(1980). Planning for Management. Leader's Guide. Bilingual Evaluation Technical Assistance Workshop V. A leader's guide for conducting a workshop on managing bilingual program evaluations is presented as part of the Bilingual Evaluation Technical Assistance (BETA) project. After examining how to organize the workshop, the following aids are presented: a preworkshop preparation checklist, a sample room arrangement diagram, a workshop time schedule, and instructions for conducting the workshop, including the actual script. Management of evaluation is discussed in regard to the following major stages: scheduling the evaluation tasks, estimating staff needs, budgeting for the evaluation, monitoring the evaluation, and reporting the evaluation results. The workshop also provides: background information on the research and development work conducted by the Center for the Study of Evaluation at the University of California, Los Angeles; an overview of the BETA project and the five workshops; an analysis of the major tasks in evaluation management; and an analysis of the major stages in…
(1982). Local/State Bilingual Project. 1981-82 Final Technical Report. Appendixes. The 1981-82 Local/State Bilingual Program Technical Report addresses the evaluation questions of the Local/State Bilingual Program Evaluation Design. It is organized into six appendixes. Each appendix reports the information collected by a specific measure. Each appendix consists of (1) an instrument description, (2) purpose of the measure, (3) procedures used to collect the data, (4) summary of results, and (5) tables and figures presenting the data. The appendixes describe the following measures: PAL Oral Language Dominance Measure, Iowa Test of Basic Skills, Spanish Reading Test (Prueba de Lectura), Language Assessment Battery, Potential Policy Changes in Limited English Proficiency (LEP) Procedures, and Masterfile of LEP students. (Author/PN)… [PDF]
(1977). Effect of the Responsive Environment Early Education Program for Low Birth Weight Children of Preschool Age. This paper describes an external evaluation study of the Responsive Environment Early Education Program (formerly known as the Responsive Environment Program for Spanish American Children), an educational intervention program for "high risk" (low birth weight) 3-, 4-, and 5-year-old children in Clovis, New Mexico. Major goals of the program are: (1) to prevent school failure through the early identification and remediation of developmental learning deficiencies and to integrate handicapped children into the regular school program; (2) to provide in-service training to selected early childhood and kindergarten teachers and aides employed by various school districts of New Mexico; and (3) to disseminate information concerning the program. Evaluation of the instructional activities was based on a pre-posttest design (without a control group) using standardized tests which measured children's language development in Spanish and English, school readiness, and self-concept and… [PDF]
(1982). Basic Skills: Responding to the Task with Effective Innovative Programs. Issues in community college basic skills instruction are reviewed and two model programs are outlined in this paper. First, concerns about student illiteracy, lack of academic preparation, and failure to complete courses are discussed, and public demands for educational accountability are examined. Next, the relationship between the "open door" concept and the increased need for basic skills instruction is explored, with special reference to the needs of Black and Hispanic students. After defining basic skills, the paper summarizes arguments for and against their inclusion in the community college curriculum. The paper then outlines the major characteristics of two model programs of basic skills instruction. The first is the Coordinated Bilingual Bicultural Studies Program at Laredo Junior College, an interdisciplinary program involving history, English, reading, human development, psychology and Spanish along with counseling and evaluation components. The second is the… [PDF]
(1981). Simbolos Nacionales. National Symbols. Written in Spanish and English, this booklet contains information on Puerto Rico's national symbols, including its anthem, emblem, and flag. Verses to \La Borinquena,\ the national anthem, are given, as well as the song's historical background and musical evolution, covering contributions of Felix Astol Artes, Paco Ramirez Ortiz, Lola Rodriques de Tio, Manuel Fernandez Juncos, and Ramon Collado. The seal of Puerto Rico, conferred upon the island by the Catholic Kings, Fernando and Isabel, on November 8, 1511 to recognize Puerto Rico as part of the Spanish Empire is described, and the historical, cultural, and religious significance of its components (the lamb, yoke, letters, the Latin phrase for \John Is Your Name,\ the cross of Jerusalem, the castles, lion, and pennants) are explained and illustrated. The symbolism of the flag, designed by a group of patriots in 1895 and adopted in 1952, is also described. A short review quiz on the major points covered in the text is also given….
(1980). Bushwick High School Bilingual/Bicultural Program, ESEA Title VII, 1979-1980. Final Evaluation Report. This is an evaluation of a Title VII Bilingual/Bicultural Program that was conducted at a New York City high school in l979-l980. The program served Spanish speaking students. A demographic analysis of the school's neighborhood and a discussion of participating students' characteristics are provided. The program description outlines the project's philosophy, organization, and structure. Instructional components of the program that are reviewed include: (1) programming and mainstreaming; (2) bilingual classes; and (3) funding for the instructional component. Non-instructional components discussed include: (1) funding sources; (2) curriculum development; (3) supportive services; (4) staff development; (5) parental and community involvement; and (6) affective domain. Tables show students' results on the Criterion Referenced English Syntax Test and other tests measuring mathematics performance, science performance, social studies performance, content area performance, and native… [PDF]
(1980). A Vitalized Transitional Program for Bilingual High School Students, George Washington High School. ESEA Title VII Final Evaluation Report, 1979-1980. During the 1979-1980 school year, the George Washington High School Bilingual Program served 310 ninth and tenth grade Spanish speaking students whose command of English was severely limited. The students received intensive instruction in English as a Second Language and content area instruction in Spanish. Additional program components included supportive services, staff development, parental involvement, curriculum development, and extracurricular activities. Evaluation of the program was accomplished through a comparison of outcomes to objectives. It was found that: (1) students mastered more objectives per month in English as a Second Language than were expected by program criteria; (2) students demonstrated statistically significant gains in Spanish reading achievement; (3) in the content areas, most groups of students achieved the criterion in mathematics, no groups achieved the criterion in science, only tenth grade groups reached the criterion in social studies, and all… [PDF]
(1979). Blackfeet Language Survey. Montana Association of Language Teachers Bulletin, v24 n3 p18-29 Fall. A survey is presented of the Blackfeet language that is used in the Browning area of Montana. The purpose of the survey is to determine the extent to which the language is spoken and passed on at home, and the degree of interest in the language among the young people. The results are presented along with comments where appropriate. Generally, it is noted that the grandmother is the strongest family influence regarding the use of the language. Also, it is clear that most students feel their language is important and would like to see it taught in the schools. In the two schools that have a Blackfeet language program, it is evident that the teacher has an important role in the students' attitude toward Blackfeet. (AMH)…
(1966). BILINGUALISM–FROM THE VIEWPOINT OF THE ADMINISTRATOR AND COUNSELOR. BILINGUAL SCHOOLING CAN BE DEFINED AS THE TEACHING OF ALL OR A FEW SUBJECTS (OVER AND ABOVE ENGLISH AND SPANISH THEMSELVES) THROUGH BOTH TONGUES, WHICH IS DISTINCTLY DIFFERENT THAN THE TEACHING OF A SECOND LANGUAGE AS AN ISOLATED SUBJECT. THE BILINGUAL SCHOOLS AT LAREDO, TEXAS, HAVE SUCCEEDED IN CREATING AN EFFECTIVE, \TWO-WAY,\ MIXED BILINGUAL SCHOOL SYSTEM, GIVING EQUAL TIME TO SPANISH AND ENGLISH. THE CORAL WAY SCHOOL, ANOTHER BILINGUAL SCHOOL LOCATED IN MIAMI, FLORIDA, IS ALSO \TWO-WAY,\ PROVIDING ABOUT EQUAL TIME FOR THE 2 LANGUAGES. HOWEVER, FROM GRADE 1 THROUGH GRADE 3, THERE IS CONSIDERABLY LESS MIXING OF THE 2 CULTURAL GROUPS. THE MOST DIFFICULT PROBLEM IN BILINGUALISM IS THAT OF GAINING FAVORABLE ADMINISTRATIVE ATTITUDE AND POLICY. BILINGUAL SCHOOLING IS PROFITABLE BECAUSE IT MAKES FOR SUPERIOR EDUCATIONAL ACHIEVEMENT AND STUDENTS CAN BEST LEARN THROUGH THEIR MOTHER TONGUE. THROUGH THIS APPROACH, BICULTURALISM CAN BE ACHIEVED, RATHER THAN THE CUTTING OF TIES FROM THE… [PDF]
(1975). Responsive Environment Program for Spanish American Children (REPSAC): Fourth-Year Evaluation Study. Final Evaluation Report, 1974-75. An intervention program for 3, 4, and 5-year-old "high risk" (of low birth weight and with various handicaps) Spanish American children, REPSAC aims at providing successful experiences using the concept of responsive environment in English and Spanish language development and in improving cognitive and affective development. During 1974-75, 32 low birth weight children handicapped by physical difficulties, learning aptitude (IQ), perceptual and motor problems, language handicaps, and economic, cultural, and education deprivation participated at Clovis, New Mexico. The program was divided into comprehensive components: instructional, staff development, community-parental involvement, and media. The evaluation design focused on the instructional component and a follow-up study of former REPSAC students. Language development in English and Spanish, IQ, sensory and perceptual development, and school readiness were measured using pre and posttests. Periodic subjective… [PDF]
(1974). Bilingual Bicultural Materials; A Listing for Library Resource Centers. This listing of Spanish-English bilingual/bicultural materials for the elementary level is the end result of a materials evaluation conducted by the El Paso Public Schools. The catalog is divided into sections by type of media: kits, sound filmstrips, filmstrips, recordings, slides and transparencies, games and models, and books are discussed. Each entry contains information as to title, producer, date of publication, type of medium, contents, price, suggested Dewey classification, and grade level. Along with information as to the suitability of the contents of each entry, a recommendation is made in regard to acquisition based on classroom use of the material in more than one of the participating El Paso Elementary Schools. Appendices list sources and addresses as of January, 1974, a copy of the materials evaluation form used in the project, and the names of the evaluating teachers, listed by school. (KC)… [PDF]
(1974). Emergency School Aid Act Pilot Project. Final Report, 1973-74. Research and Development Report, Volume 7, Number 7, December, 1974. The Atlanta Public Schools operated a pilot project under the Emergency School Aid Act (ESAA) from July 1, 1973 through June 30, 1974. The pilot project was subdivided into two parts. Part One, the Camp Learning Center Project, proposed the establishment of interdisciplinary educational, interracial, and cultural experiences in a camp setting for 1100 sixth grade pupils. Each child was enrolled in the program for a period of 13 weeks. During the first six weeks the children and their teacher planned the activities they would conduct at camp. The students prepared for this experience by studying a variety of subjects that would help them accomplish their goals. The children spent the seventh week at the Camp Learning Center, from Monday morning to Friday afternoon. While at camp, the children participated in group study, individual tutoring, and recreational and social activities. Following the camp week, the students continued their studies in their chosen areas and evaluated their… [PDF]
(1975). Five-Year Action Plan for Curriculum Development. With the aid of a grant from the Advanced Institutional Development Program, a group of Central YMCA Community College (CYCC) faculty were given released time to inquire into curriculum priorities. This document establishes the focal points of future curriculum discussions and outlines the developments which this faculty group hopes will ensue as a result of their inquiry. A five-year action plan, based on other recent studies conducted at CYCC, is proposed for the orderly implementation of curriculum development, maintaining student welfare and educational experience as the primary target. Strengths and weaknesses of the present structure and possible means of improvement are noted in sections on student needs, special curricula for ethnic and social minority groups, interdepartmental and interdisciplinary programs, extension programs, flexible scheduling, support services, performance objectives, evaluation of instruction, alternative ways of earning credit, new programs, and… [PDF]
(1973). Dia de Dar Gracias. Modulo Nivel Primario. (Day to Give Thanks. Module Primary Level.). Dia de Dar Gracias (Thanksgiving) is the subject of this primary level unit. The unit objectives are to: (1) know about El Dia de Dar Gracias as it is celebrated in the United States; (2) know how the Mayas celebrated it; (3) understand the context of the stories in the unit; (4) know about the main food used, the turkey; (5) distinguish other peoples' customs from those of this country; (6) develop a minimum of 3 activities on the Thanksgiving theme; and (7) answer the major part of the final exam. The unit consists of a brief history of how the Mayas, along with the ancient Greeks, Romans, and Celts, had celebrations to give thanks for their harvest before the Pilgrims did; the story "Guivito El Guajolote"; a vocabulary list; a pretest and a posttest; suggested activities; and a form for teacher evaluation. (NQ)… [PDF]
(1973). Exceptional Children Conference Papers: Early Childhood Education. Five conference papers consider a bilingual kindergarten program, language assessment and development, a nursery school program for retarded children, instructional materials for handicapped children, and a comparison study on social status for bilingual exceptional children, respectively. The bilingual kindergarten program is described as a total learning system with three major components comprised of staff development materials (teacher manuals or filmstrips), the instructional model (sensory, motor, and language skills training in 12 units), and parent involvement. Suggested for children's language assessments are standardized scales, informational observations, and reports from persons close to the child; and offered for remediation are teacher techniques for an ongoing program. Emphasized in a free nursery school program for mentally handicapped children, 3- to 7-years-old, are development of a positive self concept; and motor, self-help, language, sensory, and cognitive…