children to be exposed to a positive male image,
especially those children who come from a home where
there may not be any males.
cl. To increase the male parent's partcipatlon in the
classroom. The presence of the males in the classr
which was previously female dominated. wIll attract male
parents who shunttEd the.idea of interaction with the fe ale.
teacher previously.
-Furthermore. it is the Intention of the program to demonstrate tint
in a predominantly Latino commumty controlled center, male teaching
staff members are actually accepted and recognized as an important element
of the overall program.
18
7.
The objectives outlined above are of priority in nature and have
become realities. This is due to the existence of the current program that
initiated several of the above mentioned goals. If families are allowed the
opportunity to become involved in correcting conditions that prevent them
from participating fully in the betterment of their lives and those of their
children, they will take the initiative and assume the responsibility.
M. Participants
The entire low economic population of the southern area of Milwaukee
is potertiar7 cb= to take part ,in the j The actual geographic
boundaries are outlined on a map attached to this document, Appendix
Since the overall purpose of the project is to prepare Spanish-speaking
children to better understand and succeed in the public educational-
system, a higher degree of emphasis will be placed on the recruitment
of Spanish-speaking children that come from lower economic backgrounds.
The entire Spenish-spealdng community of Milwaukee is estimated
at 2u, 000 (the statistic is taken from the Latin American Union for
Civil Bights records). Out of tnis total number, there is an approximate
number Of 2,000 children between the ages of three. (3) and five (5). Chat
of these 2,000 children, approximately 1.300 are from low income
Spanishespeakieg homes.
Due to our present physical accommodations and funding totals. w
can only serve. 50 children. This gives us approximately 4% participat e
of all.those low income children who are eligible for our program.
19
At the present tine, the center is servicing 50 children of which
90% are at low income levels since the beginnIng of the program. The
other 10% is composed of children who are attending due to: a) referrals
from other school, or b) home situations are of such a nature that the
child would benefit from an all day center.
All public and private means of news media are used throughout
the program year in order to inform the community of our existence.
This is also used as a means of ecruitment. Agencies and local
action groups are constantly informed of our activities and their
ps Lance is sought whenever possible.
Thc ant lection criteria la ba =n the requirements
set up by the Hea'istart programs. However, due to the nature of the
project, it is necessary to emphasize the active participation of
Spanish-ipeaking children. Other selettion criterIa also contains
the following:
Severity of referral cases.
Referrals from other inctltitions of education, either public or
private.
Those in greatest need, families with great financial burden,
even though salary is above the poverty guidelines.
Target area residents.
10-he program concentrates on several major activities that are performed
'by staff members in order to reach the goals and objectives of tie program.
The following paragraphs present the activitiea and the means of carrying
out the- activities.20
A. Educational Program
The educational program is based upon the established guidelines
prepared for the early childhood development programs, such as
those used by Read Start programa.
These include the standard eduzeblomal presentations for the
development of cognitive skills, henguage development, sensory
experiences, musical awareness cultural awareness, with
emphasis on the Latin culture.
Atall times during the educati nal program, all children are
exposed to the Spanish and English language. AU class preawitatf ons
are presented in Spanish and English. At no time is a child
required to participate in r.t activity that is being presented
in the language in which he or she is not dominant. The main
emphasis of the program is placed on developing the child's
dominant language. Language dominance is determined by what
Is poken at home and by observing which language the child
communicates most. Also, consideration will be given to the
parents' wishes concerning the child's language needs-.
The cultural portion of the educational program is of the utmost
importance during the program year. All children are exposed
to different cultural distinctions, epeclally among the Latin
and Anglo cultures. Yet, no specific culture is emphasized
more than.the other. Children are exposed to their own
individual character differences, yet. a child is not praised mor
21
10.
than another. Children learn about, and accept differences in
individuals and peoples. The main outcome of this type of presentation.-
is a child who is awa e of its differences but feels neither shame
hatred for them. This child will be far better prepared to
encounter new environnital situations without necessarily
going thrzweLan liniziw Identity crisis.
Social Service
The overall purpose of the social service component will be in
providing any type of social welfare referral and parent Involvement
that will be requirEd in the course of the program year.
clric aredzi ihat are delegated to ihe social service component
tithed in the following paragraphs. The social serviceare
area is responsible for all parent activities aside from those
that deal wIth the parental participation in the classrooms. Also,
the social service personnel inform parents of the differentk. t:
com unity ou ces available to them.
The social service staff is also responsible for the recruitment
and placement of rl1 participating children. All medical, dental
and visual requirements is coo diSnated by the social service staf
Appendix II A-F contains a more detailed description of the social
worker's respon.ihilitIe. All other personnel job descriptions
a e also included.
22
C. Training Center
The program provides a variety of training experiences for
both parents and other day care centers.
Parents are given opportunities to actively partiiipate in a l
aspects of the program. ore encouraged to participate
in the classrooms, in the kitchen1 and under supervision
of the social servic_ personnel. Thus, as they become
involved in the overall functions of a day care center,
parents have a better understanding of the workings of the
The program also makes itself available as a model for
bilingual, bicultural day care centers under community
control Actual training emlnars are conducted at the
program site in order to familiarize other day care perso
on the techniques and preparation required in working with
Spanish-speaking children.
Training is also given to males who are Iñtereaàd1ziw
in a pre-school program. This fraining requires that the .
individual do actual on-the-job practice. Thinportion of
t Rifling requires the assistance of other day care centers
that are interested in hiring male employees.
D. Physical Accommodations -_ Licensing and:TranspoEtatiOn
All educational, recreational and training services are given
at the present project site which is lo ted at 809 West Greenfield
A venue, Mil aukee, Wisconsin.
12,
The project is licensed by the State of Wisconsin and therefore
meets all State requirements. This includes physical accommodations
for fifty children plus qualifiedpersonnel to suPervise the children.
Outdoor space la SIM enteliatde.
With funds fromibe orleIzialIDHEW grant the center has purchased
its own school bus. l'his enables the center to provide adequate
sportation at a relatively low cost. The bus is used for any
center activity that would require transportation for a large number
onnle.
W. Resident Participation
A Parent Policy Advisory Group (PPAG) assists in the development of,
and gives approval to, all proposals from the project. it has a voi e
in establishing the criteria for selection of all staff personnel and
approves lhe appointment of such.
The PPAG mediates employee grievances, and is empowered to settle
such matters presented to the Committee. Employee dismissals are
subject to, or in accord with, 'the recomMendations of the PPAG.
The gram initiates suggestions for program improvements and serves
as a channel for hiring and resolving complaints on'the project. Also,
group has the responsibility of assisting in the organizing of parent
activities, along with the encouraging of their participation in the program.
Finally, the group has the responalbflity of supervising what fa taught
the children. .
24
13.
Members of the PPAG are selected directly by the parents of the
children that presently attend the center. These members are nominated
and voted on by all parents present at a meeting designated for such
purpose. Suggestions and recommendations concerning the present
project are gathered and recorded. These suggestions and recommendat ons
are used for program and proposal development. The evaluation-
program formulated for this project was developed to include
determination of degree of actual parent control and direction toward
program implementation.
All pàren have a defiaite influence on the operatimm of the project.
Parents are encouraged to participate in activities, organizations,
or coin ittees that are involved in early childhood educati
Latino parents are encouraged in orde'r to give them a definite part_
in the improvement of the cu nt educational philosoPhies affecting
pre-school Spanish-speaking children. The center also sponso
meetings of day care personnel and parents from throughout the
Milwaukee area in order to.sensitize them to the special needs of
the Latino pre-school child.
V. 'Adrninistration
All job opening notices are sent to all parent members of PPAG, all
agencies in Milwaukee serving the Spanish-speaking, and other organizations
directed toward early childhood development.
2
14 .
Staff selection is made by the Parent Policy Advisory Group and the
MOS Milwaukee Area Advisory C uncil. All non-professional
personnel presently working with the project are given adequate
opportunity to advance to professional positions. This is contingent
on a successful performance In their present positions. Provided
candidates have supplementarytraining in the positions they desire.
Non-professional employees will be given-every opportunity to further
their education ABE programs, GED programs, participation in
in-service training programs, participation in local and national
eminars and conferences.
All UMOS employees are gover ned by the UMO iics and Froedurg
Manual.
VI. Evaluation
The evaluation sche e will be leveloped by the project supervisrr
in conjunction with outside evaluator/or consultants. The evaluation
plan would then be presented to the P. P.A. G. for their recommendations
and suggestioi
Non-agency evaluators will be hired to give technical assistance .n
_creating an adequate tool in order to rn u e the effectiveness tit the
program in all its aspects.
The following areas will be evaluated or researched, (see Appendix III):
1. Effectiveness of the Bilingual Bicultural education approach
child's linguistic abilities.
Par n tituele to ard the bilingualism and bic
that the child should uttaln dur ng his
26
mativo ye s.
Parental attitude toward the representation of a mal
figure fn ari early childhood classroom as opposed to
a fen le adult figure.
Nature and influence in decision making by paren s concerning
all aspects a the zbarzireject.
5. Erre t fir prozram 4oreparing the child for
entering the Public School System and succeeding.
27
APPENDICES
Formula for Confidence interval for Difference.Betwoon Two Sample Means
2. Monthly Reports on Studenia
Fo ple LeSBOn5
28
Formula for Confidence interval for Di rence *
Where
---XI -X-
4 2
Between Two Sample Means .
1)1 - 02 15: Uri -x2-
att .25-Sevel of s gni _cant,
vt'Zin -awe] of significant, and
Referen e
WelkowItz, Joan, Ewen R. P., and Cowen, J.
Introductor Statisttcs for the Behavioral Sciences
New York: Academics Pr ss 1971; page 137-140; 757.
Ucte: Originally prerared by Dr. George UhiIg who willact as the statistical consultant.
2 9
U OS CHILD CENTER PROJECT
Appendix III
Outline:
- I. Sum ative
A. Indications of learning and growth wh ch may be
related to child center acti7ity.
Questionnaire to parents - charted and open-ended.
Monthly measurements by teacher
For ative Evaluation
A . Discussions with tea chers.
Discussions with parents.
Observations.
Workbook - Sample - Sample lesson on the basis o
used.
a eria
IV. In-Service education of IJMOS Child Center teachers and
aides (professional persunnel).
V. Ilse of Other Evaluation Measure for Five s ar OldS.
3 0
Summative Evaluat on
A. Indications of learning and growth v hich may berelated to child center activity.
Objective: To investigate indications of learning and growthwhich may have taken placc as a result of childcenter activity.
Population: The children who zttend the child center activity .-
3 year okl, 4-yearAo1d and 5 year old groups.
Design: Tests which measure verbal and recognitionabilities will be used. N. B. Due to the factthat this study is beginning in January aud themeasurements will be administercd in the secondweek of February, the differences to be ascertrinndmay indicate some learning and growth related tochild center activity. The effJctiveness of the projectwill, therefore, be statizt':ally azcartained.
Materials Tests measuring verbal ability and recognitionability will be used. The tests are:1) "Peabody Picture Vocabulary Test" by LloydM. Dunn, Published by American Guidance Service,Inc., 720 Vic shington Avenue, SE, Minneapolis.Minnesota.
Reliability data is available on pages 30-32 o:the Expanded Manual for the Peabody PictureVocabulary Test.
Validity data is available in the same manualon pages 32-42.
2) "Boehm Test of Basic Concepts," Spanish-version"Pruebo Boehm deConceptos Basicos" by Ann E. Boehm.Published by Psychological Corporation, 304 East 45thStreet, New York, NY 10017.
Reliability data is available on page 17 of the TestManual (English version only).
Data for matching Boehm's Test against a hievernenttests is available from the publishing company.
The Boehm Test will be administered in both English andSpanish. A published version of the Peabody is notavailable in Spanish at this time. However, discussionswith the company in terms of its use in Spanish are beingcarried on.
A ysls: ility of the tests for the sample will he obtained
b) pre-post differences will bc analyzed through the useof a t-test and ether statistical tests used to investigate
.agaiticant di'lerenecs
13, ther apprnpecteslatistical analyses such as confidenceArttereskyfer-Aliffetzen.., -ces between two sample means willbe Deed (see attached formula)
d) item analysis for the test results will be presented.
Dissemination ef Results: Results will be published in the final reportof the project to be submitted to US-OCD. Also,papers with the basfl of the work performed at theproject will be submutted for publication in additionto preeentation at professional conventions.
Time: Pr ting Second week nl February
Post-testing - Month ef August - mulct date to be doarmined by June
8. Questtonnare to Parents
The following questionnaire which assesaeq parental attItudes tcfiar4 the schoolwill be sent to the parents: "Educational ARobert Hess and Virginia Shipman.
"Educational Attitude Survey":
tude Survey" by Roberta Bela',
On reliability the followiag data is availableLStatistIcs repePted«nle based_ on.163. papa of Nscromothers and their 4 year old ehildren. Samples within groupwere evenly divided into four socio-economic groups: upper-middle; upper-lower; lower-lower. 1Intereorrelation among,items within factors range from .368 - .71%
.
On ea idity: In the majority of cases, betweon-greup differences on iheRAS are statistically significant ill ihe, predicted direction.
C. Monthly measurements by teachers:
Monthly reports will be kept in file by teacheis attached in the appendix
A copy of the format
The goals will be used as a means of:1 ) analyzing pre-post change between February andprig test date
2 analyzing on -by- onth change in students.
Appropriate statistical techn:ques wILL bo used for both I) and 2).
Eva lua
The formative evahation aspect consists of an on-going process ofobservation hy the evaluator.
A. Discussions with Teachers.
Included in the discussions are the objectives which teachers holdfor their classes, their perceptioa of students' needs, instructionalprocedures, and field trips and their effects of both, assessment ofstudent perforrnancaz duzing the program (support given by psycho-metrinanalysis through UWM computer fact Hiles.
B. Dtscussions with Parents.
Discusdions with parents include interviewing parent's bn their objectivesfor their children, their assessment of the program, botb contenZ andpersonnel, their reactions to their role vis-a-vis the program. Otherdiscussion is completely open-ended.
C. Observations.
Visits to each of the classes on a bi-weeRecord of observations shall be kept.
shall be made.
DI. Workbook - Sample = Sample Lesions on the Basis of Materlali Used
,
The workbook being planned will include a series of sample lessonswhich Include explanations and examples. The format for the lessons isan adaptation of the previously putgished microlesson ferMat in:
- Diana E. Bartley and Robert L. Politzer, Practice-Centered TeacherTraining: Spanish, Center for Curriculum Degrelopment, 1961.
The schedule for the lessons follows. The Appendix includes anexample of the format being used,
= 6 -
WOR 1:-.:13_001cSCIIE1)U
On lesson to be handed in to Diana Bartley by each person listedon each of these dates:
Friday, Feb. ?v!artlnoz. Evans, Mori Hernandez
Feb. 15: Aguirre, Rodriguez, Xlvilaa., Bartley
Mar. I: Martinez, Evans, Mori,lifferaandez
11 Mar. 5: Aguir e, Rodriguez, Medina, Bartley
Mar.29: Ma tinez, Evans, Mori, Hernandez
Aur. 12: Aguirre, Rodriguez, Medina, Bartley
Apr.26: Martinez, Evans, Mori, Hernandez
/day 3: Aguirre, Rodriguez, Medina., Bartley
May 17: Mutinez Evans, Mori, Hernandez
ft May 31: Aguirre, Rech:iguez, Medina, Bartley
June 14: Martinez, Evans, Mori, Hernandez
" June Aguirre, Rodrigtwz, Medina, Bartley
12 weeks
Jrn; M:'rincMAida Jilalia111..Sally EvansTina Mori'Eduardo AguirGracielaGuathlupe Medir. .Diana Bartley
IV. In-Service Education of UMOS Child Center Teachers and Aides(professional personrie
Periodic conferenc with Dr. Bartley will be held in terms_ethodology and use of auxiliary materials.
The use of in-circuit televion will be used for self-evaluation andfor examples of methodology from which -CMOS personnel canprofit. In-circuit television is used in order to give teachers theOpportunity a seeing themselves teach once the period of teachingis completed- tynri immediate feedback is the most importantcharacteristic 'of this 'method in addition to being the strongestargument is teal:misfit- Two other advantages include:
1) Low-risk situation and pressure-free situation inwhich the teacher may learn and improve. He/she ison the job, and the experience serves as a learningexperience.
2) In terms of learning theory, the effectiveness of in-circuit television is justified. Feedback, reirdorcement,shaping are the principles of behaviorisnt adapted to humanbehavior known as verbal conditioning.
Use of Cthcr Evaluation Measure:: fcr Five Year Olde.
in addition to the series from Boehm Test of Basic Concepts, thePeabody Picture Vocabulary Test, and the monthly reports, atleast one of the following materials will be used at the end of the5 year old academic year. The purpose is to provide as nuichinformation for the public schools on the children in order that tfirst grade teacher caft be aware of the strength and weaknessesof the incoming child.
1) Hammond-Skipper Pre-School Achievement Bating Scale.This measure consists of a list of Reins for assessingachievement. Items were selected from the literatureand judged by specialists to be appropriate for earlychildhood years. The checklist is intended to be used inhelping .the tracher gain a picture of the child's status asa basis tor planning and guidance and as a means ofassessing a child's progress.
2) Bereiter-Engelmann Pre-School Evalltation Form.This is an evaluation checklist ef achievement whichconsists of a series of cognitive skills related to fifteenminimum goale of academic achievement. Accordingto these authors, success of a pre-echool program canbe gruged by the extent to which children attain the goals.Nine pertain to linguistic attainments, six relate tonumerical and reading school s. *
* Before using the above materials, it will be attempted toobtain permission for translation to Spanish. If it cannotbe obtained. then other evhluation measures will be soughtfor Spanish and English.
BASIC LINGUISTIC OI3IECTWES
In addition to what was discussed with Mrs. Rosario, the MPS BiLingualeducation guidelines will be followed. The following which includes theabove is a more explicit linguistic analysis of desired coordinate bi-lingual ability.
Phonology: The basic sound systems of English and Spanish (see phonologicalcharts of English and Spanish on pp. 63 and forward in CharlesStaubach and Robert L. Politzer, 1.:a_whinglpish: A LinguisticOrientation, rov ed. , Ginn and Company, I965,)
Morphology: For English anctEpisk.a hild should be competen
a) regular plural formationsEnglish: z
b) the more common irregular plural formatioralEnglish:L n
2.) regular past ter.se
English: (d rverbs
d) personal pronounssubject and object pos
e) adjective compacisonEnglish: Spanish 3 =as i el man.1) r 205 t
FL
Syntax: Basic patterns in English and Spanish coordinate system ofboth languages. Patterns-which aTil likely to caiii inter;ference between the two languages must be reinforcedseparately in each language in order to avoid pattern con-fusion between the languages. Specifically, each one Of-the Spanispatterns should be reinkrced by use of other similar patterns inSpanish in order to avoid generalization to English and vice versa InEnglish.
e.g. English:
I ask for Robertbut
I ask for water_
Refer to syntacSpan h and English: Staubach ahd Politzer, set, cit.
Preglinto per Robertobut
Pido-agua
ncom
3 6
MEETING; January 29, 1974with Airs. Itosari
ation with elementary grades, tilingual Provarn, Milwaukeec Schools.
a
Topic: Objectives of i_st mde prepnrationl To be covered in 3 old mopsAccording to thereadincss of the child.
Math: licumber concepts- 1 to id
2. kocurarriztacess of addition and subtraction
3. 4 4 - missing numeral concept
4. one-to-one correspondence:a) mathematical ( 2 cats match 2 balls; 1 cat matches 1 ball)b) conceptual (as for example in the Ginn Word Enrichment
Program)
5. eq valent sets: 3
G. reccgnition of' sequences &d non-seque ces
Writicz: 1: embers - writing them the right way
2. left to right direction for writing
3. similarities and differences in letters, In writing
Concepts and skills:L. triangles, circles, squares, o
2. sizes and dimensions
-;
Drawixg ar
3. use of scissors,
sound recogn on (i.e. aIiLity to distinguish different types of soundsand their related meaning: ambulance, siren, wind bowling, dog barking
Z;:
caTihal letters - 3 Inchessmall letters ' 112 inches
L. op-to-down
pasting: different types of glupMrs. Rosarlo will forward the objectives of the bilingual program to UMOS EarlyChildhood Cantor Faculty.
37
Vocabula Boehm's 'rest of Basic Concepts in English and Spanishprovides lexicaL goals. In addition, children *ill learnto identify an English word with the English concept andrelated cultural associations; they will identify Spanishwords with the Spanish language concepts and related=aural aaseciationa.
t.'s
STUDENT ACTIVITY:
ANALYSIS OF AC FOUND IN TJMOS ECTs
3 9
UMOS BILINGUAI mCULTURAL EARLY CHILDHOODDEVELOPMENT PROJECT
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