tutong - eric · this content analysis schedule for the lubbock independent school program of...
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ED 074 872 FL 004 217
AUTHOR Hess, Richard T.TITLE Content Analysis Schedule for Bilingual Education
Programs: Bilingual Elementary Education Program.INSTITUTION City Univ. of New York, N.Y. Hunter Coll. Bilingual
Education Applied Research Unit.SPONS AGENCY Office of Education (DHEW) , Washington, D.C. Div..of
Bilingual Education.PUB DATE 30 Jun 71NOTE 35p.
EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS Biculturalism; *Bilingual Education; Bilingualism;
Cognitive Development; *Content Analysis; *CurriculumDesign; Educational Finance; *Elementary SchoolStudents; English; Instructional Materials;Kindergarten Children; Learning Theories; *MexicanAmericans; Preschool Children; Program Costs; SelfEsteem; Sociolinguistics; Spanish; Student Grouping;Tutong
IDENTIFIERS Lubi.:..!k; *project BEST; Texas
ABSTRACTThis content analysis schedule for the Lubbock
Independent School Program of Lubbock, Texas, presents information onthe history, funding, and scope of the project. Included aresociolinguistic process variables such as the native and dominantlanguages of students and their interaction. Information is providedon staff selection and the linguistic background of project teachers.An assessment is made of the duration and extent of the bilingualcomponent, and the methods of second language teaching in general.Included is an analysis of materials, student grouping, tutoring,curriculum patterns, and cognitive development. The report alsodiscusses self-esteem, learning strategies, the bicultural andcommunity components, and means of evaluation. Inserts includeinformation on instructional materials and resources for materials.(SK)
FILMED FROM BEST AVAILABLE COPY
PROJECT BESTL4
Bilingual Education Applied Research Unit
N.Y.C. Bilingual. Consprti=Hunter College Division
695 Park Avenue
N.Y.,N.Y.10021
CHECK e--YDOCUIENTS READ FOR CONTENT ANALYSIS SCHEDULE
ec-f 50 TEms
Initial Proposal
c-0 (1ck \/ RAr act:VG- \IR-24:bj Pe_ct2nd Year Continuation 4k. .009
3rd Year Continuation (on separate C.A.S.)
Give Dates and Note if Evaluation is included in continuation.
Evaluation design
Interin evaluation
Final evaluation
Pre-audit
Interim audit
Final audit
lst aar 2nd .year 3rd _year
A 4kr'oLtqk Prai'e ct I); (R- (.#C2r- CA4C-(( d 1 fe1(11 S o r 'Hele rS-(-- fourFa-1)5 ct Co A1/4--ncaYg
e had no c oc re c.-ti 0," 5. or-tional e_v1 vv Nre....k.A.me
4_1(--ary) " ey-ojeci-- .
U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE
OFFICE OF EDUCATION
4:1
4:) THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE,PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY
REPRESENT OFFICIAL OFFICE OF EDUCATIONPOSITION OR POLICY..
Project 11E57-Bilingual. Education Applied Research Unit
Hunter College, 695 Park Ave., N.Y., N.Y. 10021
CONTENT ANALYSIS SCHEDULE FOR BILINGUAL EDUCATION PROGRAMS
TABLE OF CONTENTS PAGE
PROJECT IDENTIFICATION0.1' Project Number 10.2 Name of Project 10.3 Address of Project (number and street) 10.4 City and State of Project 10.5 State (checklist) 1
1.0 PROJECT HISTORY, FUNDING AND SCOPE1.1 Year Project Began under Title VII 1
2.0 FUNDING2.1 Funding of Bilingual Program, Prior to Title VII 12.2 Year Prior Funding Began 12.3 Student Level (Elementary or Secondary) in Prior Bilingual Program 12.4 Source of Prior Bilingual Program Funding 12.5 Concurrent Funding of Program(s) if Cooperating with Title VII Program 12.6 Student Level (Elementary or Secondary) Involved in Concurrent Program
Cooperating with. Title VII 12.7 Source of Concurrent Funding 12.8 Total Title VII Grant (first year) 1
3.0 UNIVERSITY Involvement with Project 14.0 SCOPE OF PROJECT
4.1 Number of Schools Involved 24.2 Students - total number 24.3 Students - grade level, number of classes, and number of students by grouped
grade levels 24.4 Non-graded classes 2
PROCESS VARIABLES5.0 STUDENTS (sociolinguistic)
5.1 Students' Dominant and Native Language and Cultural Affiliation (chart) 25.2 Cultural or Lthnic Identification of Target Students 35.3 Ethnic Identity of English Mother Tongue Students 35.4 Students' Native Language if Different from Dominant Language 35.5 Students' Dominant Language and Extent of Bilingualism 35.6 Recruitment of Students 45.7 Proportion of EMT Pupils in Project Area 45.8 Community Characteristics 45.9 Socio-Economic Status of N-EMT Participating Students 45.14DSocio-Economic Status of EMT Participating Students 45.11Proportion of Migrant Students in Project 4
6.0 SOCIOLINGUISTIC SURVEY6.1 EXistence of Survey 46.2 Groups Included in Survey 4
0.4 City and State of Project0.5 State (checklist)
1.0 PROJECT HISTORY, FUNDING AND SCOPE1.1 Year Project Began under Title VII
2.0 FUNDING2.1 Funding of Bilingual Program, Prior to Title VII 12.2 Year Prior Funding Began 12.3 Student Level (Elementary or Secondary) in Prior Bilingual Program 12.4 Source of Prior Bilingual Program Funding 12.5 Concurrent Funding of Program(s) if Cooperating with Title VII Program 12.6 Student Level (Elementary or Secondary) Involved in Concurrent Program
Cooperating with Title VII2.7 Source of Concurrent Funding2.8 Total Title VII Grant (first year)
3.0 UNIVERSITY Involvement with Project4.0 SCOPE OF PROJECT
4.1 Number of Schools Involved4.2 Students - total number 2
4.3 Students - grade level, number of classes' and number of students by groupedgrade levels 2
4.4 Non-graded classes
PROCESS VARIABLES5.0 STUDENTS (sociolinguistic)
5.1 Students' Dominant and Native Language and Cultural Affiliation (chart,) 25.2 Cultural or Ethnic Identification of Target Students 35.3 Ethnic Identity of English Mother Tongue Students 35.4 Students' Native Language if Different from Dominant Language 35.5 Students', Dominant Language and Extent of Bilingualism 35.6 Recruitment of Students 45.7 Proportion of EMT Pupils in Project Area 45.8 Community Characteristics 45.9 Socio-Economic Status of N-ENT Participating Students 45.1DSocio-Economic Status of EMT Participating Students 45.I1Proportion of Migrant Students in Project 4
6.0 SOCIOLINGUISTIC SURVEY6.1 Existence of Survey 46.2 Groups Included in Survey 46.3 Language Dominance by Domains and through Various Means of Communication 46.4 Determination of. Students' Language Dominance (if not in. Survey) 5
6.5 Survey Includes Determination of any Inter-Language in Community 56.6 N--EMT Parental Attitudes toward Language Maintenance or Shift 56.7 EMT Parental Attitudes toward. Second Language Learning 5
6.8 Student Attitudes toward Native and Second Language Learning 5
6.9 CommUnity Attitudes toward Maintenance 56.]A Survey's Impact on Program 5
7.0 STAFF SELECTION7.1 Linguistic Background of Project Teachers 5
7.2 Linguistic Background of Project Aides or Paraprofessionals 67.3 Dominant, and Native Languages Used by Bilingual Teachers 67.4 Dominant and Native Languages Used by Aides 67.5 Cultural Affiliation of Teachers, Aides, Project Director and. Evaluators 67.6 Selection of N-EMT Teachers from Local Community 7
7.7 Proportion of. Teachers and Aides of Same Cultural Background as N-EMT Students 77.8 Teacher Qualifications (Training Prior to Project) 7
8.0 STAFF DEVELOPMENT8.1 Areas of Training for Teachers and for Paraprofessionals 7'8.2 Stated Goals of Teacher Training 78.3 Methods of Teacher Training 8
8.4 Provision of Time for Joint Lesson Planning (Teachers and Paraprofessionals) 8
8.5 Provision for Paraprofessionals to Receive Credit toward Certification 8
8.6 Role of Paraprofessionals 8
8.7 Personnel Training Project Teachers and Paraprofessionals 8
8.8 Extent of Bilingualism and Biculturalism of Personnel Training Staff 8
8.9 Period When Training Is Provided 8
1111
2
2
PAGE8.10 Extent of Training 8,8.11 Proportion of. Teachers Attending Training 8
9.0 TEACHERS' ATTITUDES9.1 4.sesment of Teachers' Attitudes 8
10.0 STAFF PATTERNS10.11inds of Staff Patterns 910.2 Staff 910.3 Pupils per Class 910.4 Aides/Paraprofessionals per Class r 9.10.5 N-EMT or Bilingual Aides/Paraprofessionals per Class 910.6 Methods of Providing Special Aid to Pupils Having Most Difficulty in Learning 9
11.0 INSTRUCTIONAL COMPONENT - DURATION AND EXTENT OF BILINGUAL CCMPONENT11.1 Duration of Bilingual Education (Policy) 911.2 Projected Duration of Project Instruction through N-EMT Language (in years)
. 9110 Grade When Second Language Learning Is Introduced 911.4 Projected Linking of Current Projectto Future Bilingual Program . 1011.5 Projected Duration of Second Language Learning for English Dominant
Students 1011.6 Projected Duration of Learning in Native Language for N-E Dominant
Students 1031.7 - 11.9 Instructional Time in and through their Native Language for
N-EMT Students who Are Non-English Dominant 1011.10 - 11.12 Instructional Time in and through their Native Language (N-EMT)
for pupils who are N-EMT/E Dominant 1011.13 Program Type - One Way 1111.14 - 11.16 Instructional Time in and through Second Language for EMT Students 1111.17 Mixed or Separate Language Usage by Teacher and Aide in Classroom 11
12.0 METHODS OF SECOND LANGUAGE TEACHING 11-1213.0 DOMiNANT'AND SECOND LANGUAGE SKTMS SEQUENCE
13.1 Sequential cr Concurrent Learning of Listening, Speaking in Both LanguageS 1213.2 Relation of Reading and Writing to Listening, Speaking 1213.3 Determination of Listeningr Speaking Proficiency 1213.4 Relationship of Learning Native and Second Language Reading Skills 1213.5 -.'eriod Reading Is Introduced 1313.6 Determination of Reading Readiness 1323.7 Projected Grade for Grade Level Reading in Dominant and Second Language 1313.8 Projected Grade for Grade LeVel Academic Achievement in Second Language 13
14.0 INTEGRATION OF SECOND LANGUAGE, LEARNING WITH OTHERLEARNING 1315.0 TREATMENT VF C,HILDq; LANGUAGE16.0 MATERTALS
16.1 ReadinOlaterIals 7 Types: 1416.2 Reading Material in Child's Dialect 1416.3 Materials aid TeChniquee for Second Language Learning 1416.4 Sources'of Materials in Language other than English16.5 Specific BilingUal/Bicultural Materials Used
17.0 STUDENT GROUPING27.1:Eixed or Separated by Dominant Language17.2Sie, of Groups17.3 Criteria for Grouping
18.0 TUTORING18.1 Student Tutoring18.2 ParaprofesSionaliTutoring18.3 Thrent'Tutoring 1618.4 Trining of'Parent Tutors 16
19.0 CURRICULUM PATTERNS 1620.0 COGNITIVE DEVELOPMENT
20,.1 In Early Childh6od
14
1515
151515
153.5
11.2 Projected Duration of Project Instruction through E-EMT Language (in years ) 911.3 Grade When Second Language Learning Is Introduced 911.4 Projected Linking of Current Project to Future Bilingual Program 1011.5 Projected Duration of Second Language Learning for English Dominant
Students 1011.6 Projected Duration of Learning in Native Language for N-E Dominant
Students 1011.7 - 11.9 Instructional Time in and through their Native Language for
N-EMT Students who Are Non-English Dominant 1011.10 - 11.12 Instructional Time in and through their Native Language (N-EMT)
for pupils who are N-EMT/E Dominant 1011.13 Program Type - One Way 1111.14 - 11.16 Instructional Time in and through Second Language for EMT Students 1111.17 Mixed or Separate Language Usage by Teacher and Aide in Classroom , 11
12.0 METHODS OF SECOND LANGUAGE TEACHING 11-1213.0 DOMINANT AND SECOND LANGUAGE SKTLLS SEQUENCE N
- )'
13.1 Sequential or Concurrent Learning of Listening, Speaking in BOth Languageb 1213.2 Relation of Reading and Writing to Listening, Speaking " -\--. --- - 1213.3 Determination of Listening, Speaking Proficiency 1213.4 Relationihip of Learning Native and Second Language Reading Skills 1213.5 Period Reading Is Introduced 1313.6 Determination of Reading Readiness 1313.7 Projected Grade for Grade Level Reading in Dominant and Second Language 1313.8 Projected Grade for Grade Level Academic Achievement in Second Language 13
14.0 INTEGRATION OF SECOND LANGUAGE LEARNING WITH OTHER LEARNING 1315.0 TREATMENT OF CHILD'S LANGUAGE 1416.0 MATERIALS
16.1 Reading Materials - Types 1416.2 Reading Material in Child's Dialect 1416.3 Materials and Techniques for Second Language Learning 1416.4 Sources of Materials in Language other than English 1516.5 Specific Bilingual/Bicultural Materials Used 15
17.0 STUDENT GROUPING, ,
17.1 Mixed or Separated by Dominant Language 1517.2 Size of Groups 1517.3 Criteria for Grouping 15
18.0 TUTORING18.1 Student Tutoring 1518.2 Paraprofessional Tutoring 1518.3 Parent Tutoring 1618.4 Training of Parent Tutors 16
19.0 CURRICULUM PATTERNS 1620.0 COGNITIVE DEVELOPMENT
20.1 In Early Childhood 1620.2 In Later Grades 16
21.0 SELF ESTEEM 1722.0 LEARNING STRATEGIES 1723.0 BICULTURAL COMPONENT
23.1 Type 1723.2 Cross-Cultural Awareness 1823.3 Decreasing Ethnocentrism 1823.4 Extent of Learning About N-EMT Culture 1823.5 Definition of American Culture 18
24,0 COMMUNITY COMPONENT24.1 Bilingual Librar:Les 1824.2 Ethnic Studies Library 1824.3 Program Dissemination to Community 1924.4 Methods Usci to Seek Community Involvement in Formulation Of Program Policies 1924.5 Methods Used to Keep Program Informed About Community 1924.6 Means by which School Is Open to Community 19
25.0 IMPACT EVALUATION 19-2026.0 EVALUATOR'S ROLE 2027.0 EVALUATION PROCEDURE 20
Developed by Marietta Saravia ShoreCoordinator, BEARU
-)
bilingual education applied research unitprOject b.e.s.t.
n.y.c. consortium on bilingual. education
ERIC page 1
0.1 Project No. _al CI.
CONTENT ANALYSIS SCHEDULEFOR BILINGUAL EDUCATION P.1OGILAMS
aeseal-;.h Assistant 'R. Date 61304 70.2Name of Project rivAl E eervk e-v,+a,r1 Eck 1/4.1/4.c.ckic i o Fr 0ro.0.3 Address of Project L. tAbho c..1c tragi, tv.de,y14 Sc...1, 0 t51 Pr-Dr ao-y,
0.4 b ct /'Lvsbboeski Te-x0,51a1.05 STATE
1-Alaska2-Arizona3California4-Colbrado.5-Connecticut6-Florida7-Guam8-Idaho5.Illinois10-Indiana
11-Louisiana12-Maine
13-Massachusetts-14-Michigan15-Montana16 -haw Hampshire
17-New Jersey18-New Mexico19-Neu York20-Ohio
1.0 PROJECT HISTOZ, FUNDING AND SCOPE1.1 Year Project began under Title
see
ProjectNo.
9707 1970
1971
21- Oklahoma
22-Oregon23-Penns:Flvania24-_.bode Island
Texas?6-Utah27-Vermont28-Washington29- Wisconsin
30-Other (specify)
2.0 FUNDING (Mark all that apply).
2.1 1-Any P:LIO:1 funding of BILINGUAL programVII continues or expands that program
0 -no ptior funding mentioned.
22 Year prior fuking began
2.3 Prior bilingual pro,graminvolved:1i-early childhood `pre K)
2- elementary students (grades1-6)3-scoondary students (grades-7-12)0-not specified
2.4 Source of prior bilingual program funding.1-local 4-university2-state 5federal (specify)_::_,_.3-fouLdation 6-other (specify).____:,
2.5 &CONCURRENT funding of program(s)with Title VII program
0-no concurrent funding mentioned
2.6 Concurrent program cooperating with Title VII involves:1-early childhood (Pre K. K)
2-elementary studants (grades 1 -6)
0.5 _P...51
if Title 2.1 C).
2.2
2.3 C)
2.4
if cooperating 2.5
2.6 J..22.
dross of Project LlAbiaoctS _Lridetr.\--,6,e_rn-tiSc..A-Aczot
0.4 lbaS 4t~ Stree-tLLAbboc..1c, Texas 911
.05 STATE
1-Alaska2-Arizona3California4-Colorado5-Connecticut6-Florida7-Guam8-Idaho94-Illinois10-Indiana
11-Louisiana12-Maine13-assachusetts14-.Nichigan
15-Montana16-New Ham7;shire,
17-New Jersey10 -New Nexico19-New York20-Ohio
1.0 FTLOJECT HISTOZ, FUNDING AND SCOPE1.1 Year Project began under Title VII:
see 97Project 07 - 1970No. 17 - 1971
21-01:lahoma
22-Oregon23-Pennsylvania24-:11ode Island
Texas26-Utah27-Vermont28-Washington29-Wisconsin30-Other (specify)
2.0 FUNDING (Mark all that apply)2.1 1-Any P:LIO: funding of BILINGUAL program, if Title
VII. continues or expands that program0-no prior funding mentioned
2.2 Year prior funding began
2.3 Prior bilingual pro,graminvo)Jed:1-early childhood ..Pre is h)
2-elementary students (grades 1-6)3-secondary students (grades 7-12)0-not specified
2.4 Source of prior bilingual program funding1-local 4-university2-state 5-federal (sylecify)____3-foundation 6-other (specify)
.-------
-----
2.5 &CONCURRENT funding of program(s), if cooperatingwith Title VII, program
.
0-no concurrent funding mentioned
2.6 Concurrent program cooperating with Title VII1-early childhood 1pre i h.)
2-elementary students (grades 1-6)3-secondary students (grades 7-12)4- teachers
.0-not specified
2.7 Source of concurrent funding, if cooperating. with Title VIIprogram:1-local2-State.3-university . qtr
involves:.
4-federal (specify)5-other (specify)
2.0 Total Title VII grant (first year only)
2.9 Total funds for concurrent program (s) cooperatinri wit.thTitle VII (i7 of y21-.r1
3.0 1-If a UNIV=ITY is worl:ing with the Title VII program,specif0-none cN.Sy which:
f- '7r-o6
0.5
1.1
2.1 0
2.2
2.3
2.4
2.5
2.6 _I A.
2.7
2.8 I 5 I 5_002.9
3.0
page 24:0 SCOPE of PaOJECT
4.1 Numbers of schools involved in Title VII program: 4.1 31-one 4-four 0-not specified2-two 5-five3-three 6-other .
4.2 Total number of students in yrogram A.First yearD.Second year0Third year
4.2 A
BC 42-02.7
4.3 Grade level of students in program; number of classes perwade and total number of students by grouped grade levels(by second year)
Number ofHumber of 4.-3 PSIC._
Grade C__.lasses
PrcIP Classes__ APS-PreSchool7-grade 7 B...,..____. ..._(TlYndgtn :::5- 8-grade 8 C
........
.___.PSh .100_TOTAL NO. students PS and I 9-grade --)
B ,., TOTAL students gr. 7-9
Olgrade 1.57. 10-grade 10
......2-grade 211-grade 113-grade 312 -grade 12
4- -grade 4C TOTAL. S.:Eicts gr. 10:-125-grade 5
6-grade 6A ,I3_5.... Toza---6-iii.6.as gr. 1 -6
4.4 1-All classes graded. i 14 e ,tbot. ,.)I2-All classes ungraded
3-Some classes ungradedIf ungraded, specify ages or grades grouped
together.:_______________________5.0 PP.00ESS
VAIIIABLES-.STUDENTS. (Sociolinguistic)5.1 Students Dominant and Native language interaction andcultural affiliation (Indicate number of stuclpiats in eachcategory and specify cultural affiliatiOn in box)(Circle. any information Which-is
inferred and irrrite INF.)
lion --En lisp .Doi inaat L.En,lish Dominant 5.0PP.?. i':;._
1. Total!I .N-E Dom -NEE II-E-Dom -- NEnT
do::.1 I 0?03 StNon - English
,
NErMothe TongueN-EMTego3
. 12. TotalEnglish
nbther-Tongue..
I
1 .1: I ;-,,,.. E. -.' I; o. m. .: El. :::ri.
1 3....
E domNan,
'z-Don1 EidT
III
11.
2
I Total Non English II Total EnglishTotca E--DomDOminant;_gta: Dominant ,32. 11= Ili+ 112
grace anu.total numoe(by second year)
Number ofGrade ClassesPS-PreSchool
Cndgtn
PSI: J. op_ TOTAI:. NC. students PS and
or stuuents by E4rou?ed grade laels
Number of PSK
G-ade
4.3
-grade 78-gradec)-grade
TOTAL students
Ograde 1
2-grade 23-grade 34-grade 45-grade 56-grade 6A.as ToTAr-gIdawas
4.4 1-All classes graded2-All classes ungraded3-Some classes ungraded
gr. 1-6
6
..... BC
PT. 7-3
10-grade 1011-grade 1112-grade 12C TO AL students gr. 10-12
4.4 1
If ungraded, specify ages or grades grouped. together:._______.
5.0 PJ0CESS VALlIABLES - STUDENTS (Sociolinguistic)5.1 Students Dominant and Native language interaction and
cultural affiliation (Indicate number of students in eachcategory and specify cultural affiliation in boy)(Circle, any information which is inferred and write INF.)
,f..Non:7_Ladish_ PoilzippAt._-:.::EingliphPIR441Apt 5.01. Total -. Dom NEIN LII - 11F:in-!
Non-EnglishMother Tongue.
2. TotalEnglish
.
Mother-Tongue....
I Total ''Ion- .EnglishDominant at) 3
II'? E-Dorn an
3
NE 6.01.1N-rat T
E dora111.
.3-Dor1 112
No.
?03 8b
II Total English Total N- -Don 1/4.34. P.1Dominant...3 _ . II= Ill+ II
2
.... .........................._................................ ...................... . .... ..... . . _ . ...1:Ion-_Enz_lisilPccai.p..an:b ..,Englip13. Dominant. ...r., , , 'r T-rts Tr,N-0., Dom N-Evi.i. nx-Dorn. 3:,-11.1,1
Non-English Example; a native Spanish speakerMother. Tongue iwho uses Spanish in most contacts
I though he may know English
S -N Dom ENT
English HIcamplez. (rare) a native EnglishMother Tongue speaking Puerto Nican child,
born in New York who returns'to Pui,rto ;:aco and becomesSpanish dominant
Example: a native Spanishspeaker who uses Spanish only infamiliar contacts, and Englishin all other," school, work.
n
21:anples2 1)a native E. speakingacculturated American who mayor -:Ac Y not know a second lang.
2)a native E. speaking;.lexica-American child who has a,
minimal receptive knowledge ofSpanish, but has a Latin cultureaffiliation
page 35.2 'Cultukal or Ethnic identification of target students in programby number and % of each
Indigenous Americans: _ -Number Per'Centof if inferred,Total Students check (J)Al Navajo Al c.:
......... ..........A2 Cherokee A2 (-1----.A3 Other (specify) A3...._
',;)
r.A TOTAL No. of American Indian AP--
Americans of other ethnic bac7.:grouads:
131 Hexican-AmericanB2 Puerto-ican 32B3 Cuban B3,34 Other Spanish-American
(specify)B4.
B TOTAL No. of Spanish-speaking Americans
C Portuguese-American CD' Franco-AmericanF. Chinese-AmericanG EskimoH 2ussian
HJ Other
I TOTAL number of N-EilT targetstudents
C.
C.
_ao5 5b.5.
5.3 Ethnic identity of English mother tonne students other than targetpopulation, if specifieds by number and per cent.
E2
II TOTAL number of BuIT studentsother than target population
5.4 Students' native language or mother tongue if DIFFE:ENTfrom their dominant language.
specify)Different Native ag.e. Number r et
........
PqPAIkt.1941.EPAZP.1-English2-Spanish
5..5 Students' Dominant Language and Extent of Bilingualism
Dominant language! Number of ilonolingua: Number of students Bilingual
of students in program Students to any extant
N -.Number c,P not
.. % I not only listeningispeakingspec. spec.; Comprehension .a.bility
No. % No.i.
4 _,. t 14._ :. _ ___ _._ ._ -_
Bi iiexican-American F?1 ;.0B2 Puerto-2.ican 32B3 CuLan B'4 Other Spanish-American
(s-,)ecify) 34.B TOTAL No. of Spanish-
speaking Americans
C Portuguese-AmericanD Franco-American .1)
F Chinese-AmericanG EskimoH lIussian .H
J Other
I TOTAL number of H-FIIT targetstudents
5.3 Ethnic identity of English mother tongue students other than targetpopulation: if specified; by number and per cent.
32
II TOTAL number of EIIT studentsother than target population
39
5.4 Students' native language or mother tongue if DIFFE=Tfrom their dominant language.
(specify)Bp,ainantlangua Difsfel-ent Native La-,aua-Pe Number1-English ........2-Spanish
5.4... __
Per Cent
5.5. Students' Dominant Language and Extent of Bilingualism
Dominant language Number 'of ilbnolingual TfuMber of students Bilingualof students in program Students 1 to any extent
No.
i
.
Number r,P not :;! not !only listening.speahingspec. spec comprehension 'ability
!No. % To.
674 English.11 American
IndianAl Navajo
CherokeeA3.---. KereSan
Other (spec.li AbI Spanish 0.6C Portuguese
FrenchF ChineseG EskimoH azesianJ Other (spec.-)_
5.6 ftecruitment of Students:
0 - not specified1 English Mother Tongue .and No
Students are L:equired to pt,
2 Only N-ElIT are recuired to
is voluntary13 r Both SIT and IT-ZEIT partici-oation is
Students selected aucoralng to some
page 4
5.6 1)
,.)r Tongue
bilingual program...42T's participation
g.ifeigiYofproject (in addition tolanguage)...
5.7 Proportion of E-::iom -ouipils in project area: see Chart C5.7
n.sr-not specified on the chart.
5.8 Community Characteristics (mark. ally that anoly)(go if more than one category, indicate per-cent for each)
1-- inner city-ghetto,barrio2 major city / ob. y3 -. small city, town'or suburb
4 -7 rural, farm5. other (specify)
reservation
5.9 Socio-economistatus of PI-ENT'participating students(indicate specific percent of low SES)
B. Average family income, if mentionedn.s..:.not specified
5.10 Socio-econonemic.status of 'ET 7)articipating students(indicate specific percent of. low SES .on the blanlz)r4a..- not applicable (no BT)00 -not specified
5.11 Proportion of migrant students(Indicate specific percent)n.s. -not specified
6.0 SOCIOLINGUISTIC SU2VEY
5.8
5.9A. oLo A
13.
5.10
in project 5.11
6.1 Project.states that a sociolinguistic surveyI for II for
group. I T group
1 was made2 will be made0 not mentioned
6.2 If a sociolinguistic surveymark all groups included;
I N -B24T
1 parents2 children3 teachers4. community5 others
(specify)
was or trill be made, 6.2 I
II
A'6.3 Language daia iiinance of -EilT groups (chec:: A irents, E. children, C. _.teachers)
will be determined by the extent each language is used in different domainsthrough various means of communication
.
e.g. specify extent descriptively: never, sotetimes, always 6.3 I
USE NON-ENGLISH LANG. USE ENGLISH
5.8 CbmaUnity -Characteristics '(aarl: ally that aPOlir)(% if more than one category, indicate per-cent for
1 inner city-ghetto',barrio2 major city / 0 0. %3 small city, town or suburb:4 rural, farm.5 -7 other (specify)
reservation
5.9 A. Socio- econouic status of 11-ENT participating students 5.9 A. __1_9414(indicate specific percent of low SES)
B. Average faaily incoMe if :mentionedn. s. ... not specified
5.10 Socio-econonomic .status of MT participating students(indicate specific percent of low SES on then.a. -nPt applicable (no EHT)00 -not specified
5.10
5.11 Proportion. of migrant students in project 5.11(Indicate specific percent)n. s . not specified
6.0 SOCIOLINGUISTIC SUaVEY
6.1 Project states that a sociolinguistic survey:I for II for
group :If group1 Was made2 Will be made0 not mentioned
6.2 If a sociolinguistic survey was or will be made, 6.2 Imarl: all groups included;
I N. -,SIT II1 parents2 children3 teachersA. c omMunity
5 others(specify)
6.3 Language doainance of N-:y lT groups (check !parents, B_ _children, C.... teachers;will be determined by the extent each language is used in different domainsthrough various means of communication.
:
e.g. specify extent descriptively: never sometimes, always 6.3 I: ..
x
2.,
DOHAINS:'
1 Home2 Church3 School4. Work
USE NON-ENGLISH LANG.
_.....,...
LISTENING' SPEAKING lEP.DING IT-LUTING LISTENING' SPEAKING
USE ENGLISH
- .5 Socializing I...6 Neighborhood78 1.1agazines,new
9 Others
(specify)
TNG
. . ..... ......
. ..... ... . . .
1 .....-
C
6.4 If not included in surveys how was student'sdetermined?
1-inferred by use of surname2-established by formal testing of students
(specify how)'winance was
3-assessed by informal me4-not mentioned how lar-
deterined
6.5 Sociolinguistic SurveyAn analysis to determinein .the community, (e.g.;
which serves as a singlea group of people).1-yes0-no
imago'
7.T1
pa:0 5dominance 6.4II
(check all that apply)if an interlanguage existsa mixture of two languagessystem of communication for
L;ccielin21.-_st4c s1.1.-.'ve: includes itans coverin:
6.6 N-DIT parents' attitudes toward maintenance of child'sN-EDIT in particular domains of use or couolete shift.to English1-yes0-no.
6.7 ECIT'parents' attitudes toward their children'S learningof the N-.IT language1-yes .
07no.
6.8 Children's own attitudes regarding the second languagethey are learning and the speakers of that langUage1-yes0-no
6.9 If not included in survey how were parental and/orcommunity attitudes toward N-.EIT maintenancedetermined?1-will not be assessed2-will be assessed, method not specified3-has been or will be assessed by method other than
sociolinguistic survey (specify how)
6.6 _NO_
O. (..7' '10.)
6.10 1-After sociolinguistic survey is made, how does it influence 6.10 NLSprogram? (specify) (e.g. transfer or maintenance instructional-prograxas)
0-not mentioned
7.0 STAFF SELECTION .
7.1 Linguistic background of project teachers, by number in each category(indicate non-English language in each box
1. %/Language dominance not specified (if any information is notv/Mother tongue, not specified specified, cross out that
not specified whether monolingual or bilingual_ heading and complete the
bj-ouu.t.i ul
a group of people).1-yes0-no
,911270:
t; J. 01
s covering:'
6.6 N-EiT parents' attitudes toward maintenance of child!sN-EHT in particular domaino of use or comolete shiftto Englishi -yes .
0-no
6.7 iT parents' attitudes toward their children's learningof the N-1111T language
1-yes0-no
6.8 Children's own attitudes regarding the second languagethey are learninr, ar speakers of that language1-yes0-no
Tf not included in survey how were parental and /orcommunity attitudes toward N-EliT maintenancedetermined?1-will not be assessed2.4d11 be acbessed, method not specified3-has been or will be assessed by method other than
sociolinguistic survey (specify how)
6. 934S--
6.10 1-After sociolinguistic survey is made, how does it influence 6.10 Ai.;,5program? (spectfy) (e.g. transfer or naintenance instructionalprograms)
0-not mentioned
7.0 STAFF SELECTION
7.1 Linguistic background of project teachers, by number.(indicate non-English language bo ::)
../..fLanguage dominance not specified
.00/Hother tongue-net specifiednot specified whether monolingual or bilingual
in each category;
(if any information is notspecified, cross out thatheading and complete therest of the chart)
N E Dom.'
NEMT
II E DomINTE DomNEMT
h-uoringyp-1
N.=
B- Bilingual 7.1I
I
II
II
II
ABA
AA
B-
NNo.
N-
:N=
N-
A Total Number 13 Total Number.Honolingual Bilingual
Total .Number
of Teachers
.11
AB /0 75-0N
page 6
7.2 Linguistic baz:,:ground of project aides or paraorofossionalsj by number:(indicate non,English language in each boy_)
1 Language wominance not specified (If any information is not2. Mother tongue not specified specified, cross out that
Not specified whether monolingual or bilingual heading and complete therest of the chart)
I N-E DomN-EMT
II E DomEMT
II .E Dom1 N-EiT
A Monolingual D Bilingual
/0
i
N Total 'NumberA Total Number B Total Number of aides or
i:onolingual Bilingual( paraprofessionalsI
__LQ____ _1 0' p:6 3 C 7 07.3 Languages) used by bilingual program tbachol's:
r. G ,C ' 707.3 0(Nark all that apply)
7.2 No. %I A
I B jpsII AII BII AII
1B
1 AB 10 IST)N La.
kele
1-Bilingual teachers teach in only one language
la.Zilingual teachers who teach in only one language teach in theirdominant language whether that is their native or second language.
Bilingual teachers who teach in only one language teach in theirnative language:
1b-only if native language is also their dominant language1c-even if native language is not their dominant language1-0-not specified
2-Bilingual ,teachers teach in both their native and second language,regardless of which is their dominant language.
0-language(s)used by teachers not specified
7.4 Lan a e s u ed b Lidos or parawofebsionals r 7.4 0(hark:all that apply
1-Bilingual aides instruct in only one language1a-Bilingual aides who instruct in only one language teach in
their dominant:language, whether or not it is their native language.Cilingub.17277Fao instruct in only ono lanac teach in their native lang.:lb-only if native language is :also Ahoir dcninant languae
if native language is not their dominant language1-0 not specified
2-Bilingual aides instruct in both their native and second language,A?egardless of which is their dominant language.
0-language(s) used by bilingual ::).1-01 aides not S?ocified
7.5 Cultural project director and evaluators by
II E DomLIT
II E Dom1 N-FiiT
N Total Number'A Total Number B Total Number of aides orMonolingual Bilingual paraprofessionals ,
/0 /0 p. 3 C., 70Ifo. 6 L'707.3
A
B EL ELDN 4.1
7.3 Language(s) used by bilingual program taao:.lors:(Nark all that apply)
1-Bilingual teachers teach in only one language
la-Bilingual teachers Who teach in only one language teach in theirdominant language!, whether that is their native or second language.
Bilingual teachers who teach in only one language teach in theirnative language:
lb-!only if native language is also their dominant language1c-even if native language is not their dominant language1-0-not specified
2- Bilingual teachers teach in both their native and second language,regardless of which'is their dominant language.
set_
0
0-language(s)ueed by teachers not specified
7.4 Lan ae s u ed b bilin al -)5.11 aides or parawofccsiona1s7 7.4_ 0(Nark all that apply
1- Bilingual amides instruct in only one languagela-Bilingual aides who instruct in only one language teach in
their dominant language, whether or not it is their native language.Cilingual aides who instruct in only ono lang. teach in their native lang.:lb-only if native language is Laso their dominant L_Iaguge.1c-w.n if native language is not their dminant language1 -0 not specified
2-Bilingual aides instruct'in both their native and second language,regardless of which is their dominant language.
0-language(s) used by bilingual --)70:1 c'..-idos not nooified
7.5 Cultural affiliation of teachers aides ra ect director and evaluators bnumber and percent (Nark all that apply) Specify cultural affiliation.
A. Teachers 'No. % B. Aides No. % C. Proj. Director D. Evaluator(s)No. %
r
0-not specified
Prior) t 11 be-M tx I e..14.h-
kO\e'No C..(7'rve- 4T%Ohl,
CI /0 (:)4S
v esr i + kosc4- i V re.
rscor-9 0.r.
YerzoY
1.4A0 o.re.of s
ti %...) -7 _-TEACHERS
Responsibility
The teacher will be responsible for the total instructional pro-
gram in the classrooM as well as delegating responsibility to
the aide in regard to, her duties in the classroom.
"the teacher will be expected to participate in preservice
service education programs to increase her teaching competency,
with special emphasis upon knowledges and skills needed in bilingual
education. The teacher is responsible for participating in and
giving direction to, the inservice education of teacher aides.The teacher has direct responsibility for working with theaide in a one-to-one relationship in those skills needed todevelop the aide's proficiency as a .paraprofessional.
Qualifications
Every effort will be made to employ bilingual teachers in theprogram and priority will be given to those who are nativespeakers of Spanish. In the event monolingual teachers arehired they will be paired with bilingual teachers or bilingualaides to develop an effective team teaching approach.
Educational Background and Experience--tOMMOMMOft
Miss Andelsasenneam has completed the requirements for a bachelorof science:degree in education and a teaching certificate in ele-mentary education. She specialized in Spanish with an accumula-tion of twenty-four undergraduate hours and six graduate hours inthis field. In the summer of 1969 she attended an institute forthe education of migrant children at Texas Tech University forwhich she received six hours of graduate credit and a summerlanguage institute in Mexico for which she received six hoUrs ofgraduate credit.
. Miss -ftligtara has completed two years of successful teaching ex-7perience in elementary schools in the area of high concentration ofMeXican American ,children in Lubbock. In addition, she has taughtin the summer, Head Start preschool program in Lubbock for the lastfour consecutive years. She is currently teaching in the bilingualpreschool project in Lubbock.
Educational Background and ExperiencerMrs. Mary Gryder has completed the requirements for a bachelor ofarts degree, a master of arts degree, and a permanent teacher'scertificate. She has completed the level one N.D.E.A. institutefor elementary teachers of Spanish at Texas Tech University andlevel two N.D.E.A. institute for elementary teachers of Spanishat the University of Kansas.
Educational Background and Experience (continued)
.alomme._
giving direction to the inservice education of teacher aides.The teacher has direct responsibility for working with theaide in a one-to-one relationship in those skills needed todevelop the aide's proficiency as a paraprofessional.
Qualifications
Every effort will be made to employ bilingual teachers in theprogram and priority will be given to those who are nativespeakers of Spanish. 'In the event monolingual teachers arehired they will be paired with bilingual teachers or bilingualaides to develop an 'effective team teaching approach.
Educational Background and Experience --=
Miss AmilimMiftimmomm has completed the recntremr2n 1.() bachelorof science degree in education and a teaching certificate in ele-:.mentary education. She specialized irCSpanish with an accumula-tion :of twenty-four undergraduate hours and six graduate hours inthis field. In the summer of V469 she attended an institute fcrthe education of migrant children at Texas Tech University forwhich she received six hours cilgraduate credit and a summerlanguage institute in Mexico fpF.7'which she received six hours ofgraduate credit.
Miss V111.1111811 has complet...A two years of successful teaching ex-perience in elementary schools fzt the area of high concentration ofItexican:Anerican children, in Lubbock. In addition, she has taughtin the summer Head Start preschool program in Lubbock for the lastfour consecutive years. She is currently teaching in the bilingualpreschool project in LtAbock.
Educational Background :acrid ExnerSence- -.10111MMIplar_
Mrs. Mary Gryder has complated the requirements for a bachelor ofarts degree, a master of a2J.1,. degree, and a permanent teacher'scertificate. She has complted Iffie level_one N.D.E..A. institutefor elenentary teachers of Spanish at Teams Tech University andlevel two N.D.E.A. institute for elementary teachers of Spanishat the UniversiLy of Kansas_
Educational Background and Experience--AMEMONOMMOW(continued)
Mrs. 4111MWo has completed nineteen years of_successful teachingexperience. She taught first grade_ for fourteen years, high schoolSpanish f6.a. two years, and three Tears in the primary grades inan ,101ementary s,..00l in which all ipmpils were Mexican American.She taught, two summers in the preschool" program for non-Englishspeaking children and three summers in the Head :Start program.She, is currently" teaching in the bilingual preschool project inLubbock.
Educational Background and Experilmce- AIIMMOMMMOW
Mrs 11...111. has, completed: the :requirements _for a bachelorof sCience degree in elementary education and a teaching certifi-catie in elemenmary education. She completed some college coursesin Spanish. !She participated in a ;pmescho011 orientation con-ference in May of 1969 and 'misited iblaingual programs in EcAllen,Ed in*tom, and Laredo, Texas 8. in the-_-,!suMmer of 1969-
Hrs. has had two year4 of succesful teaching experienceeke"We primary grates in the Lubbock_ Public ScNs-p71s.. She has
had four years experience it the Head Start pf.,4W.Aagc in Lubbock.Thelittoil population in the Head Start program 4 it-5' similar in ageand ,;.'.thnic Inakeup to the bil;'Ingual program. Shrit currently teach-ing :to the bilingual preschool_ project in. Lubbozi.
4
7.6 ,Selection of N-Et IT teachers coptaupity,
0-not 'specified
Nulaber of N-BIT program teachers from local community
and % 67 of: total N--T_:-NT teachers,
pace 77 . 6 no .
7.7 Number and___ __Proportion_ of teachers_
and aides of sane 7.7.__ _...,..._.
cultural backround as.1441XE. students;,
indicate soecific percent on the blan5.:, orB
A = teachersB = aides
Teacher Qualifications Training
(Indicate number of teachers with
n.s.-q1 a1ifications not spcified
0-previous courses not specified
1. teacher must meet a specified level of language proficiency on a
standardized proficiency test of the non -English language through
Which (s)he will instruct
teacher must meet a specified level of communicative competence in
the non-English languagedetermined by a structured interview /fl
3.____previous teaching through N-- OJT (in country where it is a nativ
language, in Peace Corps)
__'__previous teaching in local area/live in the coamunjty
5 . __;__courees in N-EIT language structure and usag9/ lingui sties
courses in literatur9' or literacy in Spanish
7. .00'nuot be bilingUal8 . T7any previous education through h-aIT/content of courses learned through
courses in teaching ESL/audio lingual approachiT
10...LCotrses in methods of teaching N-EIIT language/language development
11 courses in methods of teaching content (e. g.f. math) in N-ENT
r12. _certifiCation in ESL/ oz. eYperience teaching-ESL13._'_.__certification in teaching. N-ENT
14.___cross cultural courses15.____courses in the cultural heritage, values, deep culture of N-ENT or
16.. _.....other qualifications, specify travel
t
I 7..ma r Techtx e.r.1,3
8.0 STAFF DEVELOPMENT
if specified descriptively,1-few2 -some
3-many4 -most5-more than half0-not specified
and experience prior -projecteach qualification, 7.8 '11 ! O. /
-if given)
no. 's
envynative-
con-.petence
or FL trainin:
0-No staff training mentionedI 'The. protect_ is_o_fleripr, training. foi._te.a.c:hers A. For B. For Para-.
and ..4a jmrapro f cssionals. thc.olloWirig areas Teachers .pro for, sionals
(mark all that apply)
n. s -Taining indicated, but nature not specifieda-English as their second language
.-2The teaching of English as a second language:___,.3X as their second langua4gs_.L4-The teaching... of X as' a second5-.1.1ethods of teaching other academic subjects6-Nethods of teaching other academic subjects
Ce.:14
8.1 A LI
B
7.8' Teachey_ aljficat:Ions - Training(Indicate number of teachers with
4''4-
5-more than half0-not specified
and .ciTerienceeach qualification,
if c- -en)
no. s7)rojest.
-7 ti /0; /
n. s. -qualificati , a 1 . ...i.fied
0- previous courses ',lot :specified.
1. teacher must meet a specified level of language 'roficiency. on astandardized proficiency test of the non-Englis language through
which (s)he will instruct0 teacher must meet a specified level of communicative competence in
the non-English language determined by a structured intervieW/fluency3.._ __previous teaching through N- :T (in country where it is a native/ native,.
likelanguage, in Peace Corps) oon-
4......._previous teaching in loCal areVlive in the community potence5. __courses in N-EINT language structure and usagq/ linguistics or FL trainin6. courses in T-E literature'_ or, literacy in SIDanishr7 ../lust be bilial
,
1.----.:- -08.__any previous education through h-21-iI/content of coy ses learnee. through
_courses in teaching ESL/audio lingual approach10. __courses in methods of teaching N-EUT language /language development11.__courses in methods of teaching content (e.g. math)in N- NT12.___Lcertification in ESL/or experience13.____certification in teaching N-EMT14..____cross cultural courses15._____courses :;_n the cultural heritage,
16. other qualifications, specify
7,je.7. me. E 1.t.A.4e vyek
8.0 STAFF DEVELOPMENT
teaching ESL
values, deep culture
Teos. INtris GL4
8.1 AB
0-No staff training mentioneda.1
A. For B. For Para-and joy pfg.aprofe_saiona_la _the. following areas Tgache;'s professionals(mark all that apply)
n. s . -Training indicated, but nature not specified:1-English as their second language2-The teaching of English as a second language__3-X as their second language_4The teaching of X as a second language5-1 iethods of teaching other academic su'oj ects6- .iethods of teaching other academic subjectsin X language
of N-EI,IT
travel
4
3.2 Stated roalsof.teacher training are:
1-Understandinof socio-cultural values and practices ei2-Cross-cultural training3-Sensitivity to ethnocentricism and linguistic snobbery4-Awareness of the social- emotional development of5-Strategies for accomedating the different learning
styles. o-f.
6- Strategies for cognitive development of7-Strategies for reinforcing the. self-.esteem. of6-Methods Of.crOss,cultural teachingor teaching'thebicultural component9-Pormulation of pupil performance objectives10-Methods.,of evaluationof.pupil performance objectives
List specific courses if given (or Xerox and attach)
0t:VAA04".-14 17toLchtnsfe..&-c.Ye.r.s. o.t d es
I
8.2 II /S' Students-I N-EMT II EMT
as
`83.Methodg of Teacher Training: (Mark all that apply)
1-courses
2-experiential, teaching supervised by raster teacher3-workshops where teachers offer suggestions to each other4-use of video-tapes of. teachersfor feedback on how they are doing5-cross-cultural sensitivity training, t-groups6-interaction analysis (e.g. Flanderssystem)7-other (specify)
8.4 Project provides released time toteachers and Daraproffesion-
page 8
8.3 .3
8.4 lc% vvo (. 35)als for joint lesson_planning: 1-yes 0-:not.mentioned
8.5 Project pl'oVides for paraprofessionals to receive course credit 8.5toward eventual certification: 1-yes 0-not mentionedHow? (specifiY
8.6 ParaDrofessional's
-1-teaching whole class C D e.2-teaching small. groups3- tutoring individually
4-clerical5-contributing to bicultural componenthow ?
6-liaison with parents
8.7iTraining for project teachers apdpagp.Profgoiopalp_i§ ztygnizr.: 8.7 A(mark all' that apply) A for teachers B for aides
0-not specified1-University faculty2-project's master Teachers3- project's; teachers
4-other (specify)S-
8.8 Number and Proportion of personnelivin_teachaining whoC70 are:
1-bilingualSe 2-bicultural;
XegLoy 3-N-EuT (specify background)
Y41 8.9 Training is provided:
8.6 .2.) 3
co:nst.0+-0.ni-5C. 7o p-35"
1-during a summer session2- during the academic year3 -other (specify)
8.10Izftent of training:
no,
8.8 1 N5
8 o 11 SB (indicate no. of hours)
..1 Ii.. .........
A1-appromimately equivalent to a .5 __weeny 6.....:
eoliege course 6 __L_monthly 7
2-more--than one course 7 ______bimonthly3- less :than one course
4-other (specify) .....___________ __-___
8.11 r?-1....11:PbeltPllg._2102.911?;2ELST.
Dr:
0-not specified1-100%
teachers attending training:if specified descriptively, indicate:6..most'
7-manY
no. /,a'
8.11 .1)/ 5
8s 5.... cvrrtc.I.A.IAAws sp r...c.(0-ti6f e .
. no. %8.8 Number and Proportion of personnel rriving -teacher training_ who 8.81 N5
G 7 02-11t:
2.-
1-bilingual 3_S'e *-- 2-bicultural
X e.. oy. 3-N-Eall (specify background)
1-yes noI Tien-taw-lea
8.5 Project orovides for:oraprofessionals to receive course credit 8.5toward eventual certification: 1-yes 0 -not mentionedHow? (specify).
8.6 Paraprofessional's role:
1-teaching whole class2-teaching small groups3-tutoring individually
4-clerical5-contributing to bi:ultural componenthow ?
6- liaison with parents
8.7 Training for project teachers apd_parA-2KpfespionaIs_j_s ziv_AxLii.: 8.7 A(mark all. that apply) A for teahers B for aides
0-not specified1-University faculty
1. Co riSLAA 4-0.PN i"2-project's Master Teachers3-project's teachers C. 7 p.3 5"
4-other (specify)
C .a-b. a6
8.6 02÷3_
V64.--
ceiv
8.9 TrainingLig-crovided:1-during a summer session2-during the academic year3-other (specify)
8.10 iartent of training:
A 1-appro:zimately equivalent to acollege course
2-more than one course3-less than one course4-other (specify)
8.11 n1r212P112-1)14_12.ER2Prt2191Dr: if specified descriptively, indicate:
-6-most
7 -many
8 -f ear
9-other
0-not specified1 -100%
2-more than 75%
3-50-74%4- 25 -50%
5-1-24%
B (indicate no. of hours)
5 weekly6 monthly7 hi-monthly
(specify)
9.0-TEACHERSLATTITUDES
9.1 Teachers'attitudes are assessed: (Mark all that apply)0-not mentioned1 -to N--EMT language or .dialect2-to N -E1IT students - expectations of achievement3-to N-EHT oulture
stc.... 4-prior to participation in bilingual project.5 -after project training
/e0e0)( 6-after participation for a period of tine in project
Ce10.7- through a questionnaire8- other (speCify).
8.9
8.10
no.
8.11
9.1
J'
BILDIGUAL PROCEDURES
A.
COMPONENT NAME Staff Development
B.
DOMINANT LANGUAGE
Spanish
L:
D.
NO. OF PARTICIPANTS
5 teachers, :5 aides,
1 curriculum specialist
PROCESS
C.
GRADE LEVEL KinderFarten
E.
PROGRAM OBJECTIVES:
.PERFORMANCE OBJECTIVE
(Includes name or description
of instrument)
I.
EVALUATION
Date or Frequency.
of Measurement
1.1
The curriculum specialist will direct
two inservice meet-.
September
ings related to evaluation techniques, scoring and appli-
May
cation.
1.2
Curriculum specialirst and othqr conSultants will conduct
.October
monthly inservice sessions related to pronunciation, read-
March
ring in first. grade in both lang0.ges, and oral languae in
content areas.
-
Continued development of professional and paraprofessional
staff is scheduled.
The graduate program for the develop-
ment of kindergarten teachers at Tex;Is Tech University will
be utilized to proVide training in general preschool oper-
ation and techniques.
Multi-disciplinary input is planned
-for professiohal development.
University consultants in
music, art, Sociology, and linguistics Will provide
richment, understanding, and technique to the nrogramo.
Inservice seminars for 'paraprofessionals are planned as
problem'solving situations.
The aide's Will receive train-
ing in use of media and materialS, operation of equipment,
pupil management:technique's, chndidevelopment, and inter-
personal relations.
Small group activity on a rotating
Person(s)
Datacollecting
Responsible
and reporting
includins due
date
Curriculum
Curriculum specialist
Specialist
will report test ses-
sions techniques, appli-
Cations of strategies,
and recommendations for
testing devices.
Program
Program evaluator will
Evaluator
report feedback di-
rectly to curriculum-
7,oecialist regarding.
changes.
.BILLWIJAL PROCi:DURE5
A.
COMPONENTNAME S tf.!
f f Dave] opmen t
B.
DOMINANT LANGUAGE
.NO. OF PARTICIPANTS_ 5 teachers,
5 aides,
1 curriculum specialist
PRODUCT
C.
GPADE LEVEL ;!.-17,,,,,,r,nrt,T1
E.'
PROGRAM OBJECTIVES:
Development of skilled bilingual
staff committed to involvement in program.
.PERFORMANCE OBJECTIVES
(Includes name or description
of instrument)
G.
EVALUATION
Date or Frequency
of Measurement
Person(s)
Data collecting
Responsible
and reporting,
including due date
b.
providing linguistic exereses to develop appropriate
oral pronunciation in both 'Spanish and. English.
Criteria will include increasing'coMplexity of
exer-
cises, special practices, and student
participation.
Reflecting a positive attitude toward theMexican American
child, toward teaching in Spanish and toward
other children
from lowincome homes.
Bi-monthly.
August
May
Curriculum
Specialist
Teachers will construct
oral dialogues in both
languages and in croup
meetings decide which are
most profitable and ap.pro-2
priate.
Evaluator.
Project evaluator will
administer,a semantic
djfferential inventory
constructed to elicit
positive, necative and
neutral -attitudes re-
lated to bilingual edu-
cation.
PcTorts will be scored
and compared by the Chi
Scurtre statistic for podi:
five items and resort
made to*project director
by. July 1, 1971.
$0.0 STAFF PATTE1711S
10.1 PP:ikql0113:
0-not specified1 -team teaching
2..-cluster teaching
3-shared resource
4-other (specify)
(marh all that
C' 70
teacher
apply )10.2 Staff.:
1-bilingual teacher2-ESL teacher3-bilingual coordinator4-aides or paraprofessionals5-consultant psychotherapist
or guidance counselor6-other (specify)
h'cosorN wtr-ke,r-10 - 51 r11.1.10N c: 0.1-+ T 10.3og_ wi-es`+(y,..5 speciatest
P.41%etoy
6
10.3 Average nuaber _per .olss.;
0-not specified
pace 9
10.1 1
10.2 1 Ili e/0/
10.4. Averar;e number of aides or paraprofessionals per class: 10.4
0-not specified
10.5 4.Y.ea.lagkiluiabe:r 01MilLsmbilinEpal_airlf;s (n7- para- 10.5
1.1Rfe.gP1Pna?s../.11PY clan0-not specified
10.6 Special difficulty, ALI 1parning 10.6 ,AOLL1,
is iveno
1-individually by 3-teacher
2-in small groups 4.- special remedial teacher
0-not specified 5-paraprofessional6-parent tutor7-older student tutor8-peer tutor9-not specified10-no special help given
11.. 0 INSTITUTIONAL COUPONENT - DUa 1iTIOE 11ND E:TENT OF BILINGUAL COMPONENT
11.1 Duration of Bilingual Education (policy)
i
language_will be mAintaineLin program:(mark all that apply-)
0-not specified how long1-as the alternative language of learningfor as long as desired
2-as the medium of instruction for specialsubject ,matter (e.g.' cultural heritage).
3-only for the' length of time necessary forthe acquisition of sufficient. English topermitlearning of academic content at :.anacceptable level in English
:lift; DOE
II
E DOh E
II1.
NEur EMT TIENT
11.2 How many ,fears. 4o eg...2Koiep optipal_ fo ,instKtction 11.2 P4 5for, .group_:;tykroup-h J1.77.41T 1p.n.olka.g'e. to contime? .
.0not mentionedif for a particular number of years:,
1 2 3 -4 .5 6.. 7 8...9 '10 11. 12 13
""-30-not specified
1,)
15f -
t,../ p r 5'Qtes%+(11 SeeCiakeSi
10.410.4 Ave).-acie number_ of aides or_Da.raprofespionals. peA-_,
0-not specified
10.5 Ave.57agg..numbez._ o f11.711.1T, sm hi 1 -Ersal ni jaip .ofes.sionalsiper clas
0-not specified
10.6 pecia1 side_ to .pup s hay_in.g.siost difficulty learningis iven
1-individually by: 3-teacher2-in small groups 4-special remedial teacher0-not specified 5-paraprofessional
6-parent tutor7-older student tutor8-peer tutor9-not specified10-no special help given
10.5
10.6
11.0 'Hari-CUM:10Na COIXONENT DU:ATION EXTENT OF BILINGUAL COITONENT
11.1 Duration of Bilingual Education (policy) I II 1I
language will be :maintained in .crograq: DOLi E DO) E(mark: .all that apply NEhT EhT NET0-not specified how long1-as the alternative language of learningfor as long as desired
2-as the medium of instruction for specialsubject matter (e.g. cultural heritage)
3-only for the length of time necessary forthe acquisition of sufficient English topermit learning of academic content at anacceptable level in English
1
11.2 , may_ye ars doss..,p;r:Oje sttateis .optiraAl for truption 11.2fob 11-EifT group through lanPuage. to :continue?
0-not mentionedif for a particular number of years:1 2 3 4 5 6 7 8 9 10 11 12
. 13
(if specified in terns of a condition, please state it -e.g. "if a child begins learning in IT-LET and English in Pre-K,.N-atT. instruction should continue through high-school" )
=
Duration of Bilingual Education (in practice ) (Hark all that apply)
11.3 Pe con.d ...lap.,--uaize_learnip7 _is .introducea. in which grade ; 11.3 I Ac_-_1 9code:. 0--7- N.A. (if no EHT) II IS: .1 H
1 3---- 14= Hi_ N 4...for each group 1T. A.- Pre -K K -1 2 3 4 6- .7 $., 9 10 11 12I II-E DOI' . v .
II ED01:1,..._..-
.....
I'll 11 DOIVNEhT.
11 .4. TTIP
00 0 not grades
code: (if no alT).cpccified 4:-.6
I ::-:;2; oiiII - 1172
III -4-D014/ME
code; 1.College or University (Other profession. training)
14=-Federal, States or Private Vocational Job training
page 10
14 Voc.
7-9 10-12 13-call:age training
11 .5 .8,9cond_. laigaage 1einf lish dop.inant .At.u.depts_
projected through gr.e.O.e.:
00 if 0 not grades
code.): no EX specified 1 2 3 4 5
J.IEiITuo-
IIj N-EliT/E Dom
6 7 8 9 10 11 12
11.6 Learning in their native language p)r.Ton,Egli...ph dominant
not speciuieiThrade 1 2 3 4 5 6 7 8 9 10 11 12
11.7 The amount of instructional time in and through their
per day for E-Et1T students who are N-E dominant is:
11.6
native language
code: not specified m=math s = science ss = social studies
11.7lan. per day
.of instructionthrough N-EHT
Pre
11.8 11.9
Total Nin. per Subjects taught % of time per day of
day of any in native lang instructia
truc th;ro.y.gTL .
"--?re.
, AI, 3_3 (1,
2
0:140.2k.& 3'3
X Q. roX :5.
6
7'I-,
1.8C.)
/,art4'
5.
101 iO
i
1_ ,
1
11,
1212
11.10 The amount of instructional time in and through their native language
for II-MIT students who are English dominant is
code: 0 = not specified N.A. = not applicable, no N-]iT, E-dom students
11 11.12
Pre
11.5 coae learning for nlishdoL1inant students is 11.5 I,.
proe through grade; I.00 if 0 not grades
code ; no Z IT specified 1 2 3 4 5 6 7 8 9 10 11 12
II MIT 60
Daa
11.6 Learning in their native language for Non-Enalish dominant 11.6 Li_students is 2;2.'91aq-bed tIvounia_g_Ea.de:
not specified/Grade 1 2 3 4 5 6 7 8 S 10 11 12
11.7 The amount of instructional tin in and through their naive languageper iay for N-EIT students who a.re N-E dominant is:
code: not specified m=math s = science ss = social studies
11.7 11.8 11.9
iiin. per.: day Total Min. per Subjects taught of time per day ofof instruction day of any in native lang. instruci-ich
thr--,20.h N-EIT,
, ---PieI
2r-,. 5-
. _
-
C640.11tA 3;. _.... _ . .
: 3,
1-.
,4.5
1e 6. i/0 0.-- -'1.-- _
t
.77:
I 8............/
i101_ 10
,111 3
12 12
11.10 The amount of instructional time in and through their native languagefor N-E1IT students who are English dominant is:
code: 0 = not specified N.Ai = not aloplicab16, no E dom students
11.10ian. per dayof instruction
11.11 11.12Total Ilin. per Subjects taught % of time per day ofday of any in native lang. instruction
:tali= ...11-14a....... _,..1.11te.tX.Pg.tti-.0P.........1..... tAr.01-1.gYk A-71A
Preh ; Pre K
11-
...1.. _..1_1
! 1;
2 ' ... i .......3
.!- q -
4 , 4
5
6
7
10
11
12
.......8
1011
12
sq--1 CIO ii. 1)
RUITIEW,GE- SECOND YEAR OPERATION
The 1970-71 academic r.pa----=1.4.1esent:d the second year ol:operation of the
Lubbock (Texas) Bilingtu-,iIiETomenta Education Program. The program in--
volvedrevision ofthe kintilrgartetL-?rogram begun in 1969-70and extension
vertically through first gt,:,'clb. DEzect instruction was :provtded in five
kindergarten and five'first grade se=ctions in five schools, three of which
have both levels. All of Mle,Lsch==71s involved have high concentrations of
Mexican American pupils-. tIne ParkWay,-was utilized -because of the
relocation of a largo numnba_,.7:Hof thi,,Cuadalupe barrio residents. after a tornado
last spring.
The program was develotunimith four-major components composed of instruction,
staff development, matortais develfwent, and coruunity involvement, and was
devoted to the planning, developmJnt, operation, evaluation, and modififcation
of a program which could be operated in self-contained classrooms with 121i..:
lingual (English/Spanish) instrucLional capability.
This review is based largely upon findings and perceptions of the evaluator.
His activities and data collection i gave been guided by stall, program mana-
ger, and auditor corn enLs and reports. It is aired at reviewing the evalua-tion design, which, though inclusive of a number of objectives, does not pur-
port to measure or describe all the cognitive, nor certainly all the effective,
impact of the program.
Plans have been made, largely at the suggestion of the auditor, to maintain
some case studies of pupils in the program since its beginning. As informa-
tion is collected about these pupil:: over their elementary.school career it
can be used for comparison. with other pupils from the same attendance area.
This review, which must be included in the continuation report is prepared
two months prior to the close of school. Therefore, some additional changes
may be anticipated through the end of year testing which has not been completed.
Instruction
While certain instructional activities were scheduled, and conducted, in
Spanish, it was also used incidentally for instructional assistance in other
teaching and informal situations. The staff estimates, while almost itpossi-ble to verify-, of their use of language is reported separately for teachers
and aides for. earl.: and mid-year checks. These estimates were taken by the
evalUator during staff meetings with each staff member being asked to calcu-
late:
What percent of the time did you spend today in instruction in Spanish?
Pre Mid-Year
7> Aides /1=45% R=25-60% M=52% R=1575%
Teachers 11527. R=25-75%' m=aeL R=0 435%
h8:00- 8:20 a.m.
BILINGUAL ELEMENTARY EDUCATION PROGRAM
SUGGESTED DAILY SCHEDULE1971-72
!)FIRST GRADE
OPPORTUNITY TIME: ACTIVITY CENTERS
Involve children in Activity Centers, engage inconversation, etc.
8:20- 8:30 a.m. OPENING EXERCISES
Pupil- Teacher Planning
8:30-10:45 a.m, LANGUAGE ARTS-English
(One 15-minutesinterimbreak)
10:45-11:20 a.m.
11:20 a.m12:00 noon
12:00 noon-12:15 p.m.
TeacherOral language developme=nt,two groups-30 minutes
Reading, three groups-60minutes
Writing, 15-20 minutes
* Spelling readiness, 10-15minutes
MATHEMATICSTeacher
Introduce concepts,teacher/two groups,through discovery andmanipulation of concreteobjects
PREPARE FOR LUNCHLunch
REST:MUSIC:STORYTIME
AideOral language development,two groups-30 minutes
Perceptual-Motor-LanguageDevelopment, three groups-60 minutes
Writing assistance
Spelling assistance
AideReinforce concepts, aide/onegroup, with children whoneed added assistance
12:15- 1:30 p.m. LANGUAGE ARTS-Social Studies, ScienceTeacher
Oral language develop-ment-15minutes (Facili-tate through use of socialstudies, science concepts)
Reading, three groups-45 minutes
* Spelling readiness-15 minutes
AideOral language development-assistance
Reading reinforcement, threegroups
Spelling readiness assistance
*Spelling readiness is begun uhen children reach primer reading level(English)and/or second semester (Spanish)
71
SUGGESTED DAILY SCHEDULE-FIRST MADE-1971/72 (continued)
1:30- 2:30 p.m. PHYSICAL EDUCATION
Supervised and sequentially planned
2:00- 2:30 p.m. CREATIVE GROUP EXPERIENCES
ArtMusicConversation timeFood preparationActivity Centers
2:30 - 2:40 p.m. Perform housekeeping dutidsDiscuss day's activitiesPupil-Teacher planning for next class
2:40 p.m. DISMISS
pare 11
11.13-1-Pmlone.-may - only non - English Dpther Tongue 11.13students (including N-ZIT-aglish dominant). 'a,7.1fshiiother tongue students do not receive instruction ina second language
0-no English Bother tongue students2- 2 way - EHT learn the second language
11.14 The amount of instructional time in and through their second languagefor pupils who are native speakers of English is:
code: 0 = not specified N.A. = not applicable, no English HT students
11.14 11.15 11.16
Hin. per day Total min. per Subjects taught 5 of time per day
of instruction day of any in second lang. of instruction
throu-th N-EHT instruction through N-EtiT
PreK'
1 0 S,
1_ .... _ ...._ ..
Pire K
2 _1 2
3 ,3
4 .... ..... i ; 4
5,
6 i 6
7 , 7
!80J 3
10 I 1011 1
1
11
12 [ L '12
11 .17 14xe.c.1.PYIPP2P-XP..lallg.1-1.P.AMP. by teacher aYndlor aide
in the classroom (marh. all that apply)11.17 tg 5
0-not.specified1-languages are never mixed by either the teacher, aide or thepupil in any one class period; only one language is used.
-2-the.secondlanguage. is used exclusively by the teacherlaide-and pupils during at least one portion of the .school day.
3-the teacher uses one language exclusively within a class periodpupils:are allowed to use eithernative or second language.
4 -the teacher uses only one language; however, the aide or pare-professional uses another during. the same class period; studentsmay use.either.
5.-the teacher reinforces any conversation initiated by the childthrough the use of whichever language the child has used at the time.
6-constant switching from one language to another by teacher duringlesson.
7-the teacher uses English .and the paraprofessional then translates'the sane material-for V-E2-IT pupils.
-other .(summarize)
12.0 HETHODS OF SECOND LANGUAGE TEACHING
(Hark all that apply; some project6 may use a combinationof methods)
12.0
PreK1
45
6
7
c,TO
11
12
1.11'..
ofthrou-,11
, .
:.
L
1
per dayinstruction
N-IIIT
Total .._in. el- all:jects tat4::,
day of any in second lang.
instruction
. .
. .
;
i
1
. ........ i, .........
, of t_t:t.- :.:-.c L.::.y
of instructionthrouch N-Qii.
. Pre1
2
3
45
6............
. 7. . .......
9
10,
11
'12
0 5.
11.17 1.4xeE:!. or separate, 1APLuN2A1-7sM.P.1.9.Y...teP.PAP.r..4PA/oK 45-4.
in the classroom (marl: all that apply)11.17 __N
0-not specified1-languages are never mir=ed by either the teacher, aide or thepupil in any one class period; only one language is used.
2-the second language is used exclusively by the teacher,aideand pupils during at least one portion of the school day.
3-the teacher uses one language exclusively within a class period;pupils:are allowed to use either native or second language.
4-the teacher uses only one language; however, the aide or para-professional uses another during the sane class period; studentsmay use either.
5-the teacher reinforces any conversation initiated by the childthrough the use of whichever language the child has used at the time.
6-constant switching from one language to another by teacher duringlesson.
7-the teacher uses English and the paraprofessional then translatesthe same material for N-alT pupils.
8-other (summarize)
12.0 liETHODS OF SECOND LANGUAGE TEACHING..
(liarh all that apply; some projects may use a combination 12.0_ 1
of methods)
1-Audiprlingual. habit shills or behaVioral approach. Emphasison communication. Includes contrastive analysis of sounds(units) in both languages by teacher and students, studentrepitition of tapes and/or fluent teachers' model sentencepatterns until responses are automatic. Structural drills and,.11.5.1ogus are systematically presented. Includes direct as-eia:c.jon between object and word in second language in a
secuence of patterns learned in complete sentences. Inductive -generalizations drawn frOm exampIe8.
2-TrP.1*f0-174Pna17c911-j-YP apps oathAcquiring an understanding of the structural Patterns orgrammatical rules of a language.
.
page 12
2a-inductive .-generative approach: though listening to communication,perhaps of peers; and attempting the new language in situations whichcall for the student to generate sentences - test his understanding.(the way native language is acquired)Includes direct association between object, picture or action andword in second language.
2b-deductive - the cognitive code approach: through initial formalstudy and analysis of grammatical structures, then applying them throughexamples, i.e. answering questions, or transforming affirmative sentencesto negative, declarative to interrogative, active to passive.
.,-Grammar - Translation Nethod-Formal study of rules of grammar and translation from first languageto second. Emphasis on reading in second language rather than usingit for oral communication..
13.0 DOMINLNT AND SECOND LANGUAGE SKILLS SEQUENCE
AL,41* Language .Skills Sequence(*Audiolingual Method: listening, speaking, reading and writing)
I IINon Eng dom Eng dom
students studentsA in dam B in A in dom B inlang cond lang s:cond
lang lang
0 = not specified(Use not applicable (n.a.) if project has no Eng. dom. students)
13.1 Second language listening-speakingshills are learned:
1-concurrently with dominant lan[;uagelistening- speaking shills
2-after a specified2avel.of compe-tency.achieved in listening-speakingskills in dominantlanTaage
3-a specified period of time afterlistening - speaking skills in dominantlanguaria taught
.13.2 AIL sequence followed:
1-Listeningspeaking proficiencyprecedes introduction of reading
2- :leading is taught concurrentlywith listening-speaking skills
3-Learning to read overlaps learningof listening-speaking skills
4-There is some overlap betweenlearning to read, and to write
13.3 Listening-speaking proficiencydetermined by:
13.1 IBIIB
ir3 6 C.
13.2 IA I
IB
IIB
13.3 IA
tb negative, declarative to interroative; active t nec.74vc.
3-Gfammar - Translation Uethod
Formal study of rules of grammar and translation from first languageto second. Emphasis on reading in second language rather than usingit for oral communication.
13.0 DCIIIHLNT AND SECOND LLNGUAGE SKILLS SEQUENCE
AL-11* Language Skills Sequence(*Audiolingual Hethod: listening, speaking, reading and writing)
I IINon Eng dom Eng dom-students students
A in dom B in A in dom B inlang second lang second
lang lang
0 = not specified
(Use not applicable (n.a.) if project has no Eng. dom. students)
13.1 Second language listening-speakingshills are learned;
1-concurrently with doninant languagelistening-speaking shills
2-after a specified level of compe-tency achieved in listening-speakingskills in dominant lag_ ;wage
3-a specified period of time afterlistening-speahing skills in docinc.ntlanguage taught
13.2 AIL sequence followed:
1-Listening-speaking proficiencyprecedes introduction of reading
2-aeading is taught concurrentlywith listening-speahing skills
3-Learning to read overlaps learningof listening-speaking skills
4-There is some overlap betweenlearning to read and to write
13.3 Listening-speaking proficiencydetermined by1-measure of listening-speahingproficiency
2-informal assessment by teacherM-k V*" -V" &tie. CAN
13.4 Second language reading skillsare learned
1-concurrently with learning to readin'dOMinani language
2-after a specified level of dominantlanguage. reading competenceachievement
3 -a specified period of time after
learning to read in dominant language(e.g. a specific grade)
4-before leal'hinG to read in ..dominantlanguage
K
x4 4.-f-Te5
13.1 IBIIB
p I 6 C-
13.2 IA I
IB
IIAFlo
IIB I 141
13.3 IA_ 2
13.5 Reading is introduced:A-individually, when child is ready
or at a specific time during grade: 1:
1
2
3
13.6 aeading readiness is determined by:1-test of reading readiness2-informal teacher assessment
13.7 Grade level reading is expected:1-in first grade2-in second grade3-in third grade4-in fourth grade5-in fifth grade6-in sixth grade7-other (specify)
13.8 Grade level academic achievement (math, science, etc.) in theSECOND language is expected:
1-in the first grade2-second grade3-third grade
4-fourth graderad.e
6- sixtx. grade
7- other (specify)
.Non Eng dom
studentsAdom second
lang lang'
)age 13II
Eng dom
students -A . Bdom secondlang lang
13.5 IA__
A X 13.6 1A2,-_2.
IB
HA 1/5:
14.0 INTEOATION OF SECOND LANGUAGE LEMING WITH OTHER LEARNING:(mark all that apply)
I= N-E II= Edom domstudents students
1-Second language learning is only a sep-
arate subject for English - speaking stu-dents; the-second language is not usedas a mdium of instruction for othersubjts.
2-Second language learning is both a sep-arato subject and also a medium ofins-Luction for other subjects.
3-Second language learning is always in-tegrated with the learning of ooursecontent (such as social studies) or asa medium of cognitive development.
4,-211,14,1-
IIB
13.7 IA N5IB
13.8 IB N.IIB.
14.0II 7.4'2721
,
13.6 - :ending readiness is determined by:
1-test of reading readiness2-informal teacher assessment
..?1( 13.6 IA_14'1.
IB_1 J:
IIB
13.7 Grade level reading is expected:1-in first grade 13.7 IA RJ52-in second grade IB3-in third grade4-in fourth grade5-in fifth grade6-in sixth grade7-other (specify)
13.8 Grade level academic achievement (math, sciences etc.) in the 13.8 IB N .5SECOND language is expected: IIB.
1-in the first grade2-second grade3,third grade4-fourth grade5-fift grade
.;rade
7-other (specify)
14.0 INTEG7,ATION OF SECOND. LANGUAGE LEAITING WITH OTHEn LEARNING: 14.0(mark all that apply) II .7i_
I- N-E; II= Edom domstudents students
1-Second language learning is only a sep-arate subject for English-speaUng stu-dents; the second language is not usedas a mr.Idun of instruction for othersubji,:cts.
2-Second lan?;Jage learning is both a sep-arate subject and also a medium ofinstruction for other subjects.
3-Second language learning is always in-tegrated with the learning of coursecontent (such as social studies) or asa medium of cognitive development.
4-Academic content taught in the nativelanguage is used as the referentialcontent of second language learning.(the same concept taught in the nativelanguage is taught in the secondlanguage).
5-Different .academic content is taughtin the second language from that whichis taught in the native language.
0-not specified
6-other (specify)
Pri, a 9 C.
15.0 TREATMENT OF CHILD' S LANGUAGE :
,Dase 14
I II15.0 IA A)S
Non Eng. dom. Eng. dom. IB a.students .studentth __ IIA 'OS
A -in dom. B 2nd A . B 2nd IIB2lang. lang. 8/1g. lang.
1-The child's language is respected.It is not corrected, rather, allof the child's speech is accepted.However, the teacher provides amodel of the standard languageaiming toward child's eventualcontrol of the standard form.
2-The child's language is corrected-the teacher points out errors anddemonstrates the standard form.
3-Other (specify)
0-Not specified
16.0 MATERIALS
16.1 Reading Materials.L-TYpes
Reading Materials are: (mark all that apply)(11-Linguistically based
(lIerrill or Miami Linguisticreaders, ITA, etc.) 16.1 IA :id
OBasal readers
3-Dialect readersAOMM.11111.
ETperience charts (storiesdictated by children) wo#
RD Cr* kish St-x-ies C16.2 If some reading material is in
re )r. Ithe child's dialect, indicate howlong it is used:1-Grade 1 16.2 IAN N
1001.
1-1 (--.1% 9
3
IIB
2-Grade 23-Grade 3
4-Beyond Grade 30-not specified
(.21(nse i:-.e.:%(1:.tc I, on line -)16.3 The following are techniques and materials used for second language learning:
0-nOne specified1-pattern drills2-dia:og memorization33--choral repetition
Procranmed instructio4nmas ersongs
001/11
N.Ztories read to children
AUDIO VISUAL AIDES'7-films, filmstrips
0-flannel or magnetic boardsrrrnnhin HiQnTriva
I1
U1111U'6
control. of the standard. form.
2-The child's language is corrected-the teacher points out errors anddemonstrates the standard form.
3 -other (specify)
0 -Not specified
16.0 HATEaIALS
16.1. Reading Materials :-TypesReading Materials are: (mark all that apply)
0-Linguistically.based(Merrill or Miami Linguisticreaders, ITAvetc.) ya 10/1 6 1 IA
(2)Basal readerswo.
3-Dialect readers
()Experience charts (storiesdictated by children)
R 0 .5 e_A-47; E ( s h16.2 If some reading material is in e
the child's dialect, indicate how-S
long it is used:1-Grade 1 16.2 IA hf3 III. IV 5
2-Grade 23-Grade 34- Beyond Grade 30-not specified
0.
Cd:.ase -)
16.3 The following are techniques and materials used for second language learning:
0-none specified1- pattern drillS2.'-dia:og memorization3-choral repetition%songs.groc;ra:mied instructionl %mks 07 _Nar
6-tories read to childrenAUDIO VISUAL fr,IDEA5
7-films, filmstrips
0-flannel or magnetic ooards9realia, graphic displays
records, tapeslistening centers
12-multi-media approachExperientialplaying
puppetry1 -experience charts16-primary, typewriter17-learning 'through direct experience
with materials e.g. Mbntessori14-activity centers-thosen by child19-other (specify)
Learning outside the classroom:4fild trips
21-7 suggested. TV programs
227.c.th(Jr (specify)
13 . avn s Ay
CI-70 S'-'4"
H
sC
Supplementary Pages
J. MATERIALS TO BE USED
STATE ADOPTED TEXTBOOKS--continued
Arithmetic:EXPLORING ELEMENTARY 'Tat, Rinehart,MATHEMATICS Winston
THIS IS MUSIC Allyn
SCIENCE THROUGH DISCOVERY Singer
*FROM SOUNDS TO WORDS SilverMY WORD )300K--1 LyonsREADING ROAD TO SP7LLING 1 HarperPOWER TO SPELT, - -FIRST STEPS Houghton
.BASIC GOALS IN SPELLING,
3rd. Ed., Workbook Grade 1 Webster
1976
1971
1972
197411
11
11
11
Grades 1-3:
Music:Grades 1-3:
Science:Grades 1-6:
Spell inn:
Grade 1:
Language and Grammar:Grades ROBERTS ENGLISH SERIES: 1,2 Harcourt
OUR LANGUAGE TODAY 1,2 AmericanGINN ELEMENTARY ENGLISH,Gr. 1,2 Ginn
*NEW DIRECTIONS IN ENGLISH,1,2 Harper
*Selected by Lubbock. Public Schools
1973ri
11
11
56
J COUNTY-DISTRICT NUMBER 152 - 901LUBBOCK INDEPENDENT SCHOOL DISTRICT
V. Utilization of Research and Existing Materials (continued)
(6) six "content" tests to be given by the teacher at appropriatepoints in the program, and (7) sample "cultural heritage" lessonplans, designed to demonstrate the use of language patterns in ac-tivities closely related to the ethnic or regional background ofthe, pupils.
. Included in the teacher's manual are sections on the history andscope of the program, the plan of the lessons, the teachingsituation, and important teaching techniques. There is also acomplete master list of materials and a summary of new vocabulary.
_.
Teachers participating in aboratory-supervised field trials have been pro-.
vided with specialized training in the use of the Oral Language Program atdemonstration centers run by the Laboratory and cooperating school districts.
The Southwestern Cooperative Educational Laboratory program is basically anEnglish as a Second Language approach. It does not provide instruction inthe native language of the child; however, it gives special instructionalconsideration to unique cultural aspects that the child brings to the class-room. It does not propose to replace the native language of the child as anappropriate medium of communication in the child's own home environment; inthis sense, the child, in developing an ability to communicate in standard-English, becomes a bilingual person.
The use of Spanish language materials is an ..11.tegral part of this project.Selection and/or development of materials depends upon research based in-formation about such materials. A number of programs concerned with bilingualmaterials are under study.
Relevant Programs and Materials:
Inquiry has, been made of the following programs, the focus of which is eitherbilingual or English as a Second Language instruction for children. The studyof their materials and philosophy must be made beforethey are selected foruse.
1. Southwest Educational Development Laboratory, Austin. The,develop-went of lesscns for teaching in Spanish, under the direction of1)..r. Elizabeth Ott,are of interest and may be incorporated. Thesematerials are being field tested in the San Antonio BilingualDemonstration and Dissemination Center and at the Good SamaritanCenter. The materials are not ready for distribution but workcopiLL3 are available for our study.
2. Migrant Program, McAllen. This program is.also being developedwith involvement of the Southwest Educational DevelopmentLaboratory. Materials are not yet ready for issue.
-19-
kw
COUNTY-DISTRICT_ NUMDER 152 - 901LUBBOCK INDEPENDENT SCHOOL DISTRICT
V. Utilization of Research and Existing Materials (continued)
3. Southwestern Cooperative Educational Laboratory, Albuquerque.Their Oral Language Program consists of a year long set of welldeveloped structural linguistic lessons in Engl:T_sh. Basedon a United States Office'of Education project done at the
University of California at Los Angeles by Robert Wilson, thelessons.have had extensive field testing and development. Oneof the university consultants, Dr. Len Ainsworth, has workedwith the development of materials and teacher training for thesematerials. Consideration is given to using them in two class-rooms as-one researchable effort. ,e.
4. Bilingual Program, Regional Service Center I, EdEnburg, Texas.This effort appears to be largely an English as. aSecond Languageprogram. Procedures andactivities for teachers are useful.
5. United Consolidated School District, Laredo, Texas. Further studyof this project, through visitation is indicated. Use of some ofthe materials purchased in Mexico may be tried.
6. Inter-American Institute, San Antonio. The activity of this programis now focused upon ESOL. No materials are available which wouldbenefit this program.
7. EPDA Institute in ESOL, University of Texas at El Paso, El Paso,Texas. Dr. Adkins reports that "most of the so-called Bilingualpreschool programs are predominantly ESOL programs' and has nocurriculum material sources at this time.
8. St. Pauls Episcopal School Bilingual Program, Brownsville, Texas.A program description and a catalog for obtaining Book materialsfrom Mexico was provided.
9. Spanish Program, Dade County Public Schools, Miami, Florida.This program begins with third grade youngsters. Objectives arewell stated and will be helpful. Commercial publishers have de-veloped beginning reading materials on linguistic base from thisprogram, which may have application in later years.
10. Elementary IV Education Service Center), Gal-
veston, Texas. This Oral Language project is based upon theGloria and David film series. Research data will soon be-available.
11. Foreign Language Innovative Curriculum Studies,,Ann Arbor, Michigan.A curriculum guide has been provided by this Title III Center for
"teaching Spanish to speakers of other languages, and to teachSpanish standard to speakers of non-standard Spanish. f! Some
procedures and content will be useful.
COUNTY =DISTRICT NUMRER 152 -'901LUBBOCK INDEPENDENT SCHOOE DISTRICT
V. Utilization of Rese. and ExistingMaterials (coneinued),
12. Spanish amd English as Second Languages in the Elementary School,Texas Technological College, Lubbock, Texas. This teacher develop-ment program deals with procedure and techniques. Coupled withmaterial) from the Mexican-American Teacher Education projectessential background is made available to teachers.
13. Bilingual Education for Mexican-American Children, Marysville,-.,E
friCalifornia. A description and case study report has been received.No materials for exPort have been developed and that program is
stili-
ungraded with children from .6 -10 years of age. ',,,1
:4 15.i
14. Razon de Ser of the Bilingual School: Southeast EducationalLaboratory, Atlanta. This handbook will provide rationale andbackground for study by project staff.
15. Project Teacher Excellence, Our Lady of the Lake, San Antonio,Texas. The Program of this award winning project is being studiedfor future teacher development.
16. Other projects slated for visits or study with particular regardto the preschool aspects are: Del Rio, Corpus Christi, andCreedmoor, Texas. These programs seem to have received stimula-tion from Dr. Joseph Michael through his Bilingual Institute atthe University of Texas. It is planned that he will serve as aconsultant to this program.
Material Development
It is essential that ce=ta5mE.curricular and teaching materials and guidesbe developed for this pi Tet because materials aimed at developing theobjectives stated earlierr in this study have not been located, or are =Iratentative stage, or reepirme extensive strocTification. This is particulady truefor: the materials to burrilized in the Spanish portion of the instruction.
In a numbe=o-finstancew f has been detemmined to use -concrete materials,and audiovisual-tactile mentils,with structured language development in Spanish.In this case appropriate pMInted materials for the teacher do not seem toexist. Planning and prepal,....tion of teacher.guides becomes a priority item.It is anticipated that niatsmials can be developed as a model which will haverelevance outside the presently envisioned program. Use of consultants suchas Dr. Elizabeth Ott of the Southwest Educational Development Laboratorywill assist this development. Dr. Faye Bumpaas of the Classical and. RomanceLanguage faculty at Texas Technological College will review the materials fortheir linguistic accuracy and Dr. Len Ainsworth of the Elementary Educationfaculty will review them for applicability to the preschool setting.
.
page 15
16.4 The sources of Non-English materials and textbooks are: 16.4 11 21 3)b,9(mark, all that apply)0-not specified1-are written, by native speakers of that language2-comme--ially prepared and published in countries whereN-E is the native language
3-developed by the project's own bilingual 'staff4-developed by the staff of another bilingual project (specify which)5-developed in conjenction with project parents6-developed by or with members of N-ENT community7-are culturally appropriate for N-E culture
(specify how this is determined)8-are cross cultural9-commercially prepared and published in the U.S.10-are translations of U.S. texts11-are coordinated with materials used in the regular subject
curriculum12-other (specify)
16.5 The specific bilingual/bicultural materials used in the language 16.5component are:0-not specified1-xerox attached -page and document X.IeroX 0--It
17.0 STUDENT GROUPING,
17.1 Student grouping; mixed or separated into dominant language 17.1groups: (mark'all that.apply)0-not specifiedPupils of bcth linguistic are:1-always mixed for all learning2-mixed for language learning3-411ixed for some academic subject learning4-mixed for non-academic learning; art, music, gym, health5-separated for native and second language learning intodominant language groups
6-separated for most academic subject learning intz.domimantlanguage groups
7-never mixed for language or other academic learning8-other (specify)
n.a. - (no studer-ts)
17.2 Students are grouped for language instruction: ,
(mark all that apply) .timore than 41z the time B Less than7te time0-not specified1-total class2-small groups (specify size) LIS Q C l
7')-individual instruction v0"
17.3 Criteria for grouping:0-not specified
1-by age2-by native language
I Non Engdom
StUdentsII Eng,d.Om dom
' NEHT
(specify how this is determined)8-are cross cultural9-commercially prepared and published in the U.S.10-are translations of U.S. texts11-are coordinated with materials used in the regular subject
curriculum12-other (specify)
16.5 The specific bilingual/bicultural materials used in the language 16.5component are:0-not specified1-xerox atLched -page and document XAerol
17.0 STUDENT GROUPING
17.1 Student grouping; mixed or separated into dominant. language 17.1groups: (mark all that apply)0-not specifiedPupils of both linguistic roups are:1-always mixed for all learning2-mixed for language learning3-mixed for some academic subject learning4-mixed for non-academic learning; art, music, gym, health5-separated for native and second language learning intodaninant language groups
6-separated for most academic subject learni) into dominantlanguage groups
7-never nixed for language or other academic learning8-other (specify)
n. a. - (no 271? students)
17.2 Students are grouped for language instruction: 17.2_,_24(mark all that apply) A-more than the tie B Less than 2 the time0-not specified1-total class.2-small groups (specify size) V/1 c1 ci73-individual instruction
1'.7.3 Criteria for grouping:0-not specified
StudentsI Non Eng II Eng dom dom
dom iT NWT1-by, age2-by native language3 -by dominant language
4-by language-proficienc4(ex. level of readingekill)
n. a. not applicable(no E.dom/NEHT)
1.0 TUTORING
118.1 Student Tutoring is: {ark all that apply)no-not mentioned0-type is not specified1-inter-ethnic (N-ENT student tutors EHT students)2-intra-ethnic (N-EMT student tutors N -EUT)3-done by older children (cross age)4-done by peers (same age)5-othe (specify)
18.1 NO
18.2 Paraprofessionals or aides give tutoring or instruction as follows:0-area not specified 18.2 04 S1-inter-ethnic (N-EHT aide tutors SLIT student)2-in the acqusition of native language shills3-in the acqusition of second language shills4-in other academic subjects
page 16
18.3 Parent tutoring: (mark all that apply) 18.3no-not mentioned0-type not specified1-inter-ethnic parent tutoring is used2-intra-ethnic parent tutoring is used
Parents are trained to become tutors for their children:3-in the home by a home-visiting teacher4-in an adult education component5-in school through observation and guidance of teacher6-as parent volunteers who tutor during the school day7-materials are provided for use in home by parents8-other (specify)
19..0 CURRICULUM PATTERNS 19.0 I
The stated curriculum pattern of the bilinKual_PrO-,ct:1-Except for inclusion of N-EHT instruction the curriculum isotherwise typical or regular, for this state.There are other modifications whithin 'the curriculum of thebilingual program which differ from traditional, typical curri-culum such as (mark all that apply)
2-a.mon-graded classroom: pupils of different ages aregxouped together during part of the school day
3-1MBxible or modular scheduling4- ..dual group instruction
5-46dividualized learning.6-oiler_ classroom
7-gutaed discovery and inquiry8-a :crirriculura which is both child and subject-centered9- others (specify)10-if the program includes activities which complement
experiences children encounter in the home, communityand through mass media i.e. TV, describei:below:
20.0 COGNITIVE DEVE,OPIIENT
20.1 Cognitive development in early childhood grades is fostered through:0-method not mentioned 20.11-structured envirionment rich with materials child can manipulateorder, compare, match for perceptual-motor development
2-non-verbal materials, such as flontessori materials from whichchildren can learn sensory discrimination, matching, seriation,counting, addition, subtraction_
3-labeling and discussion of concepts related to time, space, distance,position
4-labeling and grouping actual objects to learn classification;grouping objects with common attributes and labeling theirattributes (i.e. colors, sizes)
5-direct experience of processes of science through discovery, usingmaterials rather than text active experimentation ti,;,
p,.
-.xSe )f.)/tcory
77-materials are provided for use in home by parents8-other (specify) .
19.0 cumaca Ruk: PATTENS 19.0 I
The stated curriculum pattern of theiilinKualyroject:1-:.Except for inclusion of N- 4T instruction the curriculum isotherwise typical or regular, for this state.There are other modifications whitMn the curriculum of.' thebilingual program which differ from traditional, typical curri-culum such as: (mark all that apply)
2-a non-graded classroom: pupils of different ages aregrouped together during part of the school day
3-flexible or modular scheduling4- small group instruction5-individualized learning6-open classroom7-guided discovery and inquiry8-a curriculum which is both :gild and subject-centered9-others (specify)
10-if the programs includes activities which camplememtexperiences children encounter in the home, conityand through mass media i.e. Mr, describe below:
20.0 COGNITIVE DEVELOPiaNT
20.1 'Cognitive development:i3a earIY-Tihiadbmod grades isEastered'-through:0.4method not mentioned 20.11-structured envirionment richlath materials child can.menipUlateorder, compare, match for perceptual-motor development
2-non-verbal materials, such as Hontassori materials from:whichchildren can learn sensory discrimination, matching, selthtlion,counting, addition, subtraction
3-labeling and discussion of concepts: related to time:, spRcvit distanclposition
4,-labeling and grouping actual objects: to learn classifi -Arra
grouping objects with common attriibutes and labeling.attributes (i.e. colors, sizes)
5-direct experience of processes of science through discamary, usingmaterials rather than texts active experimentation
by child with teacher'sguidunce rather than toacher de.:Ionstration.
6-direct experience of math through discovery rather than instruction7-other (specify or xerox) p. no. and document:
IAA+ - v1-1 12. s o .A rtt 3 t o to, (AN s:To LC al 8}LAd es
20.2 Cognitive development in later grades (grade 4 and above)0...-Method not mentioned
1-specify or Xerox'p., no. and documentn.a.-no grade 4 or later grades
.BILINGUAL PROCEDURES
A.
COMPONENT NAME
Instruction
B.
DOMINANT LANGUAGE
Spanish
.NO. .OF PARTICIPANTS
123
PROCESS
C.
GRADE LEVEL First Grade
E.
PROGRAM OBJECTIVES:
PERFORMANCE OBJECTIVE
(Includes:name or description
of instrument)
1-.1. The teacher and the aide will
use concrete objects to teach
enumeration, set's, and :addition and subtraction.
The con -
cepts will be taught first in the native language and
then
expresSed in the second languate.
1.2
The teacher and aide will use multi-media resources to
teach units in science and social studies, first
in the na-
tive language, and later reinforced in English.
.EVALUATION
Date or Frequency
Measurement
Person(s)
Responsible
Data collecting
and reporting
including due
date
Each six weeks
Each six weeks
Curriculum
Specialist
Curriculum
Specialist
The teacher will report
to the curriculum spe-
cialist adaptations of
baSal number materials
which are necessary to
accomplish the process
objective each six weeks.
The teacher will report
to the curriculum spe-
cialist adaptations no.--
cessary to teach effec-
tively the basic first
grade units
both lan .
guages each six weeks;
4
21.0 SELF-ESTE41
page 17
21.0 ,5" 02.6
Stated methods of project camDenent expected to increase self-esteem:no-self-esteem not mentioned as an objective0-self-esteem is an objective bnt methods not specified
Teacher. encourages pupil to verbally express his feelings:1- through role-playing2-puppetry3- languago- experience approach: students dictate stories from
'their own experience.4-teacher accepts,aclazowledges ideas and feelings5-teacher encourages non-verbal expression of child's feelingsthrough painting, music, dancing
6-teacher provides experiences in which the various ways thatchildren act are accepted by the teacher; their actions arediscussed and the children are encouraged not to make fun of"different" ways.
7-teacher provides experiences leading to competency andsuccess
8-teacher pruvides experiences where occasional failure isacknowledged as. part of everyone's experience;. secondattempts are encouraged
9-other (specify) (xerox or summarize) document page #
Teacher provides experiences in pupil self-direction and acceptance of
responsibility, such as:. 10-pupils act as tutors for other pupils11-pUils have some options in choice of curriculum12-pupils choose activities from a variety of interest centers13-older pulls participate in.curriculum-planningand/or
development14-pupils write a bilingual newspaper for dissemination to the
comunity15-other (specify)
22.0 LEARNING STRATEGIES 22.0 01-The project mentions the following specific 3earning strategies
as important for reaching a particular ethno-linguistic group:
(specify or xerox) Document and Page no.Example: Navajo children resist participation in an authoritarian,traditional classroom. .11.n open classroom where teacher partici-pates rather than directs all activities and students or groups of
students initiate activites, move about freely or sit in a circle orhorseshoe rather than sit in rows, has been found more effective.
0-none mentioned
4,1.uacrier accupub5- teacher encourages non-verbal expression of child feelings
through paintings music, dancing6-teacher provides experiences in which the various ways thatchildren act are accepted by the teacher; their actions arediscussed and the children are encouraged not to make fun of
"different" ways7-teacher provides experiences leading to competency and
success8-teaCher provides experiences where occasional failure isacknowledged as part of everyone's experience g secondattempts are encouraged
9-other (specify) (Xerox or summarize) document page #
Teacher provides experiences in pupil self-dIrection and acceptance ofresponsibility, such as:
10-pupils act as tutors for other pupils11-puils have some options in choice of curriculum12-pupils choose activities from a variety of interest centers13-older puils participaz in curriculum planning and/or
development.14-pupils write a bilingual newspaper for disseiiination to the
community15-other. (specify)
22.0 LEARNING STRATEGIES 22.0 .0
1-The project mentions the following specifid3oarning strategiesasimportant for reaching a particular ethno-linguistic group:(specify or xerox) Document and Page no.Example: Navajo children resist participation in an authoritarian,traditional classroom. .An-open classroom where. teacherpartici-pates rather than directs all activities and stud:.)nts or groups ofstudents initiate activites move about freely or sit in a circle orhorseshoe rather than sit in rows, has been found more effective.
0-none mentioned
23.0 BICULTUAL COITONENT
23.1 This program is: 23.1 2.1-bilingual alone2-bilingual and bicultural3-bilingual and multicultural0-not specified as to which of the above4-an ethnic studies program is included in the bilingual program5-art, posters, realia
9crafts of both cultures are exhibited in
the classroom6-language and cultural content are integrated7-other (specify)
23.2 Cross-cultural awarenessIf project mentions specific values or modes of behavior ofN -EIIT culture, please summarize below: (or attach xerox)found in document Dago w0-not mentioned
page 18
23.2 0
23.3 1-if pvoject mentions efforts to decrease ethnocentrism ineither or both groups, describe below: (or xerox-document page/#)
0-none mentioned
23.4 In the bicultural compenent knowledge of the N-EHT culture 23.4involves (mark all that apply)0-no bicultural component mentioned1-Humanistic aspects of culture: ideals and values, literature
(oral or written), achievement of particular people or politcalMovements
2- Historical-cultural heritage of the past-contributions to artand.science
3-'Deep' culture: family patterns and contemporary way of life.4-Itemization of surface aspects` of a countrygeoeraphy, dates
of holidays etc.5 -A specific culture only e.g. one Indian tribe6-Various cultures of same ethnic/linguistic group (i.e. Spanish-
speaking peoples)7-A third culture different from ME or EMT8-0ther (specify)
23.5 American culture is defined:0-net specified1-narrowly: primarily Anglo-Saxon orientation2-broadly: ethnic pluralism of Americamulticultural
contributions of various ethnic groups discussed3-other(indicate document and page number for xerox) or
elaborate in your own words
24.0 COI IHUNITY C OIPONENT
241 Bilingual libraries are provided: for 24.1 B._,C!,
23.5 KJ 4S
23.3 1-if project mentions efforts to decrease ethnocentrism ineither or both groups, describe below: (or xerox-document page/#)
0-none mentioned
23.4 In the bicultural compenent knowledge of the N-ELIT cultureinvolves (markall that apply)0-no bicultural component mentioned
,1-Humanistic aspects of culture: ideals and values, literature(oral or written), achievement of particular people or politcalmovements
2- Historical-cultural heritage of the past--contributions to artand science
3-'Deep! culture: family patterns and contemporary Way of life.4-Itemization of surface aspects of a country-- geography, dates
of holidays etc,5-A specificcultureonly e.g. one Indian tribe6-Various cultures of same ethnic/linguistic group (i.e. Spanish-.speaking peoples)
7 -A. third culture different from NiT or MEEs -Other (specify)
23.5 American culture is defined:0-not specified1-narrowly: primarily Anglo-Saxon orientation2-broadly: ethnic pluralism of America:--multiculturalcontributions of various ethnic groups discussed
3-other(indicate document and page number for xerox) orelaborate in your own words
24.0 COIMUNITY COI TONENT
24.1 Bilingual libraries are provided for:0 -group not specified1-project children2-adults of the project community3-teachersno-bilingual library not mentioned
24.1__N 0
24.2 An ethnic studies library is provided for: 24.2 NO0-group not specified1-;project children2-adults of the project community3-teachersno-ethnic studies library not mentioned
Page 19.
24.3 Provision is made by the school for inforaing the parents 24.3.--6 41°and community about the program through: (Mar'_: all that apply)0-method not specifiedno-no provision for informing community1 bilingual newsletter2 monolingual newsletter3 aws sent to mass media.4-if articles included with project, check 45-bilingual fliers sent home6-formal meetings7-informal meetings open to entire community8-meetings conducted in both languages9-home visits10-other (specify) - COV.nrint..rd+ y lickisoh war -ter- .5,c el_ Ytie.0)c Cory11-- project director personally invdlved in program
(3/ tidissemination. specify how
24.4 Community involvement in the formulation of schoel policiesand programs is sought through: 24.4 yj
110-type not specifiedno-not sought1- existing community groups working with program2- bilingual questionnaires
3-co Mmunity-school staff committees r,4-comunitY adliisory groups -
r."ctztl.rrv:42-°*0,cch.si-s11#11.1.441vnttcat..4....444 145- formal meetins open to the entire community6-informal meetings with community groups7-other (specify)8-project director personally seeks involvement of community
in program. sl?ecify how: Wt11 6,4o7m c.ort.rnt.A-r.it-i 04 0%4- clr'"-'."..4;"1rn4L*-4 "%8S Via ni.A435 rn dtq cl.rqi w<<l wheat+ try, y%8 S 4.44,4-4_61e. ots.t.y, or -Prow. ? Nr fv5 S Cornr"i...r..i 4-y
174.1..6.4.Ar-s Sul V ( ke S t, ksAA r 41vA-Sdk-tN
24.5 The school keeps informed about' community interests, events andproblems through:
no-no mention of school seeking to be informed about community7- meetings open to the entire community conducted in bothlanguages
2- community representatives to the school3-bilingual questionnaire sent to the home4 -home visits by school personnel5 -other (specify)0- method not specified
246 The school isopen to the community through:0-not mentioned
111 1.10.1 LIG V:: 11111 i 1;
8-meetings conducted in both languages9-home visits10-other (specify) - Cowbnikri+ y (i0.i sot -
11- project director personally invdlved in programdissemination. specify how
uu 0
24.4 Community involvement in. the formulation. .of school policiesand programs is sought through:
0-type not specifiedno-not sought1-existing community groups working with program2-bilingual questionnaires3-community-school staff committees e4-community advisory groups - a "45,Z",:rputve:'trd,bts110%...yte:Nt,,Ø.,ttct.4....w \5-formal meetins open to the entire community6-informal meetings with community groups7-other (specify)8-project director personally seeks involvement of community
in program. s,_-oecify how W Ch41"P'l f" .e4 1.-y 04 "t%% 41." 41- b1/.1 "at h85 V in' rn (LA ic ch.r4 rr% e,e-A-0(.8 5 4.4 %1 4. C. tlw 11 el 114,1N r qVAS DIA S ro reN ? a.r tr.+ co +...w.u,";
cAN42.3- w .5 0- a c 07,c c,,r% 0,,c,4 4
24.5 The school keeps informed about community interests, events andproblems through: 24.5 N
no-no mention of school seeking to be informed about comunity1-meetings open to the entire community conducted in bothlanguages
2-eormunity representatives to the school3-bilingual questionnaire sent to the home4-home visits by school personnel5-other (specify)0-method not specified
5,ec_Yt1coxI
24 4- Li SI
Cery
24.6 The school is open to the community through:0-not mentionedno-school is not open to co1- opening school facilitiesafter school hours and on
2- providing adult education3-other (specify)
mmunity for community useto the community at large for useWeekendscourses
25.0 ILPJ1CT EVALUATION
25.1 Project mentions description or disseminationPrgram through:
1-newspaper articles'2-radio programs3-TV programs4-video-tapes5-films
6-visitors to observe the program
odrmrts 0.+41 le..iierS
of the bilingual
24..6 c2_
25. I Li Sd g-/-
Responsibility
1 o r.3 . 3
COMMUNITY LIAISON WORKER
The community liaison worker will serve as liaison between the
home and school. She will help to develop a parental involvementprogram including such duties as organizing informal classes forparents, inviting parents to attend openhouse, dinners, classroomorientation, and similar types of meetings.
The community liaison worker will visit the homes of children who
have been absent or who have experienced special problems. She
will also visit the parents of the children in the bilingual pro-
gram to encourage them to become interested in the education oftheir children and to actively participate in parent activities
as well as to encourage adult basic education.
Qualifications
The community liaison worker must be bilingual and preference willbe given to the native speaker of Spanish. A minimum of highschool graduation will be required. Priority will be given to theappliCant who has completed college courses in sociology and whohaihad experience as a social worker. Knowledge-of early child-hood education is desirable. The liaison. worker should be a warm,friendly, symPathetic person who is-Capable of developing rapportwith'parentsand interested adults.
.Educational Background and Experience--Magdalena Trejo
Mrs. Magdalena Trejo vas graduated from Lubbock High SchOol. Sheis a Mexican American and she is fluent in-Spanish and in English.She has no college work but she plans to attend college sometimein the future. She haS taught Confraternity of Christian Doctrinein her churCh.
'9
ri
Mts. Trejo lives in the target area served by the bilingual program.She served as a teacher aide in, the bilingual project in Lubbockuntil her promotion to the position of community liaison worker.
page 20
25.2 Project's impact: 40 ..L,cv.irce-s 1-12.80.r6Cv%45 er-cr..-0.Atrioh 25.21-Project mentions that other,classes'in the school, but cx,"4-c-Irr*No.-knot in the program have picked up methods or material fromthe bilingual program
2-Project mentions other schools in the local educational systemhave started bilingual programs
3-Proect mentions that a University has instituted teachertraining courscs in bilingual education to meet staff devel-opment needs
5- Each tu.Nkido-tres h D. r e_g-trAt s c.- ot board. LA h tSpo -4426.0 SOLE OF EVALuATaA)os "ieY A° 11 lk..'QSA.C)" re-f14-r6"C"5 n4 Q_4
bt adv.. 4-s 1-11b. r% 6.4k (..4) t% ctx"26.1 Evaluator has field tested, on a group of children who are of
the same language, culture and grade levels as the children inthe bilingual program:0-not mentioned1-published measures2-staff developed measures3-staff translations of published measures4-staff adaptations of published measures.
26.2 Evaluator'has personally observed students in the program:0-not mentionedno-never
1-once or twice during the year2-;.more than twice3-regularly4-other (specify)
26.3 Evaluator has met with teachers:0-not mentionedno-never1-once or twice during year2-more than twice3-regularly4-other (specify)
27.0 EVALUATION PROCEDOE
27.1 0 -riot, specified
1-A comparison group has been chosen2-A comparison group will be chosen
27.2 0-not specified (mark. all that apply)1-Pre-tests have been given to project group or sample2- " will be3-Post-tests have been given to project group or sample4- " will be " "
'5-Pre-tests have been given to comparison group6- " will be 11 rr
7-Post-tests have been given to comparison group-8 r, will be
26.1 0
26.2
26.3
27.1 Q
27.2 ja,