document resume ed 101 994 88 rc 008 329document resume. 88 rc 008 329. bishop, robert e. open...
TRANSCRIPT
ED 101 994
AUTHORTITLEINSTITUTIONSPONS AGENCY
PUB DATENOTE
DOCUMENT RESUME
88 RC 008 329
Bishop, Robert E.Open Concept School for Indian Education.Sault Sainte Marie Public Schools, Mich.Bureau of Elementary and Secondary Education(DHEN/OE), Washington, D.C.; Michigan State Dept. ofrducation, Lansing.Jan 7549p.; Colored pages and photographs say reproducemarginally
EDRS PRICE MF-$0.76 HC-$1.95 PLUS POSTAGEDESCRIPTORS *Academic Achievement; Alternative Schools; *American
Indians; Communication Skills; Comparative Analysis;Educational Assessment; *Elementary Education;Pollowup Studies; *Open Education; Parent Reaction;*Program Evaluation; Questionnaires; StudentAttitudes; Student Evaluation; Teacher Attitudes
IDENTIFIERS Elementary Secondary Education Act Title III; ESEATitle III; Michigan; *Ojibways
ABSTRACTA Title III, Elementary and Secondary Education Act,
open concept school program has been serving the Ojibway IndianCommunity for 4 years and has recently been evaluated. Derived from aproject evaluation submitted August 19, 1974, this informal reportpresents comparative data on the open concept and traditional school.Using a "frequency observed" parameter, evaluators compared theexperimental school with a traditional school from the same districtvia site observations. Transition from elementary to junior highschool was evaluated via data relative to daily absenteeisms,discipline referrals, and academic failure in math, English, socialstudies, and sciences for grades 7 and 8. Parental attitudes wereevaluated via 30 completed questionnaires (over 100 were solicited).Student attitudes were measured by a 25 item questionnaire whereinresponse was made via a picture of a "smiling ", neutral, or negativeface. Teacher attitudes were measured by a written questionnaireconcerned with implementation procedures (lesson plans, classroomrules, discipline, work assignments, etc,) The evaluator's summationstated that "In general, the open concept program has exhibitedsuccess in meeting its objectives; its major weakness involves thelanguage arts and reading components of the program, as well as staffcommunication". (JC)
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siosewtsasationsoirsis
n. ovornmeczois
December18, 197
To Headers
Interestedin the
iipen-CouceptProgram:
I haveobserved theopenpcoocept
school forIndianeducationet the
FinlaysonSchool for
four year*.
The progreu
toss
helped todevehxpindivid-
ual attitudesand an
indixiAhoilisedproviso!
Skills forthe studeotsin
that
building.
It isdifficult
to measureexactly the
gainsthat havebeen
made. Onecameasily state
that theprogrambas beena success
bee
have beenpeoblems.
ityobservationhas be'
that thepositiverevoltsof
theopen-concept
programhave beennot onlyfor thestudentsbut torthe
parentsand thecommuoityin whichthe school
is located.
SC
re...
bationed2pshave
beet%improved so
there isa=Anal
trust anda commoo
grolonion
which todiscuss
school problems.
This laevidencedthrough
parent-teachercontents,payee
advisorycouncilssodthrougAvisitatioas
Tes
sults show
that
studentswhostarted inthisschool in%in.
dergartenor inthe pre-schoo
rogramhsve
doneexceedinglywell.
Students
to the
school.
who have
left theFialoyson
School havesdap
well to
the JuniorSigh
School programend haveopt hadanyspecialdifficulties.
Teachers
in thisproplavorit
exceedinglyrhard, are
or
are
challesgedand livewith theirstidents
in a veryopesmanner.
This
typeof teachhx;Woo
dedication,
perseveranceandcosstant
ervice
training.
Teachersin thisprogramvolunteeredto be partof the open-
conceptphilosophy
and thisis *soot
inportant
factor
in soysu& Fro"
grim.
tecellent
be.aervicetime sad
training:has%coo oneof thesoot
importantserest°of theFinlayson
program.
We welcosevisitors
ti
to ourshool to
seethispeogram
in lotion.
Tourssincerely,
CA/fre-47
William a.Poppine
Superintendentof Schools
"The
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rit h
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iven
me
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BE
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OPY
AV
AIL
AB
LE
Bef
ore
getti
ng in
to th
e st
ory
of th
e op
en e
duca
tion
prog
ram
cur
rent
lyun
der
way
at t
he F
inla
yson
Ele
men
tary
Sch
ool i
n S
ault
Ste
. Mar
ie, M
ichi
gan,
it sh
ould
be
reco
gniz
ed th
at th
e m
ind
of th
e re
ader
may
wel
l be
mad
e up
inad
vanc
e as
to w
hat i
t is
all a
bout
. Fur
ther
, rea
der
attit
udes
may
ran
ge a
ll th
ew
ay fr
om "
very
muc
h in
favo
r of
" to
"m
uch
oppo
sed
to"
this
and
oth
eral
tern
ate
educ
atio
n pr
ogra
ms
for
boys
and
girl
s.
Ope
n ed
ucat
ion
is, a
long
with
"op
en s
pace
," "
open
cam
pus,
" "in
-di
vidu
aliz
atio
n,"
and
"wor
k st
udy
prog
ram
s,"
rela
ted
dire
ctly
to a
new
appr
oach
to le
arne
rs w
ith n
eeds
not
bei
ng m
et b
y th
e tr
aditi
onal
edu
catio
nal
prog
ram
s w
hich
hav
e be
com
e in
stitu
tiona
lized
dur
ing
the
past
fifty
yea
rs.
The
sim
ples
t way
of l
ooki
ng a
t all
thes
e fo
rms
of a
ltern
ate
prog
ram
s,in
clud
ing
open
edu
catio
n in
ele
men
tary
sch
ools
, is
to b
ear
in m
ind
that
it is
an a
ttem
pt to
mov
e aw
ay fr
om a
30
stud
ents
to o
ne te
ache
r ra
tio in
the
clas
sroo
m to
som
ewhe
re n
ear
the
onet
o-on
e le
arni
ng s
ituat
ion.
We
know
that
this
ulti
mat
e go
al w
ill n
ever
be
reac
hed
for
finan
cial
reas
ons.
We
can,
how
ever
, dem
onst
rate
that
the
ten-
to-o
ne (
mor
e or
less
) ra
tio g
oes
a lo
ngw
ay to
incr
ease
the
amou
nt o
f und
erst
andi
ng th
ech
ild w
ill a
cqui
re if
oth
er c
ondi
tions
are
als
o ta
ken
into
acc
ount
.
The
oth
er c
ondi
tions
, whi
ch a
re n
o le
ss im
por-
tant
, inc
lude
a p
hilo
soph
y w
hich
acc
epts
the
notio
nth
at c
hild
ren
are
capa
ble
of s
elec
ting
wha
t the
y w
ant
to le
arn.
Fur
ther
, tha
t the
y w
ill w
ant t
o ha
ve a
voi
cein
det
erm
inin
g w
hat t
he le
arni
ng s
ched
ule
will
be
and
how
fast
they
feel
they
can
pro
ceed
with
the
lear
ning
task
onc
e th
ey h
ave
mad
e th
e ch
oice
.
Ope
n ed
ucat
ion
prog
ram
s, a
s vi
ewed
by
som
ew
ho a
re c
onvi
nced
that
lear
ning
is d
epen
dent
upo
nab
solu
te s
ilenc
e an
d at
tent
ion
whi
ch th
e te
ache
rre
quire
s in
ord
er to
con
duct
the
less
on in
a s
omew
hat
auth
orita
rian
man
ner,
are
like
ly to
app
ear
chao
tic.
Sin
ce m
ost a
dults
are
the
prod
ucts
of t
his
appr
oach
to le
arni
ng (
and
this
incl
u e
s a
vast
maj
ority
of
"In
the
mor
ning
of o
ur d
ay"
prof
essi
onal
teac
hers
) it
is a
littl
e de
mor
aliz
ing
to d
isco
ver
that
this
app
roac
his
no
long
er c
onsi
dere
d th
e es
senc
e of
a g
ood
lear
ning
situ
atio
n in
an
open
conc
ept c
lass
room
. Rat
her,
the
child
wor
ks in
the
mid
st o
f mov
emen
t,di
scus
sion
, vis
ible
sig
hts
and
soun
ds w
ithou
t loo
king
upo
n th
em a
s be
ing
dist
ract
ing
from
the
task
at h
and.
In c
ontr
ast t
o th
e tr
aditi
onal
cla
ssro
om, t
he r
elat
ions
hip
of th
e le
arne
rto
his
pee
rs is
con
side
red
as a
n ai
d to
lear
ning
rat
her
than
as
evid
ence
that
the
stud
ent i
s ch
eatin
g by
get
ting
help
from
his
*fie
nds
with
the
prob
lem
s of
inte
rest
to th
em b
oth.
Coo
pera
tion
. not
com
petit
ion
in th
e m
aste
ry o
fac
adem
ic le
arni
ng is
the
mod
e.
The
cen
tral
focu
s of
the
page
s to
follo
w w
ill b
e co
mm
ents
and
idea
s of
teac
hing
per
sonn
el a
ctua
lly o
pera
ting
the
open
con
cept
pro
gram
men
tione
dab
ove.
Firs
t, it
is im
port
ant t
o pr
ovid
e th
e re
ader
with
the
prop
er b
ackg
roun
dof
the
prog
ram
in te
rms
of fu
ndin
g, p
hysi
cal
setti
ng, a
nd th
e po
pula
tion
bein
g se
rved
. All
thre
e el
emen
ts p
lay
an im
-po
rtan
t rol
e in
mak
ing
the
prog
ram
wha
t it i
s.
UR
Stil
l fur
ther
, ope
n ed
ucat
ion
prog
ram
s lo
okw
ith fa
vor
upon
lear
ners
wor
king
toge
ther
eith
erin
sm
all g
roup
s or
with
frie
nds.
The
teac
her's
role
in th
is s
chem
e of
thin
gs is
that
of a
faci
li-ta
tor
and
prog
ram
mer
of r
esou
rces
and
mat
eria
lsas
wel
l as
serv
ing
as a
mot
ivat
ing
agen
t to
get t
hele
arne
r in
volv
ed w
ith th
e m
edia
ava
ilabl
e. Id
eally
,th
e ob
ject
ives
of t
he le
arni
ng e
vent
are
sel
ecte
dby
the
child
with
the
help
of t
he te
ache
r w
hoke
eps
the
reco
rds
of a
chie
vem
ent a
s a
basi
c pa
rtof
eac
h ch
ild's
dem
onst
rate
d gr
owth
. The
deg
ree
of e
ncou
rage
men
t and
gui
danc
e w
hich
the
teac
h-er
mus
t giv
e is
obv
ious
ly d
epen
dent
upo
n a
grea
tm
any
fact
ors
rela
ting
to th
e in
divi
dual
lear
ner
inte
rms
of h
is to
tal l
ife e
xper
ienc
e.
0013
MID
ST
RE
AM
BE
ST C
OPY
AV
AIL
AB
LE
It sh
ould
be
reco
gniz
ed a
t thi
s po
int t
hat t
his
is th
e fo
urth
yea
r fo
r an
open
con
cept
pro
gram
in S
ault
Ste
. Mar
ie. T
his
year
it is
ope
ratin
g un
der
diffe
rent
aus
pice
s th
an it
did
in th
e in
itial
pro
gram
whi
ch b
egan
four
yea
rsag
o. A
n ex
celle
nt p
rese
ntat
ion
of la
st y
ear's
pro
gram
was
pub
lishe
d un
der
the
dire
ctio
n of
Joh
ann
Ingo
Id, w
ho a
t tha
t tim
e w
as D
irect
or o
f Com
pens
a-to
ry P
rogr
ams
for
the
Sau
lt A
rea
Sch
ools
. The
rea
der
is w
ell a
dvis
ed to
dig
est
the
info
rmat
ion
cont
aine
d in
that
boo
klet
bef
ore
proc
edin
g w
ith w
hat i
spr
esen
ted
here
as
the
prog
ram
goe
s in
to it
s fo
urth
yea
r.
The
pro
gram
bei
ng in
mid
str
eam
as
it w
ere
is to
sug
gest
that
we
are
begi
nnin
g to
rec
eive
har
d da
ta a
s to
its
succ
ess.
The
pro
ject
eva
luat
ion
repo
rtsu
bmitt
ed b
y D
r. H
enry
Prin
ce o
f HP
H A
ssoc
iate
s (e
valu
atio
n co
nsul
tant
s),
date
d A
ugus
t 19t
h, 1
974
pres
ents
som
e of
the
need
ed fe
edba
ck d
ata.
Mr.
Nic
k O
she
'ski
, Pro
ject
Coo
rdin
ator
, who
mai
ntai
ns h
is a
dmin
istr
ativ
e qu
arte
rsat
the
Fin
lays
on S
choo
l site
, has
dra
wn
toge
ther
con
trib
utio
ns a
nd o
bser
va-
tions
of t
he p
rofe
ssio
nal s
taff
curr
ently
wor
king
the
open
con
cept
pro
gram
.M
uch
addi
tiona
l inf
orm
atio
n ca
n be
gle
aned
from
the
pict
oria
ls a
nddi
agra
mm
atic
tabl
es p
rese
nted
in th
e la
tter
part
of t
he b
ookl
et.
The
pur
pose
of t
his
two-
fold
app
roac
h is
to p
rovi
de th
e re
ader
with
as
muc
h po
sitiv
e in
form
atio
n as
pos
sibl
e fo
r sc
hool
s an
d/or
indi
vidu
al te
ache
rsw
ho m
ay b
e th
inki
ng a
bout
initi
atin
g si
mila
r pr
ogra
ms
in th
eir
own
dist
ricts
eith
er o
n a
who
le s
choo
l or
an in
divi
dual
cla
ssro
om b
asis
.
Whi
le th
e O
pen
Con
cept
Sch
ool f
or In
dian
Edu
catio
n is
a s
choo
l-wid
e
prog
ram
invo
lvin
g an
ent
ire b
uild
ing,
it ca
n be
suc
cess
fully
con
duct
ed o
n a
muc
h sm
alle
r sc
ale
such
as
a si
ngle
floo
r or
an
indi
vidu
al te
ache
r's c
lass
room
.In
any
pro
gram
, it i
s ob
viou
s th
at th
e ne
cess
ary
adva
nce
plan
ning
as
wel
l as
finan
cial
and
psy
chol
ogic
al s
uppo
rt fr
om th
e ad
min
istr
atio
n is
ess
entia
l.
Alo
ng w
ith th
e ab
ove
kind
s of
ass
ista
nce,
men
tion
shou
ld b
e m
ade
ofne
ed fo
r so
lid c
omm
unity
sup
port
from
par
ents
of t
he c
hild
ren
invo
lved
inth
e op
en c
once
pt p
rogr
am. I
t wou
ld b
e fo
olha
rdy
to a
ttem
pt to
forc
epa
rent
al a
ccep
tanc
e of
this
app
roac
h by
ass
umin
g th
at o
nce
it is
und
er w
ayth
ere
will
be
no c
ritic
ism
. It i
s to
o la
te to
eith
er s
ave
or a
lter
the
prog
ram
once
the
conv
entio
nal w
isdo
m o
f the
com
mun
ity g
roup
invo
lved
is c
onvi
nced
that
"th
eir
child
ren
are
not g
ettin
g a
prop
er e
duca
tion"
usi
ng th
e op
enco
ncep
t app
roac
h.
0014
"I a
m fl
oatin
g do
wn
the
river
sm
ooth
ly"
Fur
ther
on,
we
shal
l pre
sent
feed
-ba
ck fr
om m
any
of th
e el
emen
ts o
fth
e pr
esen
t pro
gram
from
whi
ch th
ere
ader
can
det
erm
ine
whe
re th
e pi
t-fa
lls m
ay li
e if
sim
ilar
prog
ram
s ar
epl
anne
d or
atte
mpt
ed.
The
sco
pe o
f the
eva
luat
ive
data
colle
cted
byth
epr
ofes
sion
alev
alua
tors
was
wid
e as
it w
as v
ario
us.
Tea
cher
s in
the
prog
ram
wer
e ob
-se
rved
, on-
site
obs
erva
tions
wer
em
ade,
a p
aren
t que
stio
nnai
re w
aspr
epar
ed a
nd ta
bula
ted,
as
was
asi
mila
r on
e fo
r th
e st
aff.
A fo
llow
up s
tudy
of t
he p
revi
ous
year
's s
tude
nts
now
in J
unio
r H
igh
was
con
duct
ed.
The
ach
ieve
men
t dat
a of
the
open
con
cept
stu
dent
s w
as p
roce
ssed
and
sum
mar
ized
. To
asce
rtai
n th
e de
gree
of d
iffus
ion
of k
now
ledg
e ab
out o
pera
conc
ept e
duca
tion
in th
e lo
cal a
nd r
egio
nal a
reas
was
pre
pare
d an
d ta
bula
ted
with
som
e re
veal
ing
resu
lts.
7ina
lly, a
ll of
the
vario
us e
valu
atin
n in
stru
men
ts w
ere
pres
ente
d in
afo
rmal
rep
ort a
long
with
som
e re
com
men
datio
ns a
nd c
oncl
usio
ns w
hich
shou
ld b
e ve
ry h
elpf
ul to
the
prog
ram
's fu
ture
. Rem
embe
ring
that
it is
pres
ently
in m
idst
ream
, so
to s
peak
, it i
s im
port
ant t
hat a
djus
tmen
ts in
the
natu
re a
nd d
irect
ion
of o
pen
conc
ept p
rogr
ams
be m
ade
if th
e bo
ys a
ndgi
rls b
eing
ser
ved
are
to h
ave
even
tual
suc
cess
in th
eir
acad
emic
and
soc
ial
lives
.
0015
HIS
TO
RY
OF
TH
E F
INLA
YS
ON
SC
HO
OL
BU
ILD
ING
Fin
lays
on S
choo
l firs
t ope
ned
its d
oors
, for
the
stud
ents
, in
Sep
tem
ber,
1962
. The
sch
ool w
as c
onst
ruct
ed, m
ainl
y w
ith fe
dera
l fun
ds, t
o re
duce
the
over
crow
ded
cond
ition
s w
hich
exi
sted
at L
inco
ln a
nd J
effe
rson
Sch
ools
.T
he b
uild
ing
cont
ains
14,
400
squa
re fe
et a
nd h
as a
cap
acity
to h
ouse
210
stud
ents
. At t
he ti
me
of c
onst
ruct
ion,
the
build
ing
was
mos
t ade
quat
e fo
r th
epr
esen
t nee
ds fo
r st
uden
t ser
vice
s. B
ut a
s th
e va
rious
pro
gram
s in
crea
sed,
spac
e be
cam
e m
ost l
imite
d.
The
sch
ool w
as n
amed
in h
onor
of a
long
-tim
e co
mm
unity
lead
er, M
r.D
onal
d M
. Fin
lays
on. M
r. F
inla
yson
had
bee
n as
soci
ated
with
com
mun
ityse
rvic
es fo
r 57
yea
rs, i
nclu
ding
ser
ving
on
the
Boa
rd o
f Edu
catio
n fo
r19
yea
rs.
At t
he b
egin
ning
of t
he 1
971-
72 s
choo
l yea
r, F
inla
yson
intr
oduc
ed a
new
inno
vativ
e ed
ucat
iona
l ide
a -
the
"ope
n-co
ncep
t" a
ppro
ach.
Orig
inal
lyit
was
pla
nned
to u
tiliz
e th
e ha
llway
s as
an
exte
nsio
n of
the
clas
sroo
m, b
utth
e fir
e m
arsh
all p
ut a
dam
per
to th
is id
ea. T
he h
alls
wer
e no
t wid
e en
ough
to s
et u
p le
arni
ng s
tatio
ns a
nd s
till a
llow
ade
quat
e ro
om fo
r tr
affic
. The
refo
re,
the
open
-con
cept
app
roac
h ha
d to
be
cond
ucte
d w
ithin
the
conf
ines
of t
hecl
assr
oom
. To
assi
st in
som
e w
ay, a
rel
ocat
able
cla
ssro
om w
aspu
rcha
sed,
to s
erve
as
a lib
rary
or
mul
ti-m
edia
cen
ter.
The
lack
of p
rope
r sp
ace
for
lear
ning
sta
tions
stil
l exi
sts.
Yet
, the
sta
ffha
s be
en m
ost i
nstr
umen
tal i
n co
min
g up
with
spa
cing
arr
ange
-m
ents
to in
duce
inte
rest
ing
lear
ning
env
ironm
ent.
"I g
o th
roug
h th
e M
edic
ine
Lodg
e."
One
item
that
was
elim
inat
ed w
hen
cons
truc
ting
this
sch
ool,
was
the
crea
tion
of a
sho
wer
sys
tem
, allo
win
g st
uden
ts to
kee
p cl
ean
afte
r sp
ortin
gev
ents
or
if th
ey ju
st "
need
ed a
bat
h."
The
maj
ority
of t
he F
inla
yson
com
mun
ity a
rea
lack
s pr
oper
san
itary
cond
ition
s. T
here
are
no
sew
er li
nes,
or
larg
e en
ough
wat
er li
nes
to s
ervi
ceth
e ar
ea. R
ecen
tly, t
he C
ity C
omm
issi
on, L
eagu
e of
Wom
en V
oter
s, a
nd th
eM
ar-S
kunk
Par
ent C
omm
ittee
has
obt
aine
d an
Urb
an R
enew
al G
rant
toes
tabl
ish
the
muc
h ne
eded
wat
er a
nd s
ewag
e to
be
inst
alle
d.
Tim
e do
es m
arch
on.
Cha
nge
does
tran
spire
. With
com
mun
ity im
prov
e-m
ent,
pare
nt c
oope
ratio
n, a
nd s
choo
l pro
gres
s, a
new
atm
osph
ere
deve
lop.
It ta
kes
man
y di
ffere
nt in
divi
dual
s an
d ag
enci
es to
cre
ate
a ne
w e
nviro
nmen
t.W
ith e
very
one
pulli
ng to
geth
er, a
new
feel
ing
of in
tera
ctio
n co
mes
to b
eing
for
an im
prov
ed s
ocia
l and
aca
dem
ic li
fe.
I1
Rob
ert B
eecr
oft
Prin
cipa
l
$
ON
SIT
E E
VA
LUA
TIO
NS
AR
E B
AS
ICta
r cop
y"Y
es, I
see
ther
e is
ple
nty
of it
"
"Dur
ing
the
cour
se o
f the
yea
r th
e ev
alua
tor
visi
ted
the
expe
rimen
tal
Sm
all-g
roup
wor
k by
chi
ldre
n an
d te
ache
r-di
rect
ed s
mal
l-gro
up le
sson
ssc
hool
at l
east
onc
e a
mon
th (
and
usua
lly m
ore
ofte
n) to
obs
erve
the
team
ing
wer
e no
t as
effe
ctiv
e as
they
cou
ld h
ave
been
. In-
ser
vice
: tim
e sh
ould
be
activ
ities
, mee
t with
the
staf
f, an
d co
llect
dat
a as
it b
ecom
e av
aila
ble.
devo
ted
to th
is a
rea.
Inte
rim r
epor
ts o
f vis
its w
ere
furn
ishe
d pe
riodi
cally
to th
e st
aff f
orco
nsid
erat
ion.
The
firs
t rep
ort f
ocus
ed o
n tw
o cu
rric
ular
are
as: c
aree
r ed
ucat
ion
and
lang
uage
art
s. P
oste
rs a
nd b
ulle
tin b
oard
pro
mot
ing
care
er e
duca
tion
activ
ities
wer
e cl
early
vis
ible
in th
e ea
rly p
ortio
n of
the
scho
ol y
ear,
and
they
cont
inue
d to
be
visi
ble
and
upda
ted
thro
ugho
ut th
e re
mai
nder
of t
he y
ear.
The
incr
ease
d at
tent
ion
to c
aree
r aw
aren
ess
is in
par
t due
to th
e C
aree
rE
duca
tion
Wor
ksho
p th
at th
e ex
perim
enta
l tea
cher
s at
tend
ed in
Aug
ust,
1973
. The
sta
ff cl
ever
ly li
nked
thes
e ac
tiviti
es w
ith s
ocia
l stu
dies
act
iviti
esem
phas
izin
g In
dian
her
itage
at t
he b
egin
ning
of t
he y
ear,
and
this
link
age,
whi
ch n
ot a
s su
cces
sful
late
r in
the
year
, was
atte
mpt
ed a
t var
ious
tim
es.
The
lang
uage
art
s ar
ea's
util
izat
ion
of s
tand
ard
wor
kboo
ks (
or d
ittoe
dfa
csim
iles)
cre
ated
som
e pr
oble
ms,
for
the
less
mot
ivat
ed c
hild
ren
oc-
casi
onal
ly c
opie
d no
tebo
ok p
ages
rat
her
than
atte
mpt
ed to
und
erst
and
conc
epts
and
dev
elop
ski
lls. T
his
prob
lem
end
ured
in v
aryi
ng d
egre
esth
roug
hout
the
year
. The
key
diff
icul
ty in
the
lang
uage
art
s ar
ea s
eem
ed to
be th
e ge
nera
tion
of m
axim
um la
ngua
ge a
rts
deve
lopm
ent w
ith a
min
imum
of fo
rced
mot
ivat
ion.
The
sta
ff w
orke
d to
sol
ve th
is p
robl
em th
roug
hout
the
year
but
they
wer
e no
t tot
ally
suc
cess
ful.
The
sec
ond
repo
rt in
dica
ted
that
the
appr
oach
util
ized
at t
he b
egin
ning
of th
e ye
ar -
dia
gnos
is a
nd p
resc
rip-
tion
for
cogn
itive
lear
ning
def
icie
nces
-ha
d w
aned
som
ewha
t in
freq
uenc
y.S
ome
staf
f mem
bers
con
tinue
d to
utili
zeth
is a
ppro
ach
with
var
ying
degr
ees
of s
ucce
ss, w
hile
oth
ers
wer
eei
ther
uns
ucce
ssfu
l or
so d
isap
poin
ted
with
the
succ
ess
rate
ach
ieve
d th
atth
ey a
ppar
ently
aba
ndon
ed it
The
lang
uage
art
s se
gmen
t of t
he c
urric
ulum
con
tinue
d to
be
a tr
oubl
esp
ot w
hich
nee
ds to
be
rem
edie
d. In
tere
st in
lang
uage
art
s ac
tiviti
es s
eem
edto
w a
t thi
s tim
e.
Opp
ortu
nitie
s fo
r ab
ove
aver
age
grow
th b
y ab
ove
aver
age
stud
ents
seem
ed e
norm
ous;
how
ever
, pro
blem
s co
ntin
ued
for
the
less
mot
ivat
edst
uden
ts a
nd th
ose
stud
ents
of b
elow
ave
rage
ski
ll at
the
uppe
r el
emen
tary
leve
l.
The
third
rep
ort f
ocus
ed o
n ite
ms
of c
once
rn m
entio
ned
abov
e, a
s w
ell
as th
e ne
ed fo
r m
odifi
catio
n of
lear
ning
cen
ter
activ
ities
to a
ttrac
t les
sm
otiv
ated
stu
dent
s. S
erio
us c
onsi
dera
tion
of le
arni
ng c
ente
r m
odifi
catio
nse
emed
impe
rativ
e.
A r
evie
w o
f sta
ff m
inut
es fo
r 19
73-7
4 in
dica
tes
that
the
eval
uato
r'spe
riodi
c re
port
s w
ere
gene
rally
dis
cuss
ed a
t sta
ff m
eetin
gs. O
ccas
iona
lly,
som
e su
gges
tions
led
to im
med
iate
cha
nge
in a
spec
t of t
he p
rogr
am. H
owev
er,
som
e im
port
ant s
egm
ents
of t
he r
epor
ts w
ere
eith
er n
ot d
iscu
ssed
or
wer
eap
pare
ntly
con
side
red
supe
rfic
ially
. The
prim
e fo
cus
of s
taff
mee
tings
in th
efu
ture
sho
uld
be in
divi
dual
stu
dent
diff
icul
ties
and
prog
ram
adj
ustm
ents
for
impr
oved
stu
dent
lear
ning
."
(Fro
m c
omm
ents
in th
e ev
alua
tor's
rep
ort)
TH
E O
PE
N A
ND
A T
RA
DIT
ION
AL
SC
HO
OL
CO
MP
AR
ED
.M
YC
OPY
Arf
figi
glE
"Hea
r m
e, th
ou w
ho a
rt ta
lkin
g to
me.
"
The
eva
luat
ors
used
a "
freq
uenc
y ob
serv
ed"
para
met
er to
com
pare
the
opei
t con
cept
sch
csol
with
a tr
aditi
onal
sch
ool i
n ou
r sc
hool
dis
tric
t. T
o re
cord
the
freq
uenc
y of
an
obse
rved
act
ivity
they
use
d a
scal
e of
1 to
5. A
"1"
was
rec
orde
d if
it w
as n
ever
obs
erve
d. A
"5"
was
rec
orde
d if
it w
as a
lway
s ob
save
d.
Var
iatio
ns o
f fre
quen
cy b
etw
een
thes
e tw
o ex
trem
es w
ere
also
rec
orde
d to
ass
ist i
n de
velo
ping
a m
ean.
The
tabl
e be
low
pre
sent
s th
e re
sults
.
Act
ivity
or
situ
atio
n ob
serv
ed
Eac
h ch
ild h
as s
ame
text
and
mat
eria
lsM
any
diffe
rent
thin
gs g
oing
on
sim
ulta
neou
sly
Chi
ldre
n do
thei
r ow
n w
ork
with
out h
elp
from
oth
er c
hild
ren
Chi
ldre
n, w
ith te
ache
r's h
elp,
det
erm
ine
thei
r ow
n ro
utin
eC
hild
ren
wor
k in
divi
dual
ly a
nd in
sm
all g
roup
s at
var
ious
act
iviti
esC
hild
ren
are
not s
uppo
sed
to m
ove
abou
t the
roo
m w
ithou
t per
mis
sion
Tea
cher
use
s m
uch
time
in in
divi
dual
ized
obs
ervi
ng a
nd q
uest
ioni
ngT
each
er p
refe
rs th
at c
hild
ren
not t
alk
whi
le th
ey a
re w
orki
ngC
hild
ren
volu
ntar
ily g
roup
and
reg
roup
them
selv
esT
each
er p
lans
and
sch
edul
es c
hild
ren'
s ac
tiviti
es fo
r en
tire
day
Tea
cher
gro
ups
child
ren
for
less
on d
irect
ed a
t spe
cific
nee
dsC
hild
ren
expe
ct te
ache
r to
cor
rect
all
of th
eir
wor
kT
he w
ork
child
ren
do is
div
ided
into
sub
ject
mat
ter
area
sT
he te
ache
r's le
sson
s an
d as
sign
men
ts a
re g
iven
to th
e en
tire
clas
sC
hild
ren
spon
tane
ousl
y lo
ok a
t and
dis
cuss
eac
h ot
her's
wor
kIn
stru
ctio
n is
bas
ed o
n ea
ch c
hild
and
his
inte
ract
ion
with
itC
hild
ren
wor
k di
rect
ly w
ith a
vaila
ble
man
ipul
ativ
e m
ater
ials
Chi
ldre
n m
ay v
olun
taril
y us
e ot
her
area
s of
bui
ldin
g du
ring
the
day
All
child
ren
are
kept
in s
ight
to s
ee th
ey d
o w
hat t
hey
are
assi
gned
Chi
ldre
n he
lp o
ne a
noth
erLe
gend
: Ope
n co
ncep
t obs
erva
tions
are
sho
wn
in r
ed. T
radi
tiona
l sch
ool o
bser
vatio
ns a
re in
Wad
i.
Obs
erve
rev
alua
tor
com
men
ts:
The
ope
n co
ncep
t cla
ssro
om s
choo
l of 1
6 te
ache
rs a
nd a
con
trol
gro
upof
18
teac
hers
from
a tr
aditi
onal
sch
ool w
ere
visi
ted
for
one
hour
eac
h by
two
trai
ned
obse
rver
s. A
che
cklis
t of t
wen
ty it
ems
wer
e se
lect
edfr
om a
muc
h lo
nger
one
dev
elop
ed b
y W
albe
rg a
nd
Tho
mas
. The
tabu
latio
n m
etho
d ba
sed
on fr
eque
ncy
obse
rved
as
expl
aine
d ab
ove
was
impl
emen
ted.
The
find
ings
as
show
n ab
ove
indi
cate
that
the
two
grou
ps d
iffer
ed s
igni
fican
tly in
the
area
s of
teac
her
inte
ract
ion
with
stu
dent
s,'s
tude
nt g
roup
ing
for
clas
sroo
m a
ssig
nmen
ts, v
isua
l aw
aren
ess
of s
tude
nt a
ctiv
ity b
y th
e te
ache
r, a
nd s
tude
nt m
odifi
catio
nof
lear
ning
grou
ps.
The
two
scho
ols
wer
e m
ost s
imila
r in
the
freq
uenc
y of
sub
ject
mat
ter
divi
sion
of l
earn
ing
and
in th
e fr
eque
ncy
of g
roup
ing
for
spec
ific
need
s.
0020
0021
lenq
PO
ST
OP
EN
CO
NC
EP
T S
CH
OO
LIN
GB
EST
CO
PY M
INA
BL
E
A m
ost o
bvio
us q
uest
ion
mus
t be
rais
ed a
s to
the
fate
of c
hild
ren
who
sta
rt o
ut in
an
open
con
cept
sch
ool a
t the
ele
men
tary
leve
l and
then
tran
sfer
to a
trad
ition
al p
rogr
am a
t Jun
ior
Hig
h. F
irst,
it m
ust b
e re
mem
ber-
ed th
at a
giv
en g
roup
ent
erin
g th
e se
vent
h of
eig
hth
grad
e w
ill n
ot h
ave
been
orie
nted
to o
pen
conc
ept e
duca
tion
to th
e sa
me
degr
ee th
at th
e lo
wer
elem
enta
ry c
hild
ren
will
hav
e be
en o
nce
they
arr
ive
at th
e Ju
nior
Hig
h ag
e.
Eve
n th
e lo
wer
ele
men
tary
chi
ldre
n ar
e be
ing
over
-sha
dow
ed b
y th
ose
stud
ents
who
will
hav
e ha
d a
pre-
scho
ol e
xper
ienc
e as
thei
r st
artin
g po
int
of fo
rmal
sch
oolin
g.
Hen
ce, w
e ha
ve c
hild
ren
with
wid
e va
rianc
e in
edu
catio
nal h
isto
ryar
rivin
g at
the
door
of t
he J
unio
r H
igh
whi
ch a
lso
has
a de
cide
dly
diffe
rent
philo
soph
y of
edu
catio
n th
at th
at o
f ope
n co
ncep
t pro
gram
s.
If th
is w
ere
the
sole
bas
is fo
r va
riabi
lity
we
coul
d m
ake
pred
ictio
nsw
ith g
reat
er s
afet
y. U
nfor
tuna
tely
, it i
s no
t. T
he in
divi
dual
diff
eren
ces
ofin
telli
genc
e, s
ocia
l adj
ustm
ent,
econ
omic
and
env
ironm
enta
l sup
port
, not
to m
entio
n ph
ysic
al d
iffer
ence
s ar
isin
g ou
t of n
utrit
iona
l pat
tern
s as
wel
las
per
sona
lity
fact
ors
rela
ting
to a
ttitu
des
tow
ards
sch
oolin
g in
gen
eral
,m
ust n
ot b
e ov
er-lo
oked
.
Eva
luat
ions
of t
he d
egre
e of
suc
cess
or
failu
re o
f chi
ldre
n w
ho
are
goin
g th
roug
h th
eir
first
ser
ious
tran
sitio
nal p
erio
d in
form
al s
choo
ling
patte
rns
mus
t be
high
lysp
ecul
ator
y.
Stil
l, th
ere
are
som
eel
emen
ts a
nd in
dica
tors
that
can
be m
entio
ned;
hav
ing
been
forw
amed
abo
ut d
raw
-
ing
conc
lusi
ons.
The
sta
tis-
tics
rela
ting
to a
bsen
teei
sm,
disc
iplin
e re
ferr
als,
and
aca
-
dem
ic fa
ilure
s ar
e pr
esen
ted
in th
e op
posi
te c
olum
n.
41M
e_j«
.
0022
0
sir
4111
1Per
Dai
ly A
bsen
tee
Rat
e
'1 a
m b
eing
cal
led
to g
o th
ere.
"
Gra
de S
even
(sem
este
r)1s
t2n
d
6%16
%
Gra
de E
ight
(sem
este
r)1s
t2n
d
8%19
%
Not
e: T
he s
econ
d se
mes
ter
figur
es fo
r bo
th 7
th a
nd 8
th g
rade
are
hig
hdu
e to
four
stu
dent
s w
ho w
ere
abse
nt 4
8% o
f the
tim
e at
the
seve
nth
grad
e le
vel a
nd 3
4% a
t the
eig
hth
grad
e le
vel.
Dis
cipl
ine
Rat
e14
% fo
r th
e ye
ar22
% fo
r th
e ye
ar
Not
e: T
his
is b
ased
on
one
or m
ore
refe
rral
s to
the
prin
cipa
l.
Aca
dem
ic F
ailu
re R
ate
Mat
h16
%4%
5%6%
Eng
lish
33%
5%24
%14
%S
ocia
l Stu
dies
26%
24%
6%19
%S
cien
ce13
%4%
32%
25%
It ca
n be
see
n th
at th
e op
en c
once
pt s
tude
nts,
onc
e th
ey a
djus
ted
toJu
nior
Hig
h, r
educ
ed th
eir
failu
res
in th
ree
of th
e fo
ur s
ubje
cts
to a
sig
nifi-
cant
deg
ree
at th
e se
vent
h gr
ade
leve
l. E
ight
h gr
ader
s di
d no
t. T
he lo
w m
ath
failu
re in
bot
h gr
ades
may
be
a fu
nctio
n of
the
impr
oved
mat
h pr
ogra
m a
tth
e F
inla
yson
ope
n co
ncep
t sch
ool.
Lang
uage
art
s, s
cien
ce, a
nd s
ocia
l stu
dies
need
gre
ater
em
phas
is a
t the
ele
men
tary
leve
l in
orde
r to
impr
ove
the
chan
ce
of a
cade
mic
suc
cess
in th
e Ju
nior
Hig
h.
To
add
to th
e te
nuou
snes
s of
dra
win
g fin
al c
oncl
usio
ns, i
t mus
t be
men
tione
d th
at th
e st
uden
ts fr
om th
e fin
lays
on h
ad to
saf
er th
e ha
nd-
cap
of w
alki
ng to
sch
ool f
rom
gre
ater
diff
eren
ces,
bei
ng p
enal
ized
by
wea
ther
con
ditio
ns p
reve
ntin
g ch
anne
l cro
ssin
g of
the
St.M
ary'
s riv
er
for
thos
e st
uden
ts li
ving
on
Sug
ar Is
land
, and
oth
er m
itiga
ting
circ
umst
ance
sno
t fou
nd a
mon
g ot
her
stud
ents
who
live
muc
h cl
oser
to th
e Ju
nior
Hig
hbu
ildin
g.
1(01
100
23
PA
RE
NT
S R
ES
PO
ND
TO
OP
EN
CO
NC
EP
T S
CH
OO
LIN
GN
U C
OP
TM
AIM
Rea
lizin
g th
at e
duca
tion&
inno
vatio
n of
any
kin
d w
hats
oeve
r is
slo
w in
gain
ing
popu
larit
y w
ith th
e pa
rent
s of
the
child
ren
invo
lved
if s
uch
chan
ges
diffe
r to
o gr
eatly
from
thei
r ow
n sc
hool
ing
expe
rienc
e, it
is s
till v
ery
impo
r-ta
nt th
at th
e op
inio
ns o
f par
ents
be
take
n in
to a
ccou
nt if
the
prog
ram
is to
endu
re. I
t is
also
a te
nden
cy o
f que
stio
nnai
res
to s
uffe
r fr
om th
e la
w o
fdi
min
ishe
d re
turn
s if
the
sam
e po
pula
tion
bein
g qu
estio
ned
abou
t ess
entia
lly
the
sam
e co
ncer
ns s
uffe
r fr
om a
ren
dund
ancy
of s
uch
requ
ests
. The
re a
re
a go
odly
num
ber
of n
onob
trus
ive
mea
sure
s w
hich
ser
ve a
s in
dica
tors
of a
prog
ram
's a
ccep
tanc
e an
d w
hich
do
not l
end
them
selv
es to
sta
tistic
al te
ch-
niqu
es. S
ince
suc
h m
easu
res
are
high
ly s
ubje
ctiv
e, e
ven
if re
assu
ring,
the
tabl
e sh
own
here
has
take
n th
e st
atis
tical
app
roac
h as
a s
afer
tech
niqu
e.
The
par
ents
from
ove
r 10
0 fa
mili
es w
ere
aske
d to
res
pond
in w
ritin
g to
the
serie
s of
que
stio
ns h
ere
and
to in
dica
te w
ith "
Yes
", "
No"
, and
"N
otsu
re"
thei
r op
inio
ns. T
he c
omm
ents
of t
he p
aren
ts a
s th
ey q
ualif
ied
thei
ran
swer
s to
indi
vidu
al q
uest
ions
are
not
ava
ilabl
e fo
r as
sess
men
t.
In c
ontr
ast t
o th
e fir
st y
ear's
que
stio
nnai
re in
whi
ch 6
7 pa
rent
s re
s-po
nded
, thi
s ye
ar's
isur
vey
obta
ined
onl
y 30
rep
lies.
Stil
l, it
is im
port
ant t
oth
e pr
oper
ass
essm
ent o
f the
ope
n co
ncep
t pro
gram
that
suc
h re
plie
s as
ther
e
wer
e be
pre
sent
er.
,-
0 Ir
. *sif
et41
e
310;
nr4i
:m
ei 2
"Hea
r m
e, y
ou, t
o w
hom
l am
talk
ing.
"
Doe
s yo
ur c
hild
see
m s
atis
fied
with
sch
ool
this
yea
r?
Is y
our
child
doi
ng b
ette
r in
sch
ool t
his
year
?
Do
you
know
you
r ch
ild's
teac
her
bette
rth
is y
ear?
Do
you
like
the
open
-con
cept
pro
gram
for
your
chi
ld?
Doe
s yo
ur c
hild
tell
you
abou
t wha
t he
orsh
e do
es in
the
prog
ram
?
Is y
our
child
mor
e in
tere
sted
in s
choo
lth
is y
ear?
Do
your
frie
nds
and
neig
hbor
s kn
ow w
hat
the
open
-con
cept
pro
gram
is?
Do
you
feel
that
you
r ch
ild is
lear
ning
mor
eth
is y
ear
com
pare
d to
oth
er y
ears
?
Hav
e yo
u at
tend
ed a
sch
ool c
ounc
il, P
TA
,or
adv
isor
y co
unci
l mee
ting
this
yea
r?
Hav
e yo
ur fe
elin
gs to
war
d th
e op
en-c
once
ptpr
ogra
m c
hang
ed th
is y
ear?
Do
you
like
the
prog
ram
mor
e th
is y
ear
than
last
yea
r?
Hav
e yo
u be
en a
t a p
aren
t con
fere
nce
with
your
chi
ld's
teac
her
this
yea
r?
Doe
s yo
ur c
hild
like
sch
ool m
ore
this
year
than
last
yea
r?
Do
you
thin
k th
e op
en-c
once
pt p
rogr
am is
bette
r fo
r yo
ur c
hild
than
the
regu
lar
prog
ram
?00
25
Rep
lies
in P
erce
ntag
esN
otN
oY
esN
oS
ure
Ans
wer
937
00
673
2010
833
310
6010
273
100
00
0
777
313
5710
330
7010
173
4750
03
3347
100
6013
1710
100
00
0
7013
2310
5720
230
PU
PIL
GA
INS
BE
TW
EE
N P
RE
AN
D P
OS
T T
ES
TS
Bar
pA
,..w
ryM
ama
ST
AN
FO
RD
AC
HIE
VE
ME
NT
TE
ST
RE
SU
LTS
- (
Gai
ns b
etw
een
pre
and
post
test
s)
LEG
EN
D: "
OP
EN
" =
Ope
n co
ncep
t stu
dent
s. (
Exp
erim
enta
l gro
up).
"T
RA
D"
= tr
aditi
onal
sch
ool (
cont
rol)
"LE
SS
", "
MO
RE
" =
Sig
nific
ant d
iffer
ence
in g
ains
. "S
AM
E"
= N
o si
gnifi
cant
diff
eren
ce in
gai
ns.
"See
wha
t I h
ave.
"
GR
AD
E L
EV
ELS
23
45
6LE
AR
NIN
G C
AT
EG
OR
IES
Gro
ups
OP
EN
TR
AD
OP
EN
TR
AD
OP
EN
TR
AD
OP
EN
TR
AD
OP
EN
TR
AD
Par
agra
ph m
eani
ngLE
SS
MO
RE
SA
ME
SA
ME
SA
ME
SA
ME
SA
ME
SA
ME
SA
ME
SA
ME
Wor
d m
eani
ngLE
SS
MO
RE
SA
ME
SA
ME
SA
ME
SA
ME
SA
ME
SA
ME
SA
ME
SA
ME
Voc
abul
ary
SA
ME
SA
ME
--
SA
ME
SA
ME
--
--
Spe
lling
SA
ME
SA
ME
MO
RE
LES
SS
AM
ES
AM
ELE
SS
MO
RE
SA
ME
SA
ME
Wor
d st
udy
skill
sS
AM
ES
AM
ES
AM
ES
AM
ES
AM
ES
AM
ES
AM
ES
AM
EM
OR
ELE
SS
Lang
uage
SA
ME
SA
ME
SA
ME
SA
ME
SA
ME
SA
ME
SA
ME
SA
ME
SA
ME
SA
ME
Arit
hmet
ic c
ompu
tatio
nS
AM
ES
AM
EM
OR
ELE
SS
LES
SM
OR
ES
AM
ES
AM
ES
AM
ES
AM
E
Arit
hmet
ic c
once
pts
--
SA
ME
SA
ME
SA
ME
SA
ME
SA
ME
SA
ME
SA
ME
SA
ME
Soc
ial S
tudi
es-
--
--
-S
AM
ES
AM
ES
AM
ES
AM
E
Sci
ence
--
SA
ME
SA
ME
SA
ME
SA
ME
MO
RE
LES
SS
AM
ES
AM
E
The
aca
dem
ic g
ains
of t
he o
pen
conc
ept s
tude
nts
have
bee
n re
cord
ed
by m
eans
of a
num
ber
of in
stru
men
ts in
com
mon
use
in m
ost s
choo
ls.
Fur
ther
, in
orde
r to
pro
vide
a v
iabl
e ba
sis
for
com
paris
on, a
con
trol
sch
ool
of a
trad
ition
al ty
pe fr
om w
ithin
the
sam
e sc
hool
dis
tric
t was
sel
ecte
d an
d
paire
d w
ith th
e F
inla
yson
Sch
ool.
Add
ition
ally
, it w
as d
eem
ed im
port
ant t
hat t
ests
of a
cade
mic
sta
ndin
gpr
ior
to in
volv
emen
t as
wel
l as
test
s af
ter
a gi
ven
sequ
ence
of i
nstr
uctio
n w
as
com
plet
ed s
houl
d be
adm
inis
tere
d to
pro
vide
mea
ning
ful d
ata
for
the
eval
uato
rs.
The
bat
tery
of t
ests
whi
ch w
ere
adm
inis
tere
d in
kee
ping
with
the
abov
e
incl
uded
the
Otis
-Len
non
Men
tal A
bilit
y T
est,
the
Pur
due
Per
cept
ual M
otor
Sur
vey,
the
Sta
nfor
d A
chie
vem
ent T
est,
and
the
Mic
higa
n A
sses
smen
t Tes
t.P
erso
ns w
ishi
ng to
rev
iew
the
resu
lts o
f the
se te
sts
shou
ld r
eque
st a
copy
of t
he 1
973-
74 E
valu
atio
n R
epor
tfro
m th
e S
uper
inte
nden
t's o
ffice
.
0026
In th
e O
tis-L
enno
n M
enta
l Abi
lity
Tes
t, th
e ex
perim
ent g
roup
of o
pen
conc
ept s
tude
nts
diffe
red
sign
ifica
ntly
with
the
cont
rol g
roup
at o
nly
the
third
gra
de le
vel.
In s
chol
astic
apt
itude
, ope
n co
ncep
t stu
dent
s ar
e se
rved
as
effe
ctiv
ely
as a
re th
e co
nven
tiona
l sch
ool p
upils
. The
re is
littl
e si
gnifi
cant
diffe
renc
e be
twee
n th
e tw
o gr
oups
in th
e py
scho
-mot
or te
sts,
mos
t lik
ely
due
to th
e le
ss th
an s
uita
ble
proc
essi
ng o
f the
two
grou
ps in
term
s of
com
para
ble
num
bers
and
gra
de le
vels
. 0027
AF
FE
CT
IVE
ME
AS
UR
ES
RE
LAT
ING
TO
AN
OP
EN
CO
NC
EP
T S
CH
OO
L
Atti
tude
s of
chi
ldre
n to
war
ds th
eir
scho
ol e
xper
ienc
e ar
e di
fficu
ltto
ass
ess
or q
uant
ify s
uffic
ient
ly to
dra
w r
elia
ble
conc
lusi
ons
abou
t any
scho
ol p
rogr
am in
any
loca
lity.
Infe
renc
es a
re u
sual
ly m
ade
by lo
okin
gat
the
abse
ntee
ism
, van
dalis
m, a
nd th
e de
gree
of h
appi
ness
in th
e st
uden
ts a
s
thes
e ca
n be
det
erm
ined
by
ques
tioni
ng th
em d
irect
ly.
Thi
s pa
rtic
ular
ele
men
tary
sch
ool h
as a
ver
y lo
w le
vel o
f van
dalis
m if
all
of th
e el
emen
tary
:ich
oois
in th
e di
stric
t are
use
d fo
r co
mpa
rison
purp
oses
. Thi
s is
not
a tr
ue s
tory
, how
ever
. The
fact
that
the
Fin
lays
onS
choo
l is
in a
n is
olat
ed d
istr
ict w
ith r
elat
ivel
y lit
tle "
pass
ing
thro
ugh"
traf
ficei
ther
on
foot
or
on w
heel
s,*
the
lack
of p
roxi
mity
of t
he b
uild
ing
tosp
onta
neou
s or
unp
rem
edita
ted
acts
of v
iole
nce
puts
it in
a r
elat
ivel
y sa
fe
loca
tion.
Mor
e im
port
ant t
han
figur
es o
n va
ndal
ism
is th
e fa
ct th
at th
ere
is
muc
h ad
ult-
fam
ily u
se o
f thi
s pa
rtic
ular
bui
ldin
g be
caus
e of
its
loca
tion
in th
ece
nter
of t
he In
dian
com
mun
ity o
f Sau
lt S
te. M
arie
. It i
s sa
fe to
sur
mis
eth
at w
hen
the
tota
l fam
ily h
as a
sta
ke in
the
oppo
rtun
ities
to u
se a
sch
ool
build
ing
mor
e or
less
on
thei
r ow
n te
rms,
they
tend
to p
ass
on to
thei
rch
ildre
n a
resp
ect f
or th
e pr
oper
ty w
ith w
hich
they
str
ongl
y id
entif
ied.
In s
hort
, it i
s a
com
mun
ity s
choo
l as
defin
ed b
y th
e pa
rent
al g
roup
rat
her
than
one
that
mig
ht b
e de
sign
ated
by
the
scho
ol d
istr
ict w
hich
man
ages
its
prog
ram
.
L
It,./
11.1
1 /
/.."/
(///
///,!
.ro.
Vs,
V;
4
CO
PY"I
hav
e th
e m
edic
ine
in m
y he
art"
:
Vag
PPP
***A
i
Abs
ente
eism
, ano
ther
com
mon
mea
sure
of p
upil
attit
ude
abou
t sch
ool-
ing,
is e
qual
ly s
uspe
ct in
the
case
of t
he F
inla
yson
Sch
ool.
The
re is
littl
eco
mpe
titio
n of
equ
ally
attr
activ
e al
tern
ativ
es b
etw
een
hom
e an
d sc
hool
inth
e di
stric
t. T
he F
inla
yson
Sch
ool i
s, b
y an
d la
rge,
a fu
n pl
ace
in w
hich
tosp
end
the
day.
Fur
ther
, the
wal
king
stu
dent
s ar
e m
ore
likel
y to
be
vict
ims
of th
e la
te fa
ll an
d ea
rly s
prin
g w
eath
er w
hich
ent
ails
trav
el to
sch
ool w
ithou
t ben
efit
of s
idew
alks
or
pare
nts
deliv
erin
g th
em in
car
s. A
s w
as r
efer
red
to e
arlie
r, a
n ad
ditio
nal c
ompl
icat
ion
of a
bus
del
iver
y sy
stem
for
dist
ant
Sug
ar Is
land
stu
dent
s is
con
tinge
nt u
pon
the
ice
and
win
d co
nditi
ons
of th
e S
t. M
ary'
s R
iver
whi
ch h
as b
een
furt
her
com
plic
ated
by
atte
mpt
s to
keep
the
chan
nel o
pen
wel
l thr
ough
the
win
ter.
All
of th
e ab
ove
elem
ents
miti
gate
aga
inst
the
Fin
lays
on S
choo
l eve
ry b
eing
abl
e to
mai
ntai
nan
extr
emel
y hi
gh a
ttend
ance
rec
ord.
"erh
aps
the
best
ava
ilabl
e m
easu
re r
elat
ing
to th
e af
fect
ive
area
in th
e
open
con
cept
sch
ool i
s th
e S
mili
ng F
ace
Tes
t whi
ch w
as a
dmin
iste
red
to 1
34
stud
ents
in th
e sc
hool
. Thi
s te
st r
equi
red
the
stud
ents
to in
dica
te p
ositi
ve,
nega
tive,
or
neut
ral j
udgm
ents
abo
ut a
ser
ies
of q
uest
ions
whi
ch r
elat
eto
thei
r sc
hool
exp
erie
nce.
The
res
ults
of t
his
test
whi
chap
pear
on
the
next
page
will
pro
vide
som
e ra
ther
inte
rest
ing
answ
ers.
0029
SM
ILIN
G F
AC
ES
AN
D T
HE
OP
EN
CO
NC
EP
T S
CH
WA
.B
EST
CO
P,Mas
a"M
y fr
iend
s."
The
134
stu
dent
s ch
ecke
d th
e ap
prop
riate
face
to te
ll us
how
they
felt
abou
t the
var
ious
asp
ects
of t
heir
'sch
ool e
xper
ienc
e. T
he te
n fa
ces
repr
esen
tthe
perc
enta
ges.
1.C
omin
g to
this
sch
ool
2.W
hat y
ou d
o at
this
sch
ool
3.E
atin
g br
eakf
ast
at th
is s
choo
l. .
4.M
ysel
f as
ast
uden
t5.
My
supp
ortiv
ero
om te
ache
r . .
6.M
y ot
her
teac
hers
7.M
y fr
iend
sat
sch
ool
8.S
cien
ceat
sch
ool
9.R
eadi
ngat
sch
ool
1010
. Mat
hat
sch
ool
The
"la
b"
/12.
Soc
ial s
tudi
es
13.
Lang
uage
®00
0ftie
p6.
1841
1
0.4
003C
14.
Phy
sica
l
15. M
usic
9A:0
00P
AA
rt
Get
ting
to c
hoos
ew
hatid
o
OS
aggl
iM
ovie
s
0000
e
Kid
s w
hoQ
460
glill
gl(e
r)e
How
muc
h 1
have
cile
eeE
rt)8
6Q@
brea
k ru
les
lear
ned
this
yea
r.
Bei
ng a
t thi
ssc
hool
nex
t yea
r.
00 O
n%
Pl
Mys
elf t
his
year
0% 6
Oi1
.M
ysel
f las
t yea
r
811;
eM
"
000
0 M
eM
ovin
g ar
ound
a lo
t
Car
eer
educ
atio
n
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
educ
atio
n
PO
SIT
IVE®
NE
UT
RA
LN
EG
AT
IVE
Sul
ro rr
-vvi
rehi
g00
31
EV
ALU
AT
OR
'S S
UM
MA
RY
BE
STC
OPY
IIV
INA
BIE
u* T
he s
taff
has
deve
lope
d al
tern
ate
staf
fing
prac
tices
.
The
sta
ff ns
dev
elop
ed fl
exib
le s
tude
nt m
anag
emen
t pra
ctic
es.
The
sta
ff ha
s in
trod
uced
ear
ly c
hild
hood
edu
catio
n fo
r pr
esch
oole
rs.
* T
he s
taff
has
prov
ided
indi
vidu
aliz
edin
stru
ctio
n th
roug
h la
bora
tory
setti
ngs.
* T
he s
taff
has
esta
blis
hed
lear
ning
cen
ters
in L
angu
age
Art
s, M
ath,
Soc
ial
Stu
dies
, and
Sci
ence
. The
Mat
h an
d S
cien
ce c
ente
rs s
eem
tobe
ver
yef
fect
ive,
in v
iew
of c
ogni
tive
test
gai
ns in
thes
e ar
eas.
The
othe
r ce
nter
s
are
inef
fect
ive
in th
eir
pres
ent a
rran
gem
ent.
The
sta
ff ha
s in
crea
sed
pare
ntal
und
erst
andi
ng o
f edu
catio
nal o
bjec
tives
and
proc
edur
es to
the
desi
red
leve
l.
* S
tude
nts
di_
d no
t im
prov
e th
eir
know
ledg
e, c
ompr
ehen
sion
,an
d ap
plic
a-
tion
in la
ngua
ge a
rts
by 0
.75
grad
e le
vel e
quiv
alen
t dur
ing
the
scho
ol y
ear.
* S
tude
nts
sua
incr
ease
thei
r kn
owle
dge,
com
preh
ensi
on,a
nd a
pplic
atio
n of
basi
c m
athe
mat
ical
con
cept
s by
0.7
5 gr
ade
leve
l equ
ival
ent d
urin
g th
esc
hool
yea
r.
* S
tude
nts
did
deve
lop
prof
icie
ncy
ingr
oss
mus
cle
cont
rola
nd d
exte
rity
toa
leve
l con
sist
ent w
ith c
hron
olog
ical
age
. Firs
t gra
de p
upils
did
not r
each
the
spec
ified
leve
l, bu
t nei
ther
did
the
cont
rol p
upils
.
* S
tude
nts
seem
to v
alue
the
abili
ty to
mak
e si
mpl
ede
cisi
ons.
How
ever
,
addi
tiona
l dat
a to
sup
port
this
vie
w m
ust b
e ga
ther
ed."
4 -
"I a
m g
athe
ring
med
icin
e to
mak
e m
e liv
e."
RE
CO
MM
EN
DA
TIO
NS
FO
R T
HE
FU
TU
RE
"The
ope
n-co
ncep
t pro
gram
sho
uld
focu
s its
atte
ntio
n on
the
follo
win
g ite
ms:
*D
evel
opm
ent o
f an
effe
ctiv
e la
ngua
ge a
rts
appr
oach
for
the
expe
rimen
tal
pupi
ls w
hich
will
incl
ude
appr
opria
te s
mal
l-gro
up m
etho
ds.
Ref
ocus
ing
staf
f mee
tings
to d
eal w
ith s
tude
nt le
arni
ng p
robl
ems
and
lear
ning
cen
ter
impr
ovem
ent t
hrou
ghou
t the
yea
r.
Impr
ovem
ent o
f com
mun
icat
ion
patte
rns
amon
g st
aff m
embe
rs, a
ndbe
twee
n st
aff a
nd a
dmin
istr
ativ
e m
embe
rs.
Rev
iew
of a
n op
en-c
once
pt p
hilo
soph
y, s
o th
at a
ll st
aff m
embe
rs m
ay b
eaw
are
of th
e ty
pes
of s
truc
ture
that
are
app
ropr
iate
and
the
type
s of
activ
ities
that
are
mos
t con
duci
ve to
effe
ctiv
e le
arni
ng.
* M
eans
of p
rom
otin
g in
crea
sed
pare
ntal
und
erst
andi
ng o
f' th
e pr
ogra
m.
Effe
ctiv
e be
havi
or m
odifi
catio
n te
chni
ques
for
"ope
n sc
hool
" ap
plic
atio
n.
Ben
chm
ark
asse
ssm
ent p
roce
sses
that
are
effe
ctiv
e an
d ef
ficie
nt.
Mod
ifica
tion
of le
arni
ng c
ente
rs to
mak
e th
em m
ore
attr
activ
e.
Incr
ease
d co
ncer
n fo
r im
prov
emen
t of p
upil
self-
conc
ept.
"In
gene
ral,
the
open
-con
cept
pro
gram
has
exh
ibite
d su
cces
sin
mee
ting
its o
bjec
tives
; its
maj
or w
eakn
ess
invo
lves
the
lang
uage
art
san
d re
adin
g
com
pone
nts
of th
e pr
ogra
m, a
sw
ell a
s st
aff c
omm
unic
atio
n. S
ince
ove
r 40
%
of th
e st
aff w
as n
ew la
st y
ear
and
man
y ne
w s
taff
mem
bers
are
like
ly fo
r19
7475
, sta
ff co
mm
unic
atio
n se
ems
impe
rativ
e to
inte
grat
eth
ese
new
-
com
ers
and
to in
sure
pos
itive
mor
ale.
"
'003
3tli
lW
I,
PE
RC
EP
TIO
NS
OF
TE
AC
HE
RS
INV
OLV
ED
IN O
PE
N C
ON
CE
PT
TE
AC
HIN
G
Acc
eptin
g th
e re
ality
of t
he la
g be
twee
n th
eory
and
pra
ctic
e in
any
ende
avor
, we
can
expe
ct th
at o
pen
conc
ept p
rogr
ams
will
be
no e
xcep
tion
to
the
rule
. In
fact
, sev
eral
forc
es h
ave
been
at w
ork
in w
hich
the
prog
ram
has
been
kep
t in
a st
ate
of fl
ux. T
his
has
not b
een
nece
ssar
ily a
ll ba
d.W
e ha
ve m
entio
ned
prev
ious
ly th
e de
gree
of s
taff
turn
over
. The
eva
luat
ors
l- -ir
e po
inte
d to
som
e of
the
adju
stm
ents
and
impr
ovem
ents
whi
ch s
houl
d be
impl
emen
ted
to k
eep
the
goal
of t
he p
rogr
am o
n ta
rget
. The
gre
ates
t nee
d-tr
ue in
this
cas
e as
it is
in a
ny g
roup
effo
rt -
is th
at o
f bet
ter
com
mun
icat
ion
betw
een
the
vario
us m
embe
rs o
f the
wor
king
gro
up, e
ither
hire
d or
vol
un-
teer
s. Gra
ntin
g th
at th
e in
tera
ctio
n of
indi
vidu
als
was
opt
imum
, the
re w
ould
still
be
pers
onal
ity fa
ctor
s of
the
indi
vidu
als
invo
lved
that
wou
d ha
ve to
be
cons
ider
ed, S
taff
attit
udes
, rel
atin
g no
t onl
y to
the
purp
oses
of t
he p
rogr
am
but t
owar
ds c
hild
ren
and
life
itsel
f as
such
, mig
ht h
ave
beco
me
stab
ilize
dlo
ng b
efor
e th
e on
set o
f the
ope
n co
ncep
t pro
gram
and
whi
ch w
ould
sur
ely
play
a s
igni
fican
t rol
e in
det
erm
inin
g th
e pe
rson
al in
terp
reta
tion
they
wou
ld
plac
e on
the
task
to w
hich
they
hav
e be
en a
ssig
ned.
NS
\
h1r
V
0034
If/
Nal
ellO
we
.
"Wom
en h
oldi
ng a
med
icin
e ba
g."
Sin
ce th
e nu
ance
s of
indi
vidu
al p
erso
nalit
ies,
as
such
, do
play
a la
rge
part
in d
aily
act
s of
ser
vice
, the
y ar
e di
fficu
lt to
ass
ess
and
inte
rpre
t by
mer
e
obse
rvat
ion.
It is
impo
rtan
t to
the
cred
ibili
ty o
f thi
s re
port
that
the
read
erhe
ar fr
om th
e te
ache
rs th
emse
lves
as
they
pre
sent
thei
r pe
rson
al v
iew
s ab
out
wha
t the
y ar
e do
ing.
The
com
men
ts w
hich
app
ear
in th
e fo
llow
ing
page
s ar
e re
plie
s to
a r
e-
ques
t for
sta
tem
ents
from
the
staf
f. M
r. O
shei
ski,
coor
dina
tor,
req
uest
edth
at th
ey r
espo
nd in
writ
ing
to a
ser
ies
of im
port
ant a
reas
of c
once
rn th
at r
e-
late
to th
e m
ajor
ele
men
ts p
ecul
iar
to o
pen
conc
ept e
duca
tion
prog
ram
s.T
hese
are
as a
ppea
r on
eac
h pa
ges
of c
omm
ents
with
the
teac
her's
res
pons
es
imm
edia
tely
follo
win
g. It
is in
tere
stin
g to
kno
w th
at th
ere
wer
e tw
enty
-fou
rpa
ges
of ty
pew
ritte
n co
mm
ents
with
all
but o
ne s
taff
mem
ber
resp
ondi
ngto
the
tota
l que
stio
nnai
re in
dep
th. T
he li
mita
tions
of s
pace
and
the
need
to
avoi
d du
plic
atio
n of
sim
ilar
com
men
ts m
ade
it ne
cess
ary
to e
dit t
he m
ater
ial
subm
itted
.
It is
hop
ed th
at w
hat i
s pr
esen
ted
here
will
pro
vide
the
read
er w
ith s
uf-
ficie
nt in
form
atio
n to
dra
w r
easo
nabl
e co
nclu
sion
s as
to th
e co
ntrib
utio
nof
the
teac
hers
to th
e su
cces
s of
the
open
con
cept
pro
gram
at t
he S
choo
l.
12
1
A T
EA
CH
ER
DE
SIG
NE
D O
PE
N C
LAS
SR
OO
M L
AY
OU
T
BLA
CK
BO
AR
DS
BE
STco
pyA
VA
ilim
EP
UP
IL S
TA
TIO
NS
"I a
m g
oing
to th
e m
edic
ine
lodg
e."
LEG
EN
D
BU
LLE
TIN
BO
AR
DS
0036
8114
116
I
1.E
ncyc
lope
dia
Ref
eren
ce c
art
2.A
LPH
A c
art
3.R
eadi
ng p
aper
box
esA
. How
We
Rea
dB
. Ope
ning
Boo
ksC
. Mag
ic B
oxD
. Thi
ngs
You
See
E. W
orld
s O
f Won
der
F. L
ands
Of P
leas
ure
G. E
ncha
nted
Gat
es
H. S
hini
ng B
ridge
s4.
She
lves
For
coI.
Tal
king
Alp
habe
tJ.
ALP
HA
Pro
gram
5.A
LPH
A ta
ble
a6.
ALP
HA
box
7.M
ath
- le
vel o
ne8.
Mat
h -
leve
l tw
o9.
Mat
h -
leve
l thr
ee
10. M
anus
crip
t writ
ing
11. A
lp`z
betiz
ing
Box
12.
Titl
e III
Rea
ding
gro
ups
13. B
asal
rea
ding
Boo
ks c
art
14. S
uppl
emen
tary
rea
ders
15. W
ork
pape
rs16
. SR
A L
ab17
. Sra
For
ms
18. S
helv
es fo
r ga
mes
19. M
ath
cart
20. C
alen
dar
21. S
ink
22. C
olor
ing
corn
eran
d ph
onic
s pr
ogra
m23
. Cas
sette
Rec
orde
r24
. Film
Str
ips
oo:s
i
TE
AC
HE
R C
OM
ME
NT
SB
ES
T C
OP
YA
VA
ILA
BLE
SC
HE
DU
LIN
G
(Mr.
A)
"Par
tkiti
larly
effe
ctiv
e is
the
use
of a
sch
edul
e to
dev
elop
in c
hil-
dren
a c
ontin
uous
use
of t
ime
- up
on c
ompl
etio
n of
the
sche
dule
the
teac
her
corr
ects
the
cont
ract
s an
d si
gns
that
the
child
sat
isfa
ctor
ilyco
mpl
eted
the
assi
gnm
ent i
n he
r ar
ea. A
t the
end
of t
he d
ay, a
fina
l
com
pila
tion
is m
ade
on a
wee
kly
chec
k lis
t. If
the
teac
her
sees
ast
uden
t avo
idin
g a
lear
ning
are
a he
may
list
this
are
a on
the
stud
ent's
sche
dule
as
bein
g th
e fir
st fo
r th
at s
tude
nt o
n th
e fo
llow
ing
day.
"
WO
RK
AS
SIG
NM
EN
TS
(Ms.
B)
"By
test
ing
and
obse
rvat
ion,
the
teac
her
writ
es a
pre
scrip
tion
for
the
child
. The
pre
scrip
tion
may
con
cern
one
are
a or
sev
eral
. Whe
n
the
cont
ract
tim
e ha
s ex
pire
d th
e te
ache
r w
ill c
heck
the
child
'sun
ders
tand
ing
of th
e co
ncep
t"
(Mr.
E)
"Wor
k as
sign
men
ts a
re g
ood
if th
e te
ache
r fo
llow
s th
roug
h on
the
assi
gnm
ents
and
mak
es s
ure
ever
ythi
ng is
com
plet
ed."
RE
CO
RD
KE
EP
ING
(Mr.
E)
"Sch
edul
ing
is a
big
par
t of r
ecor
d ke
epin
g. It
has
to b
e do
ne e
very
day.
At t
he e
nd o
f eac
h da
y I t
rans
fer
the
sche
dule
s to
mon
thly
form
s. In
a M
ath
Lab
a ch
ild h
as a
1:o
lder
. The
stu
dent
sta
rts
off w
itha
pre-
test
to s
ee w
hich
are
a or
leve
l the
chi
ld n
eeds
hel
p w
ith. T
hen
usin
g th
e C
ontin
enta
l Pre
ss M
ath
kit t
he s
tude
nt g
oes
step
by
step
tore
ach
his
or h
er a
chie
vem
ents
of t
hat a
rea
or le
vel."
(Ms.
F)
"Sho
uld
be k
ept t
o a
min
imum
. The
refo
re d
eman
ding
that
you
sele
ct th
e m
ost u
sefu
l and
com
preh
ensi
ve. S
kill
book
let,
if se
t up
prop
erly
can
be
the
mos
t use
ful,
othe
r th
an s
kills
boo
klet
, con
fere
nce
note
s fr
om m
eetin
g w
ith c
hild
- if
this
is p
ossi
ble
is th
e ne
xt m
ost
help
ful."
ooat
"Ind
ian
drum
bea
ters
."
LES
SO
N P
LAN
S
(Mr.
A)
"Les
son
plan
s ar
e fo
rmul
ated
aro
und
the
them
e fo
r th
e m
onth
.F
or e
xam
ple,
Ant
hrop
olog
y -
Arc
heol
ogy,
Indi
an d
esig
ns, e
tc. S
mal
l
groi
ip p
lans
may
be
emph
asiz
ed o
n pi
ctur
e G
raph
ski
lls -
Cou
ntrie
san
d C
ultu
res
and
larg
e gr
oup
proj
ects
suc
h as
ear
ly m
an -
Fos
sils
-
Wax
Map
s, e
tc."
(Ms.
D)
"For
par
ticul
ar m
ater
ials
to b
e as
sign
ed th
e te
ache
r us
ually
has
this
this
in a
n ob
viou
s pl
ace
for
anyo
ne to
loca
te. I
f a te
ache
r is
aw
are
that
she
will
not
be
pres
ent,
she
gene
rally
has
a v
ery
com
plet
e ou
t-
line
of w
hat c
an b
e do
ne a
nd th
e m
ater
ials
to b
e us
ed. S
he a
lso
leav
es
nam
es o
f oth
er te
ache
rs in
the
build
ing
who
can
be
of h
elp.
"
RU
LES
IN T
HE
CLA
SS
RO
OM
TY
PE
S O
F P
UN
ISH
ME
NT
(Ms.
B)
"The
mai
n ru
le -
You
mus
t not
inte
rfer
e w
ith a
noth
er p
erso
n's
lear
ning
if it
happ
ens:
(a)
rem
oval
of c
hild
from
the
situ
atio
n (b
)is
olat
ion
from
the
grou
p un
til h
e de
cide
s he
can
coo
pera
te, (
c) ta
king
away
of s
peci
al p
rivile
ges.
)"
(Mr.
E)
"The
re a
re n
o w
ritte
n ru
les
in th
e cl
assr
oom
. The
stu
dent
s kn
ow
wha
t is
expe
cted
of t
hem
and
up
to n
ow th
ere
is n
ot n
eed
for
writ
ten
rule
s. A
s fo
r pu
nish
men
t sta
ying
afte
r sc
hool
is th
e m
ain
one
and
mos
tly u
sed
to fi
nish
sch
edul
ing.
"
c
003E
TE
AC
HE
R C
OM
ME
NT
S, C
ON
TIN
UE
D
DE
SC
RIB
E Y
OU
R D
AY
(Ms.
C)
"I s
tart
with
a c
ontr
olle
d gr
oup
whi
ch h
as b
een
set u
p ov
er a
fam
ily g
roup
pla
n. In
oth
er w
ords
,th
e 1s
t, 2n
d, a
nd 3
rd g
rade
teac
hers
poo
l the
ir cl
asse
s an
d ea
ch to
ok 1
/3 o
f the
1st
,1/
3 of
the
2nd,
and
1/3
of t
he 3
rd. T
his
eras
es g
rade
barr
iers
.. .
.A
fter
45
min
utes
of r
oll c
all,
anno
unce
men
ts, d
iscu
ssio
n an
d so
me
Mat
h,th
e
stud
ents
go
thei
r w
ay a
nd I'
m a
vaila
ble
for
the
4th,
5th
,an
d 6t
h
grad
ers
who
nee
d he
lp in
Spe
lling
, Pho
nics
, Lan
guag
e-w
ritin
g or
Rea
ding
Com
preh
ensi
on. A
t11
:15
we
go to
lunc
h. A
t 12:
00 w
e ha
ve
supp
ort g
roup
s ag
ain
for
read
ing
perio
dsth
at la
st u
ntil
1:30
. The
n
open
roo
ms
until
sch
oold
ism
isse
s."
IF Y
OU
HA
D T
O S
TA
RT
OV
ER
WH
AT
WO
ULD
YO
U D
O D
IFF
ER
EN
TLY
?
(Ms.
B)
"Fig
ure
out s
ome
way
to g
et r
id o
f the
hal
l! Lo
se c
onta
ct w
ithki
ds in
the
hall.
"
(Ms.
F)
"Som
e te
ache
rs fe
el th
ey w
ould
ope
n m
ore
slow
ly. P
erha
ps, i
nso
me
scho
ol it
wou
ld w
ork
but I
ofte
n w
onde
r if
they
wou
ld g
o al
lth
e w
ay to
an
open
env
ironm
ent.
The
y m
ay b
ecom
e to
o se
ttled
inpe
rhap
s a
depa
rtm
enta
l mor
e sc
hedu
led
syst
em."
(Ms.
C)
"Not
muc
h."
(Ms.
D)
"Pos
sibl
y I w
ould
hav
e m
ade
a gr
adua
l cha
nge
from
ope
n cl
ass-
room
to o
pen
scho
ol. T
his
wou
ld h
ave
give
n th
e ch
ildre
n an
orie
nta-
tion
perio
d of
ope
nnes
s w
ithin
a s
elf-
con
tain
ed c
lass
room
whe
re th
e
teac
her
over
see
thei
r ac
tiviti
es. I
n th
is w
ay, t
hey
mig
ht h
ave
been
able
to h
andl
e th
e op
en s
choo
l in
a m
ore
cons
truc
tive
way
. Thi
s is
espe
cial
ly tr
ue fo
r th
e ve
ry li
ttle
ones
."
0010
)
IVIG
USL
E"N
ow h
ear
me.
CO
NT
RO
L O
F C
HIL
DR
EN
IN T
HE
RO
OM
(Ms.
C)
"Hav
e in
tere
stin
g le
arni
ng s
tatio
ns is
the
best
. But
ther
e ar
e al
way
s
a fe
w in
divi
dual
s w
ho m
ake
life
mis
erab
le fo
r ot
hers
, so
a te
ache
r
mus
t che
ck e
ach
room
freq
uent
ly."
(Mr.
A)
"1. I
sola
tion
2. H
and
on s
houl
der
or h
ead
3. Q
uiet
rep
riman
d4.
Qui
ck "
mea
n" g
lanc
e 5.
Rai
se v
oice
6. H
oldi
ng h
and,
arm
aro
und
shou
lder
s."
(Ms.
B)
"You
got
it! A
dirt
y lo
ok g
oes
a lo
ng w
ay! A
lso,
if th
ete
ache
r's
inte
rest
is o
n th
e si
tuat
ion,
so
is th
e ch
ildre
n's.
Som
etim
es a
yel
lhe
lps
- as
DB
. cal
ls it
, "T
he O
pen
Con
cept
Yel
l."
CO
OP
ER
AT
ION
FR
OM
AD
MIN
IST
RA
TIO
N
(Ms.
D)
"Gen
eral
ly q
uite
goo
d. T
here
are
tim
es I
feel
the
adm
inis
trat
ion
shou
ld a
ttend
sta
ff m
eetin
gs to
dis
cuss
pro
blem
s an
d su
cces
ses
of
prog
ram
s an
d lis
ten
to in
putf
rom
sta
ff m
embe
rs. T
he a
dmin
istr
atio
n
shou
ld h
elp
solv
e pr
oble
ms.
"
RO
VIN
G T
EA
CH
ER
RO
LES
B)
"Ver
y w
ell!
The
y lik
e ou
r pr
ogra
m. T
hey
run
the!
r cl
asse
s in
the
sam
e m
anne
r. T
hey
help
on
units
, con
trib
ute
to o
ur m
eetin
gsfo
rpl
anni
ng, g
ive
us id
eas,
and
com
e to
our
sch
oolf
unct
ions
and
hel
p us
with
pro
gram
s.
(Ms.
C)
"In
my
opin
ion
the
situ
atio
n he
re w
orks
wel
l with
rov
ing
teac
heis
.
An
art t
each
er d
oesn
't ne
ed to
des
ign
her
proj
ects
to e
xact
ly 4
5m
inut
es. A
gym
teac
her
can
limit
or in
crea
se th
e nu
mbe
rs a
t will
or
use
all g
irls
one
day
and
a m
ixed
gro
up a
noth
er.M
usic
al s
tude
nts
can
get e
xtra
tim
e in
cla
ss, e
tc."
1111
^1'
ill
0041
MO
RE
TE
AC
HE
R C
OM
ME
NT
S
PR
OB
LEM
S Y
OU
HA
VE
FO
UN
D W
ITH
TH
E P
RO
GR
AM
(Mr.
A)
"A. L
ack
of c
omm
unic
atio
n B
. Coo
rdin
atio
n of
sch
edul
ing
C. H
all-
way
s D
. Lac
kof
tim
e to
mee
t nee
ds o
f my
own
part
icul
ar le
arni
ng
area
.
(Ms.
C)
"Con
stan
tly b
eing
inte
rrup
ted.
Lac
k of
est
ablis
hmen
tof
effe
ctiv
e
disc
iplin
ary
actio
n."
(Ms.
D)
"The
littl
e on
es s
omet
imes
get
"lo
st"
in th
e m
aze
of o
penn
ess
in
whi
ch th
ey a
re to
be
invo
lved
. With
the
man
y in
terr
uptio
ns e
xper
-ie
nced
, it i
s so
met
imes
diff
icul
t to
atte
nd to
thin
gsth
at a
re n
eces
saiy
.
With
an
open
sch
ool,
a te
ache
r na
s a
diffi
cult
time
tryi
ng to
cond
uct
a st
ruct
ured
cla
ss, w
hen
ther
e is
no
one
else
in th
e ro
om to
hel
p
thos
e ch
ildre
n co
min
g in
for
help
or
wor
k to
fulfi
ll sc
hedu
les
or
pres
crip
tions
."
(Ms.
F)
"Som
e ch
ildre
n ar
e in
nee
d of
mor
e st
ruct
ure
than
can
be
wor
k-ab
le w
ith a
ll ro
oms
open
. I a
m in
favo
r of
one
clo
sed
room
per
haps
with
onl
y th
e m
orni
ng c
lose
d. T
here
are
som
e ch
ildre
nw
ith le
arni
ng
prob
lem
s w
ho c
anno
t han
dle
such
a la
rge
and
soci
al e
nviro
nmen
t. It
is to
o m
uch
to a
sk o
f a te
ache
r to
han
dle
an o
pen
and
dose
dcl
ass-
room
situ
atio
n at
the
sam
etim
e."
US
E O
F A
IDE
S
(Ms.
F)
"Aid
es s
houl
d w
ork
with
chi
ldre
n no
t mer
ely
becl
eric
al w
orke
rs.
Aid
es a
re n
ot e
ssen
tial t
o ru
nnin
g an
ope
n sc
hool
, but
they
can
add
a
lot t
o th
e pr
ogra
m if
ava
ilabl
e."
NE
ED
S F
OR
OP
EN
SC
HO
OLS
(Ms.
F)
"All
scho
ols
need
to b
e m
ore
open
, 1. g
ivin
g th
e st
uden
t mor
e
resp
onsi
bilit
y fo
r hi
s be
havi
or a
nd le
arni
ng2.
sta
ff co
mm
unic
atio
n
3. le
ss w
alls
4. m
ore
tape
rec
orde
rs
(Mr.
A)
"1. M
ore
staf
f mee
tings
2. M
ore
outs
ide
prof
essi
onal
hel
p -
talk
s,
wor
ksho
ps 3
. Mor
e ef
fect
ive
use
of a
ides
4. M
ore
cent
ral l
ocat
ion
of
Med
ia C
ente
r Li
brar
y."
0042
1111
tikto
BE
STC
OPY
.A
VA
ILA
BL
E
"Let
us
talk
to o
ne a
noth
er."
HO
W W
OU
LD Y
OU
UT
ILIZ
E T
HE
HA
LLS
IN A
CO
NV
EN
TIO
NA
L B
UIL
DIN
G?
"AL
B)
"An
exte
nsio
n of
the
clas
sroo
mgi
ving
onl
y a
maz
e of
pas
sons
for
traf
fic, t
hat w
ay r
unni
ng c
ould
nev
er g
et s
tart
ed."
(Ms.
F)
"Hal
ls s
houl
d be
an
exte
nsio
n of
the
clas
sroo
m o
r a
sepa
rate
cla
ss-
room
in it
self.
In o
ur s
choo
l it i
s fu
tile
to d
iscu
ssth
e pr
oble
mbe
caus
e a
hall
is a
hal
l and
can
not b
e us
ed fo
r an
ythi
ng m
ore.
"
GR
OU
PIN
G O
F C
HIL
DR
EN
(Ms.
D)
"The
chi
ldre
n ar
e gr
oupe
d by
pod
s in
a m
ulti-
age
leve
l set
ting:
Pre
-
scho
ol3'
A -
5, P
rimar
y P
od5
- 9,
Upp
er P
od9
- 13
. Thi
s
grou
ping
is e
xcel
lent
in th
at th
ose
child
ren
who
are
abl
e to
he'
dpth
ose
who
are
hav
ing
prob
lem
s. T
he o
lder
one
s w
ith d
iffic
ultie
s ar
e
able
to h
elp
the
very
you
ng o
nes
and
get a
feel
ing
of s
atis
fact
ion
and
acco
mpl
ishm
ent.
And
yet
ther
e ar
e tim
es it
see
ms
it w
ould
be
an
asse
t to
have
one
leve
l for
dis
cuss
ion
and
acad
emic
pur
pose
s."
IN S
ER
VIC
E T
RA
ININ
G
(Mr.
A)
"Cha
nce
for
teac
hers
to p
lan
year
s flo
w c
hart
. Dis
cuss
cha
nges
for
the
follo
win
g ye
ars
prog
ram
. Cat
ch u
p on
new
inno
vativ
e id
eas
in
open
-con
cept
. Beg
inni
ng a
rran
ging
of l
earn
ing
cent
ers.
"
(Ms.
C)
"Ple
nty
of r
eadi
ng. S
houl
d be
spa
ced
bette
r m
ore
ofte
n an
d of
shor
ter
dura
tion.
"
D)
"It i
s a
vita
l par
t to
any
open
-con
cept
pro
gram
. Thi
s ca
n be
a ti
me
whe
n ou
tsid
e pr
ofes
sion
al p
eopl
e ca
n co
ntrib
ute
idea
s in
est
ablis
hing
the
prog
ram
, im
prov
ing
the
prog
ram
or
givi
ng in
sigh
t to
thos
e fa
ctor
s
nece
ssar
y fo
r a
wor
king
pro
gram
."
0042
till
FIN
AL
TE
AC
HE
R C
OM
ME
NT
SB
EST
CO
PYM
AIL
AB
LE
AR
E A
CA
DE
MIC
S T
HE
MO
ST
IMP
OR
TA
NT
?
(Mr.
A)
"No
affe
ctiv
e ar
eas
of c
hang
e ar
e. E
spec
ially
for
our
child
ren
here
to b
e ab
le to
cop
e w
ith th
e w
orld
."
(Ms.
C)
"We
try
to te
ach
child
ren
self-
resp
ect,
self-
conf
iden
ce, r
espe
ct fo
r
othe
rs, e
tc. A
cade
mic
s, y
es, b
ut r
ight
affe
ctiv
e fir
st"
(Mr.
E)
"Eac
h st
uden
t is
diffe
rent
in th
eir
way
s an
d ne
eds,
and
aca
dem
ics
are
not a
lway
s th
e m
ost i
mpo
rtan
t."
IS T
HIS
A F
RE
E S
CH
OO
L?
(Ms.
B)
"Not
It is
a s
choo
l of m
any
choi
ces,
whe
re th
e re
spon
sibi
lity
ofle
arni
ng is
pla
ced
on th
e ch
ild. T
he te
ache
r th
en a
cts
as a
faci
litat
or
rath
er th
an a
lect
urer
."
(Ms.
F)
"No
child
ren
do h
ave
rule
s an
d re
gula
tions
to li
ve u
p to
."
(Mr.
A)
"Nol
It is
a s
choo
l whe
re c
hild
ren
have
som
e rig
hts
to c
ontr
olth
eir
educ
atio
nal d
irect
ion.
"
HO
W S
HO
ULD
ST
AF
F B
E S
ELE
CT
ED
?
(Mr.
A)
"Han
dpic
ked
as to
spe
cial
inte
rest
s an
d co
ncer
ns fo
r ch
ildre
n. A
spec
ial u
nder
stan
ding
for
the
disa
dvan
tage
d ch
ild. A
spe
cial
con
-si
dera
tion
for
child
ren
of In
dian
eth
nic
orig
in. A
facu
lty fo
r co
n-tin
uous
inno
vatio
ns a
nd c
hang
e."
(Ms.
B)
"Sho
uld
be v
olun
tary
on
the
part
of s
taff
wor
kers
, not
a s
ituat
ion
.
"Tor
tois
ea
good
spi
rit."
RE
LAT
ION
SH
IPS
AM
ON
G T
EA
CH
ER
S. S
TU
DE
NT
S
AN
D A
NC
ILLA
RY
PE
RS
ON
NE
L
(Mr.
A)
"A m
uch
clos
er k
nit f
acul
ty a
t all
leve
ls e
xist
s he
re.
"The
Fin
lays
on F
amily
" in
man
y re
spec
ts is
rea
lity.
"
(Ms.
C)
"The
bet
ter
all t
hese
peo
ple
unde
rsta
nd e
ach
othe
r th
e m
ore
the
child
ren
will
pro
fit. I
t is
impo
rtan
t to
know
and
ris
e to
adv
anta
gest
reng
ths
and
wea
knes
ses
of e
ach
mem
ber
of th
est
aff.
The
sta
ff m
ust
wor
k w
ith th
e ph
iloso
phy
of th
e op
en s
choo
l to
get t
he b
estr
esul
ts."
TE
AC
HE
R'S
PH
ILO
SO
PH
Y
(Ms.
B)
"Sin
ce a
n op
en-c
once
pt s
choo
l is
a hu
man
istic
sch
ool,
the
teac
her
mus
t be
a hu
man
itaria
n. S
he m
ust f
eel t
he w
orth
of c
hild
ren,
thei
r
feel
ings
, ide
as, a
nd h
abits
are
impo
rtan
t and
a p
art
of th
eir
owni
indi
vidu
al li
ves.
Val
ue c
larif
icat
ion
has
brou
ght a
bout
this
som
ew
hat."
(Ms.
C)
"Eac
h ch
ild is
as
impo
rtan
t as
ever
y ot
her
child
and
sho
uld
be
trea
ted
in th
e w
ay h
e w
ill te
am b
est."
(Mr.
A)
"Tea
cher
sho
uld
have
a p
hase
-in p
rogr
am to
war
d ob
ject
ive
offr
eedo
m. (
Indi
vidu
aliz
atio
nC
ontin
uous
pro
gres
ste
am te
achi
ng
mul
tiple
gro
upin
g) n
on-g
rade
dnes
s. A
ny o
f the
se m
etho
ds fi
rst o
r a
com
bina
tion,
then
the
final
obj
ectiv
e of
the
open
cla
ssro
om, t
hen
perh
aps,
to o
pen
scho
ol."
F)
"In
an o
pen-
conc
ept c
lass
room
or
scho
ol th
e te
ache
r sh
ould
not
look
on
her
clas
s as
one
uni
t to
be e
ither
con
trol
led
or fr
ee. S
hesh
ould
vie
w h
er c
lass
as
indi
vidu
als,
som
e of
whi
ch w
ould
be
able
to
func
tion
in a
n op
en e
nviro
nmen
t the
firs
t day
. Oth
er s
tude
nts
you
may
hav
e to
esta
blis
h yo
urse
lf w
ith a
nd g
uide
and
str
uctu
re u
ntil
they
can
exh
ibit
mor
e re
spon
sibi
lity.
"
MI%
111
1
0015
FIN
AL
WO
RD
UST
CO
PYM
OM
The
sto
ry o
f the
Ope
n C
once
pt S
choo
l for
Indi
an E
duca
tion
is in
cont
inua
l nee
d of
rew
ritin
g. W
hat h
as b
een
prin
ted
here
may
wel
l be
diffe
rent
to a
sig
nific
ant d
egre
e fr
om w
hat i
s pr
esen
tly b
eing
trie
d as
the
lead
ersh
ip m
aint
ains
an
open
, sel
f-co
rrec
ting
attit
ude
as to
wha
t is.
need
ed to
mak
e th
e pr
ogra
m m
eani
ngfu
l to
boys
and
girl
s.Ju
st a
s th
ose
who
eva
luat
e th
e st
aff i
n te
rms
of th
e br
oad
goal
s of
the
prog
ram
atte
mpt
to b
e co
nstr
uctiv
e, th
e re
ader
like
wis
e m
ust e
valu
ate
the
subs
tanc
e of
wha
t has
bee
n pr
esen
ted
here
. It w
ill, w
e ho
pe, r
esul
t in
chan
ging
som
e of
the
prec
once
ptio
ns a
nd b
iase
s w
hich
will
eith
er m
ake
or
brea
k si
mila
r pr
ogra
ms
whi
ch m
ight
be
atte
mpt
ed e
lsew
here
und
er s
imila
ror
diff
eren
t set
s of
con
ditio
ns.
Per
haps
the
mos
t sig
nific
ant r
evel
atio
n to
em
erge
from
the
serio
usst
udy
of o
pen
conc
ept e
duca
tiona
l pro
gram
s w
ill b
e th
e re
aliz
atio
n th
atw
e ca
nnot
dev
elop
you
ng p
eopl
e w
ith s
elf-
resp
ect,
with
sel
f-in
itiat
ing
skill
sIn
lear
ning
, and
with
the
auto
nom
y of
cur
ricul
um c
hoic
es in
onl
y th
e fir
stei
ght y
ears
of t
heir
form
al s
choo
ling.
To
do s
o w
ould
be
to d
o th
em a
die
.
serv
ice
as th
ey m
igra
te u
pwar
ds to
a te
ache
r-di
rect
ed, a
utho
ritar
ian-
man
aged
,
com
petit
ivel
y-or
ient
ed a
ppro
ach
to le
arni
ng w
hich
req
uire
s th
em to
be
sudt
hutly
trac
tabl
e, c
ompl
iant
, and
sub
serv
ient
.E
duca
tiona
l lea
ders
hip
has
yet t
o ta
ke th
is g
loba
l vie
w o
f the
lear
ning
proc
ess.
Rat
her,
it s
trug
gles
with
the
drop
-out
pro
blem
with
out s
eein
g th
eco
nnec
tion
betw
een
the
two.
It c
an b
e ho
ped
that
the
awar
enes
s of
the
educ
atio
n co
nnec
tion
will
be
one
of th
e m
ore
star
tling
dis
cove
ries
as w
eap
proa
ch th
e 19
80s.
The
idio
m o
f the
Ojib
way
lang
uage
, whe
n su
ch w
as n
eede
d to
leav
em
essa
ges
for
othe
rs b
y m
ean:
of p
icto
grap
hs, w
as fr
ee o
f the
con
stra
ints
of li
near
ility
that
was
impo
sed
by th
e w
hite
man
's p
rintin
g pr
ess.
Rat
her
is w
as c
ircul
ar-t
o-sp
iral i
n pi
ctur
e se
quen
ce a
s th
e sc
ribe
mov
ed
from
one
pic
togr
aph
to th
e ne
xt o
n ei
ther
the
face
of r
ocky
clif
fs, s
kins
,or
grou
nd s
urfa
ces
of h
od d
ay o
r sa
nd; I
n an
effo
rt to
illu
stra
te th
is a
ppro
ach
to c
omm
unic
atio
n, w
e ha
ve c
onve
ned
the
form
of t
hem
assa
ge fr
om a
plc
t-
46
"I h
ave
finis
hed
my
drum
min
g"
ogra
ph s
eque
nces
to th
e id
iom
of m
odem
Ojib
way
lang
uage
usi
ng th
ese
man
tic e
quiv
alen
ts a
s su
ch w
ere
stud
ied
and
reco
rded
in th
e no
w fa
mou
s
Ojib
way
Indi
an D
ictio
nary
dev
elop
ed b
y H
enry
Sch
oo)c
raft,
a v
ery
early
pion
eer
who
live
d cl
ose
to th
e S
ault
Rap
ids
for
man
y ye
ars.
In E
nglis
h, th
e m
essa
ge o
n th
e ba
ck c
over
wou
ld r
ead
as fo
llow
s w
ith
the
begi
nnin
g of
the
sent
ence
at t
he c
ente
r an
d sp
iralin
g ou
twar
d.
"I c
ome
to c
hang
e th
e ap
pear
ance
of t
he g
roun
d; th
is g
roun
d.
I mak
e it
look
diff
eren
t eac
h se
ason
."
It is
to b
e ho
ped
that
, in
som
e m
eani
ngfu
l way
, thi
s m
ight
als
o se
rve
as a
n ap
t sum
mna
tion
of a
ll th
at ty
pifie
s th
e op
en c
once
pt o
f edu
catio
n-
to c
hang
e th
e ap
pear
ance
of t
he "
grou
nd"
for
the
Ojib
way
Indi
anco
nwnu
rfity
to th
e en
d th
at th
ey w
ill e
njoy
bei
ng s
igni
fican
t "fig
ures
"in
the
life
of th
e co
mm
unity
in w
hich
they
live
.
17.
:ff.
c-
k.-
1111
1111
1T1:
1311
11 A
NC
.4.1
1..U
STR
AT
IED
11P
R01
1311
31R
T C
. 111
1151
1401
PSA
N. I
971
5
0047
-,-
1.-,
t!&
.C.1
1;5;
0111
,'1
.