ED 101582

AUTHORTITLE'

INSTITUTION

,SPONS'AGENCY104B DATENOTE

'EDRS PRICEDESCRIPTORS

DOCUMENT RESUME6.0

4I-006 662r

Sullivan, Richard E.Portuguese-English Title VII Program (Proviglence,Rhode Island, July 15, 1973).' Fiflal EvaluationReport., 6

Rhode 'Island Univ., Kingston. CurriculumfResearch andDevelopment Center.Providence Schobl Dept., R.r.15 Jui 731814p.

MF-$0.76 HC-$9.51 PLUS POSTAGE*Bilingual Education; Curriculum Development;*English (Second Language) ; Evaluation Methods;Instructional Staff; *Language /nstrAction;Management; *,Portuguete; Program Attitudes; ProgramDescriptions;'*Program Evaluation; Second LanguageLearning; Student Attitudes; Teacher DevelopedMatetials; Team Teachin4;Testing

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IDENTIFIERS Eledeutary Secondary Education Act Titlek-VII;:ESEA.titleOV/I

ABTRACT

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This report .is the last in a. series on the four-yearProvidence Bilingual Project at Fox Point School. The evaluation isprovided by the Curriculum Research and Development Center,University of Rhode Island, and follows guidelines established by theOffice of Education'. Part 1 deals with instructional evaluation. Theproject objective, the mastery of both English and'Poitdguesespeaking, listening, teading,,and writing skills by all students, isstated, followed by a Vesgription of the ethnic background of theparticipants. Pretesting and postctesting procedures are described aswell as their results. A %test- of, self-concepts and attitudes' showedgenerally positive attitudes. PrOcess evaluation produced changessuch as articulation of itermediate objectives and the implementationof a kindergarten program. These changes are dealt with in thesection on instructional recommendations. A eacheripurvey focused onteam' teaching and Portuguese curriculum needh. A sedtion on staffdevelopment discusses the use of the Brown University inserviceprogram and the Rhode Island College Portuguese Curriculum MaterialsCenter. Part 2 management evaluation, deals'with planning andoperating the project, its iWpact on the participants, objectives forthe cuirent year, vnagement, and bi-weekly reports. A parentquestionnaire indicates positive, attitudes toward the program. Thereport is fully illustrated with tables and appendixes. (AM)

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CURRICULUM RESEARCH AND DEVELOPMENT CENTER,/NIVERSITY OF RHODE IShAND, KINGSTON, RHODE ISLAND 02831.

Phone 792-2824 : 792.2922 789-8965 789.8975

DIRECTOR, THOMAS R. 10173ULLO, Ph.D.

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CHAIRMAN, DEPARTMENT OF EDUCATION ROBERT W. MACMILLAN, Ph.D.

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FINAL EVALUATION REPORT

Portuguese-Englith Title VII Program 1972-73

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Providence, Rhode.Island

July 15, 1973

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U S DEPARTMENT OF HEALTH.EDUCATION &WELFARE

4NATIONIU. INSTITUTE OFEDUCATION

THIS DoCuApENT HAS BEEN REPRODUCED ExAtTLY A$ RECEIVED FROMTHE PERSON OR ORGANIZATION oRiolATING it poINTS OF viEw OP opiNioNSSTATED DO Nor NECESSARILY REPR.ESENT OTF iC.AL NATIONAL INSTITUTE orEpucATioNPOSITION OP POLICY

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This report was prepared by the Curriculum Research and'DevelopmentCenter o the University of Rhode Island under a contract with the

-Provide e School Department and Is principally the work ofDr. Richard E. Sullivan .

*when R. Deurse.h, M.A.; The,Idare M. Kellogg, Ph.D.: Marcia R. Flugstud, Ph14. John V. Long, Ph.D.1

W. Lynn McKinney, Ph.D.1 Nancy Rioter, B.S.: Jerome A. Schaffrok Ph.D.,

Richard E. Sullivan, Ph. David L. Vigneau, M.A.

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TABLE Of.CON1k4TS.

.

Instrutional Eva uation-,

Introduction. ... .

Role of CRDC

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Description of thkProgram A. 12

Participants in the 'Program 3

'Data Collectiovand Results 4

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s' i ..e......^ OOOO . to. 5. . p V.

Aurphy-purrell Reldjng Readines4'Test 13 .

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. CooPer-McGuire Testigg. 7 18.i ..

c Concept tudei 20'.

Self- and Aft

, . .

Process.tvaluation'... .. - .. ' OOO OOOOO . . ... 4 23 41.4 .. .w

InstrUctional RecomMentisons 25'..,

.. .. . .. . , .

Teacher Survey. ,,. , OOOOO , 27'

4.4 .

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Curriculum Development,': ,, OOOOOOO .27.,

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StaffDevelopmerit . . 1.' .* ,

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-4-a.:,1.

Management Evaluation - a

t, I .

Management Components O rrative O

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,Patent Questionnaire

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General Impact on Participating Groups.

1972 -73. Management -Objectives O ; OO .'

Manage:mitt Recommendations. , :.. . 5 6, .',

Management Monitoring Matrix

Project Activity Report

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7. 3

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... . . . . . . -53 ,

. ... . . . . 56.

67_

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TAKE OF CONTENTS '(continued'

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Appendix A - S4b,e lt-Concept and .Attitude InOentories

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Appendix B - Pre and Posttest ResUlts for. the Cooper-McGuire

Appendik_ - Bilingual. Newspaper

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AiPandix 'Evaluation of 1972 Summer Institute.7

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Introduction t. # 4.

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This is the Jast in. a series of reports dealing with the 1972-73.,o' v

Providence Bilingual Education Project.: Funded under Title VII of.

the Elementary and Secondary Education -Act of i965, as amended, this:4

was the fourth year of operation for .this project.'. . .

The'CurriculuM Retearch and Development Center, University of4 ,

Rhode Island (CRDC-UgI, entered.irto a contractual.reationship with

the project to provide formative and summative instructional.evalmation

services as well as the monitoring and evaluation of a number of

ancillary activities.

0

Role, of CRDC.

The'CRDC'has provided services to the Providence Title VtI project

since the Summer of 1969. The .eValuation guidelines. established by the. 1

-Office of 'Education for TitleVII programs have been followed. ,These.

A.

guidelines specified both process and product instructional evaluation p.

.

avuell as indentifying the components of community involvement, staff

development and curriculum development a4 areas to which evaluation

activities were to be addressed.t

Each of these areas has been addressed in both Interim and Final

Evaluation Reports'- the former emphasizing proteis and the lattero

product evaluation.

The comprehensive nature ofTitle VII program fialuations requires

continuous interaction among progranstaff and the evaluator. The CRDC

has provided, as part,of the contractuairesponsibility, one day a

wiek,on-site, engaged in primarily process monitoring of the various,

components. During the 1972-73 program year, the evaluator assumed

'primary responsibility for implementing the testing schedule. ,

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Description of the .Program)

The Providence Bilingual Project has been housed, since itsV.

'inception at the Fox Ppint School. The school provides educational

services for a district in Providence n which &number:Of'

Portuguese-speaking people .have lived for.many'years. The immigration

quota changes which occurred during the 1960's resulted in an, influx

of Portugueswspeakers from mainland Portugar,_the Azores and the

cape Verde Islands.

4ta'

In'addition to 'the second and third generation.Luso-Amerizans and, .

. . .

.

the1newly-arriVed immigrant, the'district also contains'within its

4.b0Undaries numbers-of faculty and students from nearby academic

institutions..

I

The Bilingual program it the Fox Point School has as a comprehensive,

long-term objective, mastery of speaking,i0istening, reading and nriting

skills in both Portuguese and English for all mtudents. Duriug.the

1969-70 school year, the:program clealt with childmin in grades one and

two. Each year, a grade has been added so that the children in the

.

program have continued to participate. Auring.the 1972773 program year,

ter classrooms were involA40 - a Portuguese-dominant and an English-

dominant roomfor grades one through'five. The children receive varying .0

Mounts of instructional time in second Tanguage depending upon grade.. 4

Each class 'Was staffed by, a teacher and an aide. Al of the

'instructional aides were fluent iri Portuguese as'were all of the

Portuguese-dominant teachers. (All of the English-dominant teachers,

had professional certifications; this fourth year, several of the

Portuguese-dominanz teachers had emergency certification' and were

working toward professional certification.) The project was.a1so

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siaitid with a curriculum writer/coordinater and a project director.'

The former person. spent. the majority of his time working with the'

program teachers in the development of cerricola materials 4n

Portuguese.9

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Participants in the Program

'The'majority of Portuguese in the Fox Point area come from the.

Azores. 'As can, seen from Table 1, all students in the 'Portuguese-

dominant classrooms, fiye exceptions,- wene born outside the. 7.

cqntinental'United St US. Twenty -two children in the English-

dominant. classrooms re borWoutside.of the continental United States.

A nuMber of English- minant students have pewits born outside the.

. .

continental United States. Students have4een '6signed to first grade

-classes on the basis of teacher evaluation of proficiency in English.

The rationale for assessing.proficiency in English has been the fact

that research has indicated that children who lack fluency of age /grade:

Mrs tr,,their, native language will, have difficulty in learning

a second language successfully. Umnlibd with this linguistic rationale

has been the'educational/administrative philosophy that 'children

manifesting a significant language departure from the average.

developmental level for their age peed to spend all the available time

in acquiring the experiences and:skills for success with their native

language..

Conceived as a federal education activity havilg a developmental

program philosophy, the Title VII mandate embra4s a multitude of

dimensions in attempting to identify and exolole.e significant questions

in areas which ,until very recently, were virtually unexplored.

Tab

le 1

- B

irthp

lace

Cla

ssro

om

Gra

de I

-D

om

Gra

de 1

Eng

,' D

om,

Gra

de .2

- P

ort,D

om

Gra

de 2

- E

ng D

om,

Gra

de 3

-P

ort,

Dom

,

Gra

de 3

Eng

, Oom

,

Gra

de 4

- P

ort.

Dor

n,-

1

-Gra

d4

- E

ng;'D

om,

Gra

de 5

- P

or

Gra

de 5

- E

ng D

om,

Stu

dent

0 NL

317

1-.

242

1

14

a

18. .,

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ON

20'

2 -l2.

-2

N

Vat

her

Mother

4/1

<

c,1."a

Oa

WW

I,

>'

.Z

.4.

)S

W 1

S.

41S.

rVI

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CI.

C..,

et=

. 0.

ea, 041

1`.

-3

20

715

°=

11 OD

:410 .1

3-

-19 7 P 18

-:

3

3-

415

56

512

,15

47

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D

3'21

110

10.

3-e

, -

Oa

11 10.

-13 12

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4

20

7

518

OD

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Data. Collection. and Results

The procedures utilized for pretest data collection were.detailed

in the Interim Report. testing schedule,,as pteehted in the-,

Final Evaluation Design, was modified soMewhatfor,the following.

reasons : re

1) The schedule was implemented approximately 12 dayslate because of extensive testing in the buildingbeing conducted as part of the Title I program andthe Rhode Island.State Testing Program.

2), The desire to gather information relating to the.

performarce of the Portuguese-dominanta:childrenon the California Achievement Series,'the.tinstruments choten to replace the Gates-MacGinitieSeries for the 1973-74 probram year in grades 4-6.

The latter modification resulted in the use of the California

Achievement Series with the fourth grade Portuguese-dominant class.

A number of chpdren in this class were also tested with the

appropriate instructional level form Of the Gates-MacGinitie Readtng

Test. This procedure will be detailed later in thereport.

Table 2 contains. the results.of pre and posttesting. .Both first grades,

and the Portuguese- dominant second grade we pretested in their entirety with.

the Murphy-Durrell Reading Realiness Test. This Ociiionwaebased upon, the in-

1r A

structional level obtained from the'lotel Word Recognition Test. Children 1

in other grades were tested with this instrument if they scored a the readi-

ness level on the Botel. buring the'year all of the 'first grade English -dom-

inant children and a number of children in other grades progressed to, the first

grade reading level and were posttested with Form A of the Gates-McGInitie Read-.

ing Tests. These results are indicated by an asterisk. The average achievement

of in Grade 1 places them above the 50th percentile in both vo-.

cabulary and comprehension. The 50th percentile is that achievement level

reached by the average.reA0making satisfactory progras.

Table 3 contiajnythe,average yainmade on the various forms of the Gates

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'Table 2

Pretest and Posttest Mean'Graae Equivalent Scores, Gates-MacGinitieRea0ing Tests,. California Achievement. Serial'(Grade 4 only) , FoxPointIlementary School, 197

Grade 1

2221iguominant

Test Vocab. .Cqmp. .

Level .N -.15707- PostSIM

A* 15 . 2;4'"ft-i memr

2/3

Grade 2 , 01

t4

English Dominant

lestLevel

IM

Vocab.Pre---T-Fost

I

A* 2.9 3.,3

2.B *I 3.1

al IND

',4.1 6.1

2".3

4.*

Grade 3

English Dominant Portuguese Dominant

Test Vocab. gEiRL Test . Vocab. cojauLevet N -Pre Post -Level N Pre Past Pre Post

A

C

$222zPte Post

2.5 3.5

2.5 3.2.

6.1 5.6

2.2

kommINMO

D

2' 247 3.1 '2..J .43.3 A 2 2.6 ;3.0. 2.7

5 . 3.0 4.0 2.8 3.3 B 4 2.2 3.3 2%0

.5 3.8 .4:7 3.9 4.5 C 3 2.9 3.8 4,4.

1 5.3. 5.2 6.3.

6

3.3

43.8"

2.3

'These students were pretested with the Murphy-Durrell Reading Test. Duringthe year, they progressed to the first grade reading level' for which Form Aof the Gates-MacGinitie was appropriate.

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Table 2 (continued)

0 Grade 4

English Dominant putuguese Dominant,

-Test /ocab.' . Comp. Test Voc,Iro. n L._Level N. IfFr"--Fost -Pre Post Level N PR7--Vost PrePost

..." . . .

!B .3 3.4 3.8 (i 3.1 3.9 B 03 1.9 3.2. 2.1 3.1

.0 '6 2.5 :3.6 2:5 4.0 CaliforniaAchievement

D 12 5.3 6.5 5.4 6.1. .eries,N=10. 2.2 2.9 2.5 . 3.6

Grade 5

English Dominant,

Portuguese Dominant

Test. Vocab. ginLI. Test A Vocab. g2Mr.Level' PR---Vost Pre Post Level N PR---Pbst Pre Tost=11. .,

1

C 14 :2.7 3.^ .5 4:2. C 7

10 6.4 7.4 6.6i27.21" D 5,

<1:

2.4

4.1

2:4 1:9 . 1.9

3.0 2.4 2.8

4.8 4.6 5.9

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Table 3

Gains by Grade and Language Dominance on the Approbriate instructionalLevels of the GatesMacGinitie Reading Tests, Fox Pbint ElementarySchool, 1973

Grade 2

aiglish Dominant

Test Gain in MonthsLevel N Vocab. . Comp.,

10.0A' 3 4.0'

.

8 2 9.0

1 20.0

7.0

5.0

I

TestLevel

A

B

C

Grade 3,,f

English Dominant , Portugive Dominant

N

,

Gain in Months TestLevel

Gain in MonthsVia6. _comp. N Vocab. IpCo._

.

2 4,0 10.0 A ,2 4 -6 V.

5 -9.5 5.5 B 4 _---11.5- 17

5 9.5 6.5 3 9 7.5

Grade 4

rgglish Dominant Portuguese Dominant

Test

Level N

Gain in Months TestLevel. N

Gain in MonthsVocab. Comp., Vocab. Comp.

,

B 3 ,4.0 8.0 8 3 12.0 9.0

C '6 10.5 14.0' . CaliforniaAchievement

D 12 11.0 8.0 Series N=10 6.0 10.0

12

:fable 3 (continued)

'Test

Level

Grade 5_

Englishicginant Portuguese Dominant

N

G in. in Months JestLevel N

Gain in MonthsYom_

)

om

B. 1 8.0.

14 11.0 v 6.,5 6.0 4.0'

10 8.5 6.5, 7.5 12.0

WO°

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McGinitie. _This information'was placed in.a separate table primarily because

the method of.cOmpution'utifized might cause confusion if-the results were

: 4 -

placed.along'side the mean grade equivalent found in Table 2.

Gains,mere,determined for each student by subtracting the pretest from

-10

the posttest score. These were then averaged to 'obtain the mean gain for each

form.p.

Table 4 contains the average gain within grade and for all grades com-

Wed. While this gross measure has some value'in describing the general

pattern of progress in the areas of Vocabulary:4nd Comprehension; Tables 2,

and 3 provide data mare meaningful for determining the specificnature of

change for the various reading levels:within each grade. .Form0k, B, C andIA

correspond to readjng grade levels of 1, 2,.3 and'4, respectively. It is.

also important .to note the number of students for whom scores -were available

'on a Articular test. Gains based upon a larger numbei- are more meaningful

from an evaluation standpoint than those 'based upon one or two students.v V

The overall pattern of change indirates that gains for all grades

clustered around the average gains made by children across the country whO.

are progressing satisfactorily. This observation has even greater signifi-.

cance in light of the following:

1. Teachers reported that approximately 2025 days were devot'd

to tekting over and above the testing schedule f6r previous

years,\ Thii is equal to approximately one month of inntruction.

2. The children participating in the program receive instruction

"in two languages; howEver, the school day'is no longer than in

Iany other school in the system.

The overall satisfacto -Progress would tend to support the-theory underlying

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the bilingual cone p namely the transfer of language skills from the first

or native language to the second or school-acquired language. By grade 3, the

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Table 4t

Mean Gain Expresied in Grade Equivalent Scores ,Within Grades;Mean Gain for All Grades, Fox Point Elementary' School, 1973

. .zi .

English Dominant Portuguese Dominant.

Grade Vodabulary Comprehension ,Vocabulary Compreheniion6 {

2, 11.0 mo..-:(

7.3 mo;,.if

3 7.8 mo. 8.3 nib. 1.2 mo.

4 J3.3 mo. 10.0 lob.. 9.0 Mo. //,

9;8 mo.. 6:5 mo. 8.1 mo.

Mean Gain All.Grades Combined

-1,00bulary Comprehension Vocabulary

9.2 mo. 8.0 mo. 'OA mo.

10.2 mo,,

8.0 mo.

9.2 mo.

.

Comprehension

9.2 mo.

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range of reading ability, between Engltshdominant and Portuguese-dominant

children has decreased' markedly,over grades 1 and 2. This Js'not to say that

all students are reading on grade level. The data suggests that In grades.

4 and 5 a number of children are reading below'grade level. They dop.howey'er,

. have higher average-tomOrehension scores' than vocabulary scores again sag -'

gesting the language transfer theory as it relates to specific comprehension'

skills. he acquisition, of vocabulary is not as influenced according to the

theory.- Increasing the emphasis upon English vocabulary acquisition should.,

result in greater comprehension of both.oral and written material. A recom-

Ineitatio&-was made In an earlier report. to introduce sight vocabulary words

into the first grade otal Reading Program. This was done.during the past

Spring and should be ntinued as part of the second grade inst...uctional

program for the Portuguese-domiant children.

The 6.5 month' Comprehension gain-f& grade 5 can he explained by

the fact that a'number of, students had pretest scores at the upper

end of the scale where a Change of one or two correct can have a'

greater influence on the grade equivalint than, do scores near the

cluster near the fiddle of the scale. Several of these students

who had posttest scores several Wks lower, resulted in a

sizeable change, in grade equivalent scores.

The California'Achievement Series, subtests Vocabulary and Comprehension,

is, in the opinion of this wri ter, a soMewhat more difficult instrument thah

the Gates-McGinitielespciallit.for grades 1-3. This instrument, was selected

because it doeS not emphasize speed as much as others including the Gates.

This factor tends to result in greater accuracy if the student is made aware

of the fact that he need not hurry.

IC

Murphy-Darrell Bgiding_Readiness Test.

Portugueserdominant children in grades 1 and 2 were administered the Murphy

Duirellleading Readiness Test. This instrument has been used for several.

years with success, in hese classes. ,:he results of pre and posttesting are

found in Table 5. The matrix allows for the-simultaneous display of pre and

posttestrhg which this writer has found effective with criterion-referenced

instruments. Both pre and posttest-scores were grouped into quintiles (0-20%

success, ....8J r,100 %. suttcess). Entries to the right of the diagonal indicatea .r

gain; those to the Left inlicate a decrease in score. from pretest to posttest.

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Table 5. _ .

Pre-Post Results of Murphy-Durrell Readiness Test Expressed in WintilsRepresenting Levels of Mastery, Fox Point Elementary School, 1973

Portuguese Dominant drade 1

. 0 Phonemes I' Potttest .

0-20% 21-40% 41-60% -61-80% '81-100

0-20%

21-40%

41-60%

. 1

.61-80%

81-100

0-20%.

21-40%

Pretest 41-60%

61-80%

81-100

1

.\.

-Phonemes II Posttest

0 -20% 21-40% :41-60% 61-80%. 81 -100%

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Portuguese Dominant Grade 1

Letter NaMes I Posttest

. 0-26% 21-40% 41-60Y 61-80%

4

21-40%

.Pretest. 4-60%, 0

r..

r.

F1-80%

81 -100

0-20%

w

21-40%

[7;

0-20%

Pretest

r.

41-60%

61-80%

81 -100

.

Letterliames II ,:- Posttett

0-20% 21-46% 41-60%, 61-80% 81-10

Portugueie Dominant Grade 2

. Phonemes I Posttest

0-20% 21-40% 41-60% '61-80% 81 -100%

,Pretest 4. 41 -60%

-20%

21 -40%

Pretest 41-60%

'61-80%

81-100

0-20%

Phonemes II' Posttett .

21-40% 41-60% 61-80% 81-100%

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s.

0-20%

21-40%

Pretest 41 -60%

r.

EPritest

C

61-80%

Portuguese Dominant

Letter Names

0-2 % 21-40% 41-60%

Grade 2

Posttest

61-80% 81-100%

81-1002

0-20%

21-40%

41-60%

,4

20

61-80%

81-100

Letter Names II Posttest

040% 21-40% -41-60% 61-80% 81-100%

0

-17

For example, in the Portuguese Dominant first grade class, 9 children

met with 41-60% success on the-Phonemes I pretest/and 81-100% success on the

r posttest. On the Phonemes II pretest, child et ,with 21-40% success on

06 pretest and 21-40% success on the .posttes . fhe,greatest positive changes

occur '1'n the upper right hand corner; the ear atest oegative changes in the

lower left hand::

The results for grade esuggest majority -Of children had mas-

tered the skills being measured upon entry and that the instruments, 4 be

apprdpriate. The instructionalchanges instituted during'the 1971-72 program

yeai- in the, Grade one reading program have, in part, contributed to the gen-;

erallerhight scores, according 'to' the. teachers involved. Adother factor

is fegiliarity with the instrument. The,students were exposed to the,instru-

ment,two times in grade 1 prior to'pretesting in grade 2. It is not possible

at this time to separate quanti. tadvely-the.effects of familiarity and the im-

pact of the modified first grade instructional program. During pretesting in

the Fall of 1473', an attempt will be made to assesi civantitatively the dif-.

,

leferential effects of practice and the Total Reading program as reflected in

,

the.phonemes and letter name skill areas.

With four exceptions, ali children in the Portuguese-domfhant first grade

achieved 80% success on the four subtests at,the time

Total Reading program is almost exclusively a phonics

reading and the results for Phonemes band II reflect

Cooper-McGuire Diagnostic Word Analysis Tests

4These criterion-referenced instruments were first used in the,1971-12

program year. This-writer had discussed their use at length with the authors

as well as project staff and a decision was made to introduce them in the

Spring of 1972. The instruments were developed originally for usecin staff

of posttesting. The

Ipproachlto beginningt

this orientation.mr

development programs, as being part,of a professionI1 development

instructional package. In Mardi of 1971, the instruments became:.

available for use. and tit's Writer condue4 brief in-service with

the Title VII teachers which served to orient theteaders*to the

use of the instrummitc,

T The instruments may be used in individualized reading programk,

or in the more traigtionl group-reading organization. The

orientation of the reading program in thC.Fox Point Bilingual Program

has been small grout, basil With some supplemeritation,with. other.,

texts, The instruments provide.in assetsment of specific work-analysis

skills. Each instrument is pAgOiO4 behavioral objective and the

:.:.objedt4ves are arranged in a hierarthy of difficulty aralling the

introduction Of skills in most basal sera es,. The. rationale. underlyi.ng

mastery of thesn-rOeoute'objectives is at success with these

skills will be reflected in the comprehensive end-of-program achieve-

ment. The Cooper-Mcpuire Tests should be considered as providing .a

-measurer of skills mastery;, -the comprehensive achievement tests require

the application of these skills in new situations.

The objectives selected. for each child are a'function of his

; reading instructional level. If a child met the criterion of 80%

u'mastery on the pretest, the child moved on to another skill area

and was given another pretest. jRather than include each objective

in this narrative, they are reproduced ire full in the Appendix.

Those children who-did not reach'`he mastery level at the time of

posttesting will begin with these skills in September. The fact that

some children did not achieve the,80% criterion level does not mean that

Ihe-objecqve was not met. With-several exceptions, posttest scores were

higher t' an pretest scopes, .indicating 'that those children made progress

.1n the kill areas.23 BEST COPY AVAILABli

U

-I

Self- Concept anclittikidesBEST COPY AVAILABLE

a

An abundance of literature, both theoreti and research in nature.,

indicates that a healthy "self-concept and lic.,sitive 4titudes4 are netes-..14 4

sary if children are to profit from the' cognitive and sbcio-Pmotloral. ,

prricaces provided by the. schools as a societal °mandate.

A great deal has also been written suggesting that the schobis gave not.

been particularly sensi tive to the needs. of children whose culture and/or

language differs fium the Middle-class patterns. This lackof sensitivity,

it has been suggested,, has resulted in a generaliied alienation to school for

e0

ThelFox Point bilingual program has had objective dealing with self

concept' since ',.he first year Of operation. During the past program year, a

4foponnat known as the Faces inArutiient was utilized with two sets of items=

grades,1 and 2 received 15 items dealing with self And school; grades 3,4 and--,

5 were asked to restiond''to22 items dealing with self, school and reading. .

The instruments were administered in the classroom to children in groups,

of 3 or 4 by the instructional aide., Table 6 contains, in summary forin,

percentages ,pre and pott of positive, negative; and, in some cases, neutral

responses. -Samples of the items and, answer format are found in the Appendix.

The percentages of positive responses increased in all cases from pre to

posttesting.

Children who had high positive scores on the pretest showed very little

change overall,./

o negative scores

Children who had lower positive and, therefore, higher

on the pretest, increased the number of positive resportses

resulting in the higher posttest scores for each class. The results sugfiest

that the majority of children in the program have positive, quite stable, self-

concept and attitudes toward school. leis important in an' on-going program

addre ,ssing self-concept id attitudes that once change is made,' it be

24

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maintained, During the 1973-74 program year attention will be directed

to monitoring those children who showed substantial changes in order

that any regression be identified and steps taken to eliminate it.

#

rfr a

4.

11 PROCESS EVALUATION

As in past project:years,. the Project Director Assumed a'portion of

the responsibility for process evaluation in keeping within his functions

as an adminiitrator in the Providence School System..

In addition, process evaluation responsibilities have been assumed

by ProfdsTor Nelson Vieira of Brown University.. During the 1971-72 pro-

ject'year,,the evaluator became involved in monitoring aspects, of the in-

`structional process.

During the 1971-72 program year; the evaluator introduced the Cooi.,er-

McGuire oporoute objectives and accompanying tests as,in an effort to assess

a number of implicit process objectives that had not been articulated..

Several changes have resulted from the process monitoring: These

included, for tr,e 1972-73 year, minor adjustments in the amount Ord= for

tho English language.portion of the program, 'an increase inthe amount

sight vocabulary int "oduced at the primary levell;, and a re- examination, of

some of th: Functions o.f the instructional.

or

During the 1972-73year, the process monitoring emphasized the.plan-

,ning phase of\the sixth, year of operation as well as the various un-going1

instructional components especially English: instruction. This function

was impleMiented through the_ use of classroom observation, formil,ffeetings

with the teachert,and formal meetingi with the English curriculumrwriter.

Each of those having responsibility for process monitoring utilizes

.a different scheme for monitor'ag. Professor Vieira utilizes Poiitzer's

''performance Criteria fat the Foreign Language Teacher;' Mr. Piccirjlli,

Project Director, utilizes guidelines set downby the Providence School -----

Department and the evaluator,,in.dealing with instructional process, AO-

lizes the intermediate objectives when stated as wellaattempting to de-

termine the nature and extent of intermediatb objectives when not stated.

2t1r

23

4

As `stated in. earl ier'reports , the I ack of irliermedite objeCti yes i n some

areas has been a perceived weakness of the project. Since-that obse'rvation

was made last year, efforts by projecmanagementhave beran directed to thisR

area. One of the in the responsibilities of the instructional

24

I f

has seen on the increased amount of time devoted to individual and ad hoc.......r... ........

small group instruction.

0

All classes utilize formal grouping 'procedures for reading and language

arts and children having difficulty with specific tasks are assisted by. the.

aides. They, have`demonstrated increased competence with this task as a

result of having participated in the krown Universityin-service program.

Worts should continue during the 1973-14 program year tcarticul ate

intermediate or .on-route objecti ves andftto rel ate these to a time line. A4,

record- °eaping system similar to that implemented with the Cooper-McGuire

intermediate bbjectives yould assist in organizing for the teacher,i and ,

for project tanag9ment.

A th 4

C1

0

0

.5

28

TJ

0

a

INSTRUCTIONAL RECOMMENDATIONS

The recommendations which follow are, based upon the evaluator's forma-

V.% as well as sumrlative, evaluation actiVities. A number of these have

been discussed with appropriate staff members and the Project Dtrector

4during the year..

to' A portion of the 1973-74-Brown University in- service program

should be devoted to- the articulation of process .objectives in arithmetic

and language arts, excluding reading. The final phase of the sixth year.7

program development should include, the articulatiwn of process objectives

in social.studies. 1

2. The amount of time deyoted to vocabulary, development should be,

examined,.at each reading instructional level. A portion of the .time.ap-.

pointed to reading each week should be devoted to this activity'. It is

suggested that all children. have mastery Of the'Dolch 220 Service Words

and 90 Common Nouns no later than the end of the second year of the pro-.

gram.

3. The project should continue to consider ways to further indivi-

duaize the instructional-program. for students and institute more team .

planning/teaching: As curriculum materials become more plentiful, especf

sally in PoAuese, the transition to "open" education can be more easily

facilitated.

4. A clerical person should be available to assist with materials

development. Much of the time spent in developing instructional materials

and making them. available is deyoted to prodlaction acttvities 9 the super-

vision of which could be a part of the responsibility of the .curriculum

writers.

S. The duties and responsibilities df the curriculum writers should

be more clearly defined. Production tnivities and graphics could better

be handled by a clerk.n S

6. The project management'lhduld develop a kindergarten component

to be implemented during the 1974-75 year.--19 The program could be conceived

as A school-wide bilingual ifrograth serving all bf the eligible children:in

the district. From a langyage development standpoint, the earlier inter-

.vention of'the bilingual concept has considerable.research support. In

addition, the kinde'rgarted year would all9w fora screening period to

identify more effectively.those children,. both Portuguese and English-.

dominant, whose verbal abilities are such that all,of the availalbe in-

structional time be ,devotedoto English instruction.

.26

TEACHER SURVEY

A questionnaire' was given to each teacher in the- program in an effort

to assess teacher percap4jons of program areas toward whiCh'iattention might

be given .during the 1973-74 program year. Table 7 contains the results of

this. questionnaire. The areas of major concern included team planning /teach-

ing and the need for more curriculut mateilals in Portuguese. Specifically,

three teachers stated that the numbe one need was for a curricultr, writer

do Portuguese. 44

Curriculum bkvelopment. The project employed a full-time curriculum writer

duringing the 1971-72 program year.. This person. 1efi the prograni to accept

a directorship in another. community. A considerable amount of inaterial..was

develped during the 1971-72 year and utilized during. the 1972 -73 year. In:the

-197243 program year, 2 one -half time curriculum writers were employed by ,

the project.-ones fluent in Portuguese, worked .closely with the Portuguese

classroom teachers. Because of health problems, she was not able to be in

attendance

teachers.

specialist

lar basts.

every day and could not provide all the services desired by the

The second one-half time curriculum writer was iTtrained reading,9

who provided classroom services formey not avaiTable on a regu-

In addition, she worked closely with the language consultant,

Professor Nelson Vierra, in assuming some of the lay-to-day responsibilities

in the Portuguese curriculum area. SaMples" of materials developed by the

consultant and curriculum writer appear in the Appendix. This evaluator

spoke with several of the teachers regarding the need for the Portuguese

curriculum writer 'and determined that more reading materials geared to

. -specific ski 11 areas and seat work to accompany these reading materials

were desired by the intermedi -te'level teachers. The bulk of the materials

that were available were a the primary leVel. During the 1972-73 program

year the language consultant and Mrs. Becher began the development and trial

; A

ABLE. 7

RESPONSES TO TEACHER. QUESTIONNAIREFox Point Elementary School, Spring, 1973

More team planning /teaching.

4.

More instructional materials for English instruction- as the.a.* Firstb. Second -c; both language(s) (underline) 1 .2

More.instructiimi) materials for Portuguese-instructionb. Second (2)- c. both language(s) (3), (underline)

A longer school day.

More curriculum devolopthent assistance in PSL.

Mare curriculum. development assistance in ESL.

28

the a. Firtt (1)0

3.

curriculum development assistance in Portuguese as a., First Lahguage.1

8. curriculum development assistance fn Portuguese .asNa Sedond LangUege,:1 1

re audiovisua materials to accompany equipment ivailable to you.3

. .

10. More frequent contacts with pareks.

4. I

11. Please feel free to add to this list. Be sure you indicate the.prioritywith a I, 2, or 3.

4Portugueser curriculum writer - 2teachers.

Please return in the accompanying envelope before June 19, 1973 to Raisa Williams.

use of reading materials. modeled on the SRA instructional package or kit

format. A number of stories and comprehension activities were developed

during the Spring of 1973'ind used ,on a trial basis. The evaluator has

'attended two curriculum developMent work sessions at which time the

reading and comprehension' material found in the Appendix was developed.

The curriculum consultant and curriculum writer functioned well as a

team--an in-depth knowledge of reading complimented the consul1 tant's

knowledge of Portuguese literature and language.

In addition to developing, reading materials, some attention ha%

been directed to Portuguese ,culture in the social, studies, arithmetic,i ) 4. t

especially,measurementand science..

,

A. number of materials were received, from other. Portuguese Title VII,

projects during thP1972-73 program year. A cataloging procedure was es-

tiblished and these materials were made available to the teachers as they

were processed.

The organization Of the program has been based upon the self-con,

tained classroom with informal gradelevel planning on an irregular "per-

ceived need'; basis. Within classrooms,children.have been grouped for

some subjects such As reading. As curriculum materials in Portuguese .

become increasingly available one of the s4gnificant changes that should

be considered is to move toward more formalized within-grade and across-'

grade level planning.

k.

4

a

STAFF DEVELOPMENT

. The 1972-73 program yeei-had two dimens:Int.in this component:

'f

1. the Brown University in-service progrm

2. .,your one-day workshops focusing upon the Portuguese CurriculumI

Materials Center at Rhode Island College.'O.

Professor Nelson Vieira of Brown University has provided

services to the project in the form of on-site visits to assist with cur-I

rioulum developmentand language. teaching. In addition., he has directed

the in-service program. Ctmsisting of a 3 week summer institute and 4)

Saturday workshops during the past year became increasingly individualized

with the introduction last sweet of a series. of instructional modules in

linguistic theory, curriculum. development and teaching techniques. The

grasing intlividualization has been the result of comments to Professor

,Vietra end the evaluator by teachers who felt the need for devoting more

time to the. curriculum midis of specific grades.

Participants during thp 1972-73 year included teachers from Provi-

dence,.Pawtucket and Fall River. The'emphasis for teachers ,was. cur-

riculum development. Teachers from Pawtucket and Fall 'River who were)

new to their' respective projects spend more time with applied linguistic

theory and teaching strategies..

Fewer Providence teachers were involvd during the 1972-73 year than

in past program years. The ;three newer teache)s-on the project staff at-

4tended all session; as well as throf the teachers who. have been involved

with the project since 1969. The evaluator interviewed teachers and re-

ceived positive statements ;regarding the in-service, consultant services

provided by Professor Vieira. The most frequent reason given for choosing

not to participate in some or.all of the ,workshop sessions was that the

experienced teachers felt they had to respond:to other in-service demands

34

on their' time, specifically reading workshops and that after, attending

for ,three summers they desired a vacation. They indicated that Professor

Vieira provided.valuable services in the classroom with specific language

or methodolGgical problems..

The on-site consultation servicerprovided by Professor Vieira are

provided two .dais a week. -The evaluator has worked closely

during the past two years with Professor Vieira and he has'

observed that, uniformly, his services are valued by the project:staff.

During the 1972-73 program year, he worked closely with Mrs. Becher,..

the English Curriculum writer, in planning the sixth year program. The1.

.

evaluator attended a meeting called by Mrs.. Becker in May. In .attendance41

were Professor Vieira, Wrs.,Becker, Mr. Aica and Mr. Augusta, the fifth.

grade teacher; Miss Gonsolves, the sixth grade teacher in the 1973-74

program and Mr. Piccirilli, Project. Director.

.

The meeting was devoted to grouOling childrt;n for instruction and ex-

wining instructional mat .rials.

Four one-dp../ workshops were held in the Spring at the Curriculum Ma-

.31

A

terials Center, Rhode Island College. Mr. Piccirilli successfully negotiated4 .

with the Office of Education and the OE funded Materials Acquisition Center,

San Diego; California to obtal, approximately 2500 textbooks and other cur-6

riculum-related materials in Portuguese. Designed for use by teachers as

well as inarested community members, a small number of adult oriented

'books were housed in the Fox4Point bvkanch of the Providence Public Library.

The four workshops dealt with specific'curriculum-related themes-testing,

reading, culture, and general curriculum development. All Title VII projects

in southeastern New England were invited to send representatives to the work-

shops-and all projects were represented at one or more of tha all-day sessions.

The evaluator attended the session dealing with culture. The decisicin to

5 3

house the curriculum materials.at Rhode Island College was due to the fact

that the College's Instructional Materials Center had the facilities and

the expertise to effectively deal with the cataloging and circulation

of the collection.

During the 1973-74 program year an evaluatiowwill be undertaken

to determine the use or these materials.

The Center also houses project-developed curriculum materials that

are distributed among the Portuguese Title VII projects. In addition, all

documents of a proposal and evaluation nature are to be house& in the Center.

/ An evaluation of the 1972 Summer Institute is found in the

Appendix.1.

A

Final Management Evaluation

Thit evaluation report has been preparedlin accordanCe with the

five management functions identified by the U.S. Office of Education -

planning, installing, operating, communicating and evaluating; A

discussion of thesr components.comprises Section 1; Section 2 deals

with the impact of the project on participating groups; Section 3

addresses specific objectives stated for the current year; Section 4

: is a monitoring system used for several years in this project to .

identify and fix responsibility for managment tasks;Sittion 5 contains

the bi-weekly project activity reports prepared by the evaluator for

(1)communicating with the Project Director.and (2)providing a formal

record of a number of activities undertaken by the ProjLA Director or

the evaluator.

5152JELL:Almement Components Narrative

While all five of these components have existed since the first

year of the program, not all of them have received the same emphasis.

For example, planning was a key component prior to and during the

first year of *operation. During the second year, the operating

component received increasing emphasis. During the third year,

communication emerged as a component of priority. In the fourth

. .year, planning again received high priority.

I

I. Planning

1. Were individuals and groups affected by the program'soperation ,involved in the planning of activities?

,

A number of community people continue to,be employed as aides

within the project; however, obtaining on-going participation from

-numbers of Luso-Americans in the community has not been ompletely

3 7/38

successful due to the fact that the people are generally not oriented

to participation in school-related activities. Over the past several

years, many attempts have been made to obtain Luse-American

representation at Advisory Council meetings. as well as P.T.A. meetings.

The cultural expectency is to leave education to.the professionals.

In addition, many parents work second or third shifts and cannot easily

attend.

A series of meetings were held with the Middle School administration

and appropriate staff to discuss the 6th year plan.

A building meeting should be held prior to or.shortly after the

beginning of school to acquaint all with the:planslor the year and to

provide an.opportunity for possible input into the on-going planning-.0

process.

Were special efforts made to gain the support of. individualsor groups whose anticipated reaction might be neutral ornegative?

A,.:1 I

1.

To the best knowledge of this evaluator, there are no groups who,

during the past year, were neutral or negative toward the program.

Only one parent out of 58 interviewed indicated they would prefer that

their children not participate during the next program year. The parent

questionnaire is contained later in this report..

The evaluator undertook a survey of all certified Fox.Point staff

in order to obtain information in a number of areas that would be

useful for planning future programs. ,The resulti are found in ano her

section of this report..

Jacinto Ferreira, & former Portuguese embassy employee who is fluent in

Portuguese, has served for several years as coMmunity liaison person,

assisting parents, children and community people with the variety of

problems newly-arrived immigrants face.

39

'35

Were resources (equipment, materials, personnel) necessary forthe operation of each component. identified and made availablein order that component activities would not be delayed oraltered?

(a)Equipment - There were not problems in this area.

(b) Materials - The usual kinds of materials such as paper,pent s, English texts were in adequate supply.Earlier-reports detailed the lack,of Portuguese textsand materials. Efforts initiated last'year andexpanded,'have.resulted in the development and acquisitionof many materials.' .There is still a need for morematerials'oespecialiyatIthe intermediate grades and effortsshould continue to develop and acquire appropriate materials.

. .

(c) Personhel - With the exception of the h-time Portuguese.

curriculum writer, personnel were available and instructionwas undertaken and carried out without delay. Several timeswhen a teacher was abtent, Mrs. Becker substituted so as toinsure that the program continued uninterrupted.

4.. Were all sources of technical assistance identified andservices secured and utilized to meet program-planned'needs?

Mrs. Adele becker,a reading. specialist who had several years

experience in .the school .was hired as a 3/5 time English Curriculum writer.

The hrtime Portuguese Curriculum writer was .not in attendance everyday

due.to health reasons. Professor Vieira worked with Mrs. Bec er to

fill the void caused.by her absence.

5. Were alternative resources identified in the event thatselected contractors, consultants, suppliers, etc. didnot provide services according to specification?

There were no problems in this area to the best knowledge of the

evaluator.

4. Was the needs assessment conducted on a broadly-based planninggroup that was able to provide a variety of perspectives onthe problem?

The needs assessment reflected information obtained from a variety

of sources that was used to update and modify the original assessment

U

40

of heeds.. The long-range 5 -year plan includes installing a program

component in the middle school'in the 1973-74 program year. Plans

have been inalized. *To the best knowledge of this evaluator, the

Advisory Council has. t yet had.the'opportunity to discusi in

detail expansion to the middle School. This should be planned as..

one.of the first items during. the upcoming year.

\7. Is needs assessmept data represented in the kinds of program

priorities and component activities included within theproject? ,

The1.972-73 program was operationalized after deeds were assessed.'

During the year, several minqr revisions'were made as operations .gyre

compared ,with the priorities of the asquisition of speaking, listenin9,

reading and writing facilities in two languages. The program follows

closely the concept of bilingual education. In addition, formative and.

summative evaluation data,has been utilized in decisions regarding the

time prioiities allocated to various components.

Werle alternate approaches to meeting specified needs'considered?

As a demonstration program operating within the philosophy of

bilingual education, alternatives have been identified in many areii.

As yet, significant movement toward individualized instruction has not

been noted. However, progress is being made through the use of the

Cooper-McGuire instruments. Efforts to further indiwidualize should

continue.0

Were performance oglectives in both product and instructionalprocess established for each component?

Performance objectives were stated for all instructional components,

In addition, objectives were stated in the affective domain.. Instructional

P.1

Process objectives for reading have been included in. the Appendix.

There is a need for articulation of.on-route objectivesin other

areas.

Specificmanagementobjectives are fciUnd,in Section II. The

managemot function could possibly be further strengthened throughb

the introduction of a PERT chart or.other ,similar system of

detailing a comprehensive view of,management function for A. program

year. A recommendation to this effect was .made' in th'e 1971-72 Final

Report and in the.19 7?-13 inter ;m Report..

II.! Installation

1. Did prerequisite actions takkplade as-planned .before.Lomponent activities were initiated? 04*

ThereiWere.no serious problems that this evaluator was aware

of caused by failure to take prereguisite.action. AdeOite planning

resuLed in a successful Portuguese Festival with Mr. Piccirilli 4'

abient due to a death in the family.

2, .Did the orgAnizational pattern provide for effectivecoordination among staff and between staff,and4advisory groups?

There were no serious problems related to the organizational

pattern. The addition of Mrs. Becker, as Curriculum Writer enhanced

the operation of the program. She wis"in regular contact with all,

4

1 \

,

telachers regarding primarily curricula matters/. Shejacilitated the, . '

Interaction aim the teaching staff and the n-servicepstaff by being

free from';teaching responsibilities on arfull time basis. No .ojectives

were stated for this component and it is rec?mmended that several be

articulated in order to more clearly define the responsibilitieS

ittache6 to the position.I .

1

04

q.

Staff meetings were he as necessary for .planning. This

etialuator attended several of these. A more formalized meeting.

schedule will become necessary during the 197.1-74 program year as

a portion of the program leaves the building:

Were staff resOonsibilities,clearly assigned anddelineated and efforts made to resolve potentialproblems in areas of joint responsibility?

Reference was made eylier to the possibility of clarifying the.

responsibilities for theiposition of curriculum writer/coordinator.

As in many schools where fede;al programs operate, there it.an

interface of administration responsibilities having the potential for,

jurisdictional dispute.

1.

While differences have. occurred du,ring past program years

regarding certain management responsibilities, there were none during

the current year that the evaluator was aware of. The responsibilities

of the contracted services provided to the project were clearly spelled

out_livtheJgespective contracts and no, problems arose. Responsibilities

ofuaides and teachershave been partially circumscribed by state, local

regulations and contracts. There were no serious problems with either

'Amp during the year.

4. Were contractor's services and products provided accordingto specifications so that the component activities couldbegin as planned?

There were no problems in this area to the best knowledge of

this evaluator.

1

4.3

I%

0

III. Operating or Directing

1. Was sufficient authority delegated so that the projectmanager,:staff and advisory groups could.,arry outtheir jobs?

'le The project director was given sufficient authority by the

Providence SchoOl Department to insure that the program could be

implemented on schedule. The project dl,:gctor,serves on a half-:

time basis, the remainder of his iimels Speilts,ESL Coordinator

r

for the system. The curriculum writer assumed some former director

responsibilities in the area of curricula development and-the

continuance of this portion will become increasingly important'during

the next yearwhen plans are implemented and materials continue to be

developed for the middle school;

As theopinion ofthis evaluator, the project director his

served effectively during the 1972-73 program year in allowing the

staff and various other components to carry out their respectic

functions.

Did the program manager in correcting a problem considerseveral alternatives and involve appropriate staffs,administrative officials or'advisory groups in hisconsideration?

The manager was faced with several problems during the year which

were resolved after consultation withia variety of individuals and

groups. These problems included lualified staff-and appropriate

materials. The decision to house the Portuguese Curriculum materiali

involved a number of people as well as the 'consideration of a number.

of sites.

A

3. ,Did the program manager receive needed support services,personnel and leadership from within the school system?

:There were a number of support services provided the project by the

Providence School Department. Whenever the putential existed, these

services reflected the bicultural thrust of the program. For example:.

the, physical education teacher planned several activities of a'cultural

nature. The building principal, in a number of instances,-facilitated

the activities of the project. Most notably was the "Portuguese Festival"

open house. During the 1972 - 1973 year, the Providence School

Depatment administrative personnel participated in the first year of

a realignment of the administrative structure. The new structure

should facilitate the implementation of cet"in management functions,

especially in the areas of planning, and operation.

4. Were cask assignments made and job positions developed so thatthe workload was. reasonably allocated?

During the fourth year of operation, there were no major changes in0

teaching or paraprofessional.task assignments. As mentioned earlier,

health problems experienced by the'1/2 time. Portuguese CurriculumWriter

resulted-tn"-the-3/5 time English Curriculum Writer assuming somewhatIP

of an overload.

Commmnication

1: Did the program staff provide the director with timelyinformation on problems so that solutions could be foundas quickly as possible?

The project directorlmaintained'Close contact with ihd staff. He

was assisted by the English curriculumowriter who had very close

contact.with the teachers. A formal mechanism for communication does

O

not exist currently. With the move to the Middle, School more formalized

communication will be necessary. This system should'be devised prior

to the beginning of school.

Did the organization of the project staff facilitate.communication ?.

There were no problems in communication among. the project staff.

On several occasions, when the Project Dii-ector was opt of the building

on visits to other schools, the curriculum writer was able to answer

questions which arose within the building.

1/4-

Did the program Manager consult with those to be affected bya change'in the project plan and allow for feedback and furthermodification before the revised plan VMS implememted?

Staff meetings occurred to disas program modificetions. The

evaluator attended two of these - one dealing with the Cooper-McGuire

instruments and the, second dealing with the sixth year program.

,000ing both meetings, teachers provided feedback to the Project Director.

Because all of the staff, as well as the manager are hoUsed in close

progimity discussion among staff and management is continuous and.feed-

\,back is an on-going activity.

4. Were types of media selected for specific communication

.purposes determined .by the nature of the information tobe presented and the specific recipient groups?

All communications from the school to home were in both English and

Portuguese. Aides and the community liaison person visited homes for

discussions of specific issues.

The Project Director has maintained communication with Portuguese

projects in the northeast as well as California. Several teams of visitors

from the bilingual programs spent a considerable amount of time during%the

c

past year visiting the project and Mr..Piccirilli has been in

0

conimunication.with these projects subseqUeht to their visits.

, The parent interviews conducted during the past Spring were

designed to communicate with the parents as w-"1 as to gather

information..

5. Did the communication system provide a mechanism for a flow ofideas and suggestions from those. concerned and interested inthe project to the project manager?

Feedback in the form of reports was [rovided by the eValdatOr and

auditor. Communication from home was .1a note or telephohe when

initiated In the home. Specific information needed by the manager from

home was obtained by the aides, teachers or the community liaison person.

TWPortuguese Festival", program provided the opportunity for

largenumbers of community people, staff and administraors to interact

in a social seiiting. Designed as a communication mechanism, this

.program dealt mainly with the social aspects-of the Portuguese culture -

dance, song, food and drink. In addition, a Portuguese book display

attracted much interest.

6. Was a mechanism established for periodically reviewing anddisseminating information about the status of the project?

These mechanisms were referred to earlier in the report.. They tend,

because of the compactness of the project, i.e.,'housed under one roof,

to be informal; however, formal mechanisms do exist in the form of

Advisory Council mating, Title VII evaluation and audit meetings, and

staff meetings. -In addition the Applicaiton for Continuation contains.

informadon.about the status of the project. All Title VII projects re-

ceived -a copy of this as well as appropriate divisions of the LEA,

SEA and 0.E.4,

-42

Evaluation

1. Were evaluation instruments developed, locally pretested?

The project has used 'the Murphy-Durrell and the Gates-MacGinitie

instruments for several years.after pretesting in 1969. These instru-

ments are relevant to the English reading skills which are an important

component of the program.

The CRDC - URI has for the past two yedrOeen developing and

field testing a series of instruments in the areas of Portuguese

language readiness and achievement. The aehievement tests have been

admi

7/

stored to samples of children at the Fox Point School. A report

the 1972-1973 year was prepared and delivered to the Project Director.

Were evaluation techniques and instruments determined as anintegral part of the performanceibbjective developmental'process?

performance objectives for the 1972-1973 project year were developed

by management in concert with the CROC:Rifaimmenglations in earlier

portions of this report address the nee for more on-route objectives.

in arithmetic and language arts.

Were evaluation findings utilized expeditiously by the projectstaff in adjusting or modifying program operations to correctproblems?

Teacher-made tests were used continuously in formative evaluation.

- The Cooper-McGuire 'instruments were valuable in making decisions about

instruction'and grouping. The results of pretest data analysis were

presented to the project director for use in the project.

The teachers were most receptive to the concept of the Cooper-McGuire

Tests - individual diagnosis of specific strengths and weaknesses. The

teachers indicated that a plan for reducing the amount of paper worlk in

the form of record-keeping would be helpful.

48

43

0

Were evaluation responsibilities clearly assigned for procesS .

and product evaluation, boih instructional and. management?

Contracts with the CRDC and Brown Untyersity detailed responsibilities.

5. Were evaluation procedures coordinated' with the independent,

educational audit process?

The O.E. procedures.establishing.evaluation and'aildit parameters were

followed. Several meetings were held between the evaluator and auditor to

discuss reports and the project. Communication in writing and via %

telephone alSO occurred during the year between the evaluator and auditor.

6. Was technical assistance utilized in the development ofevaluation procedures where identified areas of weaknessexisted?

Professor Nelson Vieira has been increasingly involved during the

past-project year in the development of curricula materials. The

evaluator:has attended the in-service.and has.provided assistancein

areas other than evaluation and testing., Mr. Piccirilli plans to hiree

.tea full-time Portuguese curriculum writer for the 1973-74 program year.

a

P.:

v

trtl

a

-44

PARENT QUESTIONNAIRE

A survey of the parents of children enrolled in the Title VII program

has been, conducted during each program.yeai. An extensive survey of Ian-.

pip use was conducted dating the' 1971-72 program to obtain detailed inr

formation regarding the out-of-school language environment.

As in the 1971-12 program year, the interview procedure was utilized

with 60 systematically selected*fami lies.. The interviewers for the cur-

rent year were a male-female team, The evaluator has employed the team

45

approach successfully in the past when conducting face-to-face interviews'

in urban environments, In addition to -gathering data useful to project man-

agement the interview technique asemployed allows for dissemination of0

00

OP.

infoination about the program to those who request information or who have

a less than complete understanding as indicated by their responses. A. .

training seminar was held at'which time the interview schedule,wes examined

end procedures designed to elicit responses were discussed and the role of

dissemination was discussed.

Six names were selected from each i,of the 10 classesin the following way:.

1. The register was used for names .and addresses.

.2: The seventh name in each register was the first name selected.

3. Three families were selected from the tIst of boys and three from

the list of girls.

4. If duplications occurred, either within daises or between classes,

the next name in the register was selected.

This sampling procedure was utilized in order to allow for a meaningful

race-to-face interview situation. Other procedures were considered such as

telephone and mail. It was decided that the interview would be the most

meaningful.

The results of the interviewing are found in Tables 8 and 9.

TABLE ,8.

PARENT QUESTIONNAIRE ON BILINGUAL EDUCATION

PORTUGUESE-DOMINANT PARENTS 13EST.CON AVAILABLE

1. Hutband and/or wife of Portuguese ancestry? (Underline one or both)

Husband 2 Wife 2 Both 26

,g 2. Why did you want your children to attend the bilingual class? Do you

understand the purpose of the bilingual program? -Yes 13 No 8Both languages 10 Likes the idea .1

Portugueie languages 16,English language 3

3. Do yoy want your child(ren) enrolled in the bilingual class next year?

Yes 30 No 0

.Why? Both languages 9

Portuguese languages 10English languages 3

Cultural awareness '2

.`

4

V

4. Do you think that it is easier or harder for your children in the bi-lingual class than it would' be in a other class?

w

Why

V.

1. easier 1 4r 41

2. harder3. about the same

5. What have youi. children gained from attending bilingual classes?Roth languages 22 'Cultural 1

Portuguese langu 6.

English languac

6. What do you hope they, will gain? ,.

'Both languages 21 - Cultural 1

Portuguese languages 6 Regular subjects 1

English languages 1

7. What language do your children speak to you? (Please circ4 one number.)0

'4

1. Only portuguese 21

2. Mostly Portuguese 4

3. Only English 2

4. Mostly English 1

5. English and Portuguese equally 2.

.51 fr

PARENT QUESTIONNAIRE ON BILINGUAL EDUCATION

$

.47

8. What language do your 'children speak when they talk to their brpthersand sisters?

1. Only Portuguese 7

2. Mostly Portuguese 9

3. Only English 4

4.- Mostly Englis .7

5. roglish and Portuguese equally 3

9. What _language do.your'Children speak when they play with fleir friendsoutdoors?

10. Have yod visited Fox.Point for special programs or parent meetings?

1.

2.

3.

4.

5.

Only Portuguese' 5 ,

Mostly Portuguese.

Only English 11 -.

Mostly English 5 .-

English and Portuguese( equally 4

.

.

Yes '11 No 19

11. Do you feel that all students should learn another language?

Yes 30 No 0

12. (If yes to question 11) When do you feel they should begin to learnanother language?

1. Kindergarten 13

2. Early Elementary 163. Later Elementary 1

4. Middle School/Junior High 0.5, Senior High. 0

13. Should the Providence School Department provide financial support forsuch programs? ,

Yes 30 No O If no please explain.

it

V

TABLE 9

PARENT.QUESTIONNAIRE ON' BILINGUAL EDUCATION

ENGLISH-DOMINANT PARENTS

1. Husband and/or wife of Portuguese ancestry? (Underline one or both)

%Husband ,16 , Wife 16 Neither 8

2. .Why did you want your children to attend the bilingual, class? Doyou understand the purpose of the biling01 prOgram? yes 23Both languages 11 ° . recommended ,attendance 4Cultural purposes 4

.

To keep up their native language 7 .

'%Do you want your child(ren) enrolled in the bilingual class next year?'

;Yes .2§,.

!Why?.

Both languages 9

Cultural purposes 10 "v..

No Iff .cloubt 1

4, Do you think that it is easier or harder for your children in the bilin-gual class than it would be in another class? e 0

1. easier j __5_,_2. harder

.,_ 3. about the same.1Z..._

Why? .

What have your children gained from attending -bilingual classes?Both languages 22 To learn English 1

Cultural purposes 3 -

Not much 2

48

What do you hope they will gain?Both languages 23 American culture 1

English languages 3

Portuguese languages 3

What language do yours children, speak to you? (Please circle one number.)

1. Only Portuguese 2

2. Mostly Portuguese 1

3._. Only. English- 20

4. Mostly English 45. English and Portuguese equally. 2

r''

PARENT QUESTIONNAIRE ON' BILINGUAL EDUCATION

What language do your children,speak when they talk to their brothers andsisters?'

. 1. Only Portuguese 1

2. Mostly Portuguese 3

3. Only English 21

4.' Mostly Engli5. .English an Portuguese equally 0

What language do your children speak when they play with their friendsoutdoors?

1. Only Portuguese 1

2. Mostly Portuguese 0

3. Only English 22

-4. Mostly English' 25. English andiPortuguese equally 3

10. Have you visited Fox.Point for special programs. or parent meetings?

Yes '17 *No 11

11. Do you 001 that all students should learn another*lan",

Yes 23 No 6 4 If no, please explain.

12. (If yes to question 11) When do you feel they should begin to learn.this language?

1. Kindergarten 12

2. Early Elementary 13

3. Later Elementary 1

4. Middle School/Junior High 1

5. Senior High 1

13. Should the Providence School Department provide,financial support forsuch programs?

Yes 27 No 1 If no, please explain.

Should be shared equally between the State a d federal'Government.

04

21,

.0.

Twenty-eight Interviews were completed with English-dominant parents.

Two of the famiilies originally selected were not available after several

call-backs. Two more families.were selected, but a mutually convenient

time for the interview could not be arranged.

The responses strongly indicate positive perceptions of the program.

A number of parents appear to have an incomplete knowledge of the purposes

of bilingual educatibn. 'This is especially true among the parents ofPor-.

tuguese-doranant children. Past surveys have indicated that the working

schedules of the e Parents prohibits their attending functions during the

school day or during4he evening. The developmentof a Portugueswnews-

letter as a cooperative staff- student activity should have an impact upon,parental awareness,. A: copy of, the second edition is found in. the Appendix.

The language used outside of school reflects in general the language.

dominance of the home. Four Portuguese-dominant parenr indicated that only

English was .used by children when'talking to siblings, but eleven parent"

. indicated Its use when talking to friends, suggesting that the. home plays

a greater role in firit language maintenance than does.thejmore heterogeneous'

neighborhood.

All of the Portuguese-dominant parents and 82% of the English-dominant

parents indicated that students should learn a second language. The,remain-

ing 18% of the English-dominant parents left the decision to the individual.

Of those interviewed (501 57 stated that a second language should be

introduced during the elementary-school years. Of this total, 55 felt that

the introduction should be no later than the early elementary years.

All but one of those interviewed (57) felt that the Providencr. School

Department should provide financial support for such language programs.

'55

tr

General Impact on PartLipating Groups

I. Parents

,Parent involoement has increased somewhat during the past year.

Obtaining on -going parental :1 nvolvement ,s especially the Portuguese-.

dominant parents, has been. one _1' the major .taski undertaken by.

Mr. Picci rill i he :has Imp' 1 emented several. strategies to increase

lavolvOnent 'of the non-'English speaking parents including making

availabTe.teachers and aides to act as interpretors at meetings,

both formal and informal.. .

The, open. house in June' was we)1 attended by parents'and.children.

'these were activities for all, including, teen-agers.

II." Community

'Vlhile many of the comments regarding parents apply to the

O

community, se_veral.newspaper articles dealing with the project reached

-the larger'community of greater Providence.

f`,III.: Teachers

'. During the 1972-73 year the teachers became increasingly involved

in curriculum development and assessment of pupil performance. .A number

of ;teachers continued their involvement in the in-service program andS

expanded their professional contact to includ4 teachers from Fall River... .

and Pawtucket. This evaluator accompanied a team visiting the project

from Connecticut t and observed the, teachers interacting .wi'th these visitors.

The discussion was very stimulating to'all ,and the visitors left with a

great deal of practical information for implementing bilingual education

programs.

51

There isnokquestion that the Fox Point bilingual staff has received-

from the program as much as they have given.

IV. Stud(nts,

Based upon results of the formative and summative evaluation, the

children are progressing both cognitively and affectively at very satis-

factory rates overall. The instructional evaluation detailed these results.

Field trips brought the children into direct contact with the larger commun-

ity in very meaningful ways. The development of a park area adjacent to

the school in the historic Fox Point harbor area has been an effort of many

parents of Fox Point children as well as staft members, including the princi-

pal. The realization of this facility will add a new dimension for the chil-

dren as well as heightening community pride.

Educational'-Institutions

Reference has already been made to the impact of the projection other

Title VII projects. The University of Rhode Island 'and-Brown University have

continued to be intimately involved in the Providence bilitgUal program.

Rhode Island College ,has begun-to become involved in bilingual education

with a th'rust provided in the Portuguese materials deposited/there.

The evaluator represented the project at the national meeting of Teachers

of Englith to Speakers of Other Languages in Maly. The evaluator met with other

Title VII-evaluators, project directors and ,staff .members to discuss both the-O

oretical and applied issues, dealing

Prof. Nelson Vieira and the English Curriculum writer attended A national

bilingual conference held at San Diego in April. At this meeting Professor de-

livered a formal paper dealing with the project.

o.

1972-73 Management Objectives

This section of the Final Report deals with the managment

objectives articulated for the 1972-73 program year. Earlier

reports Nye detailed pre-project as well as the first, second and

thtrd year of operation. This report deals with management'

activities from July, 1972, to June, 1973.. Activities from July, 1972

to January, 1973 were reported in the Interim Report.

Two significant activities occurred during the period covered by

this report: kO

It

(1) Implementation of the fifth year classes and

(2) Planhino for the sixth year and the attendant extensionof the project to the Nathan Bishop Middle School.

As detailed in the Interim Report, the fifth-year program was

implemented on schedule and planning was underway for the sixth-year

program.I

The objectives and evaluation follow:

1. Schedule and implement monthly .staff meetings ito review.evaluation data,-current needs and anticipated future

,

needs. Periodically review instructional objectivesboth on-route and terminal.

This objectives was only partially realized during the 1972 -73

year. As mentioned in theinterim Report, several meetings in the

I. were cancelled due to unanticipated conflicts. During the

Spring, several meetings were cancelled because the project director

was involved in ventral staff meetings dealinsg_with new programs.

Communications with staff members have been continuous and the English

curriculum writer assumed some responsibility for calling and chairing

meetings at request of the project director. Efforts, should continue

4. u

54

to be made in the 1973-74 program year to implement meetings as

scheduled. This will be more important, since a portion of the

program will operate in another building.

2. Obtain applications and interviews for riew positioniduring the 1972-73 year as well as in anticipationof the 1973-74 program year. .

.

At the time of this writing, the sixth grade position will be

filled by the 1972-73 fourth grade teacher. The fourth grade

position has been filled by a male. teacher, according to the project

director.

3. Plan for implementation of the 1972-73 program year inGrade 6 at the area middle school.

Plans have been finali2ed for the sixth-year program.

Ms. Adele Becker was assigned primary responsibility for scheduling

meetings and worked with Professor Vieira as well as the 5th andP.

6th grade teachers in developing the program. The teacher-made

curriculum materials are currently being prepared by\Miss Gonsolves

in the Brown Summer Institute.

4. The Parent Advisory Council will meet periodically tobe provided information related to the project as wellas to provide the project director and staff withinformation necessary for maintaining effective school-community relations. e

The rescheduled April meeting was-devoted to a discussion of the

Portuguese Festival, accordirgto the project'director. The evaluator

was unable to attend.

9

The project director will make arrangements with theProvidence Journal-Bulleti for an interview to discuss

P

the project, especially t e middle school phase. Theproject director will mak arrangements with Interrobangthe publication of the Rhode Island State Department of

e

Education for an interview upon the educationalimplications of the bilingual co pt. .

Newspaper articles dealing with the project have appeared. in local

newspapers during the 1972-73 program year. In addition, an article

focusing on the Providence bilingual program appeared in Materiales en

Martha, a'nationally disseminated publication of the.Materials. Y

Acquisition Project, San Diego, California; At the time of this

writing, the State Department of Eddcation.pu6lication, Interrobang,

has not been contacted.

6. The project director will keep 'accurate financial .

records of all project-related expenditures. .

This objective was aadressed in the Interim Report.

7. The project director will keep accurate records of allvisitors to the project daring the 1972-73 progrqm year...

This objective was addressed in the Interim Report.

8. iThe project director will establish procedures formaking available to eligible projects the materialsacquired during the Summer of 1972 from the MaterialsAcquisition Project in San Diego, California.

Consisting of approximately 3,b00 volumes, the project director

has, since the Inter* Report, held four one-day workshops designed,

in part, to familiarize Portuguese teachers with the materials.

Many teachers have borrowed materials for use in their respective

programs. During the 1973-74 program year, an assessment should be

made to determine the specifics of circulation.,

60

Maria uentfimendations.4

Based upon the management evaluation,' he majority of management

'functions operated during, the 1972 -73 program year. AN

decision to move the fourth grade classes to the west wing, joiniqo

the fifth grade classes, should further facilitate communication

among all building teachers and staff. Planning for the sixth year,

has been completed and materials are presently being prepared. The

'recommendations which ara'addressed to areas of perceived

weakness during the 1972-73 program year, or to areas of potential

weakness during the 1973-74 year.

1. A more detailec, description of the responsibilities ofthe curriculum writers should be articulated.

2. A curriculum clerk should be available.on at least a1/2-timeAmsis to develop and disseminate curricularmaterials under the supervision of the curriculumwriters.

3. A schedule of staff meetings should' be developed prior,.to the start of school.

4. Greater effort; should be made to plan cooperativelywith all involved parties pre andposttesting. Planningshould be undertaken as soon as school. opens inSeptember.

5. A PERT-type multidimensional management system should beconsidered. While a number of components of such asystem are in operation and can be, in part, consideredas contributing to. the Overall success of the project,growing size and complexity of operation will requiresuch a management system.

5;a3

deor

me Interval-

r. or

s. r

year

Student

Teacher

Instructional Variable-

Organizition.

Content

Method

Facilities

Project Directo

to finalize

5th grade,progr

Administrator

Educational

SpeCialist

Family

Community

..

..

....

.

Remarks:

Fifth gradeprogram to continue to increase

time allotment for Englisn instruction

Two classrooms to

be designated for

tie' project

Adminiitration...............e......

Eialuator....

j a.

or

me Interval' ?Pion to-start of' year*

Ingtructional Variable

Content.

Method

Facilities

Student

Teacher

Administrator

secure tents

and materials

.: .

....

..

Educational

Specialist

"

Family

Remarks:

Adminiitration

. .

Evaluator

BE

ST

CO

PY

AV

AIIA

BLE

.

nerva

gus

Instructional Variable

Organization.

Content

Method

Facilities

Stddent

Teacher

ef

-7

Administrator

Meeting with

evaluator to-discuss

Evaluation

peign and

Educational

Specialist

Family

NO

IMIIM

alaa

11.

to discuss the

implementation of

a

....

...

......

..

.....

.1'

..

..

certainmanagement responsibilities

*

Community

..t

....=

r.Remarks:

Final decision to be madeby September 15

regarding curriculum writer

11Adminiitration

Evaluator....

.

4.

;11.

.....,

amap

alaf

80.

r ng

r x

Date or Time-Interval.

August 15, 1973-

BESTCOPYAVAILABLE -

Organization:.

Instructional Variable

Content

4

Method

Facilities

Student

Teacher

Administrator

1Application distribut d

for curriculUm writer

position.-

...

....

.....

1

Edutational

Specialist

Family

Community

Remarks:

--11

11,

'V

1 t

cnAdolf niltration

a1

Fil!

4444

041.

*

BE

ST C

OPY

AV

AIL

AB

LE

-

4

Student

Organization.

a.

1

Instructional Variable

Content

Method

Facilities

Teacher

a

Administrator

Coordinate testing

scheduTe in terms of-

tl e.

program. -

.....

..Determinespace for

fidividualand

smal

geouvtesang

Remarks:

"Revisions made intesting schedule based

upon

the Title I proposal testing

program I

Adminiitration.

Eva

luat

or

.7.

CO

PYA

VA

ILA

BL

EOrganization.

Instructional Variable

Content

MethOd

Fac

ilitie

s

Teacher

Administrator

Educational

Specialist

Family

Community

Remarks:

r

.4

Professor Vieir -to begin

0.process evaluat on

......

.;

..

Adminiitration

Evaluator

i. i

P.3

.Mr:

Igem

ent

Mon

itorin

g M

atrix

"4r.

Dat

e or

'ime

Inte

rval

.S

epte

mbe

r 15

9 19

73

BE

ST

CO

RY

AV

AIL

AB

LEF

acili

ties

Ct,!

lent

'feat

her

Adm

inis

trat

or

year

..

Edu

catio

nal

- S

peci

alis

t

Fat

ally

Com

mun

ity

Rem

arks

:T

enta

tive

sche

dule

form

ulat

edA

dmin

iitra

tion

c

471 r--1

C-77 t1

W-sgement Mbnitdring Matrix

1

Date co

/lie Intervaleptember 15, 1973 -

October 15,

'3

BE

ST

CO

PY

AV

AIL

AB

LEOrganization.

Instructional Variable

Content-

.Method

Facilities

student

di

'

I. =

Educational

4.

Specialist

3

4.3

_Administrator -

Implemeit testing

'

program

.....

....

.. -

......

.........

....

.: .

c..

Family

Community

4

=m

raRemarks: Locating space for inavidual testing.a problem

'on some days

Adm

inis

trat

ion

°

'ot,

Ma- -g4ment Monit9ring Matrix

Date ,or

Interval Septembtro 1973

.

Itstructional Variable

i---

Organization.'

Content

Method

Ficilities

ds

J:2 ttt .,....s..

I f 1

iC C

.)

+., = +4

..;.;tn =

....

.

Student

,

0.

N a

r .

.

.

.

.

.

4.1

.

.

,,

.

.

-.

.

.

..

.

Teacher

..

...

.

.

.

.

.

. .

.

_

.

.

.

,

.

--

.

,

.

.

.

,

...

.

.

.,

-

...

Administrator

.

Contact established

with Middle School

re:

6th grade

_

.

-. ...

,

;

.

-

.

.r. 4.

.

J .

.-

.

..

...

..

.

..

..

..

. eft

Educational

Specialist

0

.. .

..

..

o 0

.

.

-

.

.

. .

.

.

,.

_

Family

._

.

.

,

.

.

.,

..

.

.

..

..

_

.

..

..

.

..

Comm unity

.

-.

..

..

_

.

,.

.

.

.

.

...

..

..

Remarks: A meeting way held with Mr. Jones and the plan

for the 6th grade program was discussed

Adm

ini i

trat

ion

mar

-7e

zent

Mon

itorin

g M

atrix

Dat

e or

'me

Inte

r W

al*

Oct

ober

15.

197

2

Organization..

Inst

ruct

iona

l Var

iabl

e

Con

tent

Met

hod

Stu

dent

Tea

cher

fisA

dmin

istr

ator

plan for Use during

current year

..

..

......

.

Edu

catio

nal

Spe

cial

ist

Fam

ily

Con

inun

ity

Rem

arks

:E

valu

ator

and

Pro

ject

Dire

ctor

met

with

teac

hers

Adm

iniit

ratio

n.. .

....

as

ar11 Wog ImmIR

WU ORO Irmo

pm' wig rmi imm4

Pa,

r."91

rut ry1

r--,

r--1

c-

tAnagement Monitoring Matrix

Date '

Time Interval* Octobor:I972

1, Organization.

Instructional Variable

Content

Method

Facilities

Student

C

Teacher

6Administrator

40 7_ SD

Educational

Specialist

Cur

ricul

um

hi r

ed fo

r P

ortu

gues

e..

prog

ram

, on

.a .1/2.ti

me

basis..

- -

..

.-

Fai

ntly

Com

mun

i ty

Remarks:

Adminiitration

r--1

r--7

r--1

r".77

C773

JL

Mar-gement Monitoring

Matrix

Date or

'me Interval-On-going

Instructional Variable

Organization.

Content

Methdd

Facilities

Student

Teacher

Administrator

Project Director

o assess quality of th

instructional

II

. program through observation of classroom performance

...

.. .

......

.....

. .. .

......

....

..

..

.

Educational

Specialist

Faintly

Community

LRemarks:

The Project Director utilized the format for

teacher evaluation used by the Providence

School De artMent

ministration

to-1

r--1

c-7-

1

Ma- 7ement

Monitoring Matrix

It SIT

t.

Dat

e of

!me

Inte

rval

"January,

1973

Instructional Variable

Organization.

Student

-Content

Method

Facilities

Teacher

C

Administrator

Educational

Specialist

-Project Directo

and Curriculum Writer met with

, Kiddie

Scho

ol.staff -.to discuss.-.indeta ljte-:6th

grade program.

responsibility

Mrs. Becker has assume

primary

or coordinating curric lumdevelopment

:/

Community

Remarks:

Adm

inis

trat

ion

r-1

C-7

c-71

aagement Monitoring Matrix

Date L. Time Interval

February 1973

Organization

Instructional Variable

.Content

Method

Facilities

Student

Teacher

Administrator

tr

Project Director

to determioe

space available

for second

language testing

Educational

Specialist

Administration

C773

C7-1

r77 r--1

C773

C7:1

C7-1

C--1

C-71

77'1

I

Iagemelt Monitoring Matrix

.Date

Time Interval

on-iming

N..

Instru tional Variable

Organization

Content

Method

IFacilities

Student

Teacher

Administrator

coordinate all

components

'Educational

Specialist.

Administration

r-n

F-1

r--"

.77

-1

iagement Monitoring Matrix

Date .

Time Interval

February,

1973-

Instructional Variable

Organization

_Content

Method

Facilities

al 2 m m

-2...

Mt C -2

.1.-

4.)

..

,

Student

0

.

-

.

Teacher

Project director,

teachers, and

English curriculum

writer plan

-,

.

._

Administrator

monthly bilingual

newspaper

.

Educational

Specialist

.,

..

.

Family

.

.

.

b_

.

.

,,...

Community

,

,

.,.

,

,..

.

Remarks:

Administration

-4

&.

4r7774

r"--1

.tagement Monitoring Matrix

, Z.

Date s.

Time Inter4al.

February,

1913

Instructional Variable

Organization

Content

Method

Facilities

4'

....

la m ..- L m 7$ c.

40

..Z. =

4..

Le)

....

Student

.

..

.

,

Teacher

Project direitor schedules

4 one.day wo k-hops at

Administrator

.

Curriculum R:source Center

at Rhode Islnd College

w,

Educational

Specialist

.

..

..'-i.

......

.-

.

.

.

Family

.

-.

) ,

Community

..

.

Remarks:

Administration

O

r---

1 cm

L-7

3r-

riagement Monitoring Matrix

Date (

Time Interval

February

-

Instructional Variable

.10,

111.

10...

C.1

41,0

1.1,

011]

.

Organization

Content

Method

Facilities

Student

Teacher

Administrator

..

EL

Educational

=Specialist

spring meeting

-

dato -establ ished

Family

for

Adv

isor

Council meeting

0

Community

..

116marks:

O

O

Administration

c

111/

1111

1

gement Monitoring Matrix

-Date or

ime Interval

February 1973

-..

Instructional Variable

Organization

.Content

Method

A. Facilities

Student

Teacher

Administrator

-Educational

Specialist

Interim! Evaluation

Report delivered to

Project Director

-

Commuhity

Administration

Mar

ment Monitoring Matrix

94

.Date or

me Interval March,

4A6MfAi

1714

Instructional Variable

Organiiation

Content

Student

Teacher

Method

Project Director;

evaluator and

middle .school

staff meet to

Administrator

Educational

Spe lalist

Family

discuss the

6th year program

specifically

Facilities

continuation

of bilingual

newspaper

Community

Remarks-

English Curriculum writer unable to attend due

to illness

Administration

17 r--1 c1. r-71

C77A

C771 r1 r--3

Mar

emen

t Mon

itori

ngM

atrix

Date or

.meInterval_L_rils 1973

Instructional Variable-

Organization

Content

1

Method

Administrator

Educational

Specialist

Community

Remarks:

Schedule subject to further revision based

upon

finalized Title I testing schedule.

Facilities

Project Director.,

Curriculum writer

and

eval

uato

r-plan tentative

revised posttestin

schedule.

Administration

Mat

_ement Monliwring Matrix

,r

r---

111

Date or

me Interval

April. )973

Organization

InstruCtional Variable

Content

Method

Facilities.

Student

Teacher

O

4

4.

Administrator

Educational

'

Specialist

Family

Application for

-Continuation:

.

Title VII completed

'So

2_

4

aAdministration

:..:..

cm= r--, :r--1

r--,

r--1

Cm-3

C:73

lament Monitoring Matrix

pate of.

tme Interval

April

.1973

Organization

O

Instru tional Variable

Content

_Method

Student

Teacher

Admiotstrator.

Educational

Specialist

Famlly

Community

Remarks:

777-171277~-7

c=3

"---

OD

M..

gement Monitoring Matrix

Dalte or

me

interval

Apri

C

Organization

LInstructiohal Variable

/Content

Administrator

Educational

Specialist

Family

Method

Facilities

4

Language Consulta

and Curriculum

writer to attend

National Bilingual

Bicultural Confere

e.

Conutunity

Remarks:

A

Administration

Mat

e-1

11tm

eco

mqp

itig-

Instructional Variable

Organization

Content

Method

Facilities

Student

Teacher

9

Administrator

Educational

Specialist

Family

Csmmunity

Remarks:

monitoring of initruction by

evaluator and 'rofessor Vieira

Administration

r--,

r--,

r--,

Lrun: C=7. C772

r--1 -r--1

1--71

Fr7ii

agement Mbnitoring Matrix

Date c

Time Interval

May, 1973

.

ME

W

student

Teacher

nstructional Variable

Organtzation

.Content

Administrator-

Educational

Specialist

Family

Method

Facilities

0

Parental Interview

are conducted in

the home

Community

Remarks:

Administration

.agement Monitoring Matrix

r44.

4.4.

444,

, *

Date c

Time Interval,

May. 1973

Instructional Variable

Driganization..

Content

'Method

Student

Teacher

r

Facilities

Administrator'

final plans are

completed for

Oortuguese

Festival

Educational

Specialist

Family

4r.

-4

Administration

ML

;gement Monitoring Matrix

Date or

ime Interval

June

973

Instructional Variable

Organization

Content

Method

Facilities

4

4? it

Student

Administrator

posttesting

completed

by CRDC"

Educational

Specialist

Family

-Commanity

a

-impo

mm

Ma.

l

Remarks: Final Schedule for .testing delayed_ 12 days

Administrati

A=RIM/Lug RESEARCh AND DEVELOPMENT CENTER

PROJECT ACTIVITY REPORT

This report is intended to provide a continuous documentation of project

activities and, may. include any problem (a) and recommendation (s) related to

the evaluation and management of the project.

Tot

Project Pox Point Title VII

Frequency Bi-weekl

Datq:ltaumuoJUILL___

Report No.±13___

[ 3 No change in status from lett report.

[ The following problems /activities /recommendations are noted forthe periOd covered by this report.

1. Joyce Cooney will assist with the CRDC instrurin s.

2. Send me the schedule for the Spring Advisory meeting.4

Distiibution:

avaluat.:

) project director

Report prepapd by:

4.

a . ACURRICULUM RESEARCH AND DEVELOPMENT CENTER

PROJECT .ACTIVITY REPORT

This' report is intended to provide a continuous Acumentation of project

.activities and may include any problem6(s) and recommendation (s) related to

the evaluation and management of the project.

To Frank Piccirilli

Project Fox Point Title VII Date August 15 1972.

PrequencyBi-weekly. Uport No.I'

[ I No change in status from last report.

I ] The following problems/activities/recommendations are noted forthe period covered by this report.

1. Botel Reading and Gates-MacGinitie. Reading.tests ordered; to

be sent directly to Fox Point School

2. Final Evaluation Design completed as discussed.

3. What decisions have been made regarding a new curriculum writer?

L.

Distribution:

j evaluator.

3 Opject directorIi

0

Report prepared by:

(signature)JL

86

. o A

CURRICULUM RESEARCH AN DEVELOPiiENT.CENTER.

PROJECT ACTIVITY REPORT

This report is .intended to provide a continuous dncumentation of project

activities and may include any problem (e) and recommendation (s) related to

,the evaluation and management of the project.

ToLErAnkligsjil,1 i

Project Fox Point Title VII Date August 29. ;972

Frequency IA rt

)3 No change in status from last repOrt.

[ ] The following problems/activities/recommendations are noted forthe period covered by this report.

Distribution:

evaluator

[ prgject director,

tee?'

(3"

1

Report prepared by

Mill (signalioe

.87

6. A

CURRICULUM RESEARCR AND DEVELOPMENT CENTER

PROJECT ACTIVITY REPORT

This report is intended to provide.a continuous documentation of project

activities and may include any problem (s) and recommendation (s) related to

the evaluation and management of the project.

Tos Fra nk Piccirilli

Project Fox Point. Title VII DatlaCDUMhftt-12.19/2-

Frequency Bi- weekly Report No. 1

[ ] No change in status from last report.

[ ] The following pr' lems/activities/recommendations are noted forthe period covered'by this report.

1. Need to revise and coordinate the testing schedule in terms

of the Title I program. At this time our pretesting overlaps

in terms of scheduling and also in terms of instruments (Croft program)

he Botel may be used by the Title I progam to determine instructional

level.

Distribution:

; ; v saa.tit* LULJ

[ pro ect director

Report prepared by:.

signature)

. . . . ACuRRICri;Cii REsEARcg AND DEvadiiiiNT CENTER

. PROJECT ACTIVITY: REPORTf.

This report is intended to provide a continuous documentation of project

activities and may include any problem (s) and recomr-e.odation (a) related to

the evaluation and management of the project. ).

To: .Frank Piccirilli

Project Fox Point Title VII

Frequency Bi-weekly

. i"

Dote September 26, 1972

, Report No. 4

] Nb change in status from last report.

1 ] .The following eroblems/activities/recommendations are noted forthe period covered by this report:lb

Mrs. Becker has assisted me in setting up the testing schedule

in terms of Title I.

A Portuguese-speaking aide will be necessary for testing the

Portuguese dominant children in Grade 2.

*so 4,..."00....aavut4A0U4

1 I evaluator

1 I project director

4pw&i. ty:

9 4 signature

.89

0. , .

CURRICULUM RESEARCH AND DEVELOPMENT CENTER

PROJECT ACTIVITY REPORT

This report is intended toprovide a continuowdecuMentation of project

activities-and may include any problem (s) and recommendation (a) relates to

the evaluation and management of the project.

To: Frank Piccirilli

Project Fox Point Title VII

Frequency Bi-weekly

] No change in status fidm lasi report.

I.

w

Date. October 10, 1972

Riportlo. 5 .

[ The following problems/activities/recommendations are noted for

. the period covered by this report.

1. Please schedule a meeting with the aides to train themhto administer ,

the Faces instrument.

2. The Cooper-McGuire .lnstruments are being used in an but Grade 5., I spoke

with Mrs. Pasley regarding the introduction of sight vocabulary

in the Spring to the Portuguese dominant children as a supplement t,

to Total Reading.

Diatribution:

evaluator

pro direc.or

lett di I

Report prepared by:

(tignature)

90

-

.I,. ;

.. . ACURRICULUM RESEARCg AND DEVELOPMENT CENTER

PROJECT ACTIVITY REPORT

rioreport is'intended to provide a continuous documentation of. project

activities and may include any problem (s) and recommendation (sYrelated to

the evaluatioi and management of the project.

Tos Frank Piccirilli

Project FOX Point Title :VII October 24, 1972

frequency B1- weekly

[4 No change in status from last report.

[ ] The following :.roblems/activities/recommendations are noted forthe period covered by this report.

/MgReport No. 6

Distribution'

t evaluator

) pro let director.

I.

96

Report prepared by:

signature)

0

.o

CURRICULli.RESEARCd AND DEVELOPMENT CENTER

PROJECT ACTIVITY REPORT

.92

BEST COPI AVAILABLE

This report is intended to provide a continuous. documentation of project

activities and may include any problem (s) and recommendation (a) related to

the evaluation and,management of the projecte

Tot Frank Picciril)i

Projectr Fox Point Title VII

Frequency 81-weekly

1 ) No Challge in status from last report.

Dati NOvember 7, 1972

Report No. 7

( The.followingioroblems/activities/repmmendations are noted forthe period covered by this report.

kmeeting should be scheduled to discuss the relationshir of the0

the Title I program with the Title VII program. Several teachz.Irs

see a need the Title I services but' are unclear as to the

specific nature of the current program.

Distribution:

( 1 evaluator

(l project director

( ) d4teeea4....

Report prepared .by:

signature

S.

V

.

4

. 1 ACURRICULUM RESEARCd AND DEVELOPMENT MITER: 'BESTPPYAVAILABLE.

PROJECT ACTIVITY REPORT

This report is intended to provide a continuous &lamentation of project

activities anday include any'problem (1) and recommendation (s) related to

the evaluatiOh and management of the project..

Tos Fra,nk Piccirilli

Project'. Pox Point Title VII

frequency

/44

Bi-weekly

Date 4 egattamber-241-1472---

'Report No.

No change In status from last report.

8

.3 N.-Al,The following problems/actiVities/recOmmendations are noted. for

the period covered by this .report. ,..

t

Self- concept 'assessment completed.i .

,

...,

The Portuguese Achievement Test Is being recopied tribe

compatable with your VTIlequilNent:'

. , !' :

,

. I.. 1 ...'..

l

4

1 ,

I

Distribution:

(,3 evaluator .

£ Arct director

a;

.1.

44/

4I

Report prepared by:

I.

, (signature)

.0

. .

.

.

I,1/44 4

- t S 4116

CUREICULUDi RESEARCt1 AND DEVELOPMENT CENTER

I

PROJECT ACTIVITY REPORT

This report is intended to provideecontinuous' decunteatation bf project

ctivitieti and may include any problem (s) and recommcindation'(s) related to,

the evaluation and management of the project....

'To: Frank Piccirilli 6

Project. Fox Point Title VII ,Date.d.,:erianher+4922..-

Frequency 6i- weekly , Eeport.No..,,..l l

,

0 No change iili ztatus from last report..

, ,

4

.,

I I The following problems/activities/reco ndations are \noted forthe period .covered by this: report.

O. 0

I'I

I I i

I

.1 ;

i :hr 1 -

,, .11I

,

,

/0

Distribution:

'11 evaluator

P

.

ect director

4I1

99

. a I-

?

I

1

Report prepared by:

4,,

.

S

signature). ;

_ L

.;

.4

I °

k

o

I

4

11

A

a* I' i1

annucuriimi AND ,DEI4LoPiiiorrvirriut

h

.

A.

a .PROJECT 'ACTIVITY *MT. P

v

.. fr . .. ..... A / ..

This report is, intended to provide a lontiduous documentation calf project ,., .

activities' and may include any problem (a) and recosuiendation:,-(a) 'related-. to. ".,

i ... ..

., . ._., .the evaluetion.iindikanageMent of the projecte' ,.

. r I,

ToLEr41Q1LPtritilB, I,

4

.VoiNONVIVNISINNIS ..

Projact_smaabLiitirDate.

trequeneyL ju.Akieeld

.95

.

.0

fr

O.

laiport Vb.. 10 w..

I No change id status zrom last repori.- fr

[ I The following problems iiiities/recommendationa are noted foie .- , the period covered bi;th e xeporti, " ., r,

.A:- The two, neWlfift grade teachers 'should receive some ;

,

instruction in the use ofthe'Coeper-Mcguire materiali as I

did. with all 'the teachers lastlear.'

s

tp.

'

.

pa.

\ I

4

I

.

a

'.* I

a,./

bistribution: Report prepared by:

, .I evaluator

ct ,director 100 : (signature)

,

0

r.

3. ,.

. U aCURRICULIThi RESEARCIT. 'AND. DEVELOPREtif CENTER

b.

, r.x` PROJECT ACTIVITY REPORT a i .. p t

,.

-.. 1

'This report. is intended twprovide a' continuous Aecumentation of project.

a .,/ '

activities and may include any, problem (s) and recommendation:0)i- related to.:

the "'valuation and management of the project.

.$ .

4

.do

TotEgAnkzurdililL.°'Project Fox Point Title VII

,

Itequency' Bi-weekl

'3

.1

Datt_AajuarAja,

Report No.9 v

[ No change in status from last report.a

[-] The fotie Brio covered.by this report. ". '

1 .

17

owing problems/activities/recommendations are noted fot

N

,

a

I

z

4

f

5*

0.

c)

I .

5

Distribution: , Report prepared by:.a

d_ .

I ] evaluator

4

.

J pro ect director,

191

I.

5'

(eigneture)

a

vt,

4

!'i. N. 1 0.

00 .

cum,' RESEARCg AND DEVELOPWENT.CENTER

BEST IVY AVAILABLEAPIRMECT ACTIVM REPORT

.

This repoit,is intended to providq a'continuous documentation ofeproject

.;iictiviticiand may include any problem Of and recommendation (s) relatedto,

.., .

.

the evaluation and management of the project.-[...

e-

Frank'Piccirilli

.project Fox Point Title VII

Prqquency Ali-weegly

Date Janudry 23, 1973AID

1 No change in status from last report.4. .

( ] 4e following problems/activities/recommendations aie suited forthe period covered by this report.

Dr." Purnell is ready to implement 'the testing for test revision

S

ses. This includes, the aptitude.ter, readiness tests and

achievement,testt. A quiet area for individual testing will be

necessary.

.0

it

,

Distribution:

. t oval

( Proi et director

I

it

102

0

e,eport prepared by:

(signature)

a

$

S

4 .#

r.

e

. ,

CURRICULUM RESEARd AND DEVELOMENT CENTER

PRCilECi ACTIVITY REPORT

Thie report is, intended to provide a continuous decUmentationlIf project

activities and may include any problem (I) ancErecommendation (s) ;elated to

the evaluation and.managtmentof the projeeg,

20: Frank'Piccirili

\ProjeCt Fox Point' Title VII

Frequency bt -weekly

a ba.

7

I I NaLchihge_in status from last report.'

-

Date....___Egjimmal.x204121j

[ I THe following problems /activities /recommendations are noted gorthe, period'covored by this report.

%

1. Interim'EValuation Report to.be''ready February 2§.

2. Joyce Cooney wOldprefer to use the stage' for ifl.of her testing ifpossible. '

Distributions

evaluator

1'

c j' project director.

103

O

t)

lep repared by:

(signature) 40,,

.

.

ACURRICULUR RESEARCH AND DEVELOPMENT CENTER

- PROJET ACTIVITY.' REPORT

No.

This report is intended-to:provide aitontinuous documentation of project

. .

activities, aid may.include any problem (8) and recommendation (s) related tb

the el;pluatiouvand management of the project. .

To: Frank Ficeitille

-.Project Fox Point Title ViI

. .equencp,/ bi-weekly,

c;

.o

(3) No'dhange in status frmi last report.

42 s

r.

V

'Date Narch6, 1973

Report No. 15

be following problems/activities/reommendations are noted-for.the period -covered by this report. ,

-

.4

ip

le

Q

Distribution; Report prepared by:

ev uator4 1 0 I-7 (signature)

C j prej et director

.;99

a

4,1

e. .; I. .

CURRICULUM IfSEARCH AND.DEVELOPiiiNT CENTER

PROJECTACTIVIft REPORT

's e.

This report is intended to provide a continuous decumentation of project

W.,

activities and may include any problem (s) and recommendation (B)' related to.-

the evaltiation andanagement of the project.

To Tropic Piccirilli

Project Fox Poin't Title VII

Frequency bi-weekly

.4

Date March 20 1973

__japan No., 16

P[ ,No change in Status frqm last report.

d

] .The following prcilems/activities/recommendations are voted forthe period covered by this reporft.

1. Plan a melting for early April to plan posttestingschedule.

4,

Distribution:

evaluator 10(signature.)

_41 project director

.5.4

Report prepared by:t

oractiz

SOIMAINA1100,.1_14-1

I

Oe4 , ; ' . , . t A

CURRICULUM RESBARCII AND DEVELOPMENT CEICER

, PRAM; ACTIVITY REPOkt

-<-.

TOlsreport is intendedto provide a continuous documentation:of project

activities and,ffia9-Anclude ail problem (sY and recommendatiPts (s) related to

the eyaltition'and management of .the. project.

Frank Plcsirilli

.2 4

Project Fox roiht Title VII pate.WAW911

Frequency

.

No cnange in status fromilast report.

Repott No 17

le

e

It

The following prOblems/activities/recommendaiions are noted forthe period covered by this report.

a.

*a

Distribution:

I 1, evaluator

I.1 project director

Report prepared by:

**

Rr

. i

.

. II* gt. ' . a A

4 CURRICULUM RESEARCH AND DEVELOPMENT CENTERJ

PROJECT ACTIVITY REPORT

.4

.

This repatt is.intended to provide a continuous documentation of projecta

activities and may incl.ade any problem (s) and recommendation (s) related to

the evaluation. andmanagement of the' project.

/

To: Frank Piccirilli

t

4.

Project its,: Point Title III

4

I

t I NO change in, status from last report:.'.' 1

E I The following problems/activities/recommendations are noted for

the period covered by this report. :.

A ;i . .

0

Posttests should be,OrdetOd from Teachers CollegL.Press.'See atomtathid list fcii levels'aUd otms.

4 't.(.

2. I set-with Adele Becker regardi4 a tentativv.finaletesting schedule.

O

0

9

Ip

4

.

Distribution. 0

) evaluator'

I j project director

4

4

a

/

0

,.107

O

O

Report prepared by:

(signature)

. 5 .

t5k14-

.

PI. ., .o. i 4. 0 . a .1,

mancopq 4454k,c0 Anzincvnopka ama..

k

,VPITEC" ACTIVITY. R.PORT

'344 repo* 16-intended to 2roviA3 a continuous demo-station of project

acti\.

.

vities and may,incilde Iny px.Jblem (a) and recommendation (9) related to.

the evaluation and management of -.4 .project.A

4.

kt(;

r.h 4

...

40 Frank Oiccirilliab 4L,4 _,.....................,.....4.--...-....,...., ............s...

projeci Fox Point Title MY ......Pate: IV i973 .......

00

103

Preiluency bi-weekly Repori 0o. 19

[ I No Change.in 'status from last report.

- [. Thee following problems/activities/recommenons are noted forthe period- covered by' this report.'

"

'Me parental interview. forms will be given to the team shortly.Interviews'will be conditOed ir late afternoons and evenings.

t

2. The final lilt of namaks,has ben selected from the regiFters,

%I.

"t

Distributot:6

4 ( J evaluator

[3 project director

e .

owl

..r .

.

t

Report prepared by:

(signature)

0

.; ACURRICULUg PLSEARCII AND DEVELOPMENT CENTER

PROJECT ACTIVITY REPORT,

This report is intended fo provide a continuous documentation of project

activities and may inclUde any problem (s) and recommendation Ss), related to.

the evaluation and management of the project.

,J.

.1ros Frank Piccirilli

iieject Fox Point Title VII

Irrequency. bi-weekly' .

Date M21/ 15, 111.-

Report No. 20

j No change in status from last report.

[ 3 The following problems/activities/recommendations are noted forthe period covered by this report.

1. I met with the reading teachers and Mrs. Becker. Posttesting willbe delayed.until state testing and Tittle I testing is completed. .

2. The Teachtir Survey forms have been distributed with a returnelivelope.

104

0

o

;

Distribution:

13 evaluator

1 ) project director.

Report prepared'by:

(signacuro)

d.

CURR1CDLUt4 RE EARCg AND DEVELOPHENI.CENTER

PROD CT ACTIVITY REPORT

1

Thim report is intended' to pr de a contftuous:decumentation of project

it

I I

acitwitied and may include anyyrobIem (s) and recommendation (a) related to

the eval4ation and management of fhe project.,.

To:.

Pioject Fox Point Title VII, Date May 29. 1973

Frank Piccirilli

0

ItrequencyLeekly

. /L No change in status from last report.

Report No 21

[ Thelollowing problems/activities/recommendations are noted forthe period covered by this report.

1.'' Postiespng has begun. The-self-concept andattitudei measurehas been completed.

L

2.. Parental interyiews completed.

DistriAption:0

I evaluator

3 project director

*110. Report prepared by:

(signature)

0

05

0 6 ACURRICULUM liESEARCOAND DEVELOPMENT CENTER

4 PROJECT 'ACTIVITY REPORT

This reporeis intended to prtivide a continuous deciiment.ation of .project

,activities and may include aAy problem (s). and'reCommendation (s) Tlated to

-

the evaluation and management of the, project.-

Tot Frank Piaciri111 4./,

'''41frIli ,

-ProjeCt Fox Point TitlVII .:

'Frequency td -we Oc 1 yy

) No change in status from last report:

I The following problems/activities/recommendations are noted forthe period covered by thief report.

1. .Posttesting is.completed except for the remaining absehtees.

Date June 12, 1973.

Report No. : 22

2.. All:but one teacher survey form has, been returned.

6 .

O

;

et.

Distribution:, Report, prepared by:

2 [ evaluator

(1. project director(signature)

a

0

S

APPENDIX: A,

'", ISELF AND ATTITUDE NVENTORIEg*

.0

.49

.

I

'

U.

\ 1: I'm glad ant-me

I

4

.2: I never worry about anything

3. I find it easy to talk in front of the cids.--,

4. I am glad 1 am my4.

5. Tin a .lot of fun to play

./

6. I. usually do things th44ightpwaY.

7. Most other kids like me,

.

11fr

I'm doing the best work that I can.

.

I l ,answerto swer questions in classes _

10. I can usually do my !school. work._

11. I am smarter that molt kids

12. Host teachers iikeme.

ti

.13. New things are easy for' me ,to.understand.

. 14. I try vary hard to finish thags: .

, 15. Other people usually like my ideas..

113

.11

.4

'mom. mit

ol s

.

e.":

6

t

.

.6

FACES

aPupils will need a pencil. Have them put their name and grade'

at.the top of the paper. Says "I would like te) know how you feel

about school and some things that happen in schOol. I am going to

read 18 sentences .and I, want you to put an 'T on the face that.

shows how you 1'40 about what the sentence says:" Explain the

happy face and the sad face as repeesenting good (happy) and bad

Isad) feelings. Phrases that appear in parentheses should be

included when the student is bilingual.' Al 1, should be

intrOduced with the following phrase:

"Mark .the factrothat shows.hoW you feel.about . 4

1. getting.. tpup in the_morning gq to schoolA

-2. .reading books (written in Ehglish)1"

3. ,doing school work.". f

d. 'reading to other peAple

5. workiro with students in your school_"

6. taking school work home."

. 7: someday going tO college,"

-8. getting extra help with, school workef,........

let going to ,school in the summer

410;

11.

2.13.

doing arittimetic or mathematical prob1 ems,11

taking tests in school,"

listening- to teachers talk (in Englis.1

answering,questionslin school."

14.4 -doing school work all by yourself...!_______.

16: writing stories (in 'English)_"

16. most of the students in yDur school-ft

17. having stories read to you (in EnglishLI.

18. leaving school and gbtting.a'job,"

19. reading books in Portuguese.,"

. 20. listening to teachers talk in Portuguese

21. writing stories in POrtuguese,:.....

22. having stories read to you in PortUguese!

A 6 6.6.6.6.

tA.

2.1

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22116

APPENDIX 13

PRE AND POSTTEST RiSULTS,FOR THECOOPER-MCGUIREO

117

I t

-

GRADE 1 ENGLISH DOMINANT

.T.MIPM11.

. \

. R1 Given groups of four\letters, the learner will be able to select and'mark the letterhe hears with 80% accuracy.

, . \ . 0Number Correct Number of Children Number Correct. Number of ,Children

\Pre Post % Pre Post206 12 22 25/26. , 2 2'

.

a 24/26,

1 3' 3 : ; 2 3 / 2 6 " 1 0

21/26 .2, : 1 20/26.

le , 1 .

1/26

111MNIIMINIMMWM=1,

R2 The learner will be Able to write the letters of the alphabet in scrambled order,as dictated by the teachermith 80% accuracy..

.

Number Correct NuMber of, Children Number Correct Number of ChildrerPre Poste' Pre Post

26/26 2 1.4 25/26. ; 2 4. 2

23/26.

4 1 22/26 m,

1 1

21/26 . 1 . 20/26 1

V

"0/26. i7.

No.data.was available for seven students)

. R3 Given three pictures.whose names begin with different sounds, the learner will beP.

able to mark the one beginning with the same sound as two dictated words with 80%accuracy.

.

1

Numier'Correct Number of Children Number Correct Number of Children.=

li

Pre Post . Pre Post

.100% . 26 90%, ..

0 .70%

'6 0

R4 When the teacher says the separate elements of a word, the learner will be able to4 blend them and say the word with 80% accuracy.

.

0NberiCorrect Number of Children Number Correct Number of ChildrenPre Post Pre Post

100% 11 12 80% , 6 3.

90% 0. 2 .

60% . 2 0 40%

. 0% 2 0

data was available for five students)

1 0

118

four choices, the learner will be able; to mark the word that is the same asthe first word with 80% accuracy.

...

Number.Correct Number of Children Number Correct Number of Children.

. : Pre 4nst Pre Poit .

r..:., 100%

. 21 , 25 . '80% ! :. 4* 1

r 60% 1.

.. .

7.)..

'mow.woomp.MMINNI4:41 .

P1 Tht learner will be able to reCognizethe consonant corresponding to the soundhe hears at the beginning of two dictated .words with 80% accuracy.

Number Correct Number of Children Number Correct Numberof ChildrenPre fost Pre Post

Patt 1 - 10/10 , 16 17., 9/10 . ,3 4

4

..,

.8/10 f1 . 0,

1 7/10 ,-.. 1 0. .

.( ---:"-----Prlr--r-wkH 7...........:ra

Part 2 - 10/10 , 13 17 i. 9/10 4'. 4

8/10 3 9 6/10.. 1. 0

P2 The learner will be able' to recall.thisound of a given consonant. and match it to''a picture beginning with the same'sound vrth.80% accuracy:

Number Correct NuMber geChigtn: rimber Correct Number 144Fhillmr

Part I-12/12 . 18 , 22 10/12 . 0

a.

a

9/12 1 _co

PrePart 2 - 12/12

Postzi 10/12

8/12 2 0 11/12

9/12 1 . 0

p.

A

I

119

,Pre . Jost

t'1 tl .,

2

. .

. -

T

.

St

I.

I

P3 The learner willIn known words with

Number Correct

Pagt 1 i2/12A

'10/12.

be able to ,ake new words by substituting initial consonant sound80% accuracy.

NuAber of Children Numbet Correct Number of Children

4 Pre Post15 '22

2 0'

Pre Post21

o

Part 2 12/12 '16r

0/12.1

, 5/12 t 0

Pre Post11/1.2 4 O.

6/12., 1 0

Pre Post11/12 1

.

7/12 0

0/12 1 r.,5

P5 The learner will be able to-re'Agoize the consonant corresponding to the soundhe heats at the cml of two dictated words with 80% accuracy.

Number. Correct -Number of Children .Number Correct 'Wither of Children

Part 1 - 10 /10 . F,

0v

14

. 8/10 3

6/10 2.

3/10. ' 1.

Part 2 - 310 1

46/66 1

3/6 5 . 3

0/6 1

. '

2 2

5/5.

2i

6

0

9 t . ..4

P6 Th, leirner will be able to indicate whether a given consonant sound is heard atthe beginning, middle, or end of a dictated, word with80% accuracy.

Number Correct Number of COldreh Numoer correct- Number of ChildrenPre

.100% 5

80%- 4

60% 5

Post14 , ,

. ,4 .

d' 50%

90% 4

70% .3

Pre

2

Post

0

0

4'

o.

120

GRADE 2 ENGLISH DOMINANT

R1 Given groups' of four, letters, the !earner will be able to select, and mark theletter he hears with 80% accuracy.

Number Correct Number of Children. 3

. tio26

21/26

P,re Post7

1 0

Numbnr Correct Number of Children.,

Pre24/26

Post1.

6

s

ft.

R2 The learner will, be able to write the letters of the alphabet in scrambled order,-as dictated by ,thl teacher. with.n2,;,accuracy.

Number Correct Number of Children Number Correct Number. of ChildrenPre Post

26/26 .1 6

24/28

18/26

0/26

25/26.

20/26

0e 17/26

' Pre

1

1

Post op

0

0

0

R3 Given three pictures whose :names begin .,with di ffeP'ent sounds, the learner will be

able to mark the one beginning Wish the same sound as two dictated words with .80%

accuracy. .

. .

Number Correct Number of Children Number Correct Number ,of ChildrenPre Post . Pre Post

.

4 7 901 2 0100%

80%.

0

R4 When the teacher says the separate sound elements of a word, the learner will beable to blend them and say the word'with 80% accuracy:

Number Correct Number of..Children Number Correct .Nuaber. of Children

Pre Post . Pre Post100% 7 80%. 2 0

R5 Given foui chokes, the

the first word with 80% acc

Number Correct Number

100%

40%

learner will

uracy.

of Children

Pre Post3 6

1 0

be able to mark the word that is the same as

Number Correct Number of Children

Pre Post,3 180%

121

"'"

P1 The learner will be able to recognize the consonant corresponding to .the 'sound hehears at Dir.beenning..of two dictated' words with 80: accuracyr 4,

V

Numbir. Correct 'Number of Children Number Correct Number of ChildtrenPre .Post '_. - Pre Post

Part 1' -.10/10 - 16 , 20 9/10- ' 1

7/10 1 0 1/1010 "1?

. . /

Part 2 -10/10 120'Post. 22 8/10-'-

re .Pre Post2 ,

.1 0

I' ,1 2 The learner will be. able' to recall the sound of, Aven consonant arid-match'it to:4 picture beginning :with the same sound with 80% accuracy.

.. , . 1. .,

.-.. -Number Correct Number Of Children Number Correct Number' of Children4

4' Pre, . Post .Nre-. Postlirt 1,f 10/10 17 _20' .. 8/10, . .3 .44.

9h1104

...0 .11

.0 ' 4/10.,,"

1 04.,y ,

3/10 0. 1 0 r7.. ..% 0:*.

I to

.

MOW

;

Pre ost,J.

lNiTf--777Part ..2 - 10/10 r

14 _ 18 9/10 3 3

2 '0'. 7/10.. 1

5/10 1 .0

. r

P3 The learner Will be ableto` make new words by substituting-initial consonant soundsin,known words with 80% ac:uracy.

,Number Correct Number of Children Number Correct Nuther of Children

, Pre Post.

Part 1 * 10/10 17 18 , 9/10 1 3

8/10 2 , 0 - , )S

Pre Post

APeri 2 - 10/10 16

Pre Post- 20 4 0/10 2 2

8/10 1 '0 7/10 1 0

6/16. 0 5/10 i, 1 0

122

P4 The learner will be ,able to use the context plus the initial consonant sound to

figure out unknown words with80% accuracy.

Number Correct Number of Children Number Correct Number of Children

NI, Posi*Part 1'7 100% 16 16

5

PosPart .2 71100%

.4Pre5 7 9

t80%

.

-40% 4 . 0 40%

Post5

0''..,:;..,_UjsLcja.,taayshjjsirsal ............

...

PS The learner will be able to recognize'tf.e consonant corretponding to the sound hehears at the end of two dictated words with 80% accuracy.

..

..

o

NumbeeCoirect. Number otChildren Number Correct timber of Children.

Pre Post2: .2''firt 1 - lono

8/10

3/10'

Pre

10

2

Post13

.

9/10.

4/11

Part 20

4 0,

6/65/6

.3/6.

4 re

15',0

1

ost,

'16

1

0

4/6

0

.Pre Post1 0

P.6 The learner will,be able to indicate whether a given consonant sound it heird atthe beginning, middle;or end of a dictated word with 80% accuracy.

e.

Nadler Correct0 .

.

. .,

Number of Children Number CorrectPre Post

Number of ChildrenPre Post

100%, g 12. 90% 1

i2

80% 2 2 60% 1 :.0

40% *1

t

GRADE 3,ENG,ISH OMINNT

Rl. Given groups of four letters, the learner will be ableto select and mark the letter he hears with accuracy.

'ftsiber Correct Number of Children Number Correct Numbdr of Children

Pre Post26/26. - 1

12. The learner will be able to write the letters of thealphabet in scrcmbled order, as dictated lethe teacher with80% accuracy.

lumber Correct Number of Children Number Correct Number of Children

e. ..24/28

0

Pre . Post.4 11

.I

113 Given three pictu*es whose names begin with differentsounds, the learner will be Able 'to mark the one beginningwith the same sound as two dictated. words with 80% accuracy.

amber Correct Number 01 Children Number Correct Number of Children.100

,771)

100% ° Post'1

ormseemeW

R4.. When the teacher says the separate sound elements of aword, the learner will be able to blend them and say ..ne wordwith 80% accuracy.

limber Correct -Number of Children Number Correct Number of Children

Pre 1rPost

70% ' 1 . '1

1R5. Given four choices, the learner will be abre to mark theword that is the same as the first word with 80% accuracy. "

Amber Corredt Number of children Number Correct Number of ChildrenPre Post °

100%

P1. The learner gill be able to recognizecorresponding to the sound he hears at, the'ldictated words with 80% accuracy.

lumber Correct Number of Children Number CorrectPre Post

,

the consonantbeginning of two

Number of ChildrenPre Postr

10/10 7 7 7/10 1 0

10/10Pre.7

Post'8 . 9/10,-'

111Pre

1,Post

0

1;24

4 4 '. /

n ,4 . # x

OP ,,P2. The learner will be able terecall the sound of a givenconsonant and match it to a picture beginning with the same'sound with 30% accuracy.

Number Correct Number of Children Number Ce.-- .caluMber of Children.

Pne. PostPAINT1 12/12 7, 8 1

PART 2 .; 12/12

10/12

k

0

Pre :P.pst6 .7 ' ,\11/12

1

0 Pre Post .

1 0D

. ,

t0

P3. The,learner will be able to make new,words by substAu-ting initial consonant sounds in known wordstkith80%'accuricy.

Number Correct Number of Children Number.Correct Numbeeof Children.

Pre Post e " 0

Ph RT 1 - 12/12 10 1/12

4

8/12 : 1 00

Om

0 .

piRT.2 - 12/12

4I71,,

PRe. Post8 .9

.410/12 .

.Pre Post1 0

'PRe *: Post2 0

%°PAL onike learder will be able to use. the context,.plui,theinitial consonant soUnd.'to.iigUre.out7Unknown words with 80%accuracy.

. , tt .

- .

4.

. - 44 . -

Number Correct Numper of Children Number, Correct-NuiSer of Children

Nib 1 Post e= PM lost0.

8,:. 9 - 80*. .

4 1 1

..

.. I 6 0

.

4. 'Ir.

PART 1-' .100%.

EPART 2 100%90%

70%

Pre Post4, ".7 8016

0 1

4 0a. n

Pre Post1 1

1 o

.p5. The' learner will be able to recognize the Consonant

.corraSionding-to-the-sound-he heart at the end of two dictatedwords with 80% accuracy.

Number Correct Number of Children Number. Correct Number of Children4

Pre Post ;-7 EVAt i 10/10

ite(sittallirs.3/10 .Pre Post

. 0

Pre Post Pre Post

CPART'2 -. 6/10,

4 1 ' i 0 r % 2440"

8/100 , 1: 0

- 10/10

7

0 3 1 0 4

..............i.."..... .........4...........1.............. ....:..........:...........

1.

.

t.

PC.

r:-

'PART 14/14L4

;2/14

...

P6. The learner will be able to indicate whether a giv1erlconsonant. sound is heard at the beginning, middle, or end of

to dictated word with 80% accuracy.Number Correct Number of Children Number Correct Number' of Children

. Pre* Post Pre 'Post100% 4 90% ...5 3

or.

80%.

sox47111.

`

70% 2 .1

P7. The learner will be able to recognize the consonant blendor digraph he hears at the beginning of two dictated.words with80% accuracy.

Number Correct Number of Children Number Correct Number of Children

RT 1 - 20/20* 18/20

17/20

Pre Pogt Pre Post4 7 , . 19/10 4 2

. 0 0 1

.2 0

Pont3

1 1

13/14

8/%4

..1=1111.114

. Post2 ".

0.

cO

P8. The learner will be able to make new words by substitu-ting initial consonant blends and digraphs-in known wordswith 80% accuracy.

Number Correct Number of Children' Correct Number of Children

Pre.. Post31/32 2 3 30/32

29/32 2 2..

.28/32

26/32 1. 0' 24/32

24/32 . 2 22/32

20/32 1 0 19/32."

16132 i 0 32/32

...1196 .

Pre°. Post2. 4

3 1

2 1

1 0

.1 0

6.p

sp .

. Pt.' The learner will be able to recognize the consonant blendor digraph he hears at the end Of two dictated words with 60%accUracy.

.

Number Correct Number of Children Number correct Number of Children

16/1614/16

13/16

Pre

100

. 2

Poit'II2

. i.° ,O

. ..

15/16'

11/16

Pre5

1

Post3

0

. .

P10. The learnt*. will be able to recognize and write thevowel he hears in a, dictat-e4 word With 80% accuracy.

Number Correct. Number of Children Nuxnber Correct Number of Children

19/2020/20

16/20

13/20

li/20

Pre Post ,

1 3 -. 18/20,.5

15/20

1 12/20

0

Pcit Post ..2.

3 0

1. 0

.. .. P11. The learner will be able to diff&entilte between thelong and short vowel sounds with 80% accuracy. 4,

Number Correct Number of Children Number -.CorrOt Number of Children.Pre". Post .

10/10 t 1 3 .

5/10. 1 2

1

...

. . Pre Post940 2 3

7/10 .. ----__ 0 1

3/10

.140 1

.11111

81. The learner will be abk to identify the simple endingsthat denote tense (ed, ing), number (ses es),, person (e, es),

possession (se), and comparison (er,. est) when infl.eated. foamsof words are dictated with 80% accuracy.

Number Correct ,,Nurilbero of Children Numbeg..COrrect Number of ChildrenPre Post Pre Post

10/10 5 7 9/10 1 3. .

8/10 2 0 4

.

'it .

Rilliven groups of four'letters, the learner will be able to select, and mark the letterhe hears with 80% accuracy.

GRADE .TAPORTUGUESE DOMINANT

N er Correct

\ 26/26; 24/2613/26

21/26

Number of Children Number Correct Number of ChildrenPre- "Rost Pre. Post

4- 4. 6 , 25/26 1 2-

0. 1

2 , 0. 22/26 2. .

1

0

R2.1he learner, will be able to write the lettqrs of the alphabet in scrambled order,dictated by teacher with °80% accuracy.

,. . . . .

Number Correct Number InClhilOre2 NuMber-Correct Nuiber of Children

26/26 8 °I, 24/26* . - 1 1.25/26.

23126 1 1,,20/26 '

.

1

18/26 2 0 13/26. 2

806 1 0.

2

0

R3 Given three pictures whose names begin with different sounds, the learner will,beable to mark the one beginning with the same sound as two dittated words with 80%.accuracy.

Number Correct Number geChiNan Number. Correct. Number of. Children(4

100%, ° 11

es

R4 When the teacher says the separitedsound elements of a' word, the learner will beable to blend them and say the word with 80% accuracy.

Number Correct Number of ChildrenPre Post

100% 3 5

60% 4 '2

Number Correct

80%

40%

Number uf.ChildrenPre. Post2 .3

R5 Given four choices, the learner ,1 be able to mark the word that is the same as thefirst word with 80% accuracy.

50

Number Correct Number of Children Numblerr correct Number of ChildrrPre Post

lob% 1 1

7

y,

The lowlier will be to recognize the conmant corresponding to the sound heh,hears at the beginning of two dictated words with 80%accuracy..

Number.torrect Number of Children

Pre 'Post9 11

Number Correct Nuirber of ChildrenPce Post

9/10: 1 .

1 1

20

2 0 3/10 1 0

Post P Postiirt 2 - 10/10 16 19 9/10 4 2

st

8/10 '(No data available for one' student)

.

, .'t .. . .

ct0 a picture beginning with the same scum' wit4.80% accuracy..0 . .

0 .

Number Correct Nutter of Children Number Coivect Number of 'Children

Pre . Post *. Pre Post

it 1 6 12/12 ,8 9 . 11/12 2' 1

1 , 4. >;..) '.. ' 10/12 .1 J:.. -.(No*,data available for one stud_ ent

re os

Piff. 2 -,12/12 . 5 7 10/12- 11/12 ° 0 1

9/12 2 0 4 8/12;

'The learner will be able to recit7,1 ithe sound of.a given consonant and mitch t

re os

2 2

O

P3 The learnerwill be able to make new,,in known words with 80% accuracy..

Number Correct', NuMbet of ChildrenPre Post

Pait 1 12/12 114 12

irtimolmmulhit 2

words by. substituting initial- consonant. sounds

Number Correct NuMber of ChildrenPre Post

8/12 1 0'

A

-'12/1'2 .

os t9

s OS

401010.milawr

P4 The learner will be /tble to use the context plus the initial consonant soundto figure out unknown words with 80% accuracy.

Number Correct

Part 1 - 100%

.10%

Part 2 - 100%

50%

dumber of Children Number CorrectPre. Post

4 8

1 0

5, # 8

80%

Nutter of ChildrenPre Post

2 3

80%

12S

re os

2 0

.1

1,

The learner will be able to recognize the consonant corresponding to the sound he

!pars at the end of two dictated words.with'80% accuracy.

. Number Correct

tart 1 -410/10

10/10

Number of Children Number Correct Number.9f Childrenpre Post10 10 .4,

NP6 The learner will be able to indicate whOther a given consonant sound is heard at00 beginning, middle, or end of a dictated word with 80% accuracy.

Number Correct Number of Children Number Correct Number of ChildrenPre Post.

. Pre Post:3 7

,90% .:.

:

1 3

,..

. 70%

100%

80%

60%

, 30%

4

1 9 50%

.1 0

A

'P7 The learner willlithe beginning of'

Number.'Correct

Part 1 - 20/20

,.,18/20

be able. to recognize the consonant blend or digraph he hearstwo dictated words with 80% accuracy.

Number of Children -Number Correct Number of ChildrenPRe Post

3. 5

1 2

Pre Post

19/20 .5, 3

vPart 2 - 14/14

4-72/114

tre Post4. 7

0 1

1 0

'1

Pfe Post

1 0

POI The learner will be able to make new words by 'substituting. initiarcOnsonant.blendszand digraphs 'in known words with. 80taccuracy.

Number Correct Number ofsChildren Number Correct lumber of ChildrenPre Post

32/32- 1 430/32 1 3

29/3;, ' 1 0

24/32 .311

0

20/32

Pre :Post" 31/32 , I '3

28/32.2 0

22/32 1 0

,

X30

,

The learner will be able to recognize the consonant blend or.digraph he heari atthe end of two dictated words with 80% accuracy. . ,

. ,

Number Correct Numbei of ,(.hildreri Number Correct Number of Children ....

P,re .,POS t Pre. Post16/16

' 7 .15/16 6 2

.0

e.. ..,*

gium!Mmow

14/16 2.

,, ..

00- The learner will be able to recognize and write the vowel he hears in a dictated

yOrd with 80% accuracy

t

:Number Correct Number of Children

Pre Post1 g

0 4.

1

17/2020/20

2014/

11/20. ;:

Number Correct Number of Children

Fr Post

? 30

1540

8/20 2 0

The learner Will be able to identify the simple endings that denote tense (ed, ing),

F imber .(s, es), person (s, es), possession ('s), and comparison (er, est) when, inflected*for is of words a0e dictated with 80% 'accuracy.

0

Number Correct Number of Children. Number Correct Number of ChildrenPre Post Pre Post.

10/10 8 9 9/10 3 2

S2.The earner*will be able. to identify

an ending) or in a derived form.(haVing

'Number Correct Number of Children

Part 1

iSt%

70%

60%4

the root word in an inflected form (havinga, prefix .o.r-suffix) with AO% accuracy.,

Number Correct Nuaber of Children

77-137r80% . '. 2

60%

20% .1

1 0

1.3.1

GRADE 4 PORTIAAJESE DOMINANT

'I

R1 Given groups of four letters, the learner, will be able toselect-and mark the letter he hears with 80% accuracy.

Number Correct Number of Children Number Correct Number of Children

Pre.. Post

26/26g 12 . 1:6

24/26

25126

Pre Post

3 2

The learner will be able ,to write-the letteri of the alphabet in

scrambled order, as dictated by the teacher with 80% accuracy.

Number-Correct. NUmber of Chi idren Number Correct Nuoiher of Children,y.

.

26/26

.24/26

19/26. 2

17/26 1

15/26 1: . 0.

. Pre Post

7 13

1 4

5/26

23/26

1 18/26

0 .:.16/26

,

Pre Post

2 g

1. 0

1 0

02

R3 Given three pictures whose names. begin with different sounds, the

learner will be able to mark the. one beginning with .the same sound

as two dictated words with 80% accuracy:

Number Correct Number of Children Number Correct Number of Children

100%

80%

Pre Post

12 13

, 2 0.

90;

60%

Pre* Post2' 2

1 0

4

BEST COPY AVAILABLE 4,4

R4 When the 'teacher says the separate sound elements of a word, the learnerar will be,able to blend them and say the word with 80% accuracy..

Number Correct Number of Children Number Correct Number of Children. .1 Pre Post P Post

'100% 4 1. 3 6 e0% 4 p

T

R5 Given four choices, the learner will be able to mark the word thatis the same as the first word with 80% accuracy.

Number Correct Number of Children Number Correa' Number of Children

Pre - Post

600%

..

Pre. .Post1 0

. .

P1 The learner will be able to recogni44the consonant corresponding to thesound he hears at the beginning of two dictated words with ,80% accuracy.

Number Correct Number of.Children Number Correct Number of Children

Pre

PART 1 - 10/10.. 1

7/10.

Post3 9/10

Pre Post

2 0

A

PART 2 - 9/10

10/10

. Pre Post4 .7 . 8/10

0 4.

Pre', Post

461 )

P2 The learner will be able to recall the, sound of a given consonant endmatch it to a picture beginning with the same sound with 80% accuracy.

Number Correct Number of Children Number Correct Number of Children

Pre PostPART' -

Pre Post12/12 3' 4, 10/12

q/12 1 0 It /12

PART 2 - 12/12

10/12

Pre Post3 3.

'0, 1

7/12

11111.011.-W*dtI.W

133.4

1 0

0 1

Pre ost.1

a

0

111, :.

P3 The learner will be able to make new words by substituting initial consonantsounds in known words with 80% accuracy.

Number Correct Number of Children Number 'COrect Numbe\of Children

Pre PostPART 1 - 12/12 4 4

a.11.01=rwmm

PART 2 - 12/12 .

10/12'

-17r71. Post3 . 7 ,

re Post11/12 2 2

8/12 3 0

P4. The learner will- be able to use the context plus the initial consonant.

sound to figure out ugnown words with 80% accuracy.Number Correct NuMber of Children Number Correct Number of Children

,...., _1. . ..-,., -... .... ..

P. Pre.. Post

::: PART 1 - 100%"

16 16;-

re757t

PART 2-. 100%# :14 17

Pre Post

1 . 0..181 0 1

PS The learner will be able to recognize the consonant corresponding tothi sound he hears at the end of two dictated words with 80% accuracy.

Number CortPct Number of Children Number Correct Number of Children

a

..Pre Post .. Pre Post

PART 1 - 10/10 13. 15 010 2 1

, 8/10 1. 0-.. VW. 1. 0

j$o data was available for one student, . Pre Post Pre Post

. PART 2 - 6/6 .13 . 14 5/6 3 1Ale06 The learner will be able to indicate whether a given consonantsound is heard at the begihning, middle, or end of a dictated wordwith 80% accuracy.

Number Correct Number of Children Number Correct Number'of Children

j

'Pre Post

1 9 .90%

5 6

2

70i

. 10%

Pre Post

3

4 ,0

1 0

484 BEST COPY AVAILABLE'

.a

s'"

P7 The learner will be ableio -recognize' the consonant blend or digraph he

hears at the beginning of two clictateci-words with 80% accuracy. , .

Number Correct Number of Children Number Correct Number of Children

PAW! 1 - 19i20 0

Pfe2,

Post

. '12/20 1 0 6/20 1 0,. , .

... 012o 1 .. / 0 ". ...... 26/20 0 5

'Pre Post.PARY 2 - ,14/14 1 . -. 4 13/14

,.

,- 11/14 ; 1 .: .,. -'0 . 9/14. 0

:

,.

. .. ...s,

1,

, ..5/14 T '. '0 i 1/14 1 0

Pre Post2

111111.

,' : .

e. '

. f7. P10 The learner will be able to recognize and write the :vowel he.hears

in a dictated word with 80% acEuracy.Nurber.Correct Number of Children Number Correct Numberofiehildreti

.., . Pre Post Ire Post *

29/20 2 11 - _19/20 1 0 .'

,-..- . 111,18 ... 'I .'3 '17/20 ,.

......

2,

0', , .

. . ..,,

i- . 15/20.. 1 1 15/20 2 0,

4f...4

,

, .. ... 14/20 2 . . a . 12/20 1 , 0

..,, ...-;-... . .. 1i/2'0 6 .. : 9/20 2 0 ..

loni

11111mmo011imi.mlswisorma ....

P11The learner will, be able to differentiate between the long. ana short

!Wel sounds with 80% accuracy.Number. Correct Number oil Children Number Correct Number of Children

. re ros . . .. Pre Post

iiih0 5 9 9/10 1 5

/ . 8/10 3

.7/10 1 0 .. 5/10'° .2 0

. 5410: 1. 0: 4/10 4 0

3/10 . : 1. 0 2/10' 1 0

...311M1111111111MMEIMMINIMMII.

1353

4.

1

P12.'The lea)-Aer will be able to identify the vowel heard and record whe.its sound is long, short, or. r-controlled with 80% accuracy.

ther

,................._... ........ .,...- .. . Number Correct Number of Children Number Correct Number tfrinimren

- PikPost-14/16 6 1

1 3 13/15

12/15 1 ,..9 ' 11/15. 1 0

. .

Itimorpww..

.

: .A

1

1

2

0

o

1 0

3 0.

11

ion aI.. .....4 444 4.

r1. The learner UM be able to idelitify the simple 'endings that denote tense

tad. ing), number (s, es) , aerson (s, es); possession ('s), and comparison

(era est) when inflected fo ins. of words are dictated with 80% accuracy..

°Number*Correct Number of Children Number,Correct Number of Children

Pre Post -Pre. Post4. 3.

1 0

0 2

10/10 '0' 9

0

. .

. .

:7/10

2/10

.

S2 The learner will be able/ to identify the root word in

(having an ending) or in a Oerived form (having a prefixNumber Correct Number of

PreChildren Number Correct

Pos t .

7 11 90rPART .1 - .100%1

80%

60%

4 PART 2 - 100%

3

an inflected formor suffix) with 80%accuracNumber of Children

Pre Post

5 4

13 The learner will be.able to divide a compound word into its component parts .

with 80% accuracy. .Number Correct Nuritter lilt Children Number: Correct Number .of Children Ir

Fre Post Pre post

100% 12 13

so% 1

60% 1

1

90S 2 4

30%

1

1 0

BEST COPY AVAILABLE

i36

1-`,"

W0

$4 The learner will be able to write the two words for which a contractionstands with 80% accuracy.

1 Number Correct Number of Children" Number Correct Number of Children..

0 ..., a.0 -

Pre POst Pre Posto

5100% is 9 ,90% 4 ,

2 000% 1VS 70%

60% 1 0 40%... '10% . 2 0

(No data was availablq for one student)

no

1

..

0.

1 NM. I. 7

$7 Thelearner will be able to'indicate the number of syllables he4rd in aword by counting the vowel sounds with 80% accuracy.

,. Number Correct Number of Children Number Correct Number of Children,".Pre Post Pre Post

7 .12 .95% fr' 2 1'

0

40%. 0

.p

1

V.

q.

131

y. 0

;

1:

GRADE 4 ENGLISH DOMINANT

P1 The learner will be able to recognize the consonant corresponding to the sound

he 'hears at the beginning of two dictated words with 80% accuracy.

Number Correct Number of Children Number Correct Number of ChildrenPre Post'

Part 1 - 10/10 . 12,

Part 2 - 10/10

USW

ti

P2 The learner will be able to recall the sound of i,given consonant and match it

to a picture beginning with the 'same sound with 80% accuracy. ,1

. Number Correct Number of Children Number Correct Number of Childivn. , i Pre Post.;

Part 1 - 10/10 11 11 kv

OEM

Part 2 - 10/10

P3 The learner willin ;town words with

Numker;Correct

Parti - 1000.

Part 2 10/10

be able to makinew80% accuracy.

NUmber ofChi1drenPre Post

'15 15

r4-71713=.715 1.5

words by substitutint.initial consonani sdunds

.

Number Correct Number of Children

V

. . "

nokrampPP

goommponamimorismommimlm

.

P4 The learner will be able to use the'conteit plus the initial consonant-soundfigure out unknown words with 80% accuracy.

Number Correct -Children Number Correct Number of ChildrenPre Post

.Part 1 - 100%. . 15 15

Part 2 100tPre -Post

.11. 14

1

80%-Pse Post

1

P5 The learner willhe hears at the end

I

Number Correct

Part 1 - 10/10

8/10

Noweramwa

be able to recognize the consonant corresponding to the 'soundof two dictated words with 80% accuracy. .

Number of Children Number Correct

1Pre Post

10 11 9t10

1 . 0 138, 7/10

Number. of Children

?re Post3

SPIN...

2 0

Post

Q *

q.

Wt4

1

.

.N.

06 The learner will be able.

to indicate whether a giveo consonant sound is heard

FP at the beginning;amtddles or end of a dictated word with 80%siccuracy:'

1

NpMber Correct Number of Children Number Correct Amber of Children

'Pre Post Pre 3t

39/48

100%, 7 12 -90% 4 .

00% . 3 0 60% 1 0.

P7 The learner will be able to recognize .the consonant blend.br digraph he hears at

-Ahe.beginning of two dictated words' with 80% accuracy. 0 ,

Number Correct Number of Children. Number CorrectPre. Post ,

Peril - 20/20 . 3 7 19/20,

18/2C, 1 2O .

17/20 3. 9

.

Bo's,.

'. -15/20 1 O. '12/20 1 0.

Numberof ChildrenPre' 'Post3 3,

111011=0" -1-71711-17gr--Part 2 - 14/14 2 6' 13/14

12/14 2

10/14 2

> 2

Pre Post

3 4

2

0

P8 The learner will be able to make new wordsky.substitutlng consonant blends

and digraphs in known words with 80% accuracy.

Number Correct Number of ChildrenPre 'Post

. 44/4843/4k 041/48

Number Correct

1 3 42/48

22 2 40/48:

.

;6/48

2 29/48

48/48

47/48

39/48

35/48

16/48

Number of Children.Pre Post

1'

2

1

P9 The learner will be able to recognize the consonant

the end of two didtated words with 80% accuracy.

Number Correct Number of Children Number Correct.

16/16

13/16

11/16

2

3

blend or digraph he hears at

Number of Children.

3

1

1

o

P10 The learner will.be able to recognize and write theword with 80% accuracy.

Number Correct Number of Children

Pre Post4 7

2 3

4 0

0"

, 20/20

18/20

6/20 .

12/20

vowel. he hears in a dictated

Number Correct Number of ChildrenPr' Post1 519/20

17:4

14/20 ,

2 0

2 0

P11 The learner will be able to differentiate between the,long and short vowel soundswith 80% accuracy.

Number Correct Number of ChildrenPre Post

.10/10 4 7 $

7/10

5/10

Number Correct Hurter of. ChildrenPre Post

9/10 2 3

2 0 6/10 1 0

4/10

P12 The learner 'will be able to identify the vowel heard and record whether it sound,/

is long, short, or r-controlled with 80% accuracy.

!barber Correct

15/15

.. 13/15

11/15

9/15

Number of Children Number Correct

14/15

.. #12/15:

Pre Post2 10

6 .3

1. .0

1 0

*is

Number of ChildrenPre Post

1 2

2 0

0'1

1$1.3 The learner Will be able to dientify the letters representing the vowel digraphor,diphthong he hears when these sounds are dictated with 80% accuracy.

lumeer Correct. Number of Children Number Correct Number of ChildrenPre Post

10/10 8 12 9/10

4/10 1 0 010

Pre Post .

6 . 1

0

0- 3

II

. . .

EST COPY AVAILABLE

P14 The learner will be able to indicate the vowels he hears in dictated words of

one or more syllables with 80% accuracy.

Number Correct .Number of Children Number Correct Number of Children

' Pre Post Pre Post100% 4 8 90% m 1

40% 1 0 BOX.

o.

.11111111111111

.P15 Given statements of the most common vowel principles, the 'learner will be able

to indicate which one applies to'a given word with 80% accuracy.

Number Correct' Number of ChildrenPre Post3 510/10

7/10 3

Number Correct. Number of Children

7I- .Post-^

0

2 2

8/10

9/10

P16 Given a list of nonsense words, the learner will be able to mark the vowels toindicate whether they are long, short, r-controlled, or unsounded with 80% accuracy.

Number Correct

. 10/10

7/10

Number of Children Number Correct Humber of ChildrenPre Post .

6 6 8/10

9/10

Pre Post1 0

0

P17 'Given a list of nonsense Words, the learner will being to the letter sounds 'and vowel principles that have

Number Correct Number of Children Number Correct

100%

90%

Pre tPo!6 95%

22

able pronounce them accord-1been taught with 80% accuracy.

Humber. of Children

pry Posy it

Si The learner.will be able to identify the simple endings that denote tense (ed,

number (s, es), person (s, es), possession ('s), and comparison (er, est) when in-

flected forms.of words are dictated with, 80% accuracy.

Number-Correct Number of Children Number Correct

Pre Post___10/10

6/10 2 0

Number of. Children

PRe Post....1

141

52 The learner will be able to identify the root word in an inflected form (havingan ending) or in derived f6rm (having a prefix or suffix) with 80% accuracy.

Number Correct Number of Children Number Correct Amber of Children

Pre Post Pre Post3 5 9/10 3Part 1 - 10/10,

0/10 0 8/10 0

Part 2 - 10/10

8/10

4/10

2

1

9/10

6/10

S3 The learner will be able to divide a compound word into its component parts with

80% accuracy.'

Number Correct Number of Children Number Correct Number of Children

t. Pre Post Pie Post.10/10 1 2 9/10 ,

(No data was available for one student)

\.

S4 The learner- will be able to. write the two words for'which a contraction stands with80% accuracy.

Nutter Correct NuMberorChildren Number .Correct Number of ChildrenPre Post Pre Post

10/10 21 22 9/10 1 O. .

S5 The learner will be able to' identify prefixes and suffixes in a list of der=ivativeswith 80% accuracy.

Number Correct Number of Children Number Correct Number of Children. , Pre

20/20 2

18/20 3.

16/20 2

14/20 3

11/20 2

3/20 1

Post

12

2

2

0

0

0

Pre Post

19/201.1 3

17/20 1 5. 4

' 15/20 4 0

13/20 1 0

9/20 3 0

1/20 0

46)

'142

$6 Given a lis of prefixes and suffiA9s, the 'learner will be able to identify th'esaffix to be added to .a given root word to make sense in a sentence with 80% accuracy.

..

limber Correct Number of Children. Nunier,Correct Number of Children .

90%

60%

40% .

Pre Post t

8 8 80%

4 3 a, 50%

4 01 3020% '10%

100%

Pre Post4 9

1' 0

. 0

.

Si The learner will be able to indicate the number of syllables heard in a word by count,

14 the vowel sounds with 80% accuracy.,, -

. .

Number Correct Number of Children Numbet. eoirect Number of 'ChildrenPre Post Pre. -Post

IMO%,

16 ;..

95% 340 0

90% . .30: 85% 4 1 0

)4

S8 The learneimill be able to apply vowel princip les to Syllables and indicotewhether the vowel sound in a syllable is long, short, or r- control led with-80%accuracy.

f6

Number correct Number of Children, umberCorrect Number of.ChlidrenPre . Post9 20. .55

Pre Post 44100% 5 14 80%

70% 0 1 90%60% 3 40%

S9 Given a list of two-syllable nonsense words, the learner will be able to' divide theinto syllables according to the principles of syllabication with 80% accuracy.

Number Correct Number .of. Children Number Correct. Number of Children

P Post Pre Post100% 3 9 901 7 8

80% 10 .6 70% 1 2

60% i 4

610 Given a list of two-Syllable nonsense words, the learner will be able to pronouncethem, making application of vowel sounds and principles to syllables with.80% accuracy.

Number Correct Number of Children Number Correct Number of ChildrenPre Post Pre Pos t

100% 1 .7 14 3 90% 8 2

li

.4

.4

4

APPENDIX C

BILINGUAL, NEWSPAPER

4

144

o .3

1.

41.

4

vot

4

re

.)

...

R \AL gILNGuE

7 GRAbECIA5GE

1 4.:),

EscotoPRCIAgRIP\ DE

t

(...:m\ I

I

. .

0

tt

Dear Parents and "Students:

The bi-lingual program at Fox Pent is now in its fourth yeas -

and as its director, / would like to 'take this opportunity to share0

my enthusiasm with you.,

As parents and students having cultural,family and neighborh

interests in the Portuguese program) /op realize the satisfaction

,that itd success has fostered,

ad.

The, Portuguese children hive progressed ,in theii newly acquired

language, English, whileContinuing'to learn in thier native POrtuguese-

Thishas served to instill the confidence-necessary for success, while:

maintaining theriCh heritage theyohspe brought with them..

The American children have delighted in learning.the language end

cplture of their neighbors and friends)xhile continuing their regular

school curriculum. City - wide testing piograms have verified the.`:

0

progress and growth of these youngsters.

. Through a special prOgram worked out on the junior hig

level, the fifth graders entering Nathan Bight* in the Fal

an opportunity to continue their instruction in Portugues

and culture, prov iding a continuity of instruction and a

.transition to ,their new school.

As always we are interested in parent comments and

You too, are an integral part of our proOpm.

4

totl

L.

111

1

h school

will have

language

smooth:

suggestions.

%Ike 12444;d1

Frank Piaairilli.Bilingual Director

4.

a

e

f

. it

e

4

Woo Pais a Alunos:

0 programa bilingue de Fox Point esta agora no quarto ano de

4existenclia. Na qualidade de °director deste programa, gostaria de

aproveitar esta oportunidade para partilhar convosco o meu entusiasmo.A

Comopais o alunos interessados no programa Portugues, vos compre-

eadeis a satisfasao proporcionada pelos bonsresultados do programa'.

ha crake criansass portuguesas temprogredidona sua nova lingua, o Ingles,

so mesmo tempo que continuam 'a aprend r em Portuguts. Into tem - nos

dada a 'confiansa necessariapara se ob er bona resultados, enquanto se

procura manter a rica heransa cultural que as criansas ja possuiam.

As criancas americanas tem reveladO interesse em aprendera lingua

41 a cultura dos vizinhose amigos, ao mesmo tempo que estudam o eau cur-

rfculo eacolar normal.

- Um siatema de exames abrangendo.toda a cidade permitiu-nos verificar

o boo aproveitamento.dossnossos aiunos.

For us programaespecial destinado aos primeiros anos da escola

secunditria,os &tunas do qdinta Glasse que V:to frectibntara.Escola

-Nathan Dishbp em.Setembro, vao ter oca4iao de conti°nuar o estudo da

lfngud a culture portuguesa, o que lhes proporcionar continyidade.4N.

do estudo a uma transisao gradual pura a sua nova escola.

6.. __,Cificamasnl aspen- dos comentLioi a sugest&s dos'pais. Voslsois

1

parte integrante do nosso programa

Frank Pict,Director do Peogrami Bilingue

.14,

e i i 2 via 1 Vi 0641 1.---1N4ottt

We have just started this Newspaper's

project which is Bilingual, Pcirtuguesg and

English. We would like to teliryou some

things we do. We have e pledge. This is

hoe it goon.

gtoompledge aS an American to

save.,and faithfully to defend -from waste

the natural resoureg of my country. it's1'soil and minerals, it's forest's, waters,

,

aid Wildlife:

16,Y,

silonsalves0ra:3:4110"elAtt 04.4 A

A$ritelitil:7.1" kaAt4'.4..Y.

%.1411MPIV

ftworwomilS14,10.4**

a. --....- .7.40,..,..,..... r .. : ''' '04141.1.? !I* 78.idOWIWT"

ssivAt 4,:sts--'.4,1:1.%10Terr,ii,""!: '* .. ... .4i....."-I..71.;* : 4,.....,..a,.. 4"a;1.'.....e4 7.1,:4w.4.4.4.44.w....smor'" ..-::" 4 4' i I.'''. ; ;... P {.4. 1:'. IA UP 1. l4 dl: . ...': ''' W ..%i4 . ' C.:3r ... . . b:7::::::'iii:it5J:Z'V:'..;i:l2..;::f"4''j'tl.;:.::.47.i..Z,Vi

8,4 b ...A.41.4. .4.4 ... .0 4.1. .- *IP . 4,... . . ,

f...,i... 6u. I ,........,' ..1.4.........1ir ..2.44....1....so.% .4 t'

. 0 4'. .....04 jp, s.;Here's Your ,Chance

gore's your chance to joinstbe environment club.s N

Just fill 'out one of these forms, and give the other to

your best friend and send it to room 5,. You will recieve a

membership care. NO Honey, just your oath.

I. hereby pled ele my oathto keep Fox Feint School 1 4 8clean.

sigoture

rOrh I. LltInk and Ar.,a l'ir'e Editors;

I hereby plod5e my oathto keep Fox Point Schoolclean.

cignaturP-

a'

0.1

I think learning two itinGuace is 6!Cr :guess at the same t:ne is better than

very difficult thing for some a tudents.earning only one language.

Learning PortugueSi and English' is a verWhin 'somebody tweaks to me in English

exalting thing.on able to speak to them. If they speak , . r

I like the way we learn the languac

at the same time and the way that we mixo we in Portuguese I am still able to

peak, to then..

. I also think it is more exciting and.

.nn to inow two languages.'

IManuel Felicio

them together'.

. 1Ana M. Fires

9°./tetti8uegi.ef a S'egunda Lir auaa-

,' .!

de. cya4.2.,2da.4), /-az-ezzee.e.16.,7:24.e..19,12z ,.,/

.0e00y 4V

..J2e) Lee,112.04:1.4.0 0-0 it.e4L4

4.4ai-oadzP a.0144/z/4.2-4_g_do L$75A .

au. ci-cyd :e. wm.18

Z.r4ra.d.erC6P Cee. 10L'424

err

1 4 3eze.. .4a c;!...6-d-r.

. 44 45e_ .i4eralt 2. 10 I IL A I 1.4.

Wolf V

rl

% AO qb.,1

istedOs P:ekt?ext cc; ckneAcA'tEditora;

Anna PiresMark Blank

Reporters:Michael CortezDavid PereiraJoe VieiraMichael HedeirosPaula Cco-dc:SOMichael Fortes

Photographers:Paul (AttractMichael Paiva

'Artists: *Manny re it C1%,Mary Jo iselac.te.1

David Jim:epb%.Nark iA,C.1 ClIel

Joe Larvo.tsrtrioCeleste "I`tniz..0.r

l

Copy ReadersFatima Ple0(KANDTereeA Mov+izJessica 141rw6,01m

Malthrin 5no cryRana GonseAvtISMaria Zc%S%vr

%Luccinda NI,%-rc. runc:i

Lucy BiibereJammu' S;t1vv.,

Circulation:Jimmy Re-Ar:%co.te-SJohn Beit-Ar.t;Gabriela Itile,(16 icfLucy Silve%Elizabeth We', ixt

Ilditorial Writers:Jack '9_101-41 et)

Danny. Ca. 'e-roGilbert `..)144Roger -Pktre.,tv-iN

1 5 0

.

**po -

I do not.like.the lunch

room because it is to :

'misty: Here are some

rules to follow..

le We running

2. Wit yourturn in theefood line.

..34 Remain inyour seat.

Be quietwhen thewhistleblows.

Make.sureunder your. .

-seat isclean whenyou leave it.

by \

Gilbert Silva

I think that some of the high gradesshould have a little time_to have

some fun and to think of new ideas

enelearn about our .environment.

Some rooms. should get together andObserve our lovely environment.

Other people should ,pick up Plrzc,bottloe1 cans and put ,them nontly

into bagc.

O.... ., or. o . .

ti

mi. el.* ... a...ft

Bit varies coisas que eu goatava

.de modifioar na escola. Goitava quo

os alunos macs velhos.dosaem Dom. exemplo aos pequeninos ni6 atirando

papeis pars a *bib.

Gostava tembem quo pudessembs

ter- oarteiras novas, prOPrias pars anoses idade.

Na biblioteca piaalguns livros

portugueses, mas eu penso quo pressi..-0

ssmos mail. ,,E ainda outra coisa,Ps,,oisamos novas pinoils porqua os

quo temws siO-mmutto3ronaos.

....

,-

'by

Jack Borges

;

111.1

.

Civic Center.. .

. .

1,

No disk 17 de Janeiro do 1973, ,m4

llamas dar um passeio ao Civic Center, quo

C

flea na cidade de Providence.

Eu gostei mutt() dente ;senate. Vimos

.vma baildrina a. danpr e os soldados.

Tambov* vimos jocar so basquetebal

so hoquet. Oortei muito. Fomos na

oamloneta e tot muito bonito. EstaveA31 r;

muitas poscoaa a assistir.

by.Ftitima i'oixtnho

1

.41

t

3

.1 a.

1460.) We. c. ok%Sti 'for the

FOxIccrint Lit7rar...y4 4.

Books for the

library are brought,

with money through

the School -Department.

.The Libririan orders

'the books from book

suppliers. Then in

. a monthgar two the

lowly ordiied bookiit'

arrive at the Fox

Point Library.

*den new books

there

i.ss Argentierl:

o

Gir%10.

G

. ,

. Competition

The following

girls competed in

a State.Gyonastic

competitionon Sat.

Fobj, 1973 at the

Pon?gansett tiighSchool. "'le

school at 7:36A.m

and returnedat 4:0D

p. m. The 'aria Orein the Squat Vultevent compatainT along

ouch work to be

dote before the

'students can check

. the new books out

9f the Libra*.

For a person '

'to become a Libpar-.

Ian she needs at

least 4' or 5 years

of college.' .

rntirviewed by'

Abe Vieira

k

Alks did not win any

ribbons,. but each girl

did an_, outstanding' job

and represented our

school with pride. .7e

it hope that next year we..

can take more girls and

enter more events.

...w

Gymnastic Team..

Stephtuie Miller

Maria Teixeira

Maria da Silva

Maria odeiroe

Celectina geneses

interviewed by,David Pereira

0

%

". .,

On January 8,1973 room 3 started a new contest

Galled "Student of, the Week". The teacher puts au

index card on each desk.Whenever the children are

good or make good marks they get a point on,their

index card. At the end of the week whoever has, the

moat points is the Student of the Week. This week

Daniel Castro was the Student of the Week. The

Student of the Week receives a blue ribbon =diets

his name posted on a big poiter.4 Sere is a picture

of one of the recent Student of the Weeks.

.

0

'Katherine Schacht'and

LuccindaMontrond

e

0

...rearm .

..137.6.r=707

.

I.Vas %A..." All

Cla. Bi-. Cc..13d ft 24 74.......A%.

,..........e. 41; rr"re...6

. _ 11. t:..1;

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tic

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a

4

4

14

A CROSSWORD/PUZZLEolbollsw MN*

IIIU

WI ElMI MIEN

a

I r

M.

1. Used to drink hot bev-

erage.

2. There is an empty

that Tony always playsin.

3. 97 years is

4. gYou tell .-the Ebya clock. .

.5. Used to play baseball.

6. Something little kidssay when they are ;havingfun.

'7. The country yobein.

Se

1. Past tense of coke.

24,-. At the airport aman takes your .

3. You can get stuckwith a thorn from a.

4, The-little child wenttunnel.

5. A iambi. mother--

I

Jessica Hough.

.

4

;

Cur trip to the

Civic Center was

arexciting one.

They had enter-

, sinment which

.varied irom active

sports to a mild

fashion show. The

Rhode thand Hockey

Team exhibited their

practice which they

have every day.r

ARhode Island State. 1

:Ballet demonstrated

their'new style of

.ballet which was

!more.excitiig then

the old fashion way

*rich is very calm.

.h a wit

'Well" the Boston

Milos won last

year. But no one

knows if .they will

win the Champion-

shirthis year.

Some of their play-

ers left the team

for various reasons..

Jerry Cheevers and

John McKenzie left

because they wants

1sore money thon th

Boston Bruins would

pay them. Choevora

decided to take the

ai)

o

by.Michael Fortes

. Ion

.insthe BostonBruwall.... m

.p

offer of the Amer-

ican Hockey Assoc-

iation. They have

also been hurt by

injuries to important

players, like Bobby

Orr and Phil Esposito.

Recently coach Tom

Johnson was fired be.

cause of hit failure

to Cot tho team on the

winninc track.

bylachael

.

.4.6 eViAPe

OR

I

474 of0431

Aqui na America hi oiuito lixo pelos caminhos.Ka *scale' eatlo a tazez poatais para niO atirarem

.papeli porn o

Mrs. Sharp deu alguns milloes do dolkies paralimpar 0, rio de Providence.

.

Agora esamelhori mas a igua niO esti Claracomodantes. A aenhora tem Ault° desgosto por vertar lugar tto bonito ksaim .desprezado. 4 .clagge do

Austa esta a dar-nos um bom azomploeindo. apanhar papeis que se enoontram hos Jardine!' .da

escola.

O

F

by *

Maria Teresa Moniz

au sa Am

Mod' f I ca95esPara a escola

: . .Eat gostava quando nos

tossers para a.catetariwpara

nos nto falar e quando nos

Armos comprar a comida para

nes nto empurler ninguem.1 E

para nos ticar-mosnos nos\sos

bancos e niO mater papeis parao chto.

Eu gostava quo aquole

bucado de terrono de fronts

do Jardim que fosso,mais

limp°. Eu jtivi'cooheirao1 5(1)

maip lirnpao.

by

eall

at

Jack Soros

?\/\//19 die(

PIO ror drive. b15

+i t4 Cri/e0( -h(). cii'Fff.

..

..

,

iiintl,92=.

tiLt kiii.oit,

46 4.84eq:16 tIrPr 1%604

5 . ..b

. .. .

er.:7.o La.reediAho

%...v

4 ..7.).....,

-*/11/A44tr".?;"...11.

......t...(1.:(.2,

W ....tr.. 0 C;I:S1,4E.V.:*, ,,111'.

le.;?..:ft. .....cLa.....L. :ad ...

0 s iyerifav-.,IN,..,.,..,.,4111swor5.,:c 1 1 17

, i 'A..' ,J. if it.....A)aoi,., i ,.v.,... ..,,.., ,..,.. ,,,......... ,;. e ;

c ;XI\ it'sa.,

.6

%

:411 0 13/4 cell 11i

1.4.64,,..y.5 I, 4.:

r.

I

%

, Tom 54-4t6P. 14066;e16 lk vd.

Miss Colwell.* swimming. .

y. Mrs. Clark - paintinglrefinishingfuniture.

Mr. Aica - swimming, chess,. reading.

Miss Mazza - water skiing, knitting

Mrs. Rakoman « reanoadAhg, playing

Was .McElory - playing Piano, flew-1421

Mrs. Connors - brasding:

Miss Sohigian - cooking, sewing,handwork

11441. Rufo bowling, aewtng, hand.*.lork

.

Mrs, SlaCk bowling, bingo playing

Miss McCaffrey - painting, cooking.

reading, .

Mrs. Lissy skiir

Cambell reaeing,dog training.guitar

Mk...Sorem music, nature

- Knitting, reading

Miss Raffery - reading, lofting,camping, crocketing

II

.,

What Has ,Beeniyour aiect.O

as a ectc er

6'

A.% IlIfvtte S.

tI

I

,r; LL

An Interview with Miss Colwell---Al few years ago I had the pleasure ofknowing that a boy I had taartt Sn;lishhad won the Anthony iktdal. Ee cototecdtin an oral readinE test against nifty,excellent readers who ilere born in thisr 8 ecountry. Ima:;ino the thrill to hpvpartly responsible for having laut

° boy who spoke only Portuumstand who infour years could excel above so manybrilliant ctudonts.

S

by

Paula Cardouo

I 19: OA, 01241,

P, ovuoim.Ota h);i1112,

a

0

,

R.IDDLESI

.

...4e

1.1

0 worn.. %.

!,;t

**1

11

1

I

11=1M 111 .

. .

0

Me 0,0

What did 'one tonsil say to theother tonsil? ;

BitLir get dressed thedoctor is going to takeup out.

that do you have when you have anew nickle and an old dime?

'15 cents.

that is a witches favorite flower?

POiaen ivy.

that state isn't married?

Kiss. (Mississippi)

There are two horse. One istrotting dew. the road and theOther it penned up in a corral.Which one is.cin5ing "Don'tfence me in".?

Neither, horses don't sin.

byJessica floush

151

d 1.0

GEO

Item: Why did the plant go. to the foot ball game ?.

4ack Because he wanted to. play.

!tinny: Nope, he wanted to go, Out to root.

I C,

Jasea; Why did a boy take a .

ladderNto the ball.game?

Annai Why?

jams: Because the Giants wereplaying.

Michael: Why did the letterarrive we t7

Deana: I donut think i know.

Michael: There was roatacedew,

Linda: What does your uncledo in the watch facto*?

arin: How should I know?

Linda: Ho ,cite aroqn4 mr0:inf:1

hes nAatronlyZA

6.6

e..5

Shrimp Cocktail

e

olt. Is":11.1.

tAPe

k

P ineappleCoconut Fie

v.

...1.6prowommos.

Vo

661,61446.0:11,0,6

Preheat oven to

40Cidegrees.

Seat three eggs.

stir in one 8 1/2

ounce 'can of,crush-

ed piheapple, 1 cup

of shredded coconut

and white clirnsyrup.

1/4 cup sugar 1/4

teaspoon of salt,

two tablespoons of

melted butter and 1

'.112 teaspoons pt van-

ills extk.act. Pour

into a prepared gra..

ham cracker crust and

bake on lower shelf of

oven about 45 minutes;

until center of filling

is set,

by' Paula Can

.

of

1 tablespoon tomato ketchup

ar tomato paste, or skinned

fresh strained tomatoes.

.1 tablespoonworcestershire

sauce.

3-tablespoons whipping cream

or evaporated .

seasoning, small amounts of

celery salt (or chopped celery)

finely shopped onion 'Optional)

little lemon juice, lettuce

1 cup shelled cooked shrimp,

To garnish: Lemon

To sake the eauce; mix °all

ale ingredients together and

taste to check seasoning and

lemon 'juices. To make cocktail

this may be arranged 1.1 glasses

or small flat dishes. Shred the

,lettuce very finely so it may be

eaten with a spoon or small fork.

Top With the shrimp and cover

with the sauce. Garnish with lemon

sedges or slices. Serve as cold

as possible:

Serves 4

by' Pilau Silva

6 6

... . .

. .

Bolo alemi6

450 gramar'de mank!iga, 250 gramas

a0lar, 320 grime de farinha, 60 gramas de

:OorIntos, 100 gramas de passaa grandes, 60

aromas de. .frutas cristalizadaa variadas,4

ovos, 1/2 Pacote de &vicar, baunilha, rasps.,

-da

,.

,Alate-se berm o acucar corn aAmanteiga a

ism seguida viO-se-lhe incorporando os

ive

ovoa-

l a um, o esucar baunilhado, a raspadde

Unto a leranja, e depoia a farinha.

Barra-se uma formailasikcom um papal bem

untado de mantelgacomo se fosse para bolo

110g18a a val-se pondo;alternadamente naI

forma uma ea:nada de massa, depois frutas,.

nissa, e assim ate icabar.. 1 .

Terminar ocm massa e enfeitar corn.

algumas frutas; lava -se a Dozer ao forno.... i . re * ... ..

. . ....,.. :. by' ..: :..%.,,,,,, :1,- .- Fatima Peixinho... .. . .. .

... 4 fa* 4115........... . . .4.1 ;owls., ammo . II .. . . . . . ..

,..

' . . Falta . de di sc I pl Ina,c, .. . ..... na cafetaria

:. ,... .... . li.

.P. 4.... *

4 .44'....**,. ..:a"...'::". " * * ..444.0. .6.. . 0. '' red

:

'Prdolsamos de tell mais dlsc1plina

ba bora do almOlo..Mdevemos falar.nemrempurar ninguem. Tambem e precis°

fiiarAmos quieto3 nos nossos.bancos a

Ohio deizar cair papeis no.chiO.

tutambem tostava quo aquole'bocado. do terrono'de..fronte do jardim fess° malls

10

limpo. Eu ja vi cochoiras inals limpas.

byJack Demos

Bate-se 100 gramas de manteiga ate

floar em e-me. Junta -se db-

pots duzentas grams de erfcar a oonti-

nuaei'a bater um pouco mais. A seguir

junta -Ce seis ovos e continua-pe a Inter.

Pinalments, duzentas e cinquenta gramia

de farinha uma collier de Cepa'de for-/

manta. Miatura:ie passes de.abobera

coberti di npzes.pieadas. Meoce-se ma's

um pomp e deita-se numa forma untada de .

Vai so forne)temperaturic211

de

it 350.

byTeresa Monis

1

' V

. .,

40 C4era INCt el o *.*.$

. I to

4 , * ..;

. Bola de. NozesBe]; de Npzes.

Bata-ae duzentas e

cinquenta gramas de ayuear

Gem seis gemaa'de ovos. Far

le um pasta corn eem'gramaa-

.0 marmaladia e algumas nozea

'goads*, quo se junta depois

ao siptcar jatbitito corn as

genus. Depois de tudo bets

ineprporado deitam-se seis.

(tiaras batidas em (motel°,

Volta-se a baton e por dltino

juntap.se duzentas a cinquenta

gramme de farinha aonde se

miktura uma oolher de oak de

feraento em Quando

estiver bem batido pae-se

iumma.forma untada de maA-

. taiga el Vet botforno,

J' tomperatura 350.

byTeresa Yon1:

. .

'vs

M)

room' 11

Ea' OvIt rt 4 (.4,1*.ct 1490 (t\cieisLemitimminMlb

` Wits aroundthe world are different in many ways. Some

likO Spain wear long and modest dresses. In the United

the dress is very librdl. They style rangesfrom mini skirts

which is very long..Thepants are very short and are called

tat the 164 pants are very wide and baggy. They are called

ttome or elephant Palls.

o newest ',craze" in fashion are pallazo pants. They are long

gg.: and look' like longbaggy skirts,

"e './ Y

/

714r.

%

..

orameass V=1.$51,vorcil aZZ.le. A rnstves

1

. . .

Answers 'to crossword puzzle0

Across.1..nug

44 lot

bottide

.

old

WeeU.S,A.

Down1. came2. iocgage3. thornbush4. trottoth

4,' OW6 w

rour e

alf 05.5h

Rati5i

..1 ad.iiiiiiii

C

Is /

APPENDIX- DI

EVALUATION OF 3.972 SUMMER ,NSTITUTE

164

UATION OF INSTITUTE'(gummer, 1972)

Place the number one (1) by the offering or offerings you found moct valuable.T '4.1e the number two(2) by the offering(s) you found 2nd most important, 3rd etc.Is, you did not participate in any of the following, leave it blank.

1. (a) Culture and Civilization cl Se3

1

(b) linguistics 1

(c) Writing or Materials

.(d) English as a Second Language Practice

(e) Portuguese as a Second Language class

(f) Portuguese'as a Second Language Lab v,:ork

(g) Reading consultant

(h) Marcia Reback - Social Studies Consultant

(i) Methodology 1 and Demo teaching

ti

) Methodology 2

(k) Pre-Test

(1) Post-test

(m) ;Bilingual Education 1

(u) Advanced' Portuguese for Lusa-Americans

(o) Bilingual Education 2

(p) Foreign Linguage Consultant

Please Listany needs or areas of concern which were not included in the institute.41,

What is your opinion of this year's individuclized program? ,Why?

Please circle area(s) you feet the bilingual institute.should emphasize.a. Linguistic Concernsb. Cultural Concerns.e. Teaching metho,:s and strategies,d. Materials developmente. ,Testingf. Second Lanplage MethodologyS.'Curriculum developcentb. Other:

S. The bilingual institute ii

iTer lane.

Too shor!,

Just right

I recommend, I

.

If trill the .institute next,year -I would throw out:

. .

.Bo sure to keep:

The feur'.days.of inservice during the school year could best be used in (circle)

A. Investigating how best to evaluate ssudents (testing)

34 Investigating art and music as,vehicles for teaching social studies

.

C. time aside to 'create new activities,

. D. Further developing skills' inteachihg reading

14 Continuing to learn about Portugtiesecultuia4end,civilizatiiin.

IN Developing skills in teaching mixed classes

C. Other. ,

Please include anycother comments;, criticisms, or suggestions.

'

.3

I.

.

a

Dow

re 41.* or or

8.10 po swo

od

Culture and

Civiliiation

1111

1111

1111

1111

1111

1111

010

1111

1nu

men

omm

usvi

n 1

um=

iimm

aim

ion

mu

-num

ili1

g

HIM

1111

1111

.--

l'..11

911

1111

1111

11E

1111

1:1

1111

1i

1111

11i1

1111

1111

1111

1.1

Min

1M

ill11

1111

1111

111

1-1

I1

HU

HC

'l"

MIM

I UM

WO

Ma

"

1MI

IIIII

11

I1II 11

0111

111

Lin uistics 1

Writing of

Materials

ESL

PSL

PSL (lab)

Reading

Consultant

Social Studies

Consultant

Meth 1

Meth 2

Pre-test

Post-test

Bilinrial

Education 1

Advanced

Portuguese

Bilingual

Education 2

Items 2, 3, 6, 8

(Particularly interesting replies are starred)

I

BEST COPY AVAILABLE

ostei imenso da ma-ira como o curso

ecorreu,:pois_achoue a preparagao detral,alhos a que pro-debitos a valiosa e

ai ser muito atil'hoecorrer do 7ho escolar.

ostei do curso, deviue cada quay fqz o qthou mais convenientes suss classes, en-uanto ao prepiro deateriais.

ostei imenso acho quepreparagio de tra-alhos foi muito im-ortanteo.

professor'esta inte-redo no corpe docentee uma escola,rnasera de fazer um tra-alhoindividualizado.ortanto a preparagaoo professor tern deer feita atravis dumregrama de trabalhondividual.

Add: More use .ofvisual aids, moreparticipation indiscussions.Keep: Visual aids

[.

1.

1; i'.

It enabled people to Add: more emphasis onselect a wide variety culture.of areas......4...

Ncrie* I thought tt was great.

e concerned and in-ormal attitude of botr. Vieira + Dr. O'Con orde this not only pro

Acid: nothing

Kpep: 1)r. Vieiraand Dr. O'Connor

itable but also a- ver1,

njoyable experience.hink I learned more iweeks here (about teching) than I did at .I.C. I thinkeacher education scho is should run along t, is is line.

Ammennir.......

Please have it nextsummer.

Itent item 3

felt 1972

Institute

successfulIgoe all needs,

Found the offerings of greatvalue - Choice of classes -varied - Enough time allowedJoy lab work. Liked choosing ofsubjects - Can't be enthusiastic professionalenough.

personnel., Keep PS

Item 6

Would preferono aidpresent.Have a separate in-stitute for non-

Item 8

s Some course on pro-fessional philosophypresented to\non-

professionals\ Enjoyedthe cdntributi ns andcompanionship ,o thePavt. and Fall R verrou s.

Very good '' doing what is mostneeded.

Excellent - If one lf allowedto arrange ones' pfogram, onehas a better chance to achievethe objectives that one has setforth.

*As far as I am concerned thisyear's individualized programwas the best that ever ha ened

4

a

Add: a few Portugue efilms.

*Excellent. As teachers 4-%ad-ministrators we talk about in-dividualization for students, -participating in an Institutedesigned for individualizationmakes the concept much morepractical for us and providesnecessary experience for us!*Excellent. With the varianceof experience in bilingualeducation, each participantcould, work in the areas inwhich he had a need.

Teaching ofliCurriculum

'CoordinationTheory'Practice.

6

.1e,rum-r A:rations

consul-!tants

:t was, I feel, the best, waywhich to have the Institutebecause everyone was free towork on the materials whichthey found of most interest.

In

I was initially pleased to hearI could have determined my awn

vcourselof study but in the areaof curriculum research devel-rovw7,.1: evwti kftve bertiCt.tgi"Found it very interesting...

Add: more visitingconsultants.

Keep: Individualizeprograms.

10000.

01101,0 Prtom 4A:0

icIpterltAICC.i

tit.)

My idea is that the individualizedprogram will be good in the fut,rebut first we need to train thechildren to use this kind of we k

I thoroughly enjoyedthis institute'.

I enjoyed it very much -I appreciated interracticand exchange' of ideasof the 3 :t,.imunities

ep: Everything ass.

14

(14

BEST COPY AVAILABLE

I.

Item 2 Item 3.

dents in Meth.fir 'xpected to

With car 2 weeks,*me should bevi equipment pro-

xy, such as Mirdip projectors.

04 person teach-* should have au'oi to himself.

Item 6 Item*I prefer an individualized pro-gram where we are allowed to'.hoose our courses because itgives the participant a chanceto take only those courses hefeels are interesting to him.In *the institutes your pro-gram ig it.....112/aive and manytimes y u are forced to take.course you have already hador have absolutely as interestin.

*Best yet. Because I could,stay with something in whichI was interested, finish it,and wove on to something else'in which I was interested.Gould concentrate. Could move

'at own rate.

Throw out:

Nothing

ilinimmosumarry

It was very good, because we:an give more of ourselves to4 sub; act in which we. seeimmediate utility fin us.;00d except I found Ling I heaor 3 weeks. Many facts to7emember.

Keep: PSLThrow out:Testing,

I thinlethe Institute isvery well organized.The courses are veryinteresting, thefesaors are great. TheThe time was too shortto cover al, the' materia/ *It's a good concept, but peop e

become lazy at times and shout Add: B.E. 2 -1a pushed for best performance. the workbookMice busy work or work sheetsihoild be used to keep peopleactive.

great deal of time was altoated to the individual's setcquisition of knowledge whic

I feel is ..ery imocrtent I

*A 3000 idea since rost peo-ple have rather specializedneeds and interests. !towevetthere should have been abasic core curriculum withdefinite objectives for all'to accomplish.

.cr..!.alszect

on whore or'to go about fin[existing Port...rials should ha%

,t offered, thereave been .a

AK official::111:0 of resoqrgesLP information.

0

*Throw out; Meth 1as it is.

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Port.

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APPENDIX E

SAMPLES OF PORTUGUESE 'CURRICULUM. MATERIALS

112

1'aI

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