document resume ud 014 753 - ericdocument resume ed 102 236 ud 014 753 author slavin, jill a.;...
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DOCUMENT RESUME
ED 102 236 UD 014 753
AUTHOR Slavin, Jill A.; Taylor, Myrtice M.TITLE Emergency School Aid Act Pilot Project. Final Report,
1973-74. Research and Development Report, Volume 7,Number 7, December, 1974.
INSTITUTION Atlanta Public Schools, Ga.PUB DATE Dec 74NOTE 48p.; Pages 27, 28, and 38 may not be clearly legible
on reproduction, due to the print quality of theoriginal
EDRS PRICE MF$0.76 HC-$1.95 PLUS POSTAGEDESCRIPTORS *Bilingual Education; Changing Attitudes; Elementary
School Students; Integration Effects; *ProgramEvaluation; Race Relations; Racial Attitudes; RacialIntegration; *Resident Camp Programs; SchoolIntegration; Spanish Speaking; Student Teacherlelationship; Urban Education
IDENTIFIERS *Atlanta; *Emergency School Aid Act; Georgia
ABSTRACTThe Atlanta Public Schools operated a pilot project
under the Emergency School Aid Act (ESAA) from July 1, 1973 throughJune 30, 1974. The pilot project was subdivided into two parts. PartOne, the Camp Learning Center Project, proposed the establishment ofinterdisciplinary educational, interracial, and cultural experiencesin a camp setting for 1100 sixth grade pupils. Each child wasenrolled in the program for a period of 13 weeks. During the firstsix weeks the children and their teacher planned the activities theywould conduct at camp. The students prepared for this experience bystudying a variety of subjects that would help them accomplish theirgoals. The children spent the seventh week at the Camp LearningCenter, from Monday morning to Friday afternoon. While at camp, thechild:en participated in group study, individual tutoring, andrecreational and social activities. Following the camp week, thestudents continued their studies in their chosen areas and evaluatedtheir camp experience for the final six weeks of the program. Themajor purpose of Part Two, the Bicultural project, was to reduceisolation and educational problems related to non-English speakingpupils and pupils with first language interferences. Thus the projectproposed to extend services which would meet the needs of immigrantpupils and aid them in making proper adjustment in their learningsituations. (Author/JR)
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pos
sibi
litie
s ih
area
se.
1.4.
1Fu
rthe
r, it
was
bel
ieve
d th
at a
Cam
p L
earn
ing
Cen
ter
wou
ld p
rovi
dean
idea
l set
ting
for
impr
ovin
g te
ache
r-pu
pil a
nd p
upil-
pupi
l5
rela
tions
hips
.A
ccor
ding
ly, t
he C
amp
Lea
rnin
g C
ente
r Pr
ojec
tZ
Zpr
opos
ed th
e es
tabl
ishm
ent o
f in
terd
isci
plin
ary
educ
atio
nal,
inte
rrac
ial,
aizc
and
cultu
ral e
xper
ienc
es in
'a c
amp
setti
ng f
or'1
,100
six
th g
rade
pupi
ls.
0E
ach
child
was
enr
olle
d in
the
prog
ram
for
a p
erio
d of
13
V)
1--
wee
ks.
Dur
ing
the
firs
t six
wee
ks th
e ch
ildre
n an
d th
eir
teac
her
plan
ned
the
activ
ities
they
wou
ld c
ondu
ct a
t cam
p. T
he s
tude
nts
copr
epar
ed f
or th
is e
xper
ienc
e by
stu
dyin
g a
vari
ety
of s
ubje
cts
that
wou
ld h
elp
them
acc
ompl
ish
thei
r go
als.
The
chi
ldre
n sp
ent
the
seve
nth
wee
k at
the
Cam
p L
earn
ing
Cen
ter,
leav
ing
for
cam
pon
Mon
day
at 8
:30
A.M
. and
ret
urni
ng to
thei
r ho
me
scho
ols
by3:
00 P
.M. o
n Fr
iday
.W
hile
at c
amp,
the
child
ren
part
icip
ated
in g
roup
stu
dy, i
ndiv
idua
l tut
orin
g, a
nd r
ecre
atio
nal a
nd s
ocia
lac
tiviti
es.
Follo
win
g th
e ca
mp
wee
k, th
e st
uden
ts c
ontin
ued
thei
rst
udie
s in
thei
r ch
osen
are
as a
nd e
valu
ated
thei
r ca
mp
expe
rien
cefo
r th
e fi
nal s
ix w
eeks
of
the
prog
ram
.It
was
pre
dict
ed th
at.
as a
res
ult o
f pa
rtic
ipat
ion
in th
e pr
ogra
m, t
he s
tude
nts
wou
ldm
ake
gain
s in
the
area
s of
rea
ding
. mat
hem
atic
s, s
cien
ce, a
ndso
cial
dev
elop
men
t.In
add
ition
, it w
as f
elt t
hat t
his
expe
rien
cew
ould
ope
n m
any
new
fie
lds
of in
tere
st f
or th
e ch
ildre
n to
pur
sue
at s
choo
l and
at h
ome.
PRO
BL
EM
The
nee
d fo
r fe
dera
l fun
ds to
pro
vide
ass
ista
nce
in c
opin
gw
ith th
e pr
oble
ms
inci
dent
to th
e fu
rthe
r de
segr
eatio
n of
the
Atla
nta
Publ
ic S
choo
ls w
as e
spec
ially
gre
at d
urin
g th
e 19
73-7
4 sc
hool
yea
r,
as it
mar
ked
the
initi
al im
plem
enta
tion
of a
cou
rt o
rder
ed c
ompr
omis
epl
an to
set
tle a
long
sta
ndin
g co
urt c
ase
invo
lvin
g th
e sc
hool
sys
tem
.T
he m
ajor
cha
nges
und
er th
e co
mpr
cmis
e pl
an in
clud
ed th
e fo
llow
ing:
1. A
pla
n fo
r de
segr
egat
ing
the
adm
inis
trat
ion
of th
e sc
hool
syst
em w
hich
req
uire
d th
at a
t lea
st 2
5 of
the
37 to
pad
min
istr
ativ
e po
sitio
ns b
e fi
lled
with
Bla
ck p
erso
ns. i
nclu
ding
a B
lack
sup
erin
tend
ent.
2. A
pla
n fo
r st
aff
dese
greg
atio
n w
hich
gen
eral
ly r
equi
red
a ra
cial
rat
io o
f te
ache
rs w
ithin
eac
h sc
hool
that
did
not
vary
mor
e th
an tw
o te
ache
rs a
nd te
n pe
r ce
nt a
bove
or
belo
w th
e sy
stem
ave
rage
for
teac
hers
in e
ach
of th
e fo
llow
ing
thre
e ca
tego
ries
:el
emen
tary
sch
ool.
mid
dle
scho
ol, o
rhi
gh s
chco
l.
3. A
pla
n fo
r m
ajor
ity to
min
ority
pup
il tr
ansf
ers
whi
ch w
ould
furt
her
the
dese
greg
atio
n of
the
scho
ol s
yste
m. w
hile
pla
cing
stro
ng e
mph
asis
on
expa
ndin
g th
e ed
ucat
iona
l val
ue o
fth
e pr
ogra
m.
4. A
pup
il as
sign
men
t pla
n w
hich
was
dev
ised
to in
sure
that
no s
choo
l wou
ld c
onta
in le
ss th
an 3
0 pe
r ce
nt B
lack
pup
ils.
Thi
s go
al w
as a
ccom
plis
hed
by (
a) th
e re
draw
ing
of s
choo
lzo
ne li
nes,
(b)
the
clos
ing
of s
choo
ls, a
nd (
c) th
e pa
irin
gof
sch
ools
.
Und
er th
e de
segr
egat
ion
plan
. app
roxi
mat
ely
4.00
0 B
lack
pup
ilsan
d 9.
000
Whi
te p
upils
, a to
tal o
f ab
out 1
3.00
0 pu
pils
. wer
e di
rect
lyaf
fect
ed.
In p
repa
ring
for
the
exte
nsiv
e ch
ange
s to
take
pla
ce a
s a
resu
ltof
the
dese
greg
atio
n pl
an. a
sys
tem
-wid
e ne
eds
asse
ssm
ent w
asco
nduc
ted.
Man
y of
the
prob
lem
s an
d ne
eds
iden
tifie
d by
the
scho
olsy
stem
indi
cate
d ar
eas
of c
once
rn w
hich
pre
sent
ed p
robl
ems
requ
irin
gin
nova
tive
and
crea
tive
appr
oach
es f
or th
eir
solu
tion.
The
rac
ial m
akeu
p of
the
Atla
nta
Publ
ic S
choo
ls a
t tha
t tim
ew
as 7
8 pe
r ce
nt B
lack
and
22
per
cent
Whi
te. S
ome
of th
e sc
hool
sin
the
syst
em h
ad tr
aditi
onal
ly h
ouse
d al
l Bla
ck o
r al
l Whi
teen
rollm
ents
. Man
y st
uden
ts h
ad n
ot c
ome
into
con
tact
with
mem
bers
of o
ther
eth
nic
grou
ps e
xcep
t in
the
scho
ol s
ettin
g w
here
they
had
little
or
no c
onta
ct w
ith o
ther
rac
es o
n an
info
rmal
bas
is.
Lac
k of
con
tact
with
oth
er e
thni
c gr
oups
has
leo
to s
tude
nts
deve
lopi
ng u
nfou
nded
, ste
roty
ped
opin
ions
abo
ut m
embe
rs o
f th
ese
grou
ps. T
hese
opi
nion
s be
com
e fu
rthe
r em
bedd
ed a
s a
lack
of
mea
ning
ful c
onta
ct w
ith o
ther
eth
nic
grou
ps c
ontin
ues.
From
the
data
col
lect
ed d
urin
g th
e ne
eds
asse
ssm
ent p
roce
ss,
it w
as f
ound
that
ther
e w
as a
need
to p
rovi
de o
ppor
tuni
ties
for
pupi
ls to
pur
sue
acad
emic
and
pos
itive
hum
an r
elat
ions
exp
erie
nces
in a
n in
form
al p
robl
em-s
olvi
ng s
ituat
ion
with
hei
r cl
assm
ates
and
teac
hers
.It
was
fel
t tha
t six
th g
rade
pup
ils w
ere
of a
n ap
prop
riat
eag
e to
par
ticip
ate
in s
uch
prog
ram
s,an
d pr
evio
us e
xper
ienc
ein
dica
ted
that
a c
amp
lear
ning
cen
ter
stru
ctur
e w
asid
eally
sui
ted
to th
is g
oal.
For
exam
ple,
fro
m th
e da
ta, i
t bec
ame
clea
r th
atsc
hool
s in
whi
ch p
upils
wer
e pr
edom
inan
tly B
lack
or
all
Bla
ck u
sual
ly a
chie
ved
low
er a
cade
mic
sco
res
on s
tand
ardi
zed
test
mea
sure
sth
an d
id s
choo
lsth
at w
ere
pred
omin
antly
Whi
te o
r al
l Whi
te.
Stud
ies
mad
e in
the
Atla
nta
Publ
ic S
choo
lsco
nclu
de5I
that
:
1.B
lack
and
Whi
te th
ird
grad
ers
poss
esse
dpo
wer
ful a
ndco
nsis
tent
rac
e an
d se
x bi
ases
;
2. T
he r
ace
of th
e ex
peri
men
ter
(tea
cher
)ex
erte
d a
stro
ngbu
t com
plex
infl
uenc
e up
on th
e ex
pres
sion
of r
ace
and
sex
bias
in B
lack
and
Whi
teth
ird
grad
ers;
S.T
he r
acia
l com
posi
tion
of th
e sc
hool
appe
ared
to e
xert
a si
gnif
ican
t inf
luen
ce o
n ev
ery
com
pone
nt o
f ra
ce. s
ex.
and
colo
r bi
as.
Spec
ific
ally
, the
larg
er th
e nu
mbe
r of
mem
bers
of
the
othe
r ra
ce w
ith w
hom
the
child
cam
e in
toco
ntac
t. th
e m
ore
likel
y he
was
to e
xpre
ssne
gativ
e bi
ases
tow
ard
.the
mem
bers
of
that
oth
er r
ace.
The
uni
tary
sch
ool s
yste
m r
esul
ted
'in m
any
prob
lem
s ce
nter
ing
arou
nd r
acia
l and
cul
tura
l dif
fere
nces
.Fo
rmat
ion
of p
robl
ems
seem
ed to
beg
in in
the
elem
enta
ry s
choo
lsw
here
impr
essi
onab
lest
uden
ts a
re c
onfr
onte
d w
ith s
tere
otyp
esan
d pr
ejud
icia
l beh
avio
rsw
hich
are
man
y tim
es h
ande
d do
wn
toth
em b
y ol
der
indi
vidu
als.
It w
as f
elt t
hat t
here
was
a n
eed
tobr
eak
dow
n th
ese
ster
eoty
pes
earl
y --
pre
fera
bly
at th
e el
emen
tary
scho
ol le
vel.
It w
as f
elt
that
this
cou
ld b
e m
ost e
ffic
ient
ly a
ccom
plis
hed
by e
xpos
ing
stud
ents
to o
ther
soc
ial,
cultu
ral,
and
econ
omic
cys
tem
s in
the
leas
tst
ress
ful
situ
atio
n.Fu
rthe
r, e
xper
ienc
es r
elat
ed to
hig
hsc
hool
pup
ils o
fth
e A
tlant
a Pu
blic
Sch
ools
in a
cam
ple
arni
ng c
ente
r du
ring
the
sum
mer
of
1971
sug
gest
ed th
at a
lack
of
unde
rsta
ndin
g of
rac
ial
and
cultu
ral d
iffe
renc
es a
nd s
tere
otyp
edop
inio
ns a
bout
oth
er e
thni
cgr
oups
can
be
dim
inis
hed
duri
ng a
brie
f ca
mp
peri
od.
The
seda
ta in
dica
ted
one
over
ridi
ng n
eed
whi
ch c
ould
be
met
thro
ugh
a ca
mp
lear
ning
cen
ter
appr
oach
:
NE
ED
: To
prov
ide
oppo
rtun
ities
for
elem
enta
ry s
choo
l pup
ilsto
pur
sue
acac
emic
and
posi
tive
hum
an r
elat
ions
exp
erie
nces
inan
info
rmal
pro
blem
-sol
ving
situ
atio
n w
ith th
eir
clas
smat
es a
ntte
ache
rs.
OB
JEC
TIV
ES
Tw
o m
ajor
obj
ectiv
es a
nd tw
o en
ablin
g ob
ject
ives
wer
eid
entif
ied
for
the
Cam
p L
earn
ing
Cen
ter
Proj
ect.
1.M
ajor
obj
ectiv
es -
- re
med
ial e
duca
tion
a.A
t the
con
clus
ion
of th
e 19
73-7
4 sc
hool
yea
r,st
uden
tsin
the
rem
edia
l rea
ding
pro
gram
will
exh
ibit
an a
vera
gera
te o
f ga
in in
rea
ding
ach
ieve
men
tw
hich
is 5
0 pe
rce
nt g
reat
er th
an th
eir
aver
age
for
the
prev
ious
yea
r.T
his
gain
will
be
mea
sure
d by
usi
ng th
e M
etro
polit
anA
chie
vem
ent T
ests
in a
pre
test
and
pos
ttest
des
ign.
The
test
s w
ill b
e gi
ven
in O
ctob
er a
nd in
Apr
il.
b. A
t the
con
clus
ion
of th
e 19
73-7
4sc
hool
yea
r. s
tude
nt-
in th
e re
med
ial m
athe
mat
ics
prog
ram
wal
lex
hibi
t an
aver
age
rate
of
gain
inm
athe
mat
ics
achi
evem
ent w
hich
is 5
0 pe
r ce
nt g
reat
er th
an th
eir
aver
age
for
the
prev
ious
year
. Thi
s ga
in w
ill b
e m
easu
red
by u
sing
the
Met
ropo
litan
Ach
ieve
men
t Tes
ts in
a p
rete
st a
nd p
ostte
stde
sign
. The
test
s w
ill b
e gi
ven
in O
ctob
eran
d in
Apr
il.
2.E
nabl
ing
obje
ctiv
es
a. A
t the
end
of
the
1973
-74
scho
ol y
ear,
at l
east
50
per
cent
of
all s
tude
nts
who
par
ticip
ated
inca
mpi
ng a
ctiv
ities
will
sho
w a
n im
prov
emen
t in
stud
ent a
djus
tmen
t. as
dete
rmin
ed b
y a
decl
ine
in th
e nu
mbe
r of
rep
orte
dab
sent
ees,
tard
ines
ses,
fai
lure
s, a
nd d
isru
ptiv
ebe
havi
orov
er th
e pr
evio
us y
ears
of s
imila
r re
port
.
b. T
hrou
gh p
artic
ipat
ing
in c
ampi
ngac
tiviti
es c
once
rned
with
nat
ure
stud
ies,
the
stud
ents
will
dem
onst
rate
a gr
eate
r un
ders
tand
ing
of th
eir
phys
ical
and
nat
ural
envi
ronm
ent t
han
stud
ents
who
hav
e no
tpa
rtic
ipat
edin
thes
e ac
tiviti
es.
Furt
her.
the
stid
er.is
will
dem
onst
rate
und
erst
andi
ng o
f th
e in
terr
elat
ions
betw
een
man
and
his
env
iron
men
t.T
he d
egre
e of
und
erst
andi
ngw
ill b
e m
easu
red
by a
cri
teri
on r
efer
ence
d te
stde
velo
ped
by e
ach
clas
sroo
m te
ache
r, d
esig
ned
==
.mur
e th
isge
nera
l con
cept
in r
elat
ion
to th
e F
.eri
fic
curr
icul
uman
d ac
tiviti
es d
evel
oped
dur
it.-F
the
stud
ents
part
icip
atio
nin
the
proj
ect.
Thi
s te
st w
ill b
e ad
min
iste
red
at th
een
d of
eac
h th
irte
en-w
eek
prog
ram
to th
epa
rtic
ipat
ing
stud
ents
and
a s
ampl
e of
con
trol
stu
dent
s w
hoha
veno
t par
ticip
ated
in th
e pr
ojec
t.
Cop
ies
of a
ll m
easu
ring
inst
rum
ents
used
to e
valu
ate
the
proj
ect
may
be
foun
d in
App
endi
x A
.-2
-
PAR
TIC
IPA
NT
S
A to
tal o
f 1.
071
sixt
h gr
ade
stud
ents
par
ticip
ated
in th
e C
amp
Lea
rnin
g C
ente
r Pr
ojec
t.O
f th
is n
umbe
r. 7
79 s
tude
nts
actu
ally
atte
nded
the
cam
p se
ssio
ns w
hile
292
wer
e en
rolle
d in
par
ticip
atin
gse
ctio
ns b
ut d
id n
ot a
ttend
cam
p.In
add
ition
. 116
hig
h sc
hool
stud
ents
of
mix
ed r
acia
l and
eco
nom
ic b
ackg
roun
ds p
artic
ipat
edin
the
prog
ram
by
serv
ing
as c
amp
coun
selo
rs. A
bre
akdo
wn
of th
e si
xth
grad
e pa
rtic
ipan
ts b
y ra
ce a
nd s
choo
l is
pres
ente
din
Tab
le 1
.
TA
BL
E 1
PAR
TIC
IPA
NT
S B
Y R
AC
E A
ND
SC
HO
OL
Nam
e of
Sch
ool
Num
ber
of P
artic
ipan
ts
Tea
cher
sPu
blic
Sch
ools
Stud
ents
Min
ority
Non
-Min
ority
Tot
al
Gui
ceFo
rres
t21
2748
4214
562 2
.4
Peep
les
348
422
O'K
eefe
Mid
dle
Tul
l Wat
ers
34 7931 29
65 108
2 3«.
.
Mor
ning
side
5119
702
Gor
don
8119
100
4M
orel
and
1946
652
Perk
erso
n10
1727
1C
ontin
enta
l Col
ony
8521
106
4B
rew
er7
2027
1C
hatta
hooc
hee
3419
531
Wes
t18
3957
2Su
tton
Mid
dle
3459
933
Lak
ewoo
d H
eigh
ts24
3357
2L
ong
Mid
dle
4948
977
PrIv
ate
Scho
ols
St. A
ntho
ny's
1515
302
Tot
als
622
449
1.07
142
Perm
anen
t sta
ff c
onsi
sted
of
the
proj
ect c
oord
inat
or, l
ead
teac
her,
rese
arch
ass
ista
nt. a
sta
tistic
ian.
and
cam
p nu
rse.
An
orga
niza
tion
-
char
t for
all
adul
t par
ticip
ants
is p
rese
nted
in F
igur
e 1.
aa o .h0
o C)
al.4
CO
0 A
./
60 A
C
$ I I 0 as 0 I id 0 13 U
O&
I11
0 O 0
.C
4 5
S.
ITII
IMM
Or
0 ...II
00G
S
0C
. 013 o
co,-
- C
.)= 2
oo
$4 z 5
.. s. Cs s7
00
0&
AC
1.C
1-e
.00
Ti
0o'I
a.0
coo
o.3
to...
....
o r.41 C)
Gig
; I
.11
/O
ther
par
ticip
ants
in th
e pr
ojec
t inc
lude
d 12
indi
vidu
als
from
the
scho
ol ,s
yste
m, G
eorg
ia S
tate
Uni
vers
ity. a
nd th
e St
ate
Dep
artm
ent
of E
duca
tion.
who
ser
ved
as c
onsu
ltant
s; s
ix in
divi
dual
s w
ho p
rovi
ded
heal
th s
ervi
ces
and
cons
ulta
tion;
and
eig
ht in
divi
dual
s w
ho s
erve
das
adv
isor
s to
the
high
sch
ool s
tude
nts.
AC
TIV
ITIE
S
The
par
ticip
ants
in th
e Pr
ojec
t wer
e di
vide
d in
to f
ive
maj
orgr
oups
, one
for
eac
h ca
mpi
ng s
essi
on. E
ach
indi
vidu
al p
artic
ipat
edfc
r a
tota
l of
13 w
eeks
:si
x w
eeks
pre
cam
p pr
epar
atio
n. o
ne w
eek
cam
p se
ssio
n, a
nd s
ix w
eeks
pos
tcam
p ac
tiviti
es.
For
purp
oses
of e
valu
atio
n. e
ach
grou
p w
as f
urth
er s
ubdi
vide
d in
to c
ampe
rsan
d no
ncam
pers
: as
thos
e ch
ildre
n w
ho d
id n
ot a
ttend
the
actu
alca
mp
sess
ions
mis
sed
a gr
eat p
art o
f th
e im
pact
of
the
prog
ram
.
A n
umbe
r of
com
pelli
ng p
robl
ems
aros
e du
ring
impl
emen
tatio
nof
the
proj
ect w
hich
mad
e it
impo
ssib
le to
con
duct
the
prog
ram
exac
tly a
s de
sign
ed in
the
orig
inal
pro
posa
l. A
maj
or p
robl
emw
as th
e in
abili
ty o
f th
e sc
hool
sys
tem
to r
ecru
it pr
ojec
t sta
ff a
tth
e st
art o
f th
e pr
ojec
t.T
his
sign
ific
antly
red
uced
the
amou
ntof
tim
e av
aila
ble
for
plan
ning
, and
res
ulte
d in
the
unfo
rtun
ate
situ
atio
n of
hav
ing
the
staf
f pl
an a
nd im
plem
ent v
irtu
ally
sim
ulta
neou
sly.
The
fai
lure
to c
ompl
ete
assi
gnm
ent o
f th
e pr
ojec
tst
aff
on s
ched
ule
was
a r
esul
t of
the
mas
sive
per
sonn
el c
hang
esdi
ctat
ed b
y th
e C
ompr
omis
e Sc
hool
Des
egre
gatio
n Pl
an w
hich
was
star
ted
at th
e be
ginn
ing
of th
e 19
73-7
4 sc
hool
yea
r. M
any
new
posi
tions
wer
e cr
eate
d an
d fi
lled
on a
sys
tem
-wid
e ba
sis,
as
wel
las
tran
sfer
s of
sta
ff to
mee
t req
uire
d ra
cial
rat
ios
in th
e sc
hool
s.T
hese
fac
tors
pla
ced
an u
nder
stan
dabl
e ov
erlo
ad o
n th
e Pe
rson
nel
Dep
artm
ent,
and
the
proj
ect c
oord
inat
or a
nd th
e le
ad te
ache
r w
ere
not i
dent
ifie
d un
til S
epte
mbe
r 1.
197
3 an
d Se
ptem
ber
30. 1
973,
resp
ectiv
ely.
A s
econ
d ch
ange
was
nec
essi
tate
d by
the
requ
irem
ents
of
the
cam
p w
hich
was
use
d fo
r th
e pr
ojec
t.T
his
cam
p. a
sta
te o
wne
dfa
cilit
y fi
fty
mile
s ou
tsid
e of
Atla
nta.
was
sel
ecte
d as
it w
as f
elt
that
the
site
pre
sent
ed a
ccom
mod
atio
ns a
nd f
acili
ties
whi
ch w
ere
idea
l for
the
prog
ram
. The
cam
p w
as e
asily
acc
essi
ble
to A
tlant
a,w
as c
ompl
etel
y w
inte
rize
d, a
nd h
ad a
var
iety
of
outd
oor
and
indo
orfa
cilit
ies.
In o
rder
to o
btai
n th
is s
ite, i
t was
nec
essa
ry to
hav
ea
redu
ctio
n in
bot
h th
e nu
mbe
r of
cam
ping
ses
sion
s (s
even
inst
ead
of th
irte
en)
and
the
num
ber
of s
ixth
gra
ders
par
ticip
atin
g (1
,100
inst
ead
of 1
.300
) .
The
cam
p ac
cept
ed a
min
imum
of
100
pers
ons
per
rese
rvat
ion
and
pref
erre
d ev
en la
rger
gro
ups
to a
ssur
e m
eetin
gth
eir
expe
nses
. In
addi
tion,
bec
ause
the
cam
p m
ust s
erve
the
need
s of
man
y St
ate
educ
atio
nal a
genc
ies.
onl
y a
limite
d.nu
mbe
rof
wee
ks w
ere
avai
labl
e.Si
nce
no o
ther
cam
ping
fac
ility
con
side
red
met
the
need
s of
the
proj
ect a
s fi
lly a
s th
is o
ne. t
he c
ompr
omis
ew
as c
onsi
dere
d w
orth
whi
le. A
sec
ond
reas
on f
or th
e re
duct
ion
in th
e nu
mbe
r of
par
ticip
atin
g st
uden
ts c
ame
abou
t due
to b
udge
tary
cons
ider
atio
ns. T
he a
ppro
ved
budg
et a
llow
ed $
8.00
per
day
per
child
whi
le th
e ca
mp
char
ged
$7.0
0 pe
r da
y du
ring
197
3 an
d $8
.50
per
day
afte
r Ja
nuar
y 1.
197
4. T
he r
apid
ly r
isin
g co
st o
f liv
ing.
espe
cial
ly f
ood
cost
s, h
ad c
ause
d co
mpa
rativ
e in
crea
ses
in a
llfa
cilit
ies
inve
stig
ated
.H
owev
er, t
he m
arke
d de
crea
se in
enr
ollm
ent
in A
tlant
a Pu
blic
Sch
ools
dur
ing
the
1973
-74
scho
ol y
ear
mea
ntth
at a
ppro
xim
atel
y th
e sa
me
prop
ortio
n of
chi
ldre
n w
as s
erve
das
had
bee
n pr
opos
ed.
A s
igni
fica
nt a
rea
of c
once
rn o
ccur
red
due
to th
e lim
itatic
nsim
pose
d by
the
inad
equa
te n
umbe
r of
per
man
ent s
taff
per
sonn
el.
Onl
y tw
o in
divi
dual
s w
ere
resp
cnsi
ble
for
the
tota
l im
plem
enta
tion
of th
e pr
ogra
m, a
nd a
hug
e nu
mbe
r of
adm
inis
trat
ive
deta
ils h
adto
be
atte
nded
to in
.ord
er to
ass
ure
the
smoo
th f
unct
ioni
ng o
f th
eca
mpi
ng s
essi
ons
and
the
safe
ty a
nd w
ell-
bein
g of
all
part
icip
ants
.A
s st
aff
beca
me
mor
e ex
peri
ence
d in
han
dlin
g th
ese
deta
ils, t
heor
gani
zatio
n of
the
prog
ram
impr
oved
gre
atly
and
the
proj
ect w
asco
ntin
ually
ref
ined
and
exp
ande
d to
mee
t ide
ntif
ied
need
s. T
hus.
the
fina
l cam
p se
ssio
ns w
ere
felt
to b
e su
peri
or in
qua
lity
to th
ein
itial
ses
sion
s.A
s th
e pr
ojec
t yea
r pr
ogre
ssed
. a n
umbe
r of
volu
ntee
r co
nsul
tant
s w
ere
iden
iifie
d an
d a
num
ber
of s
peci
alac
tiviti
es w
ere
prov
ided
thro
ugh
the
coop
erat
ion
of v
ario
us in
divi
dual
san
d gr
oups
with
in th
e sy
stem
. The
bas
ic g
oals
and
obj
ectiv
esof
the
prog
ram
, how
ever
, as
wel
l as
the
prim
ary
str-
ctur
e as
c.m
tain
ed in
the
proj
ect p
ropo
sal,
rem
aine
d co
nsta
nt f
or a
ll ca
mpe
rs.
An
outli
ne o
f th
e pr
ojec
t act
iviti
es is
pre
sent
ed b
elow
:
1.Pr
ecam
p A
ctiv
ities
Dur
ing
the
wee
ks im
med
iate
ly p
rior
to e
ach
grou
p's
cam
ping
ses
sion
. all
part
icip
atin
g cl
assr
oom
teac
hers
atte
nded
a fu
ll da
y w
orks
hop
at th
e ca
mps
ite. T
hese
wor
ksho
psw
ere
cond
ucte
d by
the
proj
ect s
taff
in c
oope
ratio
n w
itha
vari
ety
of v
olun
teer
con
sulta
nts
with
exp
ertis
ein
out
door
educ
atio
n.T
each
ers
wer
e gi
ven
orie
ntat
ion
to th
e ca
mps
itean
d ge
nera
l cam
p pr
ogra
m a
s w
ell a
s sp
ecif
ic in
stru
ctio
nin
con
duct
ing
cam
p ac
tiviti
es. T
he te
ac:te
ws
.:ere
div
ided
into
team
s ac
cord
ing
to th
eir
inte
rest
end
abi
lity,
and
eac
hte
am c
oope
rate
d to
dev
elop
the
cpec
inc
activ
ities
rel
evan
tto
thei
r su
bjec
t are
a.A
lso,
dur
ing
this
air
ed h
igh
scho
olst
uden
ts w
ere
recr
uite
d an
d tr
aine
d to
ser
ve a
s ca
mp
coun
sel
coun
selo
rs.
Whe
reve
r po
ssib
le, t
he h
igh
scho
ol s
tude
nts
wer
e sp
ecif
ical
ly a
ssig
ned
to a
par
ticul
arsc
hool
and
vis
ited
the
scho
ol a
t lea
st o
nce
a w
eek
to a
ssis
t the
cla
ssro
omte
ache
r in
pre
pari
ng th
e si
xth
grad
e st
uden
tsfo
r ca
mp.
In th
e cl
assr
oom
, the
teac
her.
ass
iste
d by
the
lead
teac
her,
con
duct
ed a
var
iety
of
scie
nce
and
soci
al s
tudi
esac
tiviti
es to
hel
p th
e st
uden
ts to
lear
n th
e ne
w c
once
pts
need
ed f
or p
artic
ipat
ion
in c
amp
activ
ities
.D
urin
g th
efi
nal w
eek
prec
edin
g th
e ca
mp
sess
ion,
the
stud
ents
wer
epr
etes
ted
with
thos
e in
stru
men
ts io
entif
ied
for
the
eval
uatio
nco
mpo
nent
of
th'-
proj
ect,
rece
ived
inst
ruct
ions
as
to p
rope
rcl
othi
ng a
nd e
m...
pmen
t. to
take
to c
amp,
and
wer
e gi
ven
med
ical
r.-
-iee
T.in
g ex
amin
atio
ns.
Cop
ies
of th
e fo
rms
deve
lope
d to
ass
ist i
n pr
ecam
p pr
epar
atio
n m
ay b
e fo
und
in A
ppen
dix
B.
2.C
ampi
ng A
ctiv
ities
The
stu
dent
s w
ere
divi
ded
into
team
s as
they
arr
ived
at th
e ca
mps
ite a
nd a
ssig
ned
to la
rge
cabi
ns w
here
they
lived
with
thei
r hi
gh s
choo
l stu
dent
cou
nsel
ors
and
clas
sroo
mte
ache
rs.
Thr
ough
out t
he s
essi
on th
e te
ams
wer
e ro
tate
dth
roug
h th
e va
riou
s ac
tiviti
es c
ondu
cted
by
teac
hers
and
staf
f.A
sam
ple
sche
dule
for
the
cam
p w
eek
may
be
foun
din
App
endi
x C
.T
he s
tude
nts
part
icip
ated
in a
var
iety
of a
cade
mic
, soc
ial a
nd r
ecre
atio
nal a
ctiv
ities
thro
ugho
utth
e da
y w
hich
wer
e ba
lanc
ed to
alte
rnat
e pe
riod
s of
qui
etac
tivity
with
thos
e of
phy
sica
l act
ivity
.
Eac
h m
orni
ng th
e st
uden
ts a
ssem
bled
in f
ront
of
the
dini
ng h
all f
or f
lag
rais
ing
and
to h
ear
anno
unce
men
tsab
out t
he d
ay's
spe
cial
act
iviti
es.
Follo
win
g br
eakf
ast
the
stud
ents
ret
urne
d to
thei
r ca
bins
to m
ake
thei
r be
ds,
to c
lean
up.
and
to p
repa
re f
or th
e da
y's
prog
ram
.'h
em
ajor
par
t of
the
mor
ning
pro
gram
was
dev
oted
to a
cade
mic
acov
ities
incl
udin
g so
il an
d w
ater
stu
dy, s
ocia
l stu
dies
.an
d la
ngua
ge a
rts.
The
stu
dent
s w
ere
acco
mpa
nied
by
thei
r co
unse
lors
to th
ese
activ
ities
so
that
the
coun
selo
rsco
uld
assi
st th
em la
ter
in th
e da
y w
ith r
evie
w a
nd h
omew
ork
assi
gnm
ents
.A
fter
lunc
h th
e st
uden
ts p
artic
ipat
ed in
cul
tura
len
rian
nent
act
iviti
es f
or a
bout
an
hour
whi
ch in
clud
edpr
esen
tatio
ns b
y hi
gh s
choo
l art
s gr
oups
, mov
ies,
and
the
like.
A s
econ
d ac
adem
ic s
essi
on, s
imila
r to
the
mor
ning
sess
ion.
was
con
duct
ed e
ach
afte
rnoo
n.In
the
late
aft
erno
onst
uden
ts p
artic
ipat
ed in
rec
reat
iona
l act
iviti
es in
clud
ing
orga
nize
d te
am s
port
s, in
divi
dual
spo
rts,
and
qui
et g
ames
.Fo
llow
ing
this
, the
stu
dent
s di
vide
d in
to s
mal
l gro
ups
of s
ix o
r le
ss a
nd w
orke
d w
ith th
eir
high
sch
ool c
ouns
elor
son
"re
flec
tion
and
rein
forc
emen
t." T
his
was
a p
erio
d w
here
the
stud
ents
rev
iere
d th
e co
ncep
ts le
arne
d du
ring
the
day
and
prep
ared
for
the
next
day
's a
ctiv
ities
.T
he's
tude
nts
then
ret
urne
d to
thei
r ca
bins
for
fre
e tim
e w
inch
was
fol
low
ed b
y di
nner
.A
fter
din
ner
the
stud
ents
par
ticip
ated
-5-
in a
var
iety
of
recr
eatio
nal a
nd c
ultu
ral e
veni
ng a
ct v
ities
whi
ch in
clud
ed p
erfo
rman
ces
by a
chi
ldre
n's
thea
tre
grou
p,ed
ucat
iona
l mov
ies,
squ
are
danc
ing,
tale
nt s
how
s, a
nd th
elik
e.T
he s
tude
nts
wer
e th
en a
ccom
pani
ed b
ack
to th
eir
cabi
ns b
y th
e hi
gh s
choo
l cou
nsel
ors
whi
le te
ache
rs a
ndst
aff
met
to r
evie
w th
e da
y's
prog
ram
and
to m
ake
plan
sfo
r th
e co
min
g da
y,
3.Po
stca
mp-
Act
iviti
es
The
cla
ssro
om te
ache
rs, a
ssis
ted
by th
e pr
ojec
tst
aff
and.
in s
ome
case
s, th
e hi
gh s
choo
l stu
dent
s, c
ontin
ued
the
teac
hing
of
conc
epts
pre
sent
ed d
urin
g th
e ca
mp
sess
ions
.A
var
iety
of
activ
ities
incl
udin
g fi
eld
trip
s to
rel
evan
t pla
ces
of in
tere
st a
nd d
etai
led
proj
ects
exp
andi
ng k
now
ledg
e ob
tain
edat
cam
p w
ere
cond
ucte
d.
EV
AL
UA
TIO
N
Obj
ectiv
es.
The
obj
ectiv
es f
or th
e pr
ojec
t are
ful
ly d
escr
ibed
in a
pre
viou
sse
ctio
n of
this
rep
ort,
and
will
be
abbr
evia
ted
in th
is s
ectio
n as
follo
ws:
Obj
ectiv
e1:
Obj
ectiv
e' I
I:O
bjec
tive
Ur:
Obj
ectiv
e IV
:
Met
hod
Bea
ding
Ach
ieve
men
tM
athe
mat
ics
Ach
ieve
men
tSo
cial
Adj
ustm
ent
Env
iron
men
tal S
tudi
es A
chie
vem
ent
Seve
ral c
hang
es w
ere
mad
e in
the
eval
uatio
n pr
oced
ures
with
the
perm
issi
on o
f th
e fu
ndin
g ag
ency
as
follo
ws:
1.R
eadi
ng a
nd M
athe
mat
ics
Ach
ieve
men
t
Thi
s ob
ject
ive
was
ori
gina
lly to
be
mea
sure
d by
the
Met
ropo
litan
Ach
ieve
men
t Tes
ts.
Sinc
e th
is te
st w
asdi
scon
tinue
d by
the
scho
ol s
yste
m. t
he I
owa
Tes
tsof
Bas
icSk
ills
was
sub
stitu
ted.
Bec
ause
the
ITB
S is
adm
inis
tere
d'o
n a
city
-wid
e ba
sis
each
yea
r. s
core
sob
tain
ed in
May
of 1
973
wer
e us
ed a
s th
e pr
etes
t and
thos
eob
tain
ed in
May
of
1974
as
the
post
est.
The
IT
BS
is a
sta
ndar
dize
d re
adin
g an
d m
athe
mat
ics
test
whi
ch m
easu
res
achi
evem
ent i
n a
vari
ety
of s
kills
area
s. T
he te
st y
ield
s sc
ores
for
eac
h of
nin
e su
btes
t§r
eas,
a c
ompr
ehen
sive
rea
ding
sco
re, a
mat
hem
atic
s sc
ore.
and
a to
tal s
core
.T
hese
sco
res
are
expr
esse
d in
gra
dele
vels
and
mon
ths.
Thu
s, a
n av
erag
e sc
ore
for
a si
xth
grad
er w
ould
be
expr
esse
d as
six
th g
rade
, eig
hth
mon
th,
or 6
.8. T
hese
sco
res
corr
elat
e hi
ghly
with
sco
res
on th
eM
etro
polit
an A
chie
vem
ent T
ests
and
thus
, with
som
e ca
utio
n.th
e tw
o ca
n be
com
pare
d.
2.So
cial
Adj
ustm
ent
The
ori
gina
l pro
posa
l cal
led
for
mea
sure
men
t of
this
obje
ctiv
e th
roug
h co
llect
ion
of d
ata
such
as
abse
ntee
ism
,ta
rdin
ess,
fai
lure
, and
dis
rupt
ive
beha
vior
and
com
pari
ngtu
them
with
sim
ilar
data
of
the
prev
ious
yea
r. T
heco
info
rmat
ion
need
ed f
or th
is ty
pe o
f ev
alua
tion
was
not
read
ily a
vaila
ble
and
was
fel
t by
the
staf
f to
be
of d
ubio
usat
Cre
latio
n to
the
proj
ect o
bjec
tives
.T
he S
elf-
Obs
erva
tion
Scal
es (
SOS)
, a
pape
r an
d pe
ncil
mea
sure
a/ s
tude
ntse
lf-c
once
pt a
nd a
djus
tmen
t, w
as s
ubst
itute
d. T
he S
OS
cow
as a
dmin
iste
red
in a
pre
test
and
pos
ttest
des
ign
duri
ng
v.)
the
firs
t and
fin
al w
eeks
of
each
cyc
le.
CO
3.E
nvir
onm
enta
l Stu
dies
Ach
ieve
men
t
Due
to th
e de
lay
in im
plem
entin
g th
e pr
ojec
t. it
was
not p
ossi
ble
to id
entif
y th
e ty
pe o
f in
stru
men
t cal
led
for
in th
e pr
opos
al. A
teac
her-
cons
truc
ted
test
, mea
suri
ngth
e co
ncep
ts ta
ught
dur
ing
the
part
icip
atio
n of
thei
r st
uden
ts,
was
sub
stitu
ted.
The
re w
ere
thre
e su
ch te
sts,
one
for
each
of
the
:fir
st tw
o ca
mp
grou
ps a
nd a
thir
d fo
r th
e fi
nal
thre
e ca
mp
grou
ps. T
he te
st w
as a
dmin
iste
red
imm
edia
tely
follo
win
g ea
ch th
irte
en w
eek
cycl
e.
In a
dditi
on to
the
abov
e, tw
o su
rvey
inst
rum
ents
, one
for
stud
ents
and
one
for
teac
hers
, wer
e us
ed to
fur
ther
eval
uate
the
proj
ect.
Res
ults
and
Dis
cuss
ion
Obj
ectiv
es I
and
II
-- R
eadi
ng a
nd M
athe
mat
ics
Ach
ieve
men
t
Com
pari
sons
of
chan
ges
in th
e ra
tes
of in
crea
se in
ach
ieve
men
tof
197
3-74
ove
r 19
72-7
3 ha
ve b
een
base
d on
the
scor
es o
f st
anda
rdiz
edac
hiev
emen
t tes
ts. T
he M
etro
polit
an A
chie
vem
ent T
ests
was
adm
inis
tere
d in
Apr
il, 1
972;
the
Iow
a 're
sts
of B
asic
Ski
lls w
as',a
t
..c -8-
adm
inis
tere
d in
Apr
il, 1
973
and
in M
ay. 1
974.
The
se s
core
s ar
esh
own
as m
ean
grad
e eq
uiva
lent
s, w
hich
are
the
year
and
the
mon
th in
sch
ool a
ppro
pria
te to
the
perf
orm
ance
of
the
stud
ents
in e
ach
grad
e. T
he c
ompa
riso
ns a
re o
f pu
pil
perf
orm
ance
in r
eadi
ngan
d in
mat
hem
atic
s.
The
cha
nges
in th
e tr
ends
of
the
incr
ease
In
achi
evem
ent a
reex
amin
ed f
or th
e w
hole
sys
tem
. for
the
part
icip
atin
gsc
hool
s, a
ndfo
r th
ose
stud
ents
par
ticip
atin
g in
the
prog
ram
.In
eac
h co
mpa
riso
nth
e in
crea
se in
per
form
ance
was
cal
cula
ted
from
the
scor
es o
f m
atch
edpu
pils
, tho
se p
upils
with
ach
ieve
men
t sco
res
for
all t
hree
yea
rs.
The
cha
nges
in th
e in
crea
se o
f pu
pil p
erfo
rman
ce a
reco
mpa
red
in f
our
way
s:
1.T
he a
chie
vem
ents
of
all s
tude
nts
atte
ndin
g ca
mp
and
all
stud
ents
atte
ndin
g cl
assr
oom
ses
sion
s ar
e co
mpa
red
toth
e ac
hiev
emen
t of
the
tota
l sys
tem
stu
dent
pcpu
latio
n.
2. T
he p
erfo
rman
ces
of a
ll ca
mp
stud
ents
and
all s
tude
nts
in th
e cl
assr
oom
ses
sion
s ar
e co
mpa
red
toth
e ac
hiev
emen
tof
the
tota
l stu
dent
bod
y of
thei
r re
spec
tive
scho
ols.
3. T
he p
erfo
rman
ce o
f al
l cam
pers
is c
ompa
red
toth
e pe
rfor
man
ceof
the
sixt
h an
d se
vent
h gr
ades
of
the
syst
emce
mbi
ned
and
sepa
rate
ly.
4. T
he a
chie
vem
ent o
f th
e ca
mpe
rs is
exam
ined
to s
how
the
per
cent
of
the
part
icip
ants
perf
orm
ing
bette
r th
an th
eto
tal s
yste
m, a
nd to
sho
w th
e pe
r ce
ntac
hiev
ing
high
erth
an th
e 25
per
cen
t and
the
50 p
er c
ent g
ain
leve
ls.
Not
e: A
U s
tude
nts
in th
ese
com
pari
sons
wer
em
atch
ed o
ver
the
thre
e-ye
ar p
erio
d.A
ll th
e st
uden
ts a
ttend
ing
cam
p w
ere
also
cam
p cl
assr
oom
par
ticip
ants
.
Tab
le 2
pre
sent
s th
e ch
ange
s in
the
incr
ease
of p
upil
achi
evem
ent
for
the
stnd
ents
atte
ndin
g ca
mp
and
the
stud
ents
atte
ndin
g ca
mp
clas
sroo
m s
essi
ons
com
pare
d to
the
chan
ges
inth
e in
crea
se in
achi
evem
ent o
f th
e to
tal s
yste
m s
tude
nt p
opul
atio
n. O
n th
e av
erag
e,th
e ra
te o
f in
crea
se in
ach
ieve
men
t was
28 p
er c
ent i
n 19
73-7
4ov
er 1
972-
73 f
or th
e 41
5 ca
mpe
rs.
The
WS
snat
ched
stu
dent
s at
tend
ing
the
cam
p pr
ogra
m c
lass
room
ses
sion
sac
hiev
ed P
r. it
t per
cen
tm
ean
incr
ease
whi
le th
e 24
,146
stud
ents
mat
e.e.
d fo
r th
e w
hole
syst
em in
crea
sed
achi
evem
ent i
n re
adin
gby
onl
y 1
per
cent
.
TA
BL
E 2
SUM
MA
RY
OF
IOW
A T
EST
S O
F B
ASI
C S
KIL
LS
PER
CE
NT
GA
IN F
OR
ESA
A C
AM
P ST
UD
EN
TS
(SPR
ING
. 197
4)
Rea
ding
Mat
hem
atic
sC
ampe
rsA
llT
otal
Cam
pers
All
Tot
alSc
hool
Onl
y Se
ctio
ns S
choo
lO
nly
Sect
ions
Sch
ool
Bre
wer
15,588
1.278
290
-438
64C
hatta
hooc
hee
114
75
4580
2832
Con
tinen
tal C
olon
y60
29
3419
5229
Forr
est
45
165
2534
4-2
012
8G
ordo
n-60
-25
-24
374
----
-171
25G
uice
168
-4
11-1
8-4
810
Lak
ewoo
d119
108
15-2
-28
-1L
ong
-22
13
-23
-35
-40
-6M
orel
and
-47
-4
-7-2
4-2
961
Mor
ning
side
132.
95
6-2
45
42O
'Kee
fe-47
-34
-73
-34
433
-73
Peep
lei
156
46
-2R
3534
6Pe
rker
son
-14
-12
253
-62
-287
Sutto
n66
-6
19-5
0-3
4-2
4W
ater
s14
14
-293
4828
Wes
t116
92
31-4
9-45
15
Cam
p Sc
hool
s(6
th 6
7th
Gra
ders
)28
***
18**
744*
137
-2Sy
stem
-Wid
e(6
th 6
7th
Gra
ders
)11
,.
8Sy
stem
-Wid
e (A
ll G
rade
s)1
5
*N =
415
**II
= 825
**ny = 24.146
The
mat
ched
dat
a fo
r m
athe
mat
ics
show
that
the
mea
n ra
teof
incr
ease
in a
chie
vem
ent w
as 1
3 pe
r ce
nt f
or th
e 40
8ca
mp
part
icip
ants
.T
he 8
16 m
atch
ed s
tude
nts
atte
ndin
g th
e ca
mp
prog
ram
clas
sroo
m s
essi
ons
acce
lera
ted
thei
r gr
owth
by
7pe
r ce
nt c
ompa
red
to th
e 23
.965
mat
ched
stu
dent
s in
the
syst
em a
chie
ving
a 5
per
cent
gai
n.
Ano
ther
mea
ning
ful m
etho
d of
ana
lysi
s of
ach
ieve
men
t is
aco
mpa
riso
n of
the
perf
orm
ance
s of
the
cam
pers
and
of
the
tota
lm
atch
ed s
tude
nt b
odie
s of
thei
r re
spec
tive
,sch
ools
.O
f th
e 18
sch
ools
part
icip
atin
g in
the
prog
ram
, 13
scho
ols
had
the
stud
ents
who
wen
t to
cam
p' a
chie
ving
a g
reat
er in
crea
sein
rea
ding
than
thei
r
-7-
tota
l stu
dent
bod
ies;
and
in 1
1 sc
hool
s. th
e st
uden
ts a
ttend
ing
the
cam
p cl
assr
oom
ses
sion
s ha
d gr
eate
r in
crea
ses
than
thei
r to
tal
stud
ent b
odie
s.O
f th
e 41
5 m
atch
ed c
ampe
rs. 8
2 pe
r ce
nt h
ada
larg
er g
ain
in r
eadi
ng th
an th
e to
tal s
tude
nt b
odie
s of
thei
rre
spec
tive
scho
ols.
Of
the
mat
ched
825
stu
dent
s in
the
cam
p cl
assr
oom
sess
ions
, 69
per
cent
ach
ieve
d hi
gher
gai
ns.
In m
athe
mat
ics,
45
per
cent
of
the
cam
pers
and
49
per
cent
of th
e cl
assr
oom
par
ticip
ants
had
gre
ater
incr
ease
s in
gai
n th
anth
e to
tal p
opul
atio
n of
thei
r re
spec
tive
scho
ols.
Bec
ause
all
thi s
tude
nts
part
icip
atin
g in
the
cam
p pr
ogra
mw
ere
eith
er s
ixth
or
seve
nth
grad
ers,
a th
ird
com
pari
son
focu
ses
on b
oth
the
com
bine
d an
d se
para
te p
erfo
rman
ces
of th
e tw
o gr
ades
.T
he s
core
s fo
r si
xth
and
seve
nth
grad
ers
are
pres
ente
d in
Tab
les
3an
d 4.
TA
BL
E 3
SUM
MA
RY
OF
IOW
A T
EST
S O
F B
ASI
C S
KIL
LS
PER
CE
NT
GA
IN F
OR
SIX
TH
GR
AD
E E
SAA
CA
MP
STU
DE
NT
S(S
PRIN
G. 1
974)
Scho
ol
Rea
ctin
gM
athe
mat
ics
Cam
pers
All
Tot
alO
nly
Sect
ions
Sch
ool
Cam
pers
All
Tot
alO
nly
Sect
ions
Sch
ool
Bre
wer
15,5
881.
278
1.29
9-4
3889
Cha
ttaho
oche
e11
475
7280
2828
Con
tinen
tal C
olon
y60
2933
1952
48Fo
rres
t35
1-3
5-1
3-2
4-3
8G
ordo
n-6
0-2
7-3
0-2
7-8
-8G
uice
26-3
-8-6
6-7
0-7
3L
akew
ood
119
108
39-2
-28
-28-
Lon
g-2
213
-3-3
5-4
0-2
3M
orel
and
-47
-4-4
-24
-29
-30
Mor
ning
side
132
9578
-24
5-3
O'K
eefe
-47
-34
-35
-34
-33
-33
Peep
les
238
8484
6353
53Pe
rker
son
-14
-12
-30
-62
-25
Sutto
n66
-6-6
-50
-34
-7W
ater
s14
140
9348
95W
est
116
9295
-49
-45
-43
Cam
p Sc
hool
s(6
th G
rade
rs)
31
19
36
-15
-14
-4
Syst
em-W
ide
(6th
Gra
ders
)26
0
$
TA
BL
E 4
SUM
MA
RY
OF
IOW
A T
EST
S O
F B
ASI
C S
KIL
LS
PER
CE
NT
GA
IN F
OR
SE
VE
NT
H G
RA
DE
ESA
A C
AM
P ST
UD
EN
TS
(SPR
ING
. 197
4)
Scho
ol
Rea
ding
Mat
hem
atic
sC
ampe
rsA
llT
otal
Onl
y Se
ctio
ns S
choo
lC
ampe
rsA
UT
otal
.O
nly
Sect
ions
Sch
ool
Dra
wer
Cha
ttaho
oche
eC
ontin
enta
l Col
ony
Forr
est
Gor
don
Gui
ceL
akew
ood
Lon
gM
orel
and
Mor
ning
side
O'K
eefe
Peep
les
Perk
erso
nSu
tton
Wat
ers
Wes
t
Oa%
264
-59
971
Mflm
fIMO
ID
.11=
40
Ws
Oa%
-78
*MO
O
Mfl=
.11=
M
GO
D
IMM
O.
40
1.86
4-2
2 -9 IM,1
1=
IM,1
1=
-44
IM,1
1=
92 -25 98 -13
-13
-65
-40 3
-92
-49
-30 39 -38 33
.11.
Oa%
0111
8,90
075
941
541
= 41=
MO
4m
101.
1.1=
-40
eim
eim
eim 4=
4=
fem
. 2136
0 42 40 a
m
4m 0
0
W4= e -19
99 87 -37
337 14 -56 8
406
-94 4 5
-37 43 6B
Cam
p Sc
hool
s(7
th G
rade
rs)
-15
-17
Syst
em-W
ide
(7th
Gra
ders
)-3
906
213
1 15
In r
eadi
ng. t
he 2
.112
mat
ched
six
th a
nd s
even
th g
rade
rs in
the
part
icip
atin
g sc
hool
s ha
d an
incr
ease
in a
chie
vem
ent o
f 7
per
cent
, whi
le th
e 9,
942
mat
ched
stu
dent
s in
the
tota
l six
th a
nd s
even
thgr
ades
of
the
syst
em h
ad a
n in
crea
se o
f 11
per
cen
t, co
mpa
red
to th
e 28
per
cen
t inc
reas
e of
the
415
mat
ched
six
th a
nd s
even
thgr
ade
cam
pers
.
In m
athe
mat
ics,
the
2,12
6 m
atch
ed s
ixth
and
sev
enth
gra
dest
uden
ts in
the
part
icip
atin
g sc
hool
s ha
d a
-2 p
er c
ent d
ecre
ase
in g
ain.
whi
le th
e 9.
856
mat
ched
sys
tem
-wid
e si
xth
and
seve
nth
grad
ers
had
a m
ean
incr
ease
of
B p
er c
ent,
com
pare
d to
the
13 p
erce
nt in
crea
se o
f th
e 40
8 m
atch
ed s
ixth
and
sev
enth
gra
de c
amp
part
icip
ants
.
Sepa
rate
exa
min
atio
ns o
f th
e si
xth
and
seve
nth
grad
e pe
rfor
man
oet
-8-
show
the
377
mat
ched
six
th g
rade
cam
p pa
rtic
ipan
ts a
chie
ved
a31
per
cen
t inc
reas
e in
gai
n in
rea
ding
. whi
le th
e to
tal s
yste
msi
xth
grad
e po
pula
tion
of 4
.721
mat
ched
stu
dent
s ha
d a
26 p
erce
nt in
crea
se in
gai
n. T
he 3
8 se
vent
h gr
ade
cam
pers
had
-1 p
erce
nt d
ecre
ase,
whi
le th
e sy
stem
had
a -
3 pe
r ce
ntde
crea
se in
read
ing.
In m
athe
mat
ics,
the
372
sixt
h gr
ade
cam
pers
will
, pat
ched
sco
res
had
a -1
5 pe
r ce
nt m
ean
decr
ease
in p
erfo
rman
ce ..
.title
the
4,66
7m
atch
ed s
ixth
gra
ders
in th
e sy
stem
had
a z
e Fe
r ce
ntga
in.
The
36
mat
ched
sev
enth
gra
de c
amp
par
ucip
ants
achi
eved
a 3
06 p
erce
nt g
ain
com
pare
d to
rho
15
per
cent
gai
n of
5.18
9 sy
stem
-w
ide
seve
nth
grad
e st
uden
ts w
ith m
atch
ed d
ata.
Furt
her
anal
ysis
of
incr
ease
s in
ach
ieve
men
t sho
ws
57 p
er.
cent
of
the
cam
pers
ach
ieve
d a
grea
ter
incr
ease
in g
ain
than
the
syst
em-w
ide
gain
in r
eadi
ng. a
nd th
ese
57 p
er c
ent o
f ca
mpe
rsal
so h
ad g
reat
er th
an a
25
per
cent
mea
n ga
in, w
hile
51
per
cent
achi
eved
gre
ater
than
a 5
0 pe
r ce
nt in
crea
se in
gai
n.
A c
ompa
riso
n of
mat
ched
mat
hem
atic
s sc
ores
sho
ws
that
46 p
erce
nt o
f th
e ca
mp
part
icip
ants
ach
ieve
d a
grea
ter
incr
ease
in g
ain
than
the
syst
em g
ain.
and
36
per
cent
of
the
cam
pers
had
grea
ter
than
a 2
5 pe
r ce
nt m
ean
gain
, whi
le 3
0 pe
r ce
nt h
ad m
ore
than
a 50
per
cen
t inc
reas
e in
gai
n.
In s
umm
ary,
the
anal
ysis
of
read
ing
and
mat
hem
atic
sgr
owth
rate
s in
197
4 ov
er 1
973
for
stud
ents
in th
e ca
mp
lear
ning
pro
gram
com
pare
d to
the
grow
th r
ates
for
all
the
stud
ents
in th
e sy
stem
reve
aled
:
1.A
bout
63
per
cent
of
the
cam
p pa
rtic
ipan
ts ,
abou
t 85
per
cent
of
the
stud
ents
atte
ndin
g th
e ca
mp
clas
sroo
m s
essi
ons,
and
abou
t 50
per
cent
of
the
tota
l sys
tem
pop
ulat
ion
have
been
in th
e sc
hool
sys
tem
and
hav
e te
st d
ata
for
the
thre
e-ye
ar p
erio
d st
udie
d.
2.In
rea
ding
. the
six
th a
nd s
even
th g
rade
cam
pers
achi
eved
a 28
per
cen
t inc
reas
e in
perf
orm
ance
, the
tota
l six
th a
ndse
vent
h gr
ades
of
the
part
icip
atin
g sc
hool
s ac
hiev
ed a
7 pe
r ce
nt in
crea
se, a
nd th
e to
tal s
ixth
and
seve
nth
grad
esof
the
syst
em h
ad. a
n 11
per
cen
t inc
reas
e: w
hite
the
syst
emas
a w
hole
had
a 1
per
cen
t inc
reas
ein
gai
n.Si
ngul
arly
.th
e si
xth
grad
e ca
mpe
rs a
chie
ved
a 31
per
cen
tin
crea
sein
gai
n.A
lso,
82
per
cent
of
the
cam
p pa
rtic
ipan
ts h
ada
larg
er g
ain
than
the
gain
achi
eved
by
thei
r re
spec
tive
scho
ols.
and
51
per
cent
had
gre
ater
than
a 5
0 pe
r ce
ntm
ean
gain
.
43.
In m
athe
mat
ics,
the
sixt
h an
d se
vent
h gr
ade
cam
pers
achi
eved
...1
11A
a 13
per
cen
t inc
reas
e in
gai
n, th
e to
tal s
ixth
and
sev
enth
grad
es o
f th
e pa
rtic
ipat
ing
scho
ols
had
a -2
per
cen
tde
crea
se in
gai
n, a
nd th
e to
tal s
ixth
and
sev
enth
gra
deof
the
syst
em h
ad a
n 8
per
cent
incr
ease
; whi
le th
e to
tal
syst
em h
ad a
5 p
er c
ent i
ncre
ase.
The
sev
enth
gra
deca
mpe
rs a
chie
ved
a 30
6 pe
r ce
nt in
crea
se in
gai
n.A
lso.
45 p
er c
ent o
f th
e ca
mpe
rs a
chie
ved
a hi
gher
incr
ease
in g
ain
than
thei
r re
spec
tive
scho
ols,
and
30
per
cent
had
mor
e th
an a
50
per
cent
mea
n ga
in.
The
res
ults
of
the
com
pari
sons
are
qui
te s
igni
fica
nt.
Alth
ough
thes
e re
sults
ref
lect
fav
orab
ly u
pon
the
cam
p pr
ogra
m, i
t is
not
cert
ain
whe
ther
thes
e ca
n be
tota
lly a
ttrib
uted
to it
.M
any
ofth
e st
uden
ts w
ere
atte
ndin
g in
tegr
ated
sch
ools
for
the
firs
t tim
e.an
d a
larg
e pr
opor
tion
wer
e re
:eiv
ing
othe
r E
SAA
and
/or
Titl
e I
serv
ices
.T
hat t
he a
tude
ntr.
who
atte
nded
cam
p pe
rfor
med
bet
ter
than
thei
r pe
ers
in r
eadi
ng a
nd m
athe
mat
ics
achi
evem
ent.
how
ever
,is
indi
sput
able
and
enc
oura
ging
.
Obj
ectiv
e II
I --
Soc
ial D
evel
opm
ent
The
SO
S yi
elds
t sc
ores
for
eac
h of
eig
ht d
iffe
rent
sub
scal
es.
Con
vers
ion
to th
e t s
core
allo
ws
for
com
pari
son
of a
gro
up o
fst
uden
ts -
- a
t sco
re o
f SO
indi
cate
s av
erag
e pe
rfor
man
ce.
The
pret
est a
nd p
ostte
st s
core
s fo
r al
l cam
p pa
rtic
ipan
ts a
re p
rese
nted
in T
able
5.
TA
BL
E 5
SUM
MA
RY
OF
t TE
STS
FOR
PR
ET
EST
AN
D P
OST
TE
STSE
LF-
OB
SER
VA
TIO
N S
CA
LE
S SC
OR
ES
OF
AL
L P
AR
TIC
IPA
NT
S
Pret
est (
nz-5
73)
Post
test
(n=
649
Stan
dard
Stan
dard
Subs
cale
Mea
nD
evia
tion
Mea
nD
evia
tion
tSe
lf-A
ccep
tanc
e51
.93
7.98
50.58
9.83
-2.61**
Sclf
-Sec
urity
42.23
6.84
49.38
10.91
+2.17
Soci
al M
atur
ity46 93
7.70
46.5
910.51
+0.82
Peer
Aff
iliat
ion
49.38
7.46
49.6
09.
13+0.46
School
Aff
iliat
ion
55.41
10.10
52.42
10.90
-4.95**
Tea
cher
Aff
iliat
,e..
49.93
7.80
47.84
10.37
-3.96**
Social
Con
fide
nce
45.0
69.
6047
.37
9.70
+4.
17**
Ach
ieve
men
t Mot
ivat
ion
47.77
9.50
49.01
9.90
+2.32
**si
gnif
ican
t at .
01 le
vel
-9-
As
can
be s
een
in T
able
5. t
he p
artic
ipan
ts m
ade
stzt
ictic
ally
sign
ific
ant g
ains
in th
e ar
ea c
f so
cial
con
fian
ce a
nd e
Nbi
bitn
dsi
gnif
ican
t los
ses
in th
e ar
eas
of s
elf-
acce
ptan
ce. s
choo
l aff
iliat
ion.
and
teac
her
affi
liatio
n.It
is im
port
ant t
o no
te, h
owev
er. t
hat
the
maj
ority
of
activ
ities
des
igne
d to
pro
mot
e so
cial
dev
elop
men
tw
ere
cond
ucte
d at
cam
p an
d so
a s
epar
ate
exam
inat
ion
of th
e sc
ores
of th
ose
child
ren
who
act
ually
atte
nded
cam
p w
ould
app
ear
to b
em
ore
rele
vant
.T
he s
core
s fo
r ca
mpe
rs, o
nly.
may
be
foun
d in
Tab
le 6
.
TABLE 6
SUMMARY OF t TESTS FOR PRETEST AND POSTTEST
SEL
F-O
BSE
RV
AT
ION
SCALES SCORES OF
CA
MPE
RS
ON
LY
Pret
est
(n=
430)
Post
test
to .-
564)
Stan
dard
Stan
dard
Subs
cale
Mea
nD
evia
tion
Mea
nD
evia
tion
Self
-Acc
epta
nce
51.80
7.92
50.75
9.63
-1.8
3Se
lf-S
ecur
ity48.50
6.96
50.20
9.76
+3.07**
Soci
al M
atur
ity46.22
7.54
46.65
7.54
+0.72
Peer
Aff
iliat
ion
49.2
37.
4049
.72
8.32
40.92
Scho
ol A
ffili
atio
n55.25
10.12
52.44
10.9
7-4.14*
Tea
cher
Aff
iliat
ion
49.73
7.91
47.90
10.27
-3.07*
Social
Con
fide
nce
45.19
9.56
47.23
9.58
+3.33*
Ach
ieve
men
t Mot
ivat
ion
47.50
9.66
49.26
9.13
+2.94
*sig
nifi
cant
at .
05 le
vel
**si
gnif
ican
t at .
01 le
vel
As is indicated in Table 6.
stat
istic
ally
sig
niiic
ant g
ains
were
mad
e in
thre
e ar
eas
and
sign
ific
ant l
osse
s w
ere
obta
ined
for
two
areas.
In a
dditi
on,there was a trend in the
desi
red
direction
for
two
addi
tiona
l sub
scal
es.
A th
ird
anal
ysis
of
the
test
res
ults
was
per
form
edby
com
pari
ngth
e po
stte
st s
core
s of
the
cam
pers
with
the
scor
esof
2,5
31 o
ther
Stud
ents
who
took
the
test
in M
ay o
f 19
74.
Thi
s an
alys
is m
aybe
fou
nd in
Tab
le 7
.
TA
BL
E 7
SUM
MA
RY
OF
t TE
STS
CO
MPA
RIN
G P
OST
TE
ST C
AM
P SC
OR
ES
WIT
H S
YST
EM
-WID
E S
CO
RE
S O
N S
EL
F-O
BSE
RV
AT
ION
SC
AL
ES
Subs
cale
Cam
pers
(n=
564)
Syst
em (
n=2,
531)
Stan
dard
Mea
n D
evia
tion
Stan
dard
Mea
n D
evia
tion
t
Self
Acc
epta
nce
50.75
9.65
50.03
9.65
+1.60
Self
Sec
urity
50.20
9.76
47.29
9.82
+6.37*
Soci
al M
atur
ity46.65
10.46
41.26
12.21
+9.724.
Peer
Aff
iliat
ion
49.72
8.92
46.51
9.81
+7.14*
Scho
ol A
ffili
atio
n52.44
10.97
56.92
10.75
-8.92*
Tea
cher
Aff
iliat
ion
47.90
10.27
47.85
9.65
+0.11
Soci
al C
onfi
denc
e47.23
9.58
42.45
8.45
+10.84*
Ach
ieve
men
t Mot
ivat
ion
49.26
9.13
49.16
10.15
+0.21
*significant at .05 level
Whe
n ca
mpe
rs a
re c
ompa
red
agai
nst t
he p
erfo
rman
ce o
f al
lst
uden
ts w
ho to
ok th
e te
st, t
he c
ampe
rs a
chie
ved
sign
ific
antly
hig
her
scor
es o
n fo
ur o
f th
e su
bsca
les
than
did
the
stud
ent p
opul
atio
nat
larg
e.In
one
are
a, s
choo
l aff
iliat
ion,
the
syst
em-w
ide
scor
esw
ere
sign
ific
antly
hig
her
than
wer
e th
e ca
mpe
r's s
core
s.
With
in th
e lim
its o
f th
e te
st in
stru
men
t, th
en. i
t wou
ld a
ppea
rth
at s
tude
nts
part
icip
atin
g in
the
full
cam
p pr
ogra
m d
emon
stra
ted
sign
ific
antly
hig
her
deve
lopm
ent i
n th
e ar
eas
of s
elf-
secu
rity
, soc
ial
mat
urity
. pee
r af
filia
tion
and
soci
al c
onfi
denc
e, b
ut a
re b
elow
aver
age
for
the
syst
em in
sch
ool a
ffili
atio
n.T
he p
erfo
rman
ce o
fth
e ca
mpe
rs o
n th
e re
mai
ning
thre
e su
bsca
les
-- s
elf
acce
ptan
ce,
teac
her
affi
liatio
n, a
nd a
chie
vem
ent m
otiv
atio
n al
so te
nds
to b
ehi
gher
than
that
of
the
syst
em-w
ide
sam
ple,
but
not
sig
nifi
cant
lyso
.
Obj
ectiv
e IV
--
Env
iron
men
tal S
tudi
es A
chie
vem
ent
As
desc
ribe
d pr
evio
usly
, thr
ee s
epar
ate
scie
nce
achi
evem
ent
test
s w
ere
cons
truc
ted
and
adm
inis
tere
d ac
cord
ing
to th
e ca
mp
sess
ion
atte
nded
.T
he th
ird
test
was
adm
inis
tere
d to
all
thre
esp
ring
cam
ping
gro
ups
as th
e pr
ogra
ms
at e
ach
of th
ese
sess
ions
wer
e ju
dged
to b
e si
mila
r.T
he te
st s
core
s fo
r ea
ch s
essi
on a
repr
esen
ted
in T
able
8.
-10-
TA
BL
E 8
SUM
MA
RY
OF
SCIE
NC
E T
EST
SC
OR
ES
Sess
ion
No.
of
Stud
ents
Mea
n Sc
ore
Tot
al P
ossi
ble
Scor
e
I37
78.51
100
II
4689.13
100
III,
IV
, V41
848.32
100
As
can
be s
een
in T
able
8, t
here
was
con
side
rabl
e di
ffer
ence
in a
chie
vem
ent a
mon
g th
e th
ree
grou
ps.
Thi
s is
to b
e ex
pect
ed.
how
ever
, as
thre
e di
ffer
ent,
nons
tand
ardi
zed
mea
sure
s w
hich
are
not c
ompa
rabl
e w
ere
used
.
As
is in
dica
ted
in th
e ta
ble.
the
mea
n sc
ore
for
Tes
t I w
as78
out
of
100
poin
ts, f
or T
est I
I. 8
9 ou
t of
100
poin
ts, a
nd f
orT
est D
I, 4
8 ou
t of
100
poin
ts.
In c
onst
ruct
ing
the
test
s. e
ach
grou
pof
teac
hers
det
erm
ined
that
a s
core
of
50 w
ould
be
cons
ider
edsa
tisfa
ctor
y.T
hus.
the
maj
ority
of
stud
ents
taki
ng th
e fi
rst t
wo
test
s sc
ored
con
side
rabl
y hi
gher
than
pas
sing
gra
des,
whi
le th
eav
erag
e gr
ade
for
thos
e st
uden
ts a
dmin
iste
red
the
thir
d te
st w
assl
ight
ly le
ss th
an s
atis
fact
ory.
No
diff
eren
ces
wer
e fo
und
whe
nca
mpe
rs w
ere
com
pare
d to
non
cam
per
part
icip
ants
.
No
defi
nite
eva
luat
ion
of th
e sc
ienc
e ed
ucat
ion
com
pone
nt c
anbe
mad
e on
the
basi
s of
thes
e ad
mitt
edly
lim
ited
inst
rum
ents
.D
ue to
org
aniz
atio
nal p
robl
ems
men
tione
d pr
evio
usly
, the
test
sw
ere
cons
truc
ted
with
out a
pilo
t stu
dy a
nd w
ere
adm
insi
tere
d to
only
hal
f of
the
part
icip
ants
.Si
nce
it w
as n
ot p
ossi
ble
to u
sea
pret
est p
ostte
st d
esig
n, it
is d
iffi
cult
to a
sses
s w
heth
er o
r no
tth
e st
uden
ts h
ad m
ade
sign
ific
ant g
ains
in th
eir
know
ledg
e of
the
conc
epts
bei
ng m
easu
red.
It is
fel
t by
the
proj
ect s
taff
that
an
ongo
ing
eval
uatio
n of
atta
inm
ent o
f ea
ch c
once
pt, a
s it
is p
rese
nted
.w
ill y
ield
far
mor
e m
eani
ngfu
l inf
orm
atio
n.
Res
ults
of
Surv
eys
In a
n ef
fort
to a
ssis
t the
sia
ff in
impr
ovin
g th
e op
erat
ion
ofth
e C
amp
Lea
rnin
g C
ente
r, s
taff
-con
stru
cted
sur
veys
wer
e ad
min
iste
red
to s
tude
nts
and
teac
hers
one
wee
k af
ter
they
ret
urne
d fr
om c
amp.
A to
tal o
f 32
sur
veys
wer
e re
turn
ed b
y th
e te
ache
rs, a
nd th
e re
sults
are
sum
mar
ized
in T
able
9.
TA
BL
E 9
SUM
MA
RY
OF
RE
SPO
NSE
S T
O T
EA
CH
ER
SU
RV
EY
11=
1111
1
Teo
icN
umbe
r a
Res
pons
esPo
sitiv
e N
egat
ive
Und
ecid
ed N
o R
espo
nse
1.W
orth
of
Exc
p-:c
rwe
320
00
a.A
cade
n.i.:
Act
iviti
es28
01
3b.
Gro
up I
nter
actio
nc.
Var
ying
Eth
nic
282
02
Exp
erie
nces
d.T
each
er-S
tude
nt26
24
Inte
ract
ion
280
13
2.M
otiv
atio
n fo
r A
dade
mic
Lea
rnin
g20
32
3.A
dequ
acy
of A
cade
mic
Prog
ram
225
4.D
esir
e fo
r C
ontin
uatio
n30
01
15.
Ade
quac
y of
Tea
cher
Tra
inin
g14
133
2
Mea
n24
42
2
As
can
be s
een
in th
e ta
ble.
the
maj
ority
of
resp
onse
s to
the
prog
ram
wer
e fa
vora
ble.
The
sin
gle
area
whi
ch r
ecei
ved
asi
gnif
ican
t num
ber
of n
egat
ive
resp
onse
s w
as th
at o
f te
ache
r tr
aini
ngac
tiviti
es.
Mos
t of
the
teac
hers
indi
cate
d sa
tisfa
ctio
n w
ith th
ew
orks
hops
. the
mse
lves
. but
fel
t tha
t mor
e of
this
type
of
activ
ityne
eded
to b
e in
clud
ed.
A to
tal o
f 61
4 st
uden
t que
stio
nnai
res
wer
e re
turn
ed a
nd a
resu
mm
ariz
:.:.!
in T
able
10.
As
Tab
le 1
0 in
dica
tes,
88
per
cent
of
the
stud
ents
had
fav
orab
lere
actio
ns to
the
cam
p ex
peri
ence
.It
is in
tere
stin
g to
not
e th
atm
any
of th
e at
titud
es w
hich
sho
wed
no
chan
ge o
n th
e SO
S ap
pear
edto
be
favo
rabl
y af
fect
ed w
hen
view
ed th
roug
h th
e ey
es o
f th
e ch
ildre
n.th
emse
lves
, and
the
favo
rabl
e ga
ins
on o
ther
s ar
e co
rrob
orat
ed.
Eig
hty
per
cent
indi
cate
d im
prov
ed a
ttitu
de to
war
d th
eir
teac
hers
;78
per
cen
t not
ed im
prov
ed a
ttitu
de to
war
d sc
hool
: and
88
per
cent
sho
wed
impr
oved
atti
tude
tow
ard
peer
s.
TA
BL
E 1
0
SUM
MA
RY
OF
RE
SPO
NSE
S T
O S
TU
DE
NT
SU
RV
EY
Num
ber
Per
Cen
t Num
ber
Per
Cen
tT
opic
Posi
tive
Posi
tive
Neg
ativ
e N
egat
ive
1.W
orth
of
Exp
erie
nce
602
2.C
amp
as L
earn
ing
Exp
erie
nce
589
3.C
hang
e in
Atti
tude
Tow
ard
Scho
u'.
476
4.A
bilit
y to
Get
Alo
ng w
ithSt
uden
ts f
rom
Oth
erSc
hool
s50
75.
Cha
nge
in R
elat
ions
hip
with
Tea
cher
481
6.A
ttitu
de T
owar
d C
hild
ren
of O
ther
Rac
es52
47.
Des
ire
to R
epea
t Exp
erie
nces
562
Mea
n
9812
2
9625
4
7813
122
8497
16
8012
120
8683
1493
447
534
8873
12
CO
NC
LU
SIO
NS
AN
D R
EC
OM
ME
ND
AT
ION
S
On
the
basi
s of
the
fore
goin
g an
alys
is o
f th
e da
ta. s
ever
alco
nclu
sion
s w
ere
reac
hed:
1.St
uden
ts p
artic
ipat
ing
in th
e C
amp
Lea
rnin
g C
ente
r pr
ojec
tm
ade
sign
ific
antly
hig
her
gain
s in
rea
ding
and
mat
hem
atic
sac
hiev
emen
t dur
ing
the
1973
-74
scho
ol y
ear
as c
ompa
red
with
thei
r ra
te o
f ga
in f
or th
e pr
evio
us s
choo
l yea
r th
andi
d:
a.T
heir
cla
ssm
ates
who
did
not
atte
nd c
amp
b. O
ther
chi
ldre
n in
thei
r sc
hool
c.O
ther
chi
ldre
n ac
ross
the
scho
ol s
yste
m
2.St
uden
ts p
artic
ipat
ing
in th
e fu
ll ca
mp.
pro
gram
dem
onst
rate
dsi
gnif
ican
tly im
prov
ed a
ttitu
des
tow
ard
scho
ol, t
each
ers,
and
peer
s as
mea
sure
d by
info
rmal
pap
er a
nd p
enci
l sur
veys
.In
add
ition
, stu
dent
s de
mon
stra
ted
favo
rabl
e ga
ins
in th
ear
eas
of s
elf-
secu
rity
. soc
ial c
onfi
denc
e,an
d ac
hiev
emen
tm
otiv
atio
n as
mea
sure
d by
a s
tand
ardi
zed
self
-con
cept
test
.Fu
rthe
r, c
ampi
ng s
tude
nts
achi
eved
sig
nifi
cant
lyhi
gher
sco
res
on f
our
subs
csle
s of
this
test
than
did
stu
dent
sw
ho h
ad n
ot p
artic
ipat
ed in
the
prog
ram
.
3.T
he m
ajor
ity o
f st
uden
ts w
ere
not a
ble
to p
ass
a pa
per
and
penc
il en
viro
nmen
tal s
tudi
es te
st c
onst
ruct
ed b
y th
eir
teac
hers
fol
low
ing
a 13
-wee
k ex
posu
re to
the
prog
ram
.
The
exp
erie
nce
gain
ed d
urin
g th
is f
irst
yea
r pi
lot.s
tudy
has
indi
cate
d se
vera
l are
as o
f co
ncer
n an
d re
com
men
datio
ns f
or c
hang
e.
One
of
the
maj
or c
once
rns
is th
at th
e C
amp
Lea
rnin
g C
ente
rPr
ogra
m a
s it
was
str
uctu
red
may
not
hav
e be
en in
tens
ive
enou
ghto
pro
duce
the
desi
red
resu
lts.
Prev
ious
exp
erie
nces
usi
ng a
ned
ucat
iona
l cam
p se
tting
und
er th
e E
mer
genc
y Sc
hool
Ass
ista
nce
Prog
ram
sho
wed
that
whi
le o
ne w
eek'
s ex
posu
re to
the
cam
psi
tuat
ion
prod
uced
littl
e ch
ange
in th
e m
easu
red
area
s,si
gnif
ican
tch
ange
s w
ere
obta
ined
with
two
wee
k's
expo
sure
.It
is a
lso
felt
that
the
pref
.ent
pro
gram
may
not
hav
e al
low
edsu
ffic
ient
tim
e to
prop
erly
pre
pare
teac
hers
for
impl
emen
tatio
n an
d th
at it
may
be
inef
fici
ent.
in th
e lo
ng r
un. t
o at
tem
pt to
trai
n a
larg
e nu
mbe
rof
teac
hers
to b
e sp
ecia
lists
- in
out
door
edu
catio
n.It
is, t
here
fore
.fe
lt th
at a
pro
gram
whi
ch w
culd
invo
lve
the
part
iCip
ants
for
a f
ull
scho
ol y
ear
rath
er th
an th
e pr
esen
t 13
wee
ks m
ight
wel
lhav
egr
eate
r ch
ance
s fo
r su
cces
s, a
nd th
at a
per
man
ent c
amp
staf
f co
uld
be b
ette
r tr
aine
d to
car
ry o
ut th
e pr
ogra
m.
Ano
ther
are
a of
con
cern
invo
lves
the
num
ber
of p
erm
anen
tpr
ojec
t sta
ff m
embe
rs p
rovi
ded
in th
e st
ruct
ure
cf th
e pr
esen
tpr
ogra
m.
It is
fel
t tha
t the
num
ber
of s
taff
mem
bers
was
inad
equa
teto
con
duct
all
of th
e L
CtiV
itiE
S ca
lled
for,
that
too
man
yof
the
area
sof
res
pons
ibili
ty h
ad to
be
hand
led
by to
o fe
w p
eopl
e, a
ndth
atit
is p
ossi
ble
that
too
muc
h re
lianc
e w
as la
id o
nvo
lunt
eer
staf
fm
embe
rs to
insu
re th
e su
cces
s of
the
prog
ram
.It
is, t
here
fore
,fe
lt th
at th
e se
rvic
es o
f co
nsul
tant
s, w
ho a
re e
xper
ts in
the
vari
ous
area
s to
be
incl
uded
in th
epr
opos
ed p
rogr
am. w
ould
be
vita
lto
the
futu
re s
ucce
ss o
f th
is p
rogr
am.
A f
inal
are
a of
con
cern
lies
in th
e bu
dget
ary
allo
catio
nfo
rth
e pr
ojec
t.In
add
ition
to th
e ob
viou
s pr
oble
ms
of a
rap
idly
ris
ing
cost
of
livin
g, w
hich
is o
f sp
ecia
l con
cern
toth
is p
roje
ct a
s ch
ildre
nm
ust b
e ho
used
and
fed
at c
amp,
it is
gen
eral
lyfe
lt th
at a
hig
her
per-
pupi
l exp
endi
ture
wou
ld c
ontr
ibut
e gr
eatly
to th
e fu
ture
suc
cess
of th
e pr
ojec
t by
prov
idin
g th
e ne
cess
ary
staf
f se
rvic
es a
ndm
ater
ials
to p
rope
rly
cond
uct t
he p
rogr
am.
It w
as th
e ge
nera
l con
sens
us o
f al
l tho
seas
soci
ated
with
the
prog
ram
--
staf
f. p
rinc
ipal
s, te
ache
rs,
and
pare
nts
-- th
at th
eC
amp
Lea
rnin
g C
ente
r is
a p
rom
isin
gap
proa
ch to
red
ucin
g so
me
Of
the
prob
lem
s in
the
elem
enta
ry s
choo
lsin
cide
nt to
sch
ool
dese
greg
atio
n.It
is f
elt t
hat,
with
the
prog
ram
cha
nges
men
tione
dpr
evio
usly
, the
sec
ond
year
of
the
proj
ect
shou
ld p
lre'
s..e
cle
arly
iden
tifia
ble
and
desi
rabl
e ch
ange
s in
the
acad
emi-
and
soc
ial
deve
lopm
ent o
f th
e pa
rtic
ipat
ing
stud
ents
.
AV
ESA
A P
ILO
T -
- PA
RT
II
BIC
UL
TU
RA
L
Proj
ect S
taff
Tom
Boy
dM
rs. K
athy
Wes
tM
rs. E
sthe
r W
ilcox
Mrs
. Geo
rgin
a Pl
acer
esM
rs. E
lena
Mo
laM
rs. R
uby
Dia
zM
rs. R
osa
Gue
rra
Mrs
. Myr
tice
M. T
aylo
r
Lea
d T
each
erE
SOL
Tea
cher
ESO
L T
each
erSp
anis
h T
each
erSp
anis
h A
ssis
tant
Tea
cher
Span
ish
Aid
ePr
ojec
t Roo
m A
ide
Res
earc
h A
ssoc
iate
ESO
L T
each
ers
thro
ugh
Gen
eral
Fun
ds
Mrs
. Jea
n A
she
Mrs
. Hel
en S
mith
Yrs
. Eliz
abet
h Su
llenb
erge
r
INT
RO
DU
CT
ION
The
Atla
nta
Publ
ic S
choo
ls r
ecei
ved
.1:9
0.13
8 th
roug
h th
e E
mer
genc
ySc
hool
Aid
Act
(E
SAA
). P
ilcit
Gra
nt to
fun
d th
e E
SAA
Pilo
t Pro
ject
.Pa
rt U
(B
icul
tura
l) .
Thi
s pr
ojec
t ext
ende
d se
rvic
es p
rovi
ded
for
non-
Eng
lish
spea
king
pup
ils, p
upils
with
fir
st la
ngua
ge in
terf
eren
ces.
and
nativ
e Sp
anis
h sp
eaki
ng p
upils
.
Popu
latio
n B
enef
ited
from
Ass
ista
nce
The
re w
ere
220
non-
Eng
lish
spea
king
pup
ils o
r pu
pils
with
firs
t lan
guag
e in
terf
eren
ce a
nd 3
00 S
pani
sh p
upils
for
who
m th
ispr
ojec
t was
des
igne
d. T
able
11
show
s by
lang
uage
s th
e nu
mbe
rof
non
-Eng
lish
spea
king
pup
ils.
TA
BL
E 1
1
NU
MB
ER
OF
STU
DE
NT
S W
HO
SED
OM
INA
NT
LA
NG
UA
GE
IS
NO
T E
NG
LIS
H
Lan
guag
eN
umbe
r of
Stu
dent
s
Span
ish
174
Port
ugue
se4
Chi
nese
6
Tha
i2
Kor
ean
12G
reek
6
Hin
di10
Fren
ch4
Polis
h2
Tot
al N
umbe
r of
Stu
dent
s22
0
Ach
ieve
men
t of
Obj
ectiv
es
Prio
r to
the
ESA
A G
rant
. im
mig
rant
pup
ils. n
on -
Eng
lish
spea
king
.or
thos
e w
ith f
irst
lang
uage
inte
rfer
ence
wer
e as
sign
ed to
reg
ular
clas
sroo
ms
and
limite
d op
port
uniti
es w
ere
prov
ided
for
inst
ruct
ion
In E
nglis
h us
age.
Furt
her,
they
did
not
rec
eive
any
inst
ruct
ion
in th
eir
nativ
e la
ngua
ge. T
hese
fac
tors
com
poun
ded
prob
lem
s(p
eer
isol
atio
n an
d ed
ucat
iona
l ach
ieve
men
t) s
tem
min
gfr
omco
mm
unic
atio
n ba
rrie
rs a
nd la
ck o
f. u
nder
stan
ding
of
cultu
ral
diff
eren
ces.
Bas
ed o
n th
ese
fact
s, th
e m
ajor
pur
pose
of
the
ESA
A P
ilot
Proj
ect.
Part
II
(Bic
ultu
ral)
was
to r
educ
e is
olat
ion
and
educ
atio
nal
prob
lem
s re
late
d to
non
-Eng
lish
spea
king
pup
ilsan
d pu
pils
with
firs
t lan
guag
e in
terf
eren
ces.
Thu
s, th
e pr
ojec
t pro
pose
d to
ext
end
serv
ices
whi
ch w
ould
mee
t the
nee
ds o
f im
mig
rant
pup
ils a
nd a
idth
em in
mak
ing
prop
er a
djus
tmen
t in
thei
r le
arni
ng s
ituat
ions
.
Tow
ard
the
acco
mpl
ishm
ent o
f th
e ov
eral
l goa
l, sp
ecif
icob
ject
ives
and
act
iviti
es w
ere
desi
gned
. The
obj
ectiv
es,
rela
ted
activ
ities
. eva
luat
ion
met
hods
, and
fin
ding
s w
hich
rep
ort a
ctua
lac
com
plis
hmen
ts a
nd r
easo
ns f
or a
ny s
lippa
ge in
out
com
es w
ere
as f
ollo
ws.
Obj
ectiv
e I
-- E
nglis
h U
sage
At t
he c
oncl
usio
n of
the
1973
-74
scho
ol y
ear.
pup
ils s
tudy
ing
Eng
lish
as a
sec
ond
lang
uage
in th
e E
SAA
Pilo
t, Pa
rt U
Pro
ject
will
exh
ibit
one
mon
th's
gai
n in
Eng
lish
usag
e (r
eadi
ng, v
ocab
ular
y,gr
amm
ar. a
nd c
ompr
ehen
sion
) pe
rm
onth
of
inst
ruct
ion.
A p
roje
ct r
oom
was
est
ablis
hed
for
the
over
all c
ultu
ral p
roje
ct.
The
lead
teac
her,
wor
king
fro
m th
is r
oom
. coo
rdin
ated
pro
ject
activ
ities
and
pro
vide
d st
aff
deve
lopm
ent a
ctiv
ities
.M
ater
ials
suc
has
film
s, ta
pes,
pro
gram
med
less
ons,
and
boo
ks w
ere
furn
ishe
dth
roug
h th
e pr
ojec
t roo
m.
In th
e sc
hool
s w
ith a
hig
h co
ncen
trat
ion
of n
on-E
nglis
h-sp
eaki
ngpu
pils
, a r
eeou
rco
room
was
est
ablis
hed
in th
esc
hool
and
Eng
lish-
to-S
peak
ers-
of-O
ther
-Lan
guag
es (
ESO
L)
teac
her
was
ass
igne
d to
prov
ide
inst
ruct
ion.
Pupi
ls w
ere
cycl
ed in
to th
e E
SOL
res
ourc
ero
om f
or in
stru
ctio
n in
Eng
lish
usag
e an
d (d
epen
ding
upo
nne
ed)
inst
ruct
ion
in v
aric
us d
isci
plin
es w
hich
inco
rpor
ated
the
deve
lopm
ent
of b
asic
Onl
y on
e pr
ojec
t sch
ool h
ad e
noug
h pu
pils
tom
erit
a fu
ll-t:m
e E
SOL
teac
her.
The
oth
er p
roje
ct E
SOL
teac
her
divi
ded
her
time
amon
g sc
hool
sw
ith li
mite
d nu
mbe
rs o
f no
n-E
nglis
h sp
eake
rs a
nd c
omm
unity
ser
vice
s.
Due
to th
e fa
ct th
ese
pupi
ls d
id n
ot s
peak
Eng
lish
or h
ad f
irst
lang
uage
inte
rfer
ence
, the
y w
ere
exem
pted
from
the
1973
test
ing
prog
ram
.C
onse
quen
tly. p
retc
st s
core
s w
ere
not a
vaila
ble
for
them
.T
here
fore
, ins
tead
of
mea
suri
ng g
ains
, the
ir p
erfo
rman
cew
as c
ompa
red
to th
e na
tiona
l ave
rage
to d
eter
min
e an
inde
x of
perf
orm
ance
.
The
dat
a pr
esen
ted
in T
able
12
show
the
actu
al p
erfo
rman
ceof
thes
e pu
pils
on
the
ITE
S an
d th
e pe
r ce
nt o
f th
e na
tiona
l nor
mth
is p
erfo
rman
ce r
epre
sent
s.A
ccor
ding
to th
ese
data
, the
pup
ils
TA
BL
E 1
2
PER
FOR
MA
NC
E O
F E
SOL
PU
PIL
S O
N T
IIE
IOW
A T
EST
S O
F B
ASI
C S
KIL
LS
TE
STS
1974
Gra
de 3
(N
=6)
Subt
est
Act
ual
Nat
iona
l Nor
mIn
dex
Voc
abul
ary
2.9
3.8
77R
eadi
ng3.
93.
810
3L
-1 S
pelli
ng3.
73.
897
L-2
Cap
italiz
atio
n4.
43.
811
6L
-3 P
unct
uatio
n4.
73.
812
4L
-4 U
sage
3.4
3.8
39W
-1 M
ap R
eadi
ng3.
83.
810
1W
-2 R
eadi
ng G
raph
s3.
93.
810
3W
-3 R
efer
ence
Mat
eria
ls4.
13.
810
9M
-1 M
athe
mat
ics
Con
cept
s3.
53.
993
M-2
Mat
hem
atic
s Pr
oble
ms
3.7
3.8
97C
ompo
site
3.8
3.8
101
Scho
ol C
ompo
site
for
all
pupi
ls11
3
Gra
de 4
(N
=7)
Voc
abul
ary
5.0
4.8
104
Rea
ding
4.1
4.8
86L
-13.
34.
868
L-2
3.6
4.8
75L
-34.
44.
892
L -
43.
54.
873
W-1
5.6
4.8
117
W-2
5.4
4.8
112
W-3
4.2
4.8
88M
-14.
34.
889
M-2
3.7
4.8
78C
ompo
site
4.3
4.8
89Sc
hool
Com
posi
te f
or a
ll pu
pils
113
Gra
de 5
(N
=10
)
Voc
abul
ary
4.4
5.8
76R
eadi
ng4.
65.
879
L-1
5.0
5.8
87L
-25.
55.
995
L-3
6.3
010
9L
-45.
15.
888
W-1
6.6
5.8
114
7.1
5.8
122
W -
35.
95.
810
2M
-15.
65.
897
34-2
6.1
5.8
105
"7 f
l Com
posi
te5.
75.
898
Scho
ol C
ompo
site
for
all
pupi
ls11
3
-14-
-
stud
ying
Eng
lish
as a
sec
ond
lang
uage
mas
tere
d th
e sk
ills
onth
eIT
BS
pres
crib
ed f
cr th
is g
rade
leve
l.In
eac
h gr
ade
leve
l, th
eda
ta in
dica
ted
wea
knes
s in
Eng
lish
usag
e.R
eadi
ng w
as a
lso
aw
eak
area
in th
e th
ird
and
fift
h gr
ades
.
The
dat
a ar
e so
mew
hat b
iase
d by
the
fact
that
the
test
ing
was
done
on
an in
divi
dual
bas
is w
ith th
e E
SOL
teac
her
prov
idin
g so
me
obje
ctiv
e in
terp
reta
tion
for
the
pupi
ls to
acc
omm
odat
e th
eir
limite
dE
nglis
h la
ngua
ge f
acili
ty.
How
ever
, the
y do
indi
cate
a m
easu
reof
suc
cess
in th
at th
ese
pupi
ls w
ere
able
to m
aste
r sk
ills
to f
acili
tate
thei
r ad
just
men
t in
Eng
lish-
spea
king
cla
ssro
oms.
Spec
Ific
a Il
y, a
t the
end
of
the
year
. 95
per
cent
of
all n
on-E
nglis
hsp
eake
rs w
ere
able
to s
peak
Eng
lish
with
var
ying
deg
rees
of
flue
ncy.
Obj
ectiv
e II
--
Span
ish
Skill
s
At t
he c
oncl
usio
n of
the
1973
-74
scho
ol y
ear.
pup
ils s
tudy
ing
Span
ish
as a
nat
ive
lang
uage
in th
e Pi
lot.
Part
II
Proj
ect w
ill e
xhib
iton
e-ha
lf m
onth
gai
n in
Spa
nish
usa
ge p
er m
onth
of
inst
ruct
ion.
Inst
ruct
ion
in S
pani
sh u
sage
to n
ativ
e Sp
anis
h-sp
eaki
ng p
upils
was
pro
vide
d at
the
si p
artic
ipat
ing
scho
ols
by th
e fo
ur p
roje
ctSp
anis
h te
ache
rs a
n" a
ides
.C
lass
es w
ere
sche
dule
d da
ily f
orfr
om 3
0 to
45
unvr
.:te
peri
ods.
Inst
ruct
ion
was
pro
vide
d ut
ilizi
ngth
e di
agno
stic
-pre
scri
ptiv
e m
etho
dolo
gy.
In e
very
gra
de, p
upil
perf
orm
ance
on
the
Span
ish
usag
e sk
ills
diag
nost
ic te
st w
as im
prov
ed a
s sh
own
by p
rete
st a
nd p
ostte
stsc
ores
.Im
prov
emen
t in
mas
tery
or
skill
s w
as o
f su
ch th
atco
nsis
tent
ly th
roug
h th
e gr
ades
, pup
ils in
hig
her
grad
es p
erfo
rmed
bette
r th
an p
upils
in th
e lo
wer
gra
des.
Ove
rall,
pup
ils g
ave
13 p
erce
nt m
ore
corr
ect r
espo
nses
on
the
post
test
than
they
did
on
the
pret
est.
(See
Tab
le 1
3 an
d G
raph
1.)
Due
to th
e un
avai
labi
lity
of s
tand
ardi
zed
test
s in
Spa
nish
,a
diag
nost
ic te
st w
as u
sed
to m
easu
re m
aste
ry o
f Sp
anis
h us
age
skill
s' a
nd n
o gr
ade
equi
vale
nt w
as g
iven
.C
onse
quen
tly, t
heob
ject
ive
of o
ne-h
alf
mon
th g
ain
per
mon
th o
f in
stru
ctio
n co
uld
not b
e as
sess
ed p
er s
e. T
he in
crea
se m
ade
by e
ach
grad
e in
the
per
cent
of
corr
ect r
espo
nses
, how
ever
, ind
icat
es s
ubst
antia
lgr
owth
in m
aste
ry o
f Sp
anis
h us
age
skill
s w
hich
lead
s to
the
assu
mpt
ion
that
the
equi
vale
nce
of th
e ob
ject
ive
was
met
.(A
cop
y of
the
test
use
d is
App
endi
x D
.)
pia.
", 1
.
TA
BL
E 1
3
PUPI
L P
ER
FOR
MA
NC
E O
N T
HE
DIA
GN
OST
ICT
EST
OF
SPA
NIS
H U
SAG
E S
KIL
LS
Gra
de
Pre
Post
NPe
r C
ent
Cor
rect
NPe
r C
ent
Cor
rect
310
30.4
1340
.54
1934
.112
49.7
519
47.7
1454
.66
1745
.117
62.4
715
46.9
1154
.58
1256
.317
69.1
98
62.8
584
.6
105
69.6
681
.311
380
.64
84.9
126
76.8
594
.2O
vera
ll11
448
.910
461
.9
Soci
al A
djus
tmen
t
One
und
erly
ing
goal
of
the
ESA
A P
ilot.
Part
II P
roje
ct w
asto
pro
vide
ser
vice
s fo
r im
mig
rant
pup
ilsw
hich
wou
ld a
id th
emin
mak
ing
appr
opri
ate
adju
stm
ent i
n E
nglis
h-sp
eaki
ngsc
hool
s.T
owar
d th
is g
oal.
activ
ities
wer
e de
sign
ed to
pro
vide
mat
eria
lsan
d m
etho
ds f
or in
stru
ctio
nal i
mpr
ovem
ent,
toen
hanc
e th
eun
ders
tand
ing
of c
ultu
res,
pro
vide
som
e so
cial
ser
vice
sfo
r pa
rent
sof
thes
e pu
pils
, and
fac
ilita
te c
omm
unity
invo
lvem
ent.
Tow
ard
this
end
, a p
roje
ct r
esou
rce
room
was
esta
blis
hed
to.
prov
ide
inse
rvic
e tr
aini
ng f
or te
ache
rs o
f im
mig
rant
child
ren
and
prov
ide
them
with
mat
eria
ls n
eede
d fo
r in
stru
ctio
n.T
hrou
gh th
ere
sour
ce r
oom
inst
ruct
iona
l ass
ista
nce
was
also
pro
vide
d to
teac
hers
in s
choo
ls w
ith is
olat
ed c
ases
of
imm
igra
ntpu
pils
.Fu
rthe
r, th
epr
ojec
t sta
ff s
erve
d th
e co
mm
unity
, in
man
y in
stan
ces
,as
inte
rpre
ters
in s
ecur
ing
need
ed s
ocia
l ser
vice
s an
dpr
ovid
ing
oppo
rtun
ities
for
exch
ange
of
cultu
res
with
in th
e co
mm
unity
.
The
val
ue o
f th
is p
roje
ct c
an a
lso
beas
sess
ed b
y th
e fa
ctth
at f
ewer
inci
denc
es o
f di
srup
tive
beha
vior
occu
rred
invo
lvin
g
1
a.
0
imm
igra
nt p
upils
in th
at th
ere
was
a r
educ
tion
in is
olat
ion
and
they
rec
eive
d sp
ecia
l hel
p w
ith la
ngua
ge p
robl
ems.
Opp
ertu
ratie
sfo
r th
em to
dis
play
thei
r cu
ltura
l her
itage
was
pro
vide
d in
the
scho
ols.
Als
o re
gula
r te
ache
rs in
dica
ted
that
hav
ing
a te
ache
rpo
sses
sing
spe
cial
ski
lls to
wor
k w
ith n
on-E
nglis
h sp
eaki
ng p
upils
and
who
cou
ld a
lso
serv
e, in
man
y in
stan
ces.
as
an in
terp
rete
rdu
ring
par
ent/t
each
er a
nd te
ache
r/pu
pil c
onfe
renc
es w
as v
ery
bene
fici
al to
pup
ils' p
rogr
ess
in th
e sc
hool
.
CO
NuL
USI
ON
1.T
he s
ervi
ces
prov
ided
thro
ugh
ESA
A P
ilot,
Part
IL
(Bic
ultu
ral)
met
the
need
s of
the
targ
et p
opul
atio
n.L
mm
igra
ntpu
pils
wer
e in
volv
ed in
act
ivid
es to
pro
mot
e ad
just
men
tan
d to
ass
ist t
hem
in f
unct
ioni
ng a
cade
mic
ally
in a
n E
nglis
h-sp
eaki
ng c
lass
room
.
co2.
Pupi
ls s
tudy
ing
Eng
lish
as a
sec
ond
lang
uage
mas
tere
dba
sic
skill
s pr
escr
ibed
for
thei
r gr
ade
leve
ls.
c) art
eso
P.C
o
S.Pu
pils
stu
dyin
g Sp
anis
h as
a n
ativ
e la
ngua
ge in
crea
sed
thei
r le
vels
of
skill
s in
Spa
nish
usa
ge.
4.Sp
ecia
l ser
vice
s w
ere
prov
ided
to im
prov
e th
e le
vels
of
inte
ract
ion
betw
een
pare
nts
of im
mig
rant
pup
ils a
nd th
esc
hool
. The
pro
ject
sta
ff s
erve
d as
inte
rpre
ters
in P
TA
mee
tings
and
spo
nsor
ed c
omm
unity
act
iviti
es to
pro
mot
eth
e ex
chan
ge o
f cu
ltura
l her
itage
with
in th
e co
mm
unity
.
RE
CO
MM
EN
DA
TIO
NS.
In th
at th
e pa
rtic
ipan
ts in
this
pro
ject
wer
e pu
pils
who
mus
tfu
nctio
n in
an
edua
atic
mal
set
ting
whe
re th
e la
ngua
ge is
dif
fere
ntfr
om th
eirs
and
who
se p
aren
ts c
ould
eas
ily b
e al
ienr
.ted
from
the
scho
ols
beca
use
of la
ngua
ge b
arri
ers,
it is
rec
omm
ende
d th
at:
;4-
-0
0 030
020-5
-o
-16-
0
1.Sp
ecia
l ins
truc
tiona
l ser
vice
s be
con
tinue
d an
d in
crea
sed.
2.So
cial
ser
vice
s he
con
tinue
d as
a v
ital p
art o
f pr
ojec
tac
tiviti
es.
3.A
ctiv
ities
. met
hods
, and
mat
eria
ls b
e cr
itiqu
ed in
term
sof
ada
ptab
ility
to v
aryi
ng s
ituat
ons.
1.(c
ircle
)
2.(d
og)
3.(g
lass
es)
4.(s
tar)
5.(h
eart
)
6. (
hors
e)
7.(f
our
dots
)
a (f
low
er)
9. (
moo
n)
10. (
diam
ond)
11.
(bird
)
12. M
AI
13. (
tria
ngle
es r
a.im
p of
IM D
na14
.(b
utte
rfly
)15
.(ic
e cr
eam
con
e)
16. (
arro
w)
17.
t x )
18. (
big
arro
w)
AP
PE
ND
IX A
SE
LF O
BS
ER
VA
TIO
NS
CA
LES
FO
RM
A
Do
you
play
gam
es w
ell?
Do
you
like
tow
rite
stor
ies
in s
choo
l?
Do
you
get
upse
t if y
ou c
anno
tan
swer
a q
uest
ion?
Do
you
give
up e
asily
in s
choo
l wor
k?
Doe
s be
ing
with
othe
r ch
ildre
n bo
ther
you?
Are
you
a g
oad
read
tr?
Is s
choo
l a h
appy
plac
e?
Do
you
like
to p
lay
only
whe
n yo
uar
e th
e le
ader
?D
o yo
u ge
t nen
iout
at s
choo
l?
Do
mos
t of t
hech
ildre
n in
you
r cl
ass
like
you?
Do
you
like
arith
met
icpr
oble
ms
at s
choo
l?D
o yo
u fin
d it
hard
to ta
lk in
fron
t of
your
cla
ss?
Do
you
like
to s
tay
hom
e fr
om s
choo
l?
Are
the
othe
r ch
ildre
nin
you
r cl
ass
frie
ndly
tow
ard
you?
Do
you
like
to c
ome
to s
choo
l eve
ry J
ayi
Are
you
alw
ays
ina
;sor
ry?
Is y
our
teet
he.
inte
rest
ed in
the
thin
gsyo
u do
at s
choo
l?D
o ru
e ?!
:Jay
sw
ant t
o be
firs
t in
line?
19. (
Jack
-a-la
ntan
)D
o yo
u us
ually
hav
ebe
tter
idea
s th
anyo
ur fr
iend
s?20
. (sq
uare
)
21. (
bow
l)
22. (
+ s
ign)
23. (
cake
)
24. I
I m
ark)
25. (
mou
sea
assc
., a
Ma
pad
26. (
mus
hroo
m)
27. (
circ
le)
a. (
dog)
Whe
n ot
her
peop
lem
ake
mis
take
s do
you
laug
h?D
o th
e ot
her
child
ren
in th
e cl
ass
thin
kyo
u ar
e a
good
wor
ker?
Doe
s yo
ur te
ache
r gi
veyo
u en
ough
tim
e to
fini
shyo
ur w
ork?
Do
you
tike
to r
ead
in s
choo
l?
Do
you
ofte
n fe
el b
adin
sch
ool?
Are
mos
t chi
ldre
n ab
leto
fini
sh th
eir
scho
ol w
ork
mor
e qu
ickl
y th
an y
ou?
Whe
n yo
u ar
e le
arni
ngso
met
hing
new
do
you
foal
ner
vous
?A
re y
ou n
ervo
usa
lot?
Do
you
like
scho
ol?
A-1
SE
LF O
BS
ER
VA
TIO
NS
CA
LES
-For
m A
(co
ntin
ued)
29.
(gla
sses
)
30.
(sta
r)
31. (
hear
t)
32. (
hors
e)
33. (
sign
)
34. (
flow
er)
35. (
moo
n)
36. (
diam
ond)
37. (
bird
al I
n.co
gof
am
tau
wan
*)38
.tr
im)
39. (
tria
ngle
)
40. (
butte
rfly
)
41. (
thin
arr
ow)
42. (
lolli
pop)
43. (
Jack
-o-la
ntar
n)
44. (
1 m
irk)
45. I
+ s
ign)
Doe
s yo
ur m
othe
r14
you
do
alm
ost
anyt
hing
you
wan
tto
do?
Do
othe
rs a
t sch
ool
real
ly c
are
abou
tyo
uD
o yo
u m
ake
mis
take
sm
ost o
f the
tim
e w
hen
you
try
to d
o th
ings
?D
o yo
u lik
e sc
hool
bette
r th
an y
our
frie
nds
do?
Do
you
get
upse
t eas
ily a
t hom
e?D
o yo
u w
ish
you
wer
a yo
unge
r?
Do
you
feel
lone
lyve
ry o
ften?
Do
you
alw
ays
dow
hat y
ou w
ant
to d
o?C
an y
ou o
nly
doyo
ur w
ork
if so
meo
nehe
lps
you?
Do
you
feel
goo
dab
out y
ours
elf
mos
t of t
he ti
me?
Are
you
goo
d in
your
sch
ool w
ork?
Do
you
like
tole
arn
abou
t sci
ence
?
Do
you
like
to fo
llow
the
rule
s?D
o ot
her
child
ren
do th
ings
bet
ter
than
you?
Do
your
par
ents
do th
ings
with
you
?A
ra y
ou g
ood
look
ing?
Do
you
wor
ry a
bout
a lo
t of t
hing
s?
1.(c
ircle
)
2. (
dog)
3.(g
lass
es)
4. (
star
)
5.(h
eart
)
6.(h
orse
)
7.(f
our
dots
)
8. (
flow
er)
9. (
moo
n)
10. (
diam
ond)
11. (
bird
)
12.
(fis
h)
13.
(tria
ngle
.t s
rew
e et
the
pee)
14.
(but
terf
ly)
15.
(ice
crea
m c
one)
16. f
arro
w/
17. l
x)18
.(b
ig a
rrow
)
19. (
Jack
v-la
nter
n)
/squ
are)
21. (
bow
l)
22.
( *
sign
)
23. (
cake
)
20.
24.
(m
ark)
25. (
mou
setn
ew
e E
a M
imee
)26
. (m
ushr
oom
)
27.
(circ
le)
28. (
dog)
SE
LF O
BS
ER
VA
TIO
N S
CA
LES
FO
RM
B
Are
you
a h
appy
per
son?
Do
you
like
scho
ol?
Do
you
usua
lly li
ke to
pla
y *l
one?
Can
you
giv
e a
good
talk
in fr
ont o
f you
r cl
ass?
Do
your
par
ents
do
thin
gs w
ith y
ou?
Do
you
wis
h yo
u w
ere
a di
ffere
nt c
hild
?
Whe
n yo
u ar
gue
with
peo
ple
do y
ou s
omet
imes
find
that
you
wer
e w
rong
?
Are
you
pre
tty g
ood
at e
very
thin
g?
Do
you
alw
ays
have
to b
e bo
ss?
Are
you
goo
d lo
okin
g?
Can
you
onl
y do
you
r w
ork
if so
meo
ne h
elps
you
?
Do
you
ofte
n fe
el b
ad in
the
mor
ning
?
Do
you
like
the
teac
her
to a
sk v
ou q
uest
ions
In fr
ont o
f the
oth
er c
hild
ren?
Are
you
a g
ood
read
er?
Do
you
feel
goo
d ab
out y
ours
elf m
ost o
f the
tim
e?
Are
oth
er c
hild
ren
ofte
n m
ean
to y
ou?
Do
you
like
to p
lay
only
whe
n yo
u ar
e th
e le
ader
?
Do
you
like
scho
ol b
ette
r th
an y
our
frie
nds
do?
Do
you
feel
lone
ly v
ery
ofte
n?
Do
you
like
to s
ing
song
s w
ith y
our
clas
s?.
Do
you
mak
e m
ista
kes
mos
t of t
he ti
me
whe
n yo
u tr
y to
do
thin
gs?
Do
you
alw
ays
do w
hat y
ou w
ant t
o do
?
Whe
n yo
u do
n't u
nder
stan
d so
met
hing
are
you
afr
aid
to a
sk y
our
teac
her
ques
tions
?
Do
you
like
to c
ome
to s
choo
l eve
ry d
ay?
Do
yOu
usua
lly h
ave
bette
r id
eas
than
you
r fr
iend
s?
Do
you
alw
ays
wan
t to
be fi
rst i
n tin
e?
Do
you
wor
ry a
bout
lot o
f thi
ngs?
Do
you
like
to te
ll st
orie
s in
fron
t of y
our
clas
s?
A-2
SE
LF O
BS
ER
VA
TIO
N S
CA
LES
-For
m B
(co
ntin
ued)
29.
( gl
asse
s)
30.
(sta
r)
31.
(hea
rt)
32. (
hors
e)
33.
(sig
n)
34. (
flow
er)
35(m
oon)
36. (
diam
ond)
37.
38.
39.
(tria
ngle
)
40.
(but
terf
ly)
41. (
thin
arr
ow)
42.
(lolli
pop)
43. (
Jack
-ola
ntem
)
44. (
l mar
k)45
.(
+ s
ign)
(bird
s le
e ro
eoI
last
cok
onet
1
(fis
h)
Do
you
enjo
y w
ritin
g st
oke:
?
Do
you
get n
ervo
us a
t scn
oco?
Is s
choo
l a h
appy
pla
ce?
Do
you
get t
ired
a to
r?
Do
you
like
to s
tay
hom
e fr
om s
choo
l?
Are
you
ner
vous
a lo
t?
Wou
ld y
ou li
ke to
sta
y ho
me
inst
ead
of g
o to
sch
ool?
Do
the
othe
r ch
ildre
n in
the
clas
s th
ink
you
area
goo
d w
orke
r?
Are
you
goo
d in
you
r sc
hool
wor
k?
Do
mos
t of t
he c
hild
ren
in y
our
clas
s lik
e yo
u?
Do
you
like
to fo
llow
rul
es?
Are
you
alw
ays
in a
hur
ry?
Do
you
give
up
easi
ly in
sch
ool w
ork?
Do
you
ofte
n fe
el b
ad in
sch
ool?
Is y
our
teac
her
inte
rest
ed in
the
thin
gs y
ou d
o at
sch
ool?
Do
you
like
to r
ead
in s
choo
l?
Do
you
wor
ry a
lot?
Camp Learning Center
Science evaluation
1.
In our study of the soil, we discovered that there are layersof soil.
A brief description is given of those layers.
Identify each layer.
A. Top Scil (
)B.
Sub-Soil (
)C.
Parent Soil (
)
Answers:
A. The dark soil
wiich usually
contains vary
small puticles
of =Id and has
awe type of Ve
getation growing
which is vieible.
D.
The soil which
C.
contains a great
deal of rock and
is found under the
other two layers.
The soil which
contains a large
amount of clay and
is found between
the other two layers.
2.
Circle each word below that you would use to describe soil in
planning.
A.
taste
B.
color
C.
texture
D.
temperature
E.
structure
land use
3.Of what effect a
siguificance is the color, texture, structure, tem-
perature, an
-a factor of soil on investigating in land use planning?
A.
Adis to the beauty of the area.
B.
Detearoimes the cliclte of the area.
C.
Eelpa nn to decide what to plant or construct on the land.
4.
Circle the layer of soil in which most plants grow.
A.
topsoil
B.
subsoil
C.
parent rock
5.Circle two ways in which soil is made.
A.
Decaying of materials
D.
Animals
C.
Yeathering of rocks
D.
People
A-3
6.
Now old is this tree?
eviler
'Liiiiii_l_1)111111111J/48.1
A.
B.
C. 7.
8.
15 Years
22 Years
32 Years
The temperature of water is
(A. lower, B.
the same, C.
higher) thaw
the temperature of the air above the water.
S9.
Wav
esare made in water because of:
A.
Plants
B. Winds
C.
Decks
In which direction is the
needle pointing?
A.
North
D.
STath
C.
Southwest
D.
Northwest
1 0. Draw a circle around the source of this river.
all
Camp learning Center
Science Daluation
Putr.
Direetiins: Cl,
fallewLn7
=n'-or
irvartehratrz.
el: five Urea clessza of
A.
froso
()
Part I
Living and ::on-Livieg Matter
Directions:
Circle the words that represent objects which exemplify
living Natter or eon-Living Matter.
B.
C.
sIltzators
d:zeks
()
D.
to.:43
()
1.
Circle the words which represent Living Matter
s.
water
d.
trees
g.
frogs
S.
snleanader
)Eirds (A)
FI:h (2)
Vonsals 1Z)
0.11
,(c) Anphthians
b.
birds
e.
rocks
h.
sun
c.
scil
f.
plants
1.
monkey
P.
snakes
()
G.
bears
()
2.
Circle the word whic h represent Non-Living Matter.
a.
gold
d.
clay
g.
water
b.
trees
e.
bacteria
b.
insects
H.
I.
dogs
squirrels
( (
) )6.
flowers
f.
sand
ihorses
J.
sharks
()
Part II
Classifying living Things
Directions: All Living things are divided into two large groups, plants
and animals.
Animals are further classified into vertebrates
and invertebrates.
Circle the words that best classify each
of the following:
a.
bees
b. toads
C.
lion
d.
ants
C. can
I.
spider
h.
birds
i.
crayfish
j.
fish
vertebrate
vertebrate
vertebrate
vertebrate
vertebrate
verterate
vertebrate
vertebrate
vertebrate
vertebrate
invertebrate
invertebrate
invertebrate
.invertbrate
invertebrate
invertebrate
invertebrate
Invertebrate
_invertebrate
invertebrate
-
A-4
Part III
The Systans of Iba
Directions: Place the letter by each of the axsters described belowaccording
to th3 ;fey to the riezt.
The lystedishich is resF.r.sitle
for the delivery of food and
oxygen to the cells.
B.
The Cystem :itch is responsible
for the csnufzeturing of Wn'ei
cells that pre-rules a frane work
.for the
C.
The gvtn -.4.,.1ch is respsdsiole ftir
transnitticz ressegea from the nuscles
to the brain.
D.
F.
C.
The system -Alien is responsible for
getting rid of waste materials.
The systeo which is resdonsible for
tar In air- so that odyLen can
be picked up ty the bland.
The system uhirh is re:pan:Able
for the coutihdation of each =:ind
of species.
A.
Y.
C.
AL
F.G.
Systen
eCir:Oato.7
The Respi.rater.7 Systs:-
cysted
--"--rer.sry Systeo
TF
eP-rrni-cti-ze Syst.=
The :::arsons Sysee.n
The system :tickis =sponsihie fcr
the grinding and absorpticn of
foods in the body.
r...;
'7 I
nv a
:
3eien.v;
IrC, 4th, c... 3tnCr:pi:1g &aaisnm
I
Dirsztioins Vnteicolmna A Ath
c.-.1=.1
3 by
1.2
.3bi
nst
1:ate... or theansoers
ia col. B intha 3PaCeProvided
by e
ach
tere
t in
COlUDA A.
Column A
1.
Tcp soil
A.
2.
Acid soil
B.
3.
pH scale
Parent Katerial
C.
5.
Bums
D.
1111
06.
Sub soil
7.
Alkali soil
I'.
F. G.
Cnienn t
The secondlayer
of soil whichcon-
no humus.
The darksubstance
or th
-zearth formed
by
ficc
lyo:
pleat.;
and animals.
The part of the
earth made ofcostly
roe's.
The in3tmlmftatfor
detarminina the
.;earee
of alkalineor acid in
soil.
The
uppe
r lz
,yer
ofthe
earth -Ihichcontains
the vegetation.
Soil which has
apa of
Soil which has
a pa of
12.
Part II
Directions: Placea check by theona answer that bestfits thestatement.
1.
::a to doinga soil testingexperinant, which of
the
following sou/dyou most
likely try to determine:
A.
Carbon dioxidecontent
B. Ina= of
soil
C.
The pa factor.
D. The thicknessof soil
1111
1111
41.
2.:sh2n testis:Soil, which oftbs.:allowing terms votedboat classifythe
results.
:6* 7. C.
l .:
or :1
'40 ar
t.: 3
:1;
. :
rnuitz
t".1-.. :71 1 t:::.;
:lhat r=at tic"
sell
A.
Le :as: for
3.
C.
7*
0.
.
L.
All -oil has a pi factor
ranging bt.t-*een:
A-7
)
a. Y.
C.
D.
..sam
iel.1
11
5.
A soil that oesn'thave the
plant cn :
A. Oily ba
titre
-4-.
B.
ua fertilizer to chanv tha
pH factor
C.
:lateral trecnently tochanze the
pilfactor
V. Give it a lot of
sun to change the pa factor
6.
Uitro,yo fixiur, bacteria can be foundon the roots of Bch of the
folic:ping plants:
A.
Uects
B.
Clover
C.
flvarint
D. Gm..
proper pH factor fcr a particulartype of
.11.
1118
.10
Part III
Directions: Read the underlinedwords in items 1 - 5. Pied
the ams.zer
ham: that best tells the
cuan
ir4
ofthe word. Chackonly
one ensue:.
1.
TeTtl.re
A.
&tooth
3.Faz1
C. Clay
0111
2.
Potts3i-vm
A. Acid
B.
Liquid
C. Metallic ele -ant
j. Soil
A.
pound
B.
black
C.
gritty
lb
:.
.
.pr
aper
ti.I
--t :
%:e
tr.e
s O
eE
:ert
h11
1,11
1CM
1101
1C.
!b.-th an: t:t1.6133of pamm caterael
clay
C.
:ack
NIM
EM
OM
INM
Par'. 17
Dir
actio
as:
Che
ck th
ese
e..e
r th
at b
est t
itsth
e st
atem
ent.
1.A
.: or
gani
sm in
whi
chof
the following:
A.
Any
livi
rg th
ins
-
3. A
ny d
eed
thi.m
gC
.A
ny L
ivin
g pl
ane:
D.
A.v
anim
al
2.In
the
wat
ertesting
expe
rim
..ent
s, ..
s te
sted
tor:
A.
Food
B.
Li4
.t.C
.04
,;:er
.D
.T
er.p
erat
ure
3.
The
thst
rrec
eter
eras
use
d to
det
erm
ine
the:
A.
Food
B.
L.f
.tht
C. O
xyge
n; D
.T
empe
ratu
re
4.
The
rai
n pu
rpos
efo
r te
stin
gwater at
Jaek
son'
s L
ake
is:
A. T
o de
ierr
eine
ifte
eenter car. supportlife
B. T
o de
twai
ntif
the
water is
hard
or
soft
C. T
o de
term
ine
if th
e w
ater
iscl
ear
or =
kWD
. To
ciat
Am
min
' a if
the
met
er h
asgo
od ta
ste
S.C
ne w
ay o
f de
term
inin
gif
wat
eris
suita
ble
for
livin
gth
ins
depe
nds
larg
ely
cm it
s:A
. The
atm
om...
.t of
nitr
ceen
B. T
he a
mou
nt e
tph
ooph
orus
C.
The
04,
gert
con
tent
D. T
he c
alci
umco
nten
t6.
Cw
of
the
rene
ws
wat
er b
ecom
es u
nfit
for
livin
g th
ings
can
beat
trib
uwi t
oA
.a'
.13
iO3
of s
end
Lei
rock
sB
.Po
llutio
n by
for
cing
mat
eria
lsC
. em
cee
too
war
m f
rom
=al
ight
D.
Bec
ome
over
-cro
wS
by li
ving
thin
gs
A-1
1
-sl
l S U
s:th
tft,.
-A 4
.4or
:au.
w p
ert a
r.:il
l at i
t. m
etfa
ls::)
.
iNirza ectut14 (...y.gla0- 41c:.
for t::1,ir
A1.101.1 dapiuld on
plan
t.3anl plants ln .7.0m1
vay on :=Iar.16:
zzel
t-re
d 4.
..ro;
:te th
epl
anza
,
Workshop Evaluation -- Teachers
S.
Can you suggast any alternative method(s) of preparing teachers for
the Camp-Leareng Center program?
DATE:
SCHOOL:
Please help us to evaluate the merit of holding similar workshops for
other teachers in the project.
Please be completely candid in your responses
as they will determine whether or not we will continue this method of
orientation.
1.
Do you feel it is important for the teachers to become familiar with
OS
the campsite before the camp session?
Yes
No
No Opinion
Comments
2.
Was the material presented in the workshop relevant to your role as a
project teacher?
6.
What were the strengths of the workshop?
7.
What were the weaknesses of the workshop?
Yes
No
No Opinion
S.
What changes would you make for future workshops?
Comments
3.
Do you ie -,,ou received sufficient information from the workshop to
help you I= preparing the children for the Camp Learning Center program?
9.
In general, did you feel the workshop was:
(Chadic one)
Yes
No
No Opinion
Of great value to me.
Comments
Of some value but not essential to me.
Of little value to me.
4.
Do you feel the workshop was of sufficient importance to warrant the
expense of hiring supply teachers to cover your classes at school?
Yes
No
No Opinion
Canasta
A-7
10.
Additional Comments:
(Use reverse side if necessary.)
IC3-.2
canr
:ST.ZEIT
azaT
:cam
I.
Has your camping experience a worthxhile
experience?
Co:
.C.C
AL
S
2. Wed you consider this project a
learning
experienc.,'
-
Comments
3.
Has this e=perience influencod
your attitude
to-,:ard school in a positive way?
Comments
4.
tore you able to nix well with the children frog
other schools?
Connents
S.
Has the camping program brought about a closer
relationship between you and your teacher?
Co meats
10.=
1IPI
O
A-8
tut
TIC!
6.
As c res;;It or the .7.4nlicg erperit.lce.
is your uttitud- tG c positive tcl:ard
children of another :see!
Co-
.--
ts_
7.
If given the opportuniv,
rtum
like to participate is a similar
camping experience?
4111
1111
1./.1
111
Co=ents
..
APP
EN
DIX
Btr
ym-A
-A
.-.
1-.=
AT
LA
NT
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TO
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rent
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oiri
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arp
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ente
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lk N
I.IL
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TA
.isco
traa
sea
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s ye
ar w
e ca
rt4
verj
reri
tent
ill p
rogr
am f
or s
ixth
cri:e
pl..r
...nd
to te
xt th
e ne
els
cf .h
e st
uien
tsthroall astivitLe.: in readinF, moth, sp.,:ure stmdy, music, .'.r Utica, arts
ani
sr;
and
otte
r re
crea
tiona
l act
iviti
es.
Stui
-r.ts
fr1
-1 th
e z.
...le
ctel
hiz
h sc
hool
s w
ill a
t a c
ouns
elor
s an
d bu
ddie
sto
tr.:
gr:d
ers.
The
re w
ill .b
e no
cha
rge
for
the
wee
k-lo
ng c
avin
ge.
,71:
ricn
ze f
ar y
e.:r
chi
ld.
The
bus
will
pic
k th
em u
p at
the
scho
ol N
ovem
-be
r :8
, 1/7
3, a
t 7:3
0 a.
m.,
end
retu
rn th
em to
the
scho
ol N
ovem
ber
30,
1973
, at 3
:00
p.m
.
App
l4ca
tic.n
s ar
e to
be
com
plet
ed a
nd r
etur
ned
to th
e pr
inci
pal.
by F
rida
y,N
ovet
.ter
10, 1
773.
JPS:
bm
cc: X
i. 3=
1311
Gay
, Pri
ncip
alFo
rrc:
t Ave
nue
nete
ntar
y Sc
hool
?!re
. Ann
ie L
. Jac
kson
, Pri
ncip
al.
Peep
les.
Str
eet E
lem
enta
ry S
choo
l
Kr.
JO
hn W
elsh
, Pri
ncip
alG
uice
Ele
men
tary
Sch
ool
B-I
Chi
ld's
Nam
e
Atla
nta
Publ
ic S
choo
ls
ESA
A P
ilot P
roje
ct P
art I
Cam
p L
earn
ing
Cen
ter
Dates
g
Las
t
Pare
nts)
or
Gua
rdie
ngsl
lara
Add
ress
Firs
tR
iono
Num
ber
Stre
etC
ityZ
ip C
ode
Com
ity
Bir
thda
teSe
xPlace of BirM1,
Month
Day
Yam
City
a.Its
Blanket Permits
hasmypermission to be inTerel is this
(Child's Zama)
project and to go on a
care
ir4
trip with
his class with the unierstm'isa that such trips will be properly super-
vises', and further agree that live will not enter suit or make clain for
toss
or
dasa
gecaused
byor arising out of personal injs7 sustainal while
attending said program. I hereby give
consent end authorize the
Atlm
nta
Publ
ic S
choo
l Sys
tem
touse and reproduca the name and photograph
orphoto-
graphs taken of
mychild in connection with his camp enrollment.
Lia
tility
Insu
ranc
e w
ill b
e pr
ovid
ed f
or th
e ch
ildre
n.
Dat
esPa
rent
(s)
Sign
atur
e
Ret
urn
the
appl
icat
ion
to th
e pr
inci
pal o
f yo
ur s
choo
l. T
he a
pplic
atio
ns w
illbe
pic
ked
up b
y th
e C
OW
141
9311
131g
Cen
ter
Staf
f.
Eac
h ch
ild m
ill b
e gi
ven
a pb
,yei
cal e
xam
inat
ion
prio
r to
goi
ng to
cam
p.
PAM
PE
R U
SSIO
N P
OR
N
?IC
I= H
BIZ
ASE
I H
ER
EB
Y G
IVE
PE
RA
ISSI
ON
FO
P. N
T C
HIL
D,
TO
HIV
E N
IS/E
ER
PIC
TU
RE
TA
NE
N A
ND
USE
D 1
R O
CH
NE
CT
ION
WIT
H T
HE
CA
MP
LE
AH
ME
: Mor
n. A
LL
PH
OT
OG
RA
PHY
WIL
L M
SU
PER
VIS
ED
BY
a. F
. SIM
EN
OO
D A
ND
TH
E I
SST
RU
CT
ICIA
L W
HIN
ES
CC
TE
R S
TA
FF W
HO
HIL
L R
AK
E
SUR
E T
HA
T T
HE
CM
R I
S PH
OT
POIW
IN
EV
ER
Y W
AY
.
SLiS
tlatte
* of
Par
ent/G
uard
ian
Add
ress
Dat
e
B-2
CA
MP
LIS
T
NA
ME
DA
TE
Dir
ectio
ns: C
heck
off
item
s as
73u
pac
k an
d in
clud
e th
is li
st is
you
rsu
itcas
e.
CH
EC
K
01,
Shee
tb f
or e
ach
be..
Bla
t.k..t
../qu
ilts
for
each
bed
0114
4 w
ith p
illow
cas
e fo
r ea
ch b
edw
ash
clot
hs
touc
lsto
oth
brus
h
toot
h pa
ste
soap
coab
/bru
shss
oato
r
pasts /slicks
cap
/sca
rfun
derw
ear
shoe
s (s
uita
ble
for
irea
tner
)m
edic
atio
n (i
f ne
eded
)ot
her
pers
onal
toile
t art
icle
s
BEST COPY AVAILABLE
a .
11 S 4011.7
turd CUTI4CV
PAH% Area
TEA
lisitters
PTA IHA CAMP baron Like
Covington. Georgia
Softball Area (.1 fold.)
Pratt Mu,
Georg
Smith %kg" r..1 tugh,... .i
Homemaker
Southrtoo
liomnbou
Amphitheater . .
iS.Power Auditorium
Mobley Hall
Shuffle Board Volley Doll
ap.
Golf. O
George H. 3 Pebble Meade
1=G 4 oce
"Al Hil/
G
Duelling
Dwelling
Dire. Hai Colonial Room Colonial Room Lounge
Gay Cottage e Ilarketbell Mobley 14a11
Tennis Library /0 Office
Fbhbeg Anti ' Lake \
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Pre-Capp Clock List
14
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Nornineside
Canton
TUll ',liners
Con: r.-mini Col.
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BrewAr
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Crawford Ica.
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II -4
CAMP S FA leITN:: eF71111: ArTIIITTY TA;
Activity,
a.
b.
C.
d.
16
Actual Participants
6th grade pupils
Parents
Teachers
Counselors (H.S.)
Others (identif)
en-al :areeimpl I : teat Q Yea
frj....ornents:
;J:
Pc.:11.hle Partieip-rts
s. oth gra.:e pupils
b. Partas
c. Teachcr$
d. Counselors (H.S.)
e. Others (identify)
0N' Tn Pr.,:eos
Rev
ised
Sch
edul
e -
Cam
p L
earn
ing
Cen
ter
(MA
Pilo
t I)
Pre
-Cam
pC
amp
Post
Cam
p
Gro
up I
II
- 2/
222/
25 -
3/1
9/4 - 4/12
Perk
erso
nm
orni
ngst
de2/
14G
ordo
nT
ull W
ater
s
Gro
upiv
Con
tinen
tal C
olon
yWest
1/21
-3/
19/
4 -
3/8
9/11
- 4/
19B
rew
erM
orel
and
Gro
up V
Cha
ttaho
oche
e1/28- .18
9/11
- 9
/15
9/18
- 4/
28L
akew
ood
Hei
ghts
Sutto
n M
iddl
eC
raw
ford
Lon
g M
iddl
e
LA
JC
O
cammion COMACT
LE
AFV
I.7.
3 K
OJI
=
is -
me
Cm
:n:3
1:e
mul
ates
:
Adv
iser
IIM
INN
I101
1=0.
Basic Anree-.ent:
for 15 hours credit (in any depts.)
Student will cake a firm committment to er-mete entire nrorrr., asmtlined,
including attendance requirements and responsibilities asoigned to him by
both lead teachers and staff.
Terformance Eyx-etltiono:
A.
Pre -C - -'
(6 weeks)
B-5
1. Student will participate in all assiFned trminbagworkShops end /or pre-
pia:ming meet: bags.
2. Student will report to assigned sixth grade classroom at loaot 2 days per
heck (hours and activities to be worked out between teacher and student).
EL
Can't)
(1 week)
1. Student will be present for entire camp period.
2. Daring canp, student will be counselor, aide, tutor, and friend to the
sixth graders assigned to him.
C.
Post-Came Evaluation
1. Student will report to classroom to assist the sixth graders in his charge
in their evaluation process.
2. Student will also participate in
a se
lf-e
valu
atio
nprocess.
D.
Cre
dit
It is
und
erst
ood
that
in o
rder
to r
ecei
ve c
redi
t, st
uden
t mas
t ful
fill
all o
fthe above requirements.
Add
ition
al c
redi
t hou
rs m
ay b
e ar
rang
ed b
y ag
reem
ents
with
teachers
in a
nyDEC department who wish to use the camp lab experiewe as
the core for
cont
ract
s in
other academic areas.
Student
Pre camp
CA
W M
B=
MIL
TC
OU
NSE
LO
R U
MW
V
Boa
s Ph
one
4-M
AC
Adv
isor
1109
8IE
S J
TA
LE
NT
S f
SPE
CIA
L D
EE
MS*
4,5
L4.
4
CO 5 atP1
51 C
AM
P E
XPI
RM
CIS
(or
sim
ilar
activ
ity, s
uch
as jo
bs in
sch
ools
or
day
care
, etc
.)
CO
Scho
ol A
ssig
nsd
tos
Phon
e
Cla
ssro
om T
each
erC
amp
teri
odDates,
Dow
ntow
n la
min
g C
ente
r C
onta
ct P
erso
ns
Vir
gini
a K
nuep
pel 5
2544
73(E
nglis
h la
b)
DE
C O
ffic
es H
ilton
Sm
ith 5
24-1
951
(Dir
ecto
r)
B-6
CA
IN I
EL
HN
ING
111
0JC
T
CO
UN
SEL
OR
'S S
IGN
-IN
SE
M
°uns
exs
Nam
era
teT
ime
InT
ime
0.4*
.
Tea
cher
's S
iipat
ura
Secr
etar
y's
Sign
atur
e
Child's Nxne
Atlanta Public Schools
ESAA Pilot Project Part I
Camp Learning Center
Dates
9 19
Lou
tFirst
Middle
Parent(s) or Guardian's Name
Phone Number
Addreas
Street
City
Zip Code
County
Sirthdate
Sex
Place of Birth
Month
DAF Year
City
State
Perait for Coo:4810ra:
INFCVA7:Z
rt1.:
t, 7i
SO
r
a
?AS; CAYY EVERIEXCES (or siallar activity, such as jobs
in schools sr day care, etc.):
has my permission to be invelved es a high
:sunsa:or *aith tha Ca;lp Learning Center.
As a counsalort be understands that
be/the will be inrolvei in this project to visit appointed schools and to go on a
cn-rtn: trig with s rrrup of sixth jrtre pupils.
X hereby acrce that //we will not
cnlr
tr ride claim for loss or danage caused by or arising nut of personal
isjur7 vittninei while attending said program.
As a parent, I understand that this
ca-Tinr earericnce will be well supervised.
I hereby give c
consent and euthurize
the Atlanta Public School Sptcat to use and reproduce the name and photographs taken
of ?v.
in connectim with his uivolvement in the project.
Liability. insurance
477F23:
will be previded for all ccuneelors.
Date:
Parent(*) Signature
to-
Phone
Traczgr
Za.Lp ecr:os
Return this permit to your Immediate supervisor.
".',1ttr
Vir:7;ins
0:riee:
alt:+n
gn.-:c41
116,.-se c:zr)
I
TC1TATIVE
Refrmsibilittys of
t`!o Cota:.7olnr.7.
The
cou
nsel
or w
ill h
elp
faci
litat
e th
e ch
ildre
n's
invo
lvem
ent i
n ca
rpac
tiviti
es.
2. T
he c
ouns
elor
will
lead
the
pupi
ls in
dra
ma
activ
ities
.
3. T
he c
ouns
elor
will
ass
ist t
he te
ache
rs, a
nd b
e av
aila
ble
and
sens
itive
*So
to th
e ch
ildre
n's
wef
t.
4. T
he c
ouns
elor
will
bec
ome
a bu
ddie
and
fri
end
to th
e m
embe
rs o
f hi
s
aga
m'
5. The camselor will visit his school twice
a w
eek.
Mor
e Sp
ecif
ic D
Itie
s
1. T
he e
crat
zel
will
lear
n pa
rtne
r ga
mes
and
pla
y th
en w
ith h
is g
roup
.
2. T
he c
ouns
elor
will
tell
pict
ure
stor
ies
to h
is g
roup
fro
m a
var
iety
of
book
s.
3-The
coun
selo
r w
ill m
ake
gam
es f
or h
is p
upils
, tea
ch th
en th
e ga
mes
, and
play with them.
4. T
hecounselor will
mak
e pu
ppet
s fo
r hi
s pu
pils
and
use
them
to te
ll st
orie
s,ac
t out
a r
oles
talk
abo
ut h
imse
lf, o
r si
ng s
ongs
..
5. T
he c
ouns
elor
will
add
oth
er id
eas
to th
is li
st.
6. The counselor will
stri
ve to
mak
e ea
ch tr
ip to
his
sch
ool a
ftm
, lea
rnin
gex
peri
ence
.7.
Che
ck to
see
that
the
grou
p's
cabi
n ch
ores
are
com
plet
ed c
o sc
hedu
le.
Hov
e to
geth
er a
u sc
hedu
le.
8. C
heck
with
you
r gr
oup
abou
t toi
letin
g.
9. N
ever
lem
on y
our
grou
p al
one
exce
pt. w
ith p
erni
ssia
r or
unl
ess
indi
cate
d by
the
sche
dule
.
10. Ascizt bin with ce.v activities
mie
n r.
eces
sory
.
U. R
epor
t any
pro
blem
s or
any
thin
g yo
u do
n't u
nder
stan
d to
the
cam
p di
rect
ors
and
staf
f.
.a:
zz:4
.-.7
(1.N
...;:z
.:t
15 h
ors
=al
t Cin
any
text
.)St
tient
Id.
= m
ake
a ri
m =
at:tr
ent t
o ca
-r.:e
te e
r-zt
rac:
u:".
r.: a
zzen
zanc
e ri
.,q-
i-r.
...r.
ents
and
:.;oa
thta
acke
.-s
and
oaf
t.
4. -
rr-r
tIN
.re:
tmt:o
ns:
A.
Pre-
z1,-
n, (
6 w
do-s
o.:
1.St
uden
t vd.
11 s
e.:-
Lie
irat
e in
all
assi
gr.e
d tr
aint
rzcr
.::/c
rM
etr4
=-.
3.
2.St
uden
t p4.
11. r
e?tI
rtus
sigr
.ed
Etta
.%-o
de c
lass
room
at l
e..s
t 2 .1
.1.y
s re
:w
e(h
.7:.r
.7; .
r4 a
ctiv
ities
to b
e w
orke
d az
z be
tuco
n te
ac:-
.er
and
=ce
nt%
S.C
.:_ (
1 w
eek)
1.St
uder
_ te
.11
be p
rese
nt f
or e
nure
cam
p pe
rir.
d.
2.-
14:3
1 be
cam
:see
r, r
e..d
a, v
ats?
.de
r.!
is b
ea'
z'n
r.r.
z...;
:nad
to r
.in.
le4v
ich
-f
szaf
-."7
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1 L
ry.
7..4
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c
2.
:ival
trat
7r.
.
1. S
tud.
= w
illto
.tI-
tasr
oom
toin
thei
r ev
erIn
*.in
r.a.
td:1
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r.7:
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LA
NT
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9 H
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1101
1401
203
01
liliQ
BA
E21
11TC:
High School Principals
FROM:
Mr. 3.P53400d.
Coordinators Camp learning Project
North
Leal Teacher
RE:
Migh School Immselors for the Camp learning Center
AA has as one of 5!..r crojects for this school year, the Comp learning Center,
Pilot Project Par! T.
involved in this experience will be between 1100 and 1300
sixth grade mils.
Cur purpose forwrtting to you at this tine is to extend to you and your students
en oppartuaity. for the, to participate in this program as counselors for these
sixth grader:.
The a.:tual pro gran for each emuselcr would involve 13 weeks. The first six weeks
would be spent .crking in the elassrooms with the children about twice a week.
There would be one week of camping and then six weeks post -camp evaluation.
We feel that your students can benefit end perhaps get credit from this type of
projett through your course in Independent Study.
If you are interested in this type of experience for your students, please contact
U3 at the Instructional Services Center, 761-5411, act. 226.
JFSAGC:bs
Raelosures: Camp .oehure, Tentative Schedule for Caw, Tentative Responsibilities
of Counselors, Counselor's Contract.
MO
ND
AY
APP
EN
DIX
C
ESA
A P
ILO
T P
RO
JEC
T -
- PA
RT
I
CA
MP
LE
AR
NIN
G C
EN
TE
R
CA
MP
SCH
ED
UL
E
FIFT
H S
ESS
ION
Mar
ch 1
1 --
Mar
ch 1
5, 1
974
8:30
--
9:00
9:00
10:3
010
:30
-- 1
1:00
a. b. c.
Loa
d B
uses
Tra
vel t
o C
amp
Ass
embl
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Mob
ley
Hal
l
Wel
com
eIn
trod
uctio
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abin
Ass
ignm
ents
1.St
urff
mts
2.T
each
ers
3.C
ouns
elor
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11:3
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12:
00M
ake
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s an
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npac
k12
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Lun
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usic
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red
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pbel
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our
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amp
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Ass
embl
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ISE
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6:00
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TU
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30
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Supp
erPr
actic
e fo
r St
unt N
ight
Mov
iePe
rson
al H
ygie
neL
ight
s O
ut
Rev
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Flag
Rai
sing
Bre
akfa
stC
lean
Cab
ins
and
Prep
are
for
Cla
sses
Aca
dem
ic C
lass
es
TE
AM
t --
GE
OR
GIA
PO
WE
R B
TR
LD
EV
G
STU
DY
OF
CE
ME
TE
RY
a.M
ath
b. L
angu
age
c.So
cial
Stu
dies
Sutto
n. C
raw
ford
Lon
g
1.R
ay C
osm
a2.
Mar
sha
Woo
d3.
Zcn
obia
Bro
wn
4.Jo
hn M
artin
TE
AM
II
-- B
ASE
ME
NT
OF
MO
BL
EY
HA
LL
STU
DY
OF
SOIL
AN
D W
AT
ER
Cra
wfo
rd L
ong.
Lak
ewoo
d.an
d C
hatta
hooc
hee
a.A
ssig
nmen
ts to
Aca
dem
ic T
eam
sa.
Wat
er T
estin
g1.
Art
hur
Cul
pepp
erb.
Org
aniz
atio
nal S
truc
ture
b.So
il T
estin
g2.
Em
ogen
e K
elly
c.So
il Pr
ofile
s3.
Loi
s L
enne
r
4:00
4:30
Dry
Run
of
Sche
dule
(A
cade
mic
)d.
Ang
ling
and
Cas
ting
4.R
on R
eed
a. T
en M
inut
es w
ith E
ach
Tea
mT
EA
M D
I --
BA
SEM
EN
T O
F D
ININ
G H
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L
4:00
5:00
BO
YS
Rec
reat
iona
l Act
iviti
esG
IRL
S
STU
DY
OF
TH
E F
OR
EST
Lyn
n M
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onsu
ltant
Cra
wfo
rd L
ong
Tou
ch F
ootb
all
Vol
leyb
all
a.N
atur
e T
rail
1.E
urie
Lin
dsey
Soft
ball
Tab
le T
enni
sb.
Roc
ks a
nd M
iner
als
2.E
mm
a C
ato
Bas
ketb
all
Kic
kbal
lc.
Tre
es a
nd P
lant
s3.
Mar
y M
iller
Bad
min
ton
Soft
ball
d.A
rts
and
Cra
fts
4.Pe
ggy
Swai
n
50 Y
ard
Das
h25
Yar
d D
ash
5.M
ike
McC
lure
440
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ay10
0 Y
ard
Das
h
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c
' CA
MP
SCH
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UL
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TU
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--
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12:0
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1:00
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ch1:
00 -
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nric
hmen
tW
edne
sday
Dou
glas
s H
igh
Scho
ol2:
00 -
-3:
30A
cade
mic
Cla
sses
3:30
--
4:30
Ref
lect
ions
and
Rei
nfor
cem
ent
...
a.H
igh
Scho
ol C
ouns
elor
s in
Cha
rge
b. C
abin
s or
Out
-of-
Doo
rs
4:30
--
6:00
Rec
reat
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l Act
iviti
es
a. S
ame
as o
n M
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6:00
7:00
Supp
er7:
009:
00M
ovie
s. D
ance
s. S
tunt
Nig
ht.
and
Chi
ldre
n T
heat
re G
roup
9:00
--
10:0
0Pe
rson
al H
ygie
ne10
:00
*--
Lig
hts
Out
.41
C-2
I
APP
EN
DIX
D
EX
AM
EN
SE
LE
CT
IVO
DE
LE
NG
UA
ESP
AN
OL
A(S
pani
sh L
angu
age
Plac
emen
t Tes
t)
Span
ish-
SE
xper
imen
tal E
ditio
n
IE
ste
exam
en c
onst
a de
50
preg
unta
s.C
onte
stol
as lo
mss
rapi
dopo
sibl
eiSi
no
sabe
Ia
rosp
uest
a a
una
preg
unta
. no
se d
eten
ga:
cont
inue
con
to p
regu
nta
sigu
ient
e.N
o es
crib
a ea
est
e cu
ader
no.
Esc
riba
en
Is ta
rjet
a es
peci
alpa
ra r
espu
esta
s. B
ap lo
s ej
empl
osco
n el
pro
feso
r.
Eje
mpl
os
Sele
ctio
n la
for
ma
maj
orpa
ra I
lena
r e1
esp
aclo
en
blan
co..
entr
e la
s do
s re
spue
stas
a c
ontin
uatio
n.
1.L
a ca
mis
a es
ti ro
ta. i
Nle
Is
pued
ea
PAR
TE
I.
Sele
ccio
ne is
for
ma
maj
or p
ara
Ileu
m e
l esp
aci,
enbl
anco
.en
tre
las
dos
resp
uest
as a
con
tIni
iaci
on.
3.L
a di
joto
do a
l mun
do.
A. d
elan
teB
. del
ante
de
4.D
a gu
sto
dorm
ir c
onde
bib
.
A. c
aban
as
S. S
e A. r
isa
S. S
ite A. n
iece
s
B. s
aban
as
s1 p
al*
en la
pel
uque
rla.
B. r
iza
en e
l sill
oS. n
o te
ndra
li ca
lor.
B. m
esas
7. N
o im
port
s qu
a el
Ileg
ado
tard
e.
A. h
ays
B. h
alla
S.ha
da b
ienh
erho
ra.
A. C
OSH
!B
. tot
erA
. el
B. l
aL
a re
spue
sta
mar
cada
A (
cose
r)as
Ia
corr
ects
.L
lano
el e
vade
-ju
nto
a is
tetr
a .4
en
la ta
rjet
a.9.
Est
a le
is e
s In
ds. P
aso
eats
es
aut
Sele
ccio
ne L
s *o
rnia
maj
or p
an I
lena
r el
espa
clo
en b
lanc
o.A
. mat
pea
rB
. pea
ren
tre
la.:
cuat
ro r
espu
esta
s a
cont
inua
cioi
i.
2.E
l feM
eni3
10 d
e el
hef
roe
es
A. l
a he
coe
B. l
a he
tioa
C. l
a he
roin
D. I
a he
rons
10. O
cupa
el
luge
r en
Is
clas
s.
A. v
eint
idoi
sB
. vig
esim
o se
gund
o
11. M
i plu
ms
as b
unts
. per
o is
suy
a es
qua
isM
a.L
a re
spue
sta
=sc
ads
C (
la h
eroi
na)
is is
cor
rect
s.L
iens
A. m
ajor
B. a
las
maj
or.
el e
spac
lo e
n bl
anco
junt
o a
Is le
t= C
in I
s ta
rjet
a.
NO
AB
RA
EL
=D
EM
O H
AST
A Q
UE
EL
PR
OFE
SOR
DIG
A.
"CO
MIE
NC
EN
.*
.;
12. E
l fem
enin
a de
el t
estla
o as
A. l
a tu
lipB
. In
test
ip
13. S
on lo
s qu
a ca
ntan
A. p
oor
B. p
ores
14.
lo q
ua p
ueda
.
A. A
rs'
B. H
are
1S. S
on lo
s qu
aba
blan
.
A. m
ajor
'sB
. maj
or
111.
Los
dat
es d
al h
iten
al c
amp°
ban
al&
est
e A
Oqu
a lo
s da
l aim
pas
ado.
A. m
anor
esB
. tos
s pa
quar
os
D-2
PAR
TE
11.
Sele
ccio
ne I
s fo
rma
maj
or p
ars
Han
n el
esp
aclo
en
blan
ou. c
ntrc
las
cuat
ro r
tspu
esta
s a
cont
inua
claz
.
17. V
i *so
aut
omoC
il ay
es p
orn
el p
rect
o no
me
A. s
atis
faci
o"D
. sat
isfi
zo
le. M
ocha
la e
scuo
lo.
C. s
atis
face
D. s
atiu
tech
o
cIrt
m a
utom
ovile
s es
taci
ona.
10-
Len
to a
A. b
ayC
. bab
ian
B. h
abia
D. h
ulge
ron
19. C
uand
o el
nig
° se
iba
a ac
osta
r. to
pad
re lo
20.
A. b
endi
cite
B. b
ondi
clo
A. s
eria
B. s
oy
21. T
u
C. b
endi
jo,
D. b
ende
cia
muy
fal
iz a
l tuv
iera
sal
ud.
veni
r
prom
etis
tos
D. p
rom
etis
te.
22. M
e gu
star
ia q
ua
A. c
upfe
raB
. arb
iter=
C.
D.
fuer
ase
re
a ve
rnos
.
C.
D.
prom
etio
spr
omet
t
todo
s en
la a
ils.
C. q
uepa
nD
. cup
iera
n
Part
e 11
1.Se
lecc
ione
la f
orm
a m
ajor
quo
indi
qua
cull
do la
scu
atro
res
pues
tas
maj
or d
efin
e la
pal
abra
sub
raya
da.
A. m
anda
r so
ldad
os e
n un
a gu
erra
D. c
onsi
dera
r m
ucha
s co
sas
en c
omun
23. N
o pu
de r
ecun
erat
to p
erdi
do.
C. c
onsi
dera
r m
ucha
s co
sas
una
par
una
.D
. act
uar
de je
fe e
n un
a ba
talla
A. v
olve
r a
cons
egui
r C
. ret
ener
de
nuev
oD
. pon
erse
llen
oD
. aum
enta
r Is
can
tidad
30. D
owel
de
la m
uert
e de
su
htjo
. per
mut
ela
casa
.24
. El h
ombr
e gr
abof
el m
enia
l..A
. dej
olla
cas
a pr
esta
daB
. &jo
sh c
asa
alqu
ilada
A. e
scri
bii
C. c
ambi
o:ls
cas
e pa
r ot
raB
. cam
bid
D. p
eard
io la
cas
t por
no
pode
r pa
ger
C. n
evi
2$. E
s pe
ligro
so g
aner
aliz
ar.
D. m
enos
cabo
f
23. I
s ci
ster
n se
que
do's
eca.
A. p
ozo
arte
sian
B. m
anan
tial s
ubte
rran
eoC
. dep
oisi
to d
e ag
ua li
oved
isa
D. c
uenc
a de
do
2$. L
OS
hom
bres
mer
odea
ban
vari
es W
as p
ot e
qual
sin
e.
A. v
acila
ban
B. m
enct
ipba
nC
. vak
,ab
aD
. 1.-
..usb
an m
ero
27. L
a va
ca e
s un
ani
mal
mam
ifer
o.
A. q
uo s
e al
imen
ta c
on !
eche
B. q
ua a
limen
ta s
us h
ijos
con
lech
eC
. qua
mam
a m
u tie
mpo
del
reg
ular
D. q
ua c
ome
con
apet
ito
2$. F
ue u
n *s
umo
alit°
qua
traj
o a
la a
sam
blea
.
A. s
ujet
o a
las
circ
unst
ancl
asB
. rep
enbn
o en
las
arcu
nata
ncla
sC
. esp
erad
o en
las
drcu
nsta
ncia
sD
. pla
nead
o pa
rs la
s ci
rcun
stan
das
D-3
PAR
TE
1Y
.
La
case
de
is f
amili
a R
eyes
qua
dsen
una
mon
tane
. Es
muy
from
. Dud
e al
it's.
vs
el m
ar.
Tam
biff
n se
ve
is d
udad
.A
llipa
solD
anie
l una
s va
cado
nes
con
su a
mig
o Pe
pe.
Dan
iel c
orrl
a a
caba
la to
do e
l dia
con
Pepe
. Des
pues
se
balia
ban.
Ent
once
s pa
saba
n la
=be
con
tand
oy
reco
ntan
docu
ento
s.D
anie
l dis
frut
o'ca
uche
sus
vac
acio
nes.
31. D
osdo
la c
asa
de lo
s re
yes
se v
an
A. u
n rt
o y
el m
arC
. un
cam
ino
y el
mar
B. l
a ci
udad
y e
l mar
D. u
n lo
goy
el m
ar
32. D
anie
l pas
o'un
as v
aene
lono
o en
cow
l do
A. s
u pr
ime
Pepe
C. s
u *b
eat,
el s
erer
Rey
esR
. sus
tas
los
Rey
es D
. su
amig
o Pe
pe
33. P
asab
an la
noc
he
A. b
aran
dose
C. c
onta
ndo
cuen
tos
B. c
anta
ndo
canc
icm
es D
. cor
rien
doa
caba
na
PAR
TS
Y.
Yo
*e'e
n :::
rem
. Cec
ilia.
Com
o lo
s se
cret
es n
o as
dice
s. tu
"lo
vas
a ad
ivin
er. ;
Es
una
aleg
re s
orpr
esal
Bue
na. C
biqu
l. ya
m=
a v
er I
s so
rpre
sa.
five
s es
te li
ndo
cfrb
ol?
El s
ecre
te e
stie
n el
trbe
l./S
abes
que
'es?
Se'e
l sec
rete
, Cbi
qui.
Hay
dos
rui
seno
res
en a
t arb
ol.
Est
Sn e
n el
sid
e. j
Que
ilind
os s
e ve
nt
El n
ide
es s
u ca
sa. L
Sab
es q
uien
hat
e el
nid
e?E
ste
es u
n nu
evo
secr
ete.
Para
win
o es
un
secr
et°.
Yo
se q
uo lo
s pa
jaro
s M
omsu
nid
e.T
raba
jan
y ba
cen
su n
ide
en e
l Abe
l.
-iS
abel
ccf
mo
nace
n lo
s pa
jari
tos?
L A
que
'n e
:o s
abes
?E
so s
i quo
es
una
sorp
resa
.
-Pa
ra m
lin°
lo e
s. C
btqu
i. &
soca
= n
acen
lob
paja
rito
s.Sn
eer*
de
los
buev
itos _
La
mam
a'cu
ida
los
beev
es.
El p
apal
cuid
a a
la m
ama'
.
34. E
l pri
mer
sec
rete
es
que
A.
B.
D.
hay
dos
ruts
eZor
es e
n us
nid
oba
y un
nid
o en
la c
asa
de la
s *A
laha
y do
s pa
lom
itas
en u
n nt
doha
y do
s ai
des
de p
ajar
os e
n el
air
bol
33. O
tra
sorp
resa
es
A. a
cme
los
p4ar
es c
uida
n a
sus
bijo
sB
. ctS
mo
nace
n lo
s pa
jari
tos
C. a
mm
o la
s pa
lom
as h
acen
su
nide
D. c
ome
nace
n la
s pa
lom
itas
36. E
l pap
a'cu
lda
A. l
os b
uevo
sB
. a to
mam
a°C
. a in
s na
rks
D. e
l Abe
l
PAR
TE
VI.
Un
dia
muy
nub
lado
nac
ieen
un
jard
in u
na e
xtra
na f
lor.
Su ta
llo e
ra f
uert
e. y
su
caro
ls m
uy g
rand
e. c
anto
un
disc
o.
Las
dem
asla
mir
aban
con
des
prec
io.
Ella
era
hum
ilde,
pes
ose
sen
tia tr
iste
,a1
vers
e de
spre
ciad
) po
r la
s ot
ras
gore
s./li
ngua
e. e
ra m
as in
feliz
en
el ja
rdin
. Mas
no
podi
a llo
rar.
Tod
os lo
s *f
limsi
es s
e re
(an
de I
s fo
r. Y
la d
espr
ecia
ban
dici
eltd
ole:
-No
to p
arec
esa
ning
una
otra
for
. Te
falta
gra
dsy A
qua
Itos
des
prec
ios
haci
an s
ufri
r a
la h
umU
de f
or. U
n di
am
iro'
al s
ot y
le d
ijo: -
Nec
esito
qua
haga
s el
mila
gro
do p
relta
rms
to I
uz.
No
guita
r° s
ufri
r y
verm
e de
spre
ciad
a pa
r.to
e.
$7. L
a ex
trai
ra n
or te
nd
A.
B.
C.
D.
tallo
gra
nde
y ca
rols
muy
fue
rte
tallo
Wer
t° y
cor
ola
gran
deta
llo c
omo
un d
isco
coro
la p
eque
la e
n fo
rma
de d
isco
3$. L
os a
nim
ales
des
prec
iaba
n ea
ts f
or. a
cid:
Wal
e qu
a
A. l
e fz
mita
bri
lIo
y gr
ads
Aun
lit e
l tal
lo g
rand
eC
. par
ecil
a ot
ras
flor
asD
. Nor
aba
muc
bo
38. L
a fo
r su
fria
muc
ho p
ar
A. a
n hu
mild
adB
. aqu
ello
s de
spre
clos
C. s
u la
ma%
)D
. an
tria
ls:a
D-3
PAR
TE
VII
.
Lea
cui
dado
som
ente
cad
a un
a de
las
sele
ctio
ns a
con
tinua
ciot
.la
s af
irm
acio
nes
inco
mpl
etas
y la
s pa
labr
as o
gru
pos
de p
alab
ras
qua
les
sigu
en.
Esc
oja
entr
e va
s la
s qu
e co
mpl
etes
cad
aaf
irm
acio
t con
may
or c
orre
ctio
ny
mar
que
el e
spad
o ju
nto
a la
letr
a co
rres
pond
ient
e en
Is
tarj
eta.
Prim
era
sele
ccio
n.-
Un
anci
ano
de c
alva
sie
n y
barb
a bl
anca
aso
:ncr
a Ia
pue
rta.
Sabr
e la
sie
ve d
e su
cab
elle
ra la
rga
y na
sare
ct tc
rala
baun
arco
de
Iuz
dora
da.
Su tu
nica
era
azu
l y b
orda
da d
e es
trel
las.
Pare
cia
el d
ela
de A
rabi
a en
las
nosh
esse
rena
s.E
l man
toer
a ro
jo. c
omo
el m
ar d
e E
gipt
o. Y
el b
aSul
o en
que
se
apoy
aba
era
de o
ro. f
lore
cido
en
lo a
lto c
on li
rios
bla
ncos
de
plat
a.A
I ve
rse
en s
u pr
esen
cia.
los
tree
roy
es s
e le
clin
arot
it.E
lam
ino
sonr
io'c
on I
a in
ocen
ciad
e un
y pe
rmiti
endo
les
Is e
ntra
da d
ijo c
on s
anta
alo
gria
:i P
asad
!
40. C
uand
o el
anc
iano
apa
reci
d
A. I
levi
ba u
n m
anta
azu
l bor
dado
de
estr
ella
sR
. ver
tia r
icam
ente
ves
tido
C. I
leva
ba u
na tt
inic
a pa
reci
da a
l mar
de
Egi
pto
par
su c
olor
roj
oD
. se
apoy
aba
en u
n ba
culo
pla
tead
o
41. E
l anc
iano
se
apoy
aba
en u
n ba
tulo
de
A. o
roB
. pla
taC
. Iuz
dor
ada
D. !
trio
s bl
anco
s
42. E
l anc
iano
de
calv
a si
en
A. t
embl
aba
cuan
do :I
SOM
( a
la p
uert
aR
. ron
do's
un
nfir
o co
n in
oeen
eia
C. p
erm
ithe
a lo
s R
eyes
que
pas
aran
D. s
e in
chno
'en
pres
enci
a de
los
Rey
es
43. E
l =cl
aw p
roba
blom
ento
art
A. o
n ric
o. p
orqu
etw
it de
n ca
bollo
oH
.un
esc
iavo
. por
qus
sein
clin
An
is p
rese
ncia
de
los
Rey
esC
. tn
min
er*.
por
que
Ilev
aba
un a
rco
de I
ns a
n Is
cabs
=D
. una
per
sona
impo
rtan
te. p
orqu
a lo
s R
eyes
se
incl
inar
on e
n su
pre
senc
ia
Cua
rta
En
Pana
ma.
Col
ombi
a y
en a
l nor
te d
o P.
m c
ram
una
pal
iner
ade
nom
inad
a ta
gua.
quo
da
unos
cro
ws
que
se a
sem
ejan
muc
h°al
mar
fil d
e lo
s co
lmill
os d
e el
efaa
te y
quo
son
util
izab
le*
enla
fab
rica
citr
n de
bot
ones
. oC
uand
o la
s nu
eces
de
mar
fft s
ere
cibe
n en
la a
bric
a. e
stan
pro
vist
as d
e un
a co
rtez
a su
ft-
cien
tem
ente
dur
a. c
apaz
de
resi
stir
al a
cero
. per
o se
abr
enfa
Cilm
ente
ai g
olpe
arla
s y
en s
u in
teri
or s
o en
cuen
tra
laal
men
dra.
Est
as a
lmen
dras
se
colo
can
en ta
mbo
res
gtra
torl
osqu
e la
s se
para
n do
la c
asca
ra. m
a's
tard
e se
cla
sifi
can
por
tam
ago
y so
ent
resa
can:
lueg
o va
n a
las
sier
ras
dond
e se
baco
n lo
s bo
tone
s de
l /ni
de°
de la
s al
men
dras
.
44.
En
Pana
mcr
ece
un 4
bol q
uo
A.
B.
C.
D.
tiene
col
mill
osse
llam
a al
men
dra
In d
ices
tagu
apr
oduc
e un
a co
rtez
a de
la c
oal s
eba
ton'
s
45. L
os f
ruto
s de
lata
gua
se a
sem
ejc:
.
A. a
l ace
roB
. a la
cor
teza
de
la p
alm
C. a
la c
asca
ra d
e nu
eces
D.
al m
arill
de
los
colm
illos
de
'Wan
ts
46.
Los
bot
ones
se
baco
nde
A.
la c
asca
ra d
e lo
s fr
utos
de
k ta
gua
B. l
a co
rtez
a de
las
alm
endr
asC
. las
alm
endr
as c
on a
u ci
rsca
raD
. el t
ack°
du
las
alm
endr
as
47.
Los
bot
ones
se
cort
an c
on
A.
B.
C.
D.
tam
bore
ssi
erra
sco
lmill
osgo
lpes
Qut
rod Sin
duda
qua
las
fies
tas
trad
icio
nale
s en
lus
pueb
los
pequ
eres
no p
asan
. com
o aq
ui' e
n la
s ci
udad
es. c
asi i
nadv
ertid
as.
tan
pron
to la
gen
ie b
ale
luer
a de
los
tem
plos
. cla
n ln
dici
os d
alre
goci
jo o
de
la tr
iste
za q
iile
s ca
usa
digu
na c
erem
onia
quo
acab
an d
e pr
esen
clar
.'fa
des
reve
lan
fran
ca y
sin
cera
men
te I
n.Sc
nlim
lent
os q
ue s
s do
min
an: y
sun
pro
cura
n, s
in e
sfue
rzo,
com
unic
arlo
s -
:os
dem
3's.
luna
r oc
o en
ello
s, u
nifo
rmar
su
man
era
s=pa
nsio
la.
De
aqui
'qu,
en
las
reun
ions
de
las
fam
llias
sea
fai
cil d
escu
brir
el e
spir
itu q
ue la
s in
spir
a.
No
suce
do I
a m
ism
o en
los
gran
des
cent
res
met
ropo
litan
sdo
nde
la p
obla
ciol
) es
man
es in
genu
a.to
do s
e pi
erde
yse
con
fund
e: a
qui a
s ne
ceaa
rio
quo
Ia f
uerz
a de
una
trad
idat
y lo
s us
es q
ua la
trad
icto
S ha
san
clon
ado
veng
an a
impr
imis
c.ar
atte
x a
las
fies
tas
del p
uebl
o.
III.
El t
utor
dic
e qu
e la
s fi
esta
s re
ligio
sas
que
no e
xige
nm
anif
esta
cion
es e
xter
iore
s
A. p
asan
inad
vert
idas
an
las
clud
ades
igua
l que
en
los
pueb
los
pequ
eria
sB
. no
pasa
n in
adve
rtid
as e
n la
s ci
udad
9s p
orqu
ela
s sa
ncio
na la
fue
rza
de la
trad
icio
nC
. no
pa%
an in
adve
rtid
as a
n to
pueb
los
pequ
eSos
porq
ue la
gen
ts r
evel
s su
s se
ntim
ient
os c
uand
osa
lede
los
tem
ples
D. p
aean
inad
vert
idas
en
los
pueb
los
pequ
elio
s po
rqus
en e
stos
todo
se
pier
de y
se
conf
unde
4$. D
ice
el a
utor
que
Ia
gent
s de
l pue
blo
pequ
elio
qua
sca
bsdo
pre
senc
.iaz
algu
na c
erem
onia
A. r
evel
s fr
anca
men
te lo
s se
ntim
ient
os q
ue I
s do
min
anB
. no
baco
esf
uorz
os p
ara
com
unic
ar s
us s
cntln
dent
osa
sus
vecl
nos
C. n
o do
mue
stre
inic
lativ
a, p
uss
Gap
ers
baile
r ec
ode
sus
sen
timie
ntos
en
los
parl
ddlc
os y
las
ravI
stas
de la
(A
ida
D. d
omin
a su
s se
ndad
ento
s al
sal
ly d
o lo
s U
mpi
re
D-7
6
50. E
l aut
os d
ice
quo
en la
s ci
udad
es la
sfi
esta
s no
son
igua
les
a la
s do
lus
pueb
los
puqu
cuos
por
que
A. i
s ge
nie
com
mie
s su
s se
ntim
ient
os a
lga
llsde
los
tem
ples
B. n
o es
ta'n
san
cion
adas
per
Is
trad
icio
ltC
. tod
o se
pie
rde
y se
con
fund
eD
. las
fam
ines
no
se r
aifn
en d
espu
es d
ela
cer
emon
iare
llgio
sa