DOCUMENT RESUME

ED 072 713 FL 004 127

AUTHOR Mackelduff, Eleanor; And OthersTITLE Content Analysis Schedule for Bilingual Education

Programs: Bilingual Education Program.,INSTITUTION City Univ. of New York, N.Y. Hunter Coll. Bilingual

Education Applied Research Unit.SPONS AGENCY Office of Education (-MEW), Washington, D.C. Div. of

Bilingual Education.PUB DATE 28 May 71NOTE 41p.

EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS Biculturalism; *Bilingual Education; cognitive

Development; *Content Analysis; Curriculum Design;Educational Finance; Elementary Grades; *English;Kindergarten Children; Learning Theories;*Portuguese; Preschool Children; Program Costs;*Program Evaluation; Self Esteem; Sociolinguistics;Student Grouping; Tutoring

IDENTIFIERS *Project BEST; Providence; Rhode Island

ABSTRACTThis content analysis schedule for the Bilingual

Education Program of Providence, Rhode Island, presents informationon the 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. Attached to the reportare a contract between the Providence School Department and BrownUniversity, and additional information on staffing and curriculumpatterns. (SR)

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FILMED FROM BEST AVAILABLE COPY

Cop;PROJECT BEST

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13- v s deli ce , R.=Bilingual Education Applied Research Unit

N.Y.C. Bilingual ConsortiumHunter College Division

695 Park Avenue

N.Y.,N.Y.10021

lkArr*CHECK 61 DOCUMENTS READ FOR CONTENT IIIILLYSIS SCHEDULE VE g (FEED -el

l*knecrInitial Proposal

___AG 2nd Year Continuation

3rd Year Continuation (on separate C.A.S.)

Give Dates and Note if Evaluation is included in continuation.

Evaluation design

Interta evaluation

Final evaluation

Pre-audit

Interim audit

Final audit

1st year 2nd year jrd YrifIr

44.

O4C)

U S. DEPARTMENT Of IMAM EDUCATION A WEIFAIE

OFFICE Of EDUCATION

PERSON OR 0116ANIZATION AMAIN IT. POINTS OF VIEW Of OPINIONS

TINS DOCUMENT NAS KEN SPIODUCED EXACTLY AS RECEIVED FROM till

STATED DO POT NECESSAMY REPRESENT OFFICIAL OFFICE Of EDUCATION

P01111011 OR POLICY

. .0.1.10

Project BestBilingual Education Applied Research Unit

Abater College, 695 Park Ave., N.Y., H.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 FUNDING2a Finding of Bilingual Program, Prior to Title VII 12.2 Tear Prior Funding Began 12.3 Student Level (Elementary or Secondary) in Prior Bilingual Program 12.4 Source of Prior Bilingual Program Eliding 12.5 Concurrent Funding of Progrma(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 24,41kmirradsd classes 2

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 Sado-Economic Status of N-EMT Participating Students 45.30Socio-Econado Status of MT Participating Students 45411Proportion of Migrant Students in Project 4

6.0 SOCIOLINGUISTIC SURVEY6.1 Existence of Survey 46.2 Groups Included in Survey 46.3 Dominance Domains and :h V ons Me o Cozmninica

0.3 Address of Project (number and street) i0.4 City and State of Project 10.5 State (checklist) 1

1.0 PROJECT BISTORI, FUNDING AND SCOPE1.1 Tear Project Began under Title VII 1

2.0 FUNDING2.1 Funding of Bilingual Program, Prior to Title VII 12.2 Tear Prior FUnding Began 12.3 Student Level (Elementary or Secondary) in Prior Bilingual Program 12.4 Source of Prior Bilingual Prop= Funding 12.5 Concurrent Funding of Progrmm(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 Noo-graded classes 2

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 frame Dominant Language 35.5 Students' Thadnant 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 45.30Socio-Economic Status of 12ff Participating Students 45]lProportion of Migrant Students in Project 4

6.0 SOCIOLINGUISTIC EMU6.1 Ekistence ofaurvey 46.2 Groups InchWild in Survey 46.3 Language Dominznce by Domains and through Various Means of Communication 46.4 Deteraination of Students' Language Dominance (if not in Survey) 56.5 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 56.8 Student Attitudes toward Native and Second Language Learning 56.9 Comminity Attitudes toward Maintenance 56.3DSurveyes Impact an Program 5

7.0 STAFF SELECTION7.1 Linguistic Background of Project Teachers 57.2 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 16E1T Teachers from Local Community 77.7 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 78.2 Stated Goals of Teacher Training 78.3 Methods of Teacher Training 08.4 Provision of Time for Joint Lesson Planning (Teachers and Paraprofessionals) 88.5 Provision for Paraprofessionals to Receive Credit toward Certification 88.6 Role of Paraprofessionals 88.7 Personae' Training Project Teachers and Paraprofessionals 88.8 latent of Bilingualism and Biculturalimm of Personnel Training Staff 88.9 Period When Training Is Provided 8

*I.PAGE

8.10 Extent of Training 88.11 Proportion of Teachers Attending Training 8

9.0 TEACHERS, ATTITUDES9.1 Assesment of Teachers' Attitudes 8

10.0 STAFF PATTERNS10.1 Kinds of Staff Patterns 910.2 Staff 910.3 Pupils per Clasz 910.4 Aides/Paraprofessionals per Class 910.5 N-EHT 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 CCKPONENT11.1 Duration of Bilingual Education (Policy) 911.2 Projected Duration of Project Instruction through N-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

&EMT Students vho Are Non - English Dominant 1011.10 - 11.12 Instructional Time in and through their Native Language (N-E MT)

for pupils vho are N-R4T/E Dominant 1011.13 Program Type - One Way 1111.14 - 11.16 Instructional Time in and through Second Language for Eta Students 1111.17 Mixed or Separate Language Usage by Teacher and Aide in Classroom E.

12.0 METHODS OF SECOND LANGUAGE TEACHING 11-1213.0 DOMINANT AND SECOND LANGUAGE SKILLS SEQUENCE

13.1 Sequential or Concurrent Learning of Listening, Speaking in Both Languages 1213.2 Relation of Reading and Writing to Listening, Speaking 1213.3 Determination of Listening, Speaking Proficiency 1213.4 Relationship of Learning Native and Seoond Language Reading Skills 1213.5 Period Reading Is Introduced

.13

13.6 Determination of Reading Readiness 1313.7 Projected Grade for Grade Level Reading in Dominant and Second Language 1313.8 Projected Grade for Grade Leval 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/Bioultural Materials Used

.15

17.0 STUDENT GROUPING17.1 Mixed or Separated by Dominant Language 1517.2 Size of Groups 1517.3 Criteria for Grouping 15

3.8.0 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 16

11.1 Duration of Bilingual Education Policy 911.2 Projected Duration of Project Instruction through N-Ete 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 NE 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 i and through their Native Language (N-EMT)

for pupils who are N-TAVE Dominant 1011.13 Program Type - One Way 11 .

11.14 - 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 ICNINANT AND SECOND LANGUAGE SKILLS SEQUENCE i

13.1 Sequential or Concurrent Learning of Listening, Speaking in Both Languages 1213.2 Relation of Reading and Writing to Listening, Speaking 1213.3 Determination of Listening, Speaking Proficiency. 1213.4 Relationship 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 TREAD IT 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 GROUPING17.1 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 COMMUNIT1 COMPONENT24.1 Bilingual Libraries 1824.2 Ethnic Studies Library 1824.3 Program Dissemination to Community 1 1924.4 Methods Used 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

page i

38Bilingual Education Applied Research Unit 0.1 Project No.project b.e.s.t.

n.y.c. consortium on bilingual education

CONTENT ANALYSIS SCHEDULE

FOIZ BILINGUAL EDUCATION P.:OGILAMS

2esearch AssistantEigaliormackeldugfj.loyea-LichtmankaSS Date

0.2W ame of Project Bi11 goal Edwation

0,3 Address of Project Providence School Dept.

05.

0.4

STATE

1 -Alas!ca

2- Arizona

3-California

4-Colorado5-Connecticut6-Florida7-Guam8-Idaho9-Illinois10-Indiana

Ver; d1.1 ay 28, Jam

150 Washington St., Providence, Rhode Island 02903

11-Louisiana12-Maine

13-Massachusetts14-Michigan15-Montana16-New Hampshire17-New Jersey18-New Mexico19-New York20-Ohio

21-01dahoma22-Oregon

23-Pennsylvania24-...hode Island

25-Texas26-Utah27-Vermont28-Washington29-Wisconsin30-Other (specify)

1.0 P:DJECT Histoz, FUNDING AND SCOPE1.1 Year Project began under Title VII:

see - 1969Project - 1970No. 17 - 1971

2.0 FUNDING (liar?: all that apply)2.1 1 -Any P-I0.2. 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 prqgram,invo1ved:1-early cnildhood pre X)

2-elementary students (grades 1-6)3-secondary students (grades 7-12)0-not specified

2.4 Source of prior bilingukl program funding;1-local 4-university2-state 5-federal (specify).________3-foundation 6-other (specify).________

2.5 1-CON0DRUNT funding of program(s), if cooperatingwith Title VII program

0-no concurrent funding mentioned< 0 71

p. 105

0.5 _A_

2.1

2 1

2.3

2.4

2.5

3.3 Address of Project Providence School Dept.

.05

0.4STATE

1-Ala s:ca

2- Arizona

3-California4-Colorado5-Connecticut6-Florida7-Guam8-Idaho9-Illinois10-Indiana

150 Washington St., Providence, Mode Island 02903

11-Louisiana12-11aine

13- Massachusetts

144iichigan15-ilontana

16-New Hampshire17-New Jersey18-New hexico19-New Yor::

20-Ohio

21-01:lahoma

22-Oregon23-Pennsylvania24-,lode Island

25-Texas26-Utah27-Vermont28-Washington29-Wisconsin30-Other (specify)

1.0 P,OJECT HISTOZ, FUNDING AND SCOPE1.1 Year Project began under Title VII:

see 1969Project - 1970No. 17 - 1971

2.0 FUNDING (liar!: all that apply)2.1 1-Any 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 prcr,ram,involv3d:1-early childhood &e , H)

2-elementary students (grades 1-6)3-secondary students (grades 7-12)0-not specified

2.4 Source of prior bilingual program funding:1-local 4-university2-state 5-federal (specify).______3-foundation 6-other (specify).______

2.5 I-CONCURRENT funding of program(s), if cooperatingwith Title VII program

C 710-no concurrent funding mentioned p. 105

2.6 Concurrent program cooperating with Title VII involves:1-early childhood (pre K K)

2-elementary students (grades 1-6)3-secondary students (grades 7-12)4-teachers0-not specified C 71

5--other-Bilingual Institute P. 312.7 Source of concurrent funding, if cooperating With Title VII

program:1 -local

2-state3-university

4-federal5 -other (specify)

C 71 p. 1052.8 Total Title VII grant (first year only)/

2.9 Total funds for concurrent progra..(s) cooperating withTitle VII

C 71 p. 1053.0 1-If a UNIVE:SITY is worhing with the Title VII prograa,

specify which:C 70 p. 250-none Bfawn Uhivefsity

0.5 _2.4_

1.1

2.1 _LL_____.

2.2

2.3

2.4

2.5

2.6 9

2.7

2.8

2.9

110,000

40,000

(second year)

3.0

4.0 'SCOPE of P2,0JECT

4.1 Numbers of schools involved in Title VII prosran:C 70,p.6 1-one 4-four 0-not specified

2-two 5-five3-three 6-other

The first year involved 2 elementary schools-P p.44.2 Total number of students in programs A. First year E

B.Second yearC.Third year

4.1_

7043.6 4.2 ABC 70, p.5(-1C 71, p.105

pace2

1

-200--.

4.3 Grade level of students in program; number of classes pergrade and total number of students by grouped grade levels(by second year)

Number of

gERPAP ClassesC 70, p.6 PS-PreSchool

K-Kndgtn ..A.....,PSK

-5e--- TOTAL NC. students PS and K

C 70, p.6

1-grade 12-grade 23-grade 3

4-grade 45-grade 56-grade 6A ...ay._ TOTAL students gr. 1-6

sGrade

7-grade 78-grade 89-grade kY

B __TOTAL students gr. 7-3

Number ofClasses

10-grade 1011-grade 1112-grade 12

TOTAL students gr. 10-12

4.4 1-All classes graded 4.42-All classes ungraded

C 70, pp.35- 3-Some classes ungraded36 If ungraded, specify ages or grades grouped

5.0 EIOCESS VACIABL3S - STUDENTS (Sociolinguistic)5.1 Students Dominant

cultural af-iliationcategory and(Circle any

1. TotalNon-EnglishMother Tongue,

2, Total

English

llother-Tongue,

and Native language(Indicate number

specify cultural affiliationinformation which is

I.F9R-41g.i.isk pop:inaptI . N-E Dom - 'WAIT

100

P p.4

I Total Non-ZnglishDominant: .100...

interaction andof students in

in box)inferred and write

pog.pantII E-Dam - NWT

112 E-Dom IIEC

100

II Total English

Dominant4..100....

each

INF.)

5.0 Ito

NE I 100.N-M1T

tE dom

I12 100ENT

Total :-Dom100.

II= Ill+ 112

Itc' ..

.50%

-50

.5e

ea. vv.., asal-r a a a. -N.73. 6. Irrgrade and total numbex of students(by second year)

Number ofGrade Classes

C 70, p.6 PS-PreSchoolK-KndgtnPSK TOTAL NC. students PS and

C 70, p.6

1-grade 1

2-grade 23-grade 34-grade 45-grade 56-grade 6A...200._ TOTAL ikadents gr. 1-6

by grouped grade levels

PrA4P7-grade 78-grade 8

K 9-grade hy__TOTAL students

Number ofClasses__,

----------

gr 7-9

10-grade 1011-grade 1112-grade 12

C _____TOTAL students gr. 10-12

4.4 1-All classes graded2-All classes ungraded

C 70, pp.35- 3-Some classes ungraded36 If ungraded, specify ages or grades grouped together:

5.0 P.:LCESS VA TABLES - STUDENTS (Sociolinguistic)5.1 Students Dominant and Native language interaction and

cultural affiliation (Indicate number of students in eachcategory and specify cultural affiliation in box)(Circle any information which is inferred and write INF.)

;_

llon-Enalish Dominant ---Eb./0.ish Dominant 5.0

rI .N-E Don - NEM, I II,E-Dom - NE 1T !.

i

1

1

i

112 E-Dom - n. IT .1

3.. Total

Non - English

liother Tongue.

2. TotalEnglishBother- Tongue... P p.4

1100

:-Dort II lee- -5e111

100

NEN-niT

4.4 _

yo.. C'_

I 100. .50%

E donNEWT Ill

I Total Non-English II Total English

Dominant: .100_ ..

Top -;:pg1;14:41 Dominant

N-14.; Dom N -E'iT

Dominant'. -100.. -

Non - English &ample: a native Spanish speakerhother Tongue who uses Spanish in most contacts

though he may know English

N-E Dom - lT

i

English 'Ekample: (rare) a native .;nglis'..1Ilother Tongue 'speaking Puerto nican child,

born in New York who return;to Pu..rtc .4co and beculesSpanish dominant

i

Totc1 2-DomII= III+ 112

English Dominant

E-Doin N- IT

50.

Ekample: a native Spanishspeaker who uses Spanish only infamiliar contacts, and Englishin all, othprp.ischoAl.wyk....

c40,11 - ENT.

ammples: 1)a native E. speakingacculturated American who may

or not know a second lang.2)a native E. speaking

Hexican-American child who has aninival receptive knowledge ofSpanish, but has a Latin cultureaffiliation

5.2 Cultural or Ethnic identification of target students in prograuby number and of each:

Indigenous ;miericans:

Al Navajo Al

ilumber

A2 CherokeeA3 Other (specify)A TOTAL No. of American Indian A

Americans of other ethnic bac%grounds:

B1 ilexican-American

B2 Puerto--licanB3 Cuban

D4 Other Spanish-American(soecify)

B TOTAL No. of Spanish-speaking Americans

E 70,p.6C.9.? Portuguese-American C .1PD.D Franco-AmericanF Chinese-AmericanG EsUmo

B1

B4

B

H AussianJ Other

I TOTAL number of N-31T targetstudents

H

.--..._

---_-..

100:-

PaGe 3

Per Cent of if inferred,Total Students check (V)

a

C-

5.3 Ethnic identity of 21glish mother tongue students other than targetpopulation, if specified, by number and per cent.

21-Anglo--

E2

II TOTAL number of lur studentsother than target population

T-11100

E2

100-

50P

Cl

5e-

5.4 Students' native language or mother tongue if DIFFE..ENTfrom dominant language

P.9041ARJIITSPAY.P.1-Lhglish2-Spanish

(specify)

Pgfprp.n.t native, Language Ker. Cent

5.5 Students' Dominant Language and Extent of Bilingualism

Dominant language Number of i:onolingual Amber of students Bilingualof students in program Students 1 to any extent

Number ed not ilo. ,*.d not only listening speahing

t

spec. spec.icomprehension 'abilitye'No. % To. A

E2 Puerto- ..scan

B3 Cuban

D4 Other Spanish-American

(specify)B TOTAL No. of Spanish-

spea' :ing Auericans

E 701p.60) Portuguese-AmericanD Franco-AmericanF Chinese-AmericanG EsLimoH aissianJ Other

I TOTAL number of H-211T targetstudents

32_..B3

34

100;- -

5.3 Ethnic identity of English mother tongue students other thanpopulation, if specified, by number and por cent.

El--Anglo

II TOTAL number of urr studentsother than target population

21--100-

E2

100-

5.4 Students' native language or mother tongue if DIFTKEETfrom dominant language

PgiainsAt. ;amine.1-English2-Spanish

(specify)

PgfeYPitt: J111PN-Le

target

Th.pber per Gent

5.5 Students' Dominant Language and Extent of Bilingualism

Dominant language 1 Number ofof students in progrma Students

1:onolingual Amber of students Bilingualto any extent

E 70

p.6

Number

4,90_ English .50.A American

IndianAl Navajo

Chere.,:ee

Reresan44- Other (spec.).

Spanish

C10),,Fortug4q9

-50FrenchFChinese

G . Eskimo

H

notspec.

.100

. .

1 1:00

Uo.

.50.

. .

'510

.

5j

x- -

not ioray listening speahings-oec.

1

comprehension -ability1 Ie' No. % :17o.

Other (spec.X,I

page5.6, Recruitment of Students;

5.60 - not specified1 - English Ilbther Tongue and Nor 7n "-% Hother Tongue

Students are required to p,. in the bilingual program2 - Only N-aIT are required to _ progran; EIIT's participation

E 70, p.6 is voluntary3 Both EMT and -31`1" participation is voluntary

E. Dam.5.7 Proportion of 84 pupils in project area: see Chart C 5.7 27n.sr-not specified on the chart

P. p.4

5.8 Community Characteristics (marl: all that apply) 5.80 - not specified1 inner city-ghetto

P. p.1,2 2 major city3 small city, town or suburb4 rural5 other (specify)

5.9 A. Socio-economic status of v-ma participating students(indicate specific percent of low SES)C 70, p.6 B. Average family income, if mentioned

n.s. _not specified

5.10 Socio-econonamic.status of EUT participating students(indicate specific percent of low SES on the blanlz)n.a. -not applicable (no EMT)00 -not specified

5.11 Proportion of migrant students in project(Indicate specific percent)C 70, p.6 n.s. -not specified

6.0 SOCIOLINGUISTIC SU2VEY (home interview to determine languages used in home andattitudes)

6.1 Project states that a sociolinguistic survey: 6.1 I .A1I for II for

.4--zize group al% group

4

5.9 A. mg

D. Its

5.10 _In__

5.11 0

1 was made2 will be made

....Is.

4E. AO

not mentioned

6.2 If a sociolinguisticsurvey was or trill be made,

marl: all groups included;

I N-MT II UiT1 parents2 children3 teachers4 community5 others

-

(specify)

6.3 Language daainance of 11-IIIT groups (chee: A__parents, B,._children, Q....teachers)will be determired by the extent each language is used in different domainethrough various means Of coXrnuni cAti on_ -

6.2 I

P. p.1,2

all ti.,11:

0 - not specified1 inner city-ghetto2 major city3 snail city, town or suburb4 - rural5 r.ther (specify)

5.9 A. Socio - economic status of N-321 participating students 5.9 A. 4.g%(indicate specific percent of low SES)

C 70, p.6 B. Average family income, if rentioned B. TLSn.s. _not specified

5.0

5.10 Socio-econonamic tatus of ]1T participating students(indicate specific percent of low Sr S on the blank)

. n.a. -not applicable (no ENT)00 -not specified

5.10 _Da_

5.11 Proportion of migrant students in project 5.11 0(Indicate specific percent)

C 70, p.6 n.s. not specified

6.0 SOCIOLINGUISTIC SUNICY (home interview to determine languages used in home and

attitudes)6.1 Project states that a sociolinguistic survey: 6.1 I .A1

I for II for IIgroup i 1 group

1 was made2 will be made

.0 ,...0 not mentioned

6.2 If a sociolinguistic survey was or will be made,mar'_: all groups :included;

I N-EMT II I1iT1 parents2 children3 teachers

4 caanunity5 others

(specify)

6.2 I

II

6.3 Language doulnance of N---311T groups (chee.: A....._parents, D. _children, Q....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, aluays 6.3 A

USE NON-ENGLISH LANG. USE ENGLISH

DOMAINS:1 Home

2 Church3 Jchool

--t-,5 Socializing

---. . ..: ..... 4....6 NeighborhoodI ....... ..I..- .. .... . . .,7 filu-TV-radio1

8 ilagazines new4. . ,

-,- .... , ..... .......,9 Others t

c ....... ... ......(specify)

aA63146.; 1

u 11 .14 ...

page6.4 If not included in survey, how was student's language dominance 6.4 I 3

5

determined? I II IIEE IT

1-inferred by use of surname2-established by formal testing of students

E 70, p.6 3-assessed by informal means (specify how) 4--4-not nentionedflyers were sent home

: (check all that apply)if an interlanguage existsa mixture of two languagessystem of communication for

6.5 apsigamialramay_laraurleaAn analysis to determinein the community, (e.g.,

which serves as a singlea group of people).1-yes0-no

Attitudes toward maintenance or shift:

6.6 N-BiT parents' attitudes toward maintenance of child's 6.6N-aff in particular domains of use or complete shiftto English1-yes0-no

6.7 EX parents' attitudes toward their children's learning 6.7_of the N -EIT language1-yes0 -no

6.8 Children's own attitudes regarding the second language 6.8they 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-ZIT 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)

6.10 1-After sociolinguistic survey is made, how does it influence 6.10.__RL__program? (specify) (e.g. transfer or maintenance instructionalprograms)

0-not mentioned

7.0 STAFF SELECTION

7.1 Linguistic bac%ground of project teachers, by nuuber in each category:(indicate non-English language in each box)

_4. Languace dominance not specified (if any information is not..... hother tongue not specified

specified, cross out thatnot specified whether monolingual or bilingual heading and complete the

rest of the chart)

1 -yes

0-no

Attitudes toward maintenance or shift:

6.6 II-aiT parents' attitudes toward maintenance of child's 6.6in particular domains of use or complete shift

to English1-yes0-no

6.7 EnT parents' attitudes toward their children's learning 6.7_of the N-EZ1T langLage

1-yes0-no

6.8 Children's own attitudes regarding the second language 6.8_they are learning and the speakers of that language1-yes0-no

6.9 If not included in survey how were parental and/orcomuunity attitudes toward 11-MIT maintenancedetermined?1-will not le assessed

2-will be arsessed, method not specified3-has been or will be assessed by method other than

sociolingu!etic survey (specify how)

6.10 1-After sociolinguistic survey is made, how does it influence 6.10program? (si-,ectfy) (e.g. transfer or maintenance instructionalprograms)

0-not mentioned

7.0 STAFF SELECTION

7.1 Linguistic background of project teachers, by number in each category:(in&r,ate non-English language in each box)

_jc.Languaze dominance not specified (if any information is not... ilother tongue not specified specified, cross out that

not specified whether monolingual or bilingual heading and complete therest of the chart)

C 70, p.14

Mother tongue inferred from chart. Xerox C 71, p.80"Anglo" teachers "can reasonably manage in Portuguese" C 71, p.110

B-BilinI U E Dom.

VENTlIT !N=

E DamEmr IN= N=E Dori

IN=Ill'N=.. _

7.1 No.I Li NMINIII1110

A Total Number B Total Numbermonolingual Bilingual

C 71, p.110,111

Total Ihmlber

of Teachers

N C 70, p.7

C4

I BII AII B 4.... 57 (inf)II1 AIxl B

B

N

page 6

7.2 Linguistic background of Droiect aides or paraprofessionals. by number:(indicate non-English language in each box)I Language dominance not specified

Mother tongue not specifiedNot specified whether monolingual or bilingual

I N-E DomN-EMT

II E DalET T

II E Dom1 N-ziT

A Monolingual B Bilingual

7-8

A Total Number B Total NumberMonolingual Bilingual

7-.g (inf)

P.7.3 euaee(s) used by bilingual,_

Mark all that apply)

(If any information is notspecified, cross out thatheading and complete therest of the chart)

7.2 No. %I AI B

II AII BII AHIE

1

N Total Number

of aides or

paraprofessionals

teachers: q-4'7"Z" (TrIR`

P.7 p.8

ABN

All teacher aides in FoxPoint School are nativespeakers of Portuguese.

0.1.11011.0

7.3 2

1-Bilingual teachers teach in only one language

1a-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:

1b-only if native language is also their dominant language1c-even if native language is ad 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 Languaste(s) used by ilinRual aides or paraprofessionals:(11Euk all that apply)

1-Bilingual aides instruct in only one language1aBilingual aides who instruct in only one language teach in

their Liggiagat language, whether or not it is their native 1llingucl-ad6t-V4ho instruct in only one lang. teach in their11,-only if native lcnguage is -lco their dcninant L.ngu-ge1c,v.r. if active language is not their dominant language1-0 not specified

2-Bilingual aides instruct in both their native and second language,regardless of which is that- dominant language.

C 70, p.12

7.4_4_4E14

e.fang. :

II c, Dan

EMT

II E Dom1 N-Ei iT 1 7-8

N

A Total Number B Total Number

Monolingual Bilingual7- (inf.)

P. p.117.3 loacuaee(s) used by bilineual teachers:

(Hark all that apply)

Total Numberof aides orparaprofessionals

(8-177 f-MP.7 p.8

II BII AII

1 A1 B 7.4L. .100

B 4,00

N 4.13

All teacher aides in Fox

Point School are native

speakers of Portuguese.

7.3 2

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 their

native language:lb-only if native language is also their dominant language1c-even if native language is B21 their dominant language

1-0-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 Lanauagets)_used by bilingual aides or paraprofessionals:(Nark all that apply)

1-Bilingual aides instruct in only one languagelaBilingual aides who instruct in only one language teach in

their dominant language, whether or not it is t'.eir native language.faingur1L-7.=swho instruct in only one tcach it their native lang.:

111-only if native 1Lnguagc: is their dminc.nt 1-agu_ze1c...v.r. if artivo language is not their dominant language

1-0 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 aides not specified

C 70, p.12

7.5 Cultural of iliatiot_ teac er ai e nrciect d e r valuators b

number and percent Hark all that apply Specify cultural affiliation.

A. Teachers No. % B. Aides No. % C. Prof. Director D. Evaluator(s)No. %

gertmehteriam;! 00 ____4160_ Anglo (inf)

C 71, p.80 Anglo 62 C 71, p.11 C 79, p45

1111 4111

0-not specified

*Kgn teacher not specified on chart

101IIMI

gam. OWN.=

1262=

1.5?OVIDENCE PLAN FOR BILINGUAL EDUCATION STAFF

tirade 1 Anglo - Teacher Mrs. Paslay Aide - Mrs. Castro Room 12

Portugese - Teacher- Miss Botelho Aide- Mrs. Leaeola Room 13

nd. 2 Anglo - Teacher Mrs. Reynolds Aide- Mrs. Pedrosa Room 11

Portmguese- Teacher Mr. Tiexiera Aide- Mrs.'Da Rosa Room 14

'rade 3 Anglo- Miss Sveeney Aide- Mrs. Bento Room 16

Portuguese - Mrs. Hudson Aide- Mrs. lives Room 15

Merk Typist: Ws. Black

rogram Director: Mr. Frank Piccirilli.

'reject Staff Members involved in various components of the Program

12-Service Pre - Service Program Brown University Dr. Vieira

haluation. University of Rhode Island - Dr. DiBiasio

%national Auditor- Dunlop Assoiates - Mr. Cohen

:native Dramatics - Improvise Inc. - Mrs. Wiesberg

k,,,, ,406

7.6 Selection ofII-Mg_teachers frog local comunity0-not specifiedNtriaber of N-UIT program teachers from local communityand % _of total N-EtIT teachers.

page 77.6 Do. %

*a-

7.7 Nvanber- and Proportionof teachers and aides of_sane 7.7 4o .

cultural bacIgro.und as. /4:-.1.71I3. students:. 71,indicate specific percent on the or C 71, p.111 B 100

if specified descriptively,A = teachers 1-sow

2-someB = aides 3-many4-most5 -More than half0-not specified

4117.8" Teacher qualifications - Training prior to project I roP4

lipirno.'s

"(indicate number o2 teachers with each qualification, 7..8 4516, ,8,9,1213if given)

C 70p.15-19

n.s.-cualifications not spcified0-previous courses not specified

1._ __teacher must meet a specified level of language proficiency on astandardized proficiency test of the non - English language throughwhich (s)he will instruct

2... teacher must meet a specified level of communicative competence inthe non - English language determined by a structured interview

3._ __previous teaching through N-alT (in country where it is a nativelanguage,-in Peace Corps)

4. 3___previous teaching in local area5.. courses in N-EIT language structure and usage6..2__courses in N-E literature7. must be bilt INa tux! . r8.3 any previous education through N-MIT:. 1,0%44.ht LASsuk-tt OS *truell"9...1 _courses in teaching ESL10.. ___courses in methods of teaching N-3iT language11.____ courses in methods of teaching content (e.g. mat,h)in N-EIT12.4_, certification in ESL13._1__:certification in *eateirieg N-RIT14._ _cross cultural courses15..____courses in the cultural heritage) values) deep culture of N-IIT16.. other qualifications) specify

C 70, p.15-198.0 STAFF DEMOPITIAT 8.1 A__243.412______

B0-No staff training mentioned

8:.1 The wolect. isofferint training for. teachers A. For B. For Para-c 71 and joy par_sprofessionals p the fol).oKing areas:Teachers profoosiozialspp.125-27

(Lark all that apply)

n.s.-Training indicated but nature not specifiedMb gib ...II

4-mcst5-more than half0-not specified

.11P . no.'s7.8- TeacilerApalifications - Training prior to project 4.80,

**(Indicate number of teachers with each qualification, 7.8 45,6, 4,9,1411if given)

n.s.-qualifications not spcified0- previous courses not specified

1.__teacher must meet a specified level of language proficiency on astandardized proficiency test of the non - English language through

which (s)he will instruct2.....teacher must meet a specified level of communicative competence in

the non-English language determined by a structured interview3.___- previous teaching through N -31T (in country where it is a native

language, in Peace Corps)4. 3......previous teaching in local area

5..z.courses in N -E IT language structure and usage

6...2.....flourses in N-E literature

7.. must be bit( %NA, tActiC 70 8.3 any previous education through N-MIT;mmi-cht tosoiat 4s -itretlet " t

p.15-19 ...courses in teaching ESL

10. courses inmethods of teaching N -ZIT language11.........courses in methods of teaching content (e.g. math)in N -21T

12..1 certification in ESL13..1 ...certification in *escifing N-arr14.____cross cultural courses1._._courses in the cultural heritage, values, deep culture of N-IT

oualifications, specify

C 70, p.15-19

8.0 STAFF DEMOPITIT

C 71

PP.125 -27

8.1

0-No staff training mentionedThe project is offprint, training for teachers A. For B. For Para-and Yor paraarofe,ssionaks. in the areas : Teachers professionals(laa.rlz all that apply)

n.s.-Training indicated, but nature not specified1-English as their second language2-The teaching of English as a second language__3-X as their second

4-The teaching of X as a second language______5-Nethods of teaching other academic subjects6-liethods of teaching other academic subjectsin X language

D- .0 a ..... a .641. ellaw-

Xerox C 71, pp.125-27I 24AQ__--

8.2 Stated -,oals of teacher training are: 8.2 II 9a2.a Students-I N -E?'W I EMT

--I

1- Understanding of socio-cultural valuet and prictices ox- .C 712-Cross-cultura1 traininc

p.126/,-.--, Sensitivity to ethnocentricism and linguistic snobbery4-wareness of the social-emotional development of5-Strategies for accomodating the different learning

styles of6-Strategies for cognitive development of

7-Strategies for reinforcing, the self-esteem of8-Methods of cross-cultural teaching or teaching thebicultural component

C 71 \9- Formulation of pupil performance objectives0-Methods of evaluation of pupil performance ajectives

p.126-List specific courses if given (or Xerox and attach)

P. p.15 For aides & tutors there will be an on-going in-service training program conductedinformally by the teaching pairs in each class.

!ril"11111.11..12PriP".7 " -*T7r "jP"..."1"."1 'aR'" 7I "Fq'J...- '- -.1-7 ,---.w.r....11.1.4pr wimp . .1.,,,.. ....-mommer, , ,,t 4,1 ... . t' '4' , VC' 1. ; A. ..

i . . 2. 1 . .. r -. t :. c . .:- ... H- 70-4.4,..:%;,..,, b ;, .

.). ....t. -. . , . ..

40.;.1*- CONTRACT. .., ''., ..-

:ir. =t, .

. .... 16t 4..

PROVIDENCE SCHOOL DEPARTMENT3.

el-AND

Nf,

BROWN UNIVERSITYL.! I. 2 Si-a. "IoP210 melt--..

The Providence School Department and Brown University hereby contract a

bilingual training program to be provided by Brown University fot teachers from

Providence. This program, the Brown Bilingual Institute, will take place during

the summer and academic year 1971-72, and the Providence School Department will

provide for a setting for clinical experiences for the Institute participants.

This is a jointly cooperative effort and responsibility of both Brown University

and the Providence School Department. The Contract viii start July 1, 1971 and

terminate June 30, 1972.

410 TERMINAL PERFORMANCE OBJECTIVES:

That Brown University through its Departments of Education and Hispanic and

Italian Studies will provide instruction so that teachers and staff members

(sides) during a pre-service and an in-service program to be held in the summer

and academic year will be able to master la or all of the following performance

objectives (teachers will be expected to master a greater percentage of these

objectives):

1) Ability to identify with 100% accuracy the 11 of the basic reasons for

incorporating a bilingual program in the elementary school.

2) Ability to name ..L components of the structure or curriculum of a

bilingual elementary-school program, explaining in detail the rationale

behind each component.

3) Ability to list JILdifferences between vernacular and second language

teaching with 100% accuracy.

Nip 0. MO..1.

4) Ability to describe in detail 6 of the.ptincipal pedagogical

techniques (methods) involved in second language teaching.

5) Opportunity to use or observe the above second-language teaching

techniques by means of a practicum, films, or video-tapes.

6) Ability to transcribe the phonemes (segmentals and supra-segmentals)

of the respective second language that is to be taught when given

sample sentences from the second language materials used in the bi-

lingual classroom.

7) Ability to list accurately 22 items of linguistic"interference

between English and Portuguese in the area of phonology and syntax.

8) Ability-to distinguish aurally pronunciation errors in Portuguese or

English with 100% accuracy.

9) Ability to understand some aspects of the culture and civilization of

both groups by naming 5 similarities and 5 differences in each of

the following areas: customs, family structure, education, foods,

folklore, and holidays.

10) Opportunity to appreciate and thus develop a positive attitude toward

the cultures involved (Portuguese and American) by participating in all

activities such as informal get-togethers, coffee-breaks where delicacies

of both groups are served; dinners, i.e. the Portuguese Fado Restaurant,

picnics, etc.

11) Ability to write simple second language oral and reading materials in

the area of languagearts,social studies, mathematics and science

incorporating effectively techniques of applied linguistic theory.

12) Ability to write with 100% accuracy sample behavioral: or performance

objectives in all areas of the curriculum on the elementary school level.

%Or.- ta- 1111N14

re.

". e. , sv,,..

N.#r r' -

4t('

3..

l4

e 41f13) Ability to describe without error_j_pomponents of a regular elementary

pm,school curriculum (grades k-4).

14) Ability to describe ._1_, reading problems and 9 reading teaching techniques

in vernacular instruction on the elementary school level.

15) Ability to describe correctly 6 teaching techniques of social studies in

the vernacular on the elementary level.

16) Ability to describe correctly the techniques of teaching math and scfence

in the vernacular on the elementary school level.

17) Ability to evaluate materials in terms of linguistic appropriateness to

second language teaching by specifically stating the advantages or disadvantages

of said materials.

18) Ability to write one sample evaluation of measurement of student performance

in each area of the bilingual curriculum and thus displaying a basic knowledge

in the field of testing.

NARRATIVE:

In keeping with the minimal needs of the bilingual program, every effort should be

made to enroll participants in the Institute, 50% of whom should be native speakers

of Portuguese and 50% of whom should be native speakers of English.

Specifically the two phases of the program will consist first of a three or four

week pre-service workshop and training program ( the latter is designed for the new

participants entering the Institute) that will tentatively take place July 5-30.

The second phase will be a-series of four all-day conference-work-shops (totalling

more than 30 hours) to be held during the academic year, each of which would be

oriented toward a specific area of bilingual education. At this writing, one

envisions the structure of these conference-workshops as a two-part activity: (a) a

guest lecturer and discussion group on a particular topic followed by (b) a workshop

in which teachers would discuss and outline techniques, approach., and materials

pertaining to the specific topic of the conference.

,0411,--1,-

I

C 71p.128

'C71p.128

8.; Methods (Mark all that apply)

page 8

8.3 473.___

1-courses

2-experiential, teaching supervised by master teacher3-workshops where teachers offer suggestions to each other4 -use of video-tapes of teachersfor feedbaek on how they are doing5-cross-cultural sensitivity training, t-groups6-interaction analysis (e.g. Flanders system)7-other (specify)

8.4 Protect proyidesyetoteacherp_Anjuaranroffesion-alsforjoiptlessorup)mlial: 1-yes 0-. not mentioned

8.5 ELPieI2rev010D2EPArargespionals to receive course credit 8.5 .1toward event ertification: 1-yes 0-not mentionedHow? (specify 11.

8.6 Famorofessional's role:

1-teaching whole class2-teaching small groups

C 70,p.41 3-tutoring individually& small groupsC 70,pp. 4-clerical

12,14 5-contributing to bi :ultural componenthow ?

Set ueroA V a-C.a6-liaison with parents

Xerox C 70, pp.12,13,14 Xerox C70, pp.41-448.7 rmaini for project teaplitsrsspLpstraahoffasioniasginnizr:

C 71,p.125

C 71,p.1288.

mark all that apply) A for teachers B for aides0-not specified1-University faculty2-project's Master Teachers3-project's teachers4-other (specify)

aMONOMANI.

81tliATILOsrProportion of personza_glyingteacher training whoEra:

1-bilingual2-bicultural3-N-2T (specify background)

8.9 TrAin/mgja...2rovided:1-during a summer session

C 71,p.1282-during the academic year3-other (specify)

8.10 gatePtB (indicate no. of hours)

Al-approximately equivalent to a 5 ---.....weehlYcollege course 6 __monthly

2-more than one course 7 bi-monthly...........

3-less than one courseSummer session is equivalent to 8 credit hr s.4 -other (specify)

-.--... -. ---------- . -Four all

8.E

8.7 A4IAL__B

no. %8.811m.

8.9 .

8.10

8.5 liolest 2rovjdighrosaprofe receive course credittoward eventua ertification: 1-yes 0-not mentionedHow? (specify

8.6 Paraprofessional's role:

C 700.41C 70,pp.

12,14

1-teaching whole class2-teaching small groups3-tutoring individually & small groups

4-clerical5-contributing to bi:ultural componenthow ?

6-liaison with parents

Xerox C 70, pp.12,13,14 Xerox C70, pp41-448.7 Training, for project tgachmtlatmsgisTgadanaJULAa_giviallJW

(mark all that apply) A for teachers B for aides0-not specified

C 710.1251-University faculty2-project's Raster Teachers3-project's teachers

4-other (specify)

C 710.128 9--guest consultants8.8 iusndProportionsLperAonnelAiming.teacher trgalm_glo

1-bilingual2-bicultural3-N-Er2 (specify background)

8.9 201Billg_112Povided:1-during a summer session

C 710.1282-during the academic year3-other (specify)

8.10 &lept of training:

A1-approximately equivalent to acollege course

2-more than one course

See xeroA fet ct-C.

.11WW0. 118.=

0.

3-less than one course4-other (specify) -------------

D (indicate no. of hours)

5 weekly6 monthly

bi-monthly...Mr...

8.5 1

8. E

8.7 A41,14_,_

Bja__

no. %8.8:121s.

38.9

8.10

6

7_

.0.

Summer session is equivalent to 8 credit hrs.

----- --Four all-day workshops dur the ar beequivalent of 4 credit hrs.

0. ,

8.11 Number and Proportkpofteicherp.attenoung_trainam:or: if specified descriptively, indicate:

6-most

ing wAil

8.11

0-not specified

C 71,p.128 1 -100%2-more than 75%

3-50-74%4-25-50%5-1-24%

7-many8 -feu

9-other (specify)

9.0 TEACHERS' ATTITUDES

9.1 Teachers'attitudes are assessed: (Mark all that apply) 9.10-not mentioned1-to N-M1T language or dialect2-to N-EMT students - expectations of achievement3-to N-EliT culture

4.-prior to participation in bilingual project5-after project training6-after participation for a period of tiie in project

7-through a questionnaire 71, p.88-other (specify) .....IIEducation 8eBackgrOund for Bilingual Education

Effectiveness of In-Service Training. Methodology used in classroom.

the

:41

4

A: Ataffing+

4 - . '. s / s

.r s

I. teechers---The responsibilities of the teacher are many and often

difficult to define. They will be entirely involved in the

Instructional, acquisition and development of materials, staff

development and community involvement °opponents of the program.

All the instructional tasks pertaining to the performance

objectives will become their responsibility. They will be involved

to the planning and implementation of all program components. Zn

addition to the direct instruction of students, they will also

instruct the, aides in various phases of the currimlum. Zn the area

of evaluation, the teacher will provide the data necessary in order

to carry out this component of the program.

Another area of responsibility is that of professional growth.

This will be accomplished by the pre-service and in-service program

which will provide a continual educational experience one in which

a sharing of techniques and classroom experiences has become of

prime importance.

2. Aides---The following duties and responsibilities will be carried

out by the Para- professionalpersonnel assigned to the bilingual

program:

a. Reinforcasnt of Learning Activities

Taking charge of small groups for drilling purposes

Listening to pupil re-tell a story

Encouraging pupil to continue to work

Interesting a restless pupil

Talking-listening to pupil who is upset

la""

7'7

,..ur...mmbsqmwwmmekr

I.4)

, t

-

riko1.

Olpiny pupil look up information

Salving pupil to improve a skill by practice

Solving to check homework

A6 Hon - instructional Duties

Preparing audio-visuals, including bulletin board displays

Duplicating materials

Filing and Cataloging

Operating projectors, recorders, etc.

Helping in the play activities

Setting up classroom

Helping with arts, crafts, dramatics

Typing examinations and other materials for classroom use

Sjcorting groups to out -of -class activities

c. Liaison with Home (under supervision of counselor orsocial worker

Visiting parents new to the area

Reporting on behavior observed in the home /neighborhood

Taking sick child home

Talking with parents of sick absent**

MOlving to plan, organise, evaluate parent meetings

After listening in to parent-teacher conference, helping

parents to understand school's philosophy and practices,

especially as they relate to the parents and home

environment

d. Assistance to Counseling Office

Assisting with testing situations

Assembling records from teachers for filing

Acting as attic* receptionist (royally* pupil, give

appointment, answer telephone)

11.0-0.. 11.1111r.r.- tr l'^r""".

I I

3...'" ,

3, - 4n.s

Assisting with bi-lingual interviews.

Solving to gather data for welfare agencies

Assisting at neighborhood meetings

3. The following chart indicates staff assignment by grade level,

subject matter taught, and student-teacher ratio:

StudentStaff *Subject matter teacher

Grade level Assigned taught ratio

X 1-teacher K-curriculum 3C-12-aide

1 1-teacher Anglo - Dominant 23611-aide Curriculum

1 1-teacher Portuguese Dominant 25-11-aide Curriculum

2 1- teacher Anglo-Curriculum 25-11 aide

2 1-teacher Portuguese-Curriculum 25-11-aide

3 1-teacher Anglo Curriculum 25-11-aide w

3 1-teacher Portuguese-Curriculum 25-1

1-aide N N

Soo chart - -tirade time allotments

4. At the time of this proposal writing, three teachers remain to

be hired. We are currently interviewing candidates and feel

certain that the certified professional needed will be contracted.

5. Staff personnel assigned to program 1970-1971

owns mi...

10.0 STAFF PATTELTS

10.1 5:taftl.291t1MA: (marl: all0-not specified1 -teen teaching

2-cluster teachingC 7], 3-shared resource teacherp. 108 4-other (specify)

P. p.8 7-teaching pairs

pate 9

that apply)10.2 AIAg: 10.1 30.1-bilingual teacher2 -SL teacher 10.2 1,L,3-bilingual coordinator4-aides or paraprofessionals

5-consultant psychotherapistor guidance counselor

6-other (specify)

10-social worker C7(' p.57

igirfORm-writer-teacher 10.3

P. p.8

,10.3 Peraze number of_13upllp Der class:%1 0-not specified

C 70, p.14creative dramatics C 71, p.801500.4 AverAllnumber of aides or

P.M92.APa: 10.4 .A...-___0-not specified

10.5.4.1yezage_jurab.,er_11.11inguaLlticlea LitPam-arpfespipials) per Ckpl

0-not specified

10.6..42.ep.i.g.._0.akto_pap.a.thgyi z_v_post jale_a_rning. 10.6 0is gimp.:

1-individually2-in small groups0-not specified

10.5 1 _

by: 3-teacher

4-special remedial teacher'5-paraprofessional6-parent tutor7-older student tutor8-peer tutor9-not specified10-no special help given

11.0 INSTaUCTIONAL CO ta3ONEITT - DILATION ALM ;Mama OF BILINGUAL COMPONENT

11.1 Duration of Bilingual Education (policY) I II

gArslanguage yill be malatained An program: AC on(mark all that applyNEMP. p.12 0-not specified hou long

1-as the alternative language of learningfor as long as desired

2-as the medium of instruction for specialsubject natter (e.g. cultural heritage)

3-only for the length of time necessary forthe acquisition of sufficient 2nglish topermit learning of academic content at anacceptable level in English

A DOi

air

II1

i011

NEM

....Mo..

.

11.2 Row. Reny zears. pep, pinject state, is p2tinAl. for instruction 11.2for T ?- Tgroup through 11-AtT lanaume. to. continue?

0-not mentionedif for a particula =Ler of years:

(Ai- 1 east)

ru, p.14 creative dramatics C 71, p.80N10.4 AverplammiDepo.f.aidskor 21111P195P.213.1.2.02.P..R311.afkisi:IS\

0-not specified

10.5 limorag.e...KgabAr.. 91-11.-ru.1...or_bilingualithle.s liar. pams.-:00fessi 011AX 5 ) Der clA.P.:

0-not specified

10.6 .42.§.9.L011404P.1.10..

is given:1-individually2-in smA11 groups0-not specified

10.4

10.5

pupils hdy_lmsioffiLd.iffigulty...in_aearp_ing 10.6 0

by: 3-teacher

4-special remedial teacher5-paraprofessional6-parent tutor7-older student tutor8-peer tutor9-not specified10-no special help given

11.0 INST2UCTIONAL COIYONEIT - DIZATION AM) =TENT OF BILINGUAL COMPONMIT

11.1 Duration of Bilingual Education (policy) I II

language will be maintained in program: ,E0, Dot; L Doi(marl: all that applir NEAP Rif

P. p.12 0-not specified hou long1-as the alternative language of learning 1for as long as desired

2-as the medium of instruction for specialsubject natter (e.g. cultural heritage)

3-only for the length of tine necessary forthe acquisition of sufficient English topermit learning of academic content at anacceptable level in English

11.2 How mpay_years. does, pioject state is ortipip..1 for instruction_for, t! -EifT group through language to continue?

0-not mentioned

if for a particular number of years:1 2 3 4 5 6 c; 10

(if specified in terns of a condition, please state it -e.g. "if a child begins learning in II-MT and English in Pre -K,N-ElIT instruction should continue through high- school'')

Duration of Bilingual Education (in practice) (nark all that apply)

11.3 Second lay lump ledrn:;pg is introduced in which grade : 11.3code: 0= N.A. (if no rad) III

13= 14=for each group H.A. K 1 2 3 4 ; 6- 7 8 9 10 11 12I DOhIIEDOUIXl ,1 Dok/ter

C 70, p.27 Kgn. is not mentioned in C 71.

11.4.121PCALTIPTI-t_:Wie_ct3tll.1)AJ.j.n1;90. to. p....bvtikr.e.Promq at ;the, (ipica_te. specific wade.)00 0 not grades

(if no EirT)mentioned .1.3 4-6 7-9 10-12 13-collegecode:IC 71, II 3- oi -p.108 iii 2,!-D011/11Ei IT

0

page 3.0

. 14 Voc.

training

code: 1College or Universiuy (Other professional training) 1'1.4 I _4..14 Federal, State, or Private Vocational Jcb training ".

11.5 Second language XeArni:nk-,Cos,..41g,lish doginapt. students iprojected through, grade:

00 if 0 not gradesno Z13 specified 1 2 3 4 5 (f) 7 8 9 10 11 12

0.4S.D . XL .0..

C 71, p.108 er)le;II FAIT14 N -FlN-iT/13 Dora .1

11.5 II -6III -

11.6 likamtayin their native language for Non-algligi dominant 11.6C 71;p.10 Atustents441:,ojected. _throurhmd :not specified/Grade 1 2 3 4 5 7 8 9 10 11 12

11.7 The amount of instructional time in and through their native languageper lay for 14.-M3 students who are N-E dominant is:

PreK

code: C=not specified pFnath s = science ss = social studieswmriting11.7 11.8 11.9

spI= spelling

iiin. per day Total Min. per Subjects taught 5.; of time per day ofinstcuctiot

of instruction in native lang.day of any 0, VI.

jilLtzuctio throp.gli. /1-3 ITPW934111125''4. V.. i- . +....0 - A ....NM MN. .. Pre I,

XeroxC 71

*12345

,_..200.220.-......320.4...... .1°.4 .. .

Ala MN. .....

. - - -'.0#315 .-_......315 .

. 33.5

.. .........4"

--.

...

- - --- J.141.Readiz*AirSv. Pip.ilalixgo94S9

. . .. ... .....Rtutdbg,. ZapS . . ._

_,_.?.1

........ ....3.

633.30

. a

pp.117- 6

-ce 122 87fneAl/0a. a.4 9

6781,910

.; 1112

**includes structured recess activity11.10 The amount of instructional time in and through their native languagefor 11 SST students who are &iglish dominant is:

code: 0 = not specified N.A. = not applicable, no N-MIT, don students11.10 11.11 11.12Ian. per day Total Din. per Subjects taught % of time per day ofof instruction day of any in native lane,

11.5 APqRric11341VA0),PAXTikefor...4PgXjskdA4PAntAtY4PAtAAApiolPPX01XPA.4-gPAAg:

00 if 0 not grades

no 2:zr specified 1 2 3 4 5 j 7 8 9 10C 71, p.108 cocic.

II Fla171 Dora

.. MI.111 del

11.6 I4gYM.1144LjAtilgr native language for Pop-English daminftnt.

C71,p.10 ptuslenkLis.uolected through Exad :not specified/Grade 1 2 3 4 5 6 7 8 9 10 11 12

Pre

Xerox

11.7 The amount of instructional time in and through theirper day for N-M1T students mho are N-E dominant is:

code: 0=not specified mFmath s = science ss = social

11.7Ian. per day Total rain. per

of instruction day of any

K

*1 ..... :A*315 _ . _23 L ..12Q-13.5 315

11.5 II J6....

11 12

11.6 .6_

native language

studies sp1=spellingIFwriting

11.8 11.9

Subjects taught % of time per day of

in native lang. instructiathIPP-gb..11

Pre_IC. P._ . _

..k4,11eAdingA4S2..63

304 4

C71 5 .._____................._

pp.117- 6.

k.-sfe 122 _ ._......-. -,

77/teeing 8 8

/Ott- at 9, !910

12 12

**includes structured recess activity11.10 The amount of instructional time in and through their native

for /Tzar students who are English dominant is: NA

language

code: 0 = not specified N.A. = not applicable, no N-EliT, E dom students

11.10. 11.11 11.12

per day Total ian. per Subjects taught % of time per day of

of instruction day of any in native lang. instruction

thrimgb. 11.-Z ..... tIvw 1, N71T

Prep ; Pre K.

2

3 4.

4

78

1011

12

* The daily schedule for the 1st grade differs from weeks 11-40 in that the second language

time allotments increase from 30-60 minutes. C 71, p.118

. 4.2

; 4

I 56

1 7 ..

10

. 11

112

id 10 a.5-Year Language Time Distribution Charts

6,7 1 1

3/5

2/5

1/5

[3/5

2/5

PORTUGUESE CLASSES

g

1la

I

g

ig

i

, .

r4Wr

.$.IX t

,:k-iit ..A.t. 4-.)1,110 e 4.

, }4:-.%,v

, 0

0

9124 ..

.-

.

x.

a)

.

1*.

ANGLO CLASSES

5g

0.

50

0.

51

i0.

5

)S.k,- '\\yb

.)

e:.ca\1-$.,',\

.\\,(.'X_.4.:(e%

, ' t_ A4' v '4N.'.. .. . i."" 4 ".

rt) 46

if '

3

z.

Daily Schedules

14 Mb

Grade I

WEEKS 1-10

Portuguese

9:00-9:20 Opening ActivitiesAlternating Languages Weekly

9:-O-10:45

R..ding groups withteacher in Portuguese.Seatwork supervisedby aide.We r:: on handwriting,lttternames, and otherreading relatedactivities.

Reading groups withteacher in English.Seatwork supervisedby aide.Work on handwriting,letternnmes. and otherreading relatedactivities.

1f):45-11:15 Recess Period(Planned games and activitiesutilizing both languages)

Supervised by aides

1l:15-11:45

Iiglish as a SecondLanguage (E.S.L.)

Portuguese as a SecondLanguage (P.S.L.)

11:10-12:15

Mathematics in Portuguese Mathematics in English

12:15-12:45 Lunch

12:45-1:10

3aolal Studies andU. ealonoe with teacher

Lei Portuguese onalternating days

Social Studies andScience with teacherin English onalternating days

Portuguese

WEEKS 1-40

1 Anglo

9:00-9:15 Opening ActivitiesAlternating Languages Weekly

4:15-10:45

Reading groups withteacher in PortugueseSeatwork supervisedby aides

3c Handwriting, letternames,and other readingrelated activities

Reeding groups withteacher in EnglishSeatwork supervisedby aidesHandwriting, letternames,and other reading

- related activities

10:45-11:15 . Recess Period(Planhed games and activitiesutilizing both languages)

Supervised by aides

11:15-12:45

English as a SecondLanguage (ESL)

n Seatwork supervised70by aide

Handwriting and otherLanguage Art activities

Portuguese as a SecondLanguage (PSL)Seatwork supervisedby aideOther Language Artactivities conducted

12:45-1:15 Lunch

1:15-1:45

3° Mathematics in Portuguese Mathematics in English

U45-2:154. Social Studies and

1/30 Science with teacherin Portuguese onalternating days

Social Studies andScience with teacherin English onalternating days

PortuaueseAnglo

2:15-2:45

Art--Music--Literature in mixed grouping supervised byitinerate teachers in Engli.,aAssisted by aides

Planning activities and articulation of curriculum byboth the Portuguese and Anglo teachers

0

Portuguese

Grades III-IV

WEEKS 1-40

Anal°

9:00-9:15 Opening ActivitiesMixed group alternating languages weekly

9:15-10:45

Reading groups withteacher in Portuguese

71:Sestwork supervisedby aidesAll reading relatedactivities are conducted

Reading groups withteacher in EnglishSeatwork supervisedby aidesAll reading relatedactivities are conducted

11:15-12:45

English as a SecondLanguage (ESL) with

-1) English teacherSeatwork supervisedby aideAll language artsactivities conducted

Portuguese as a SecondLanguage (PSL) withPortuguese teacherSeatwork supervisedby aideAll language artsactivities conducted

Lunch

Mathematics in English

145-2:15 Social Studies and Science3e7 On alternating days alternating languages

Art, Music, Literature in mixed groupings5t) English instruction by itinerate teachersAides will supervise seatwork

Flamming activities and articulation of curriculum by allBashers (grades 3-4)

t

11.13 1-Prograpisone-wpy - only non-English iiother Tonguestudents (including N- ]IT- English dominant). Enal!shilother tongue students do not receive instruction ina second language

0-no English jother tongue students

page 11

11.13

11.14 Tht., amount of instructional time in and through their second languagefor pupils who are native speakers of English is:

6,0.0.40...1Mimeb*O.4

C 71,p.117-

122

P. p.12

71,p.117-122

6,0.0.40...1Mimeb*O.4

0-not specified

1-languages are never nixed 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 teachersaideand 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 setae 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 11-M1T pupils.

8 -other (summarize)

Ilinstructors are supposed to act in the classroom as if the language in use

P. p.12

0-not specified

1-languages are never nixed 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 teachersaideand 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 setae 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 11-M1T pupils.

8 -other (summarize)

Ilinstructors are supposed to act in the classroom as if the language in use

..in. per day Total ;.;in. pea:. Subjects taught f., of tine per day

of instruction day of any in native lang. of instructionthrough N-LiiT instruction thropLAAg........-.

PreK Pre X1

......_......... .(440.41114 PlaiinSd.,regSsIa)

2 -90-135 315 P0LA i 230** 1

. .653.1Q . . . . . _ .. . - . .115 . . . ..... . . . . . . . .. PSL,M i .20. . _ .

3 . 9ID-135 315 PS 30 ..

45 5 4,406 i 6

Xerox 8.

1g7 1..

....... ..... ...,.... .... .. .. ..... . 0 .

C 71, S .c. . . 1

pp.117- 10 ........ ..... ... ..I

1,

.. . 10

...122 1

i .

..1. 1112 r

.-J

. ..... ....

12

1. .

T.

*Daily schedule for grade I differs from 11-40 wks in that the second language time allot-

mentsli1:17ent$17g.itOgnl'es..

.0.114AEP lx/.. t.PaPkie.T. a:114/.0.r. gdP. 11.17 h2747.in the classroom (mark all that apply) .............

C 71,p.117-

122

P. p.12

0-not specified

1-languages are never mixed by either the teacher, aide or the.pupil in any one class period; only one language is used.

2-the second language is used exclusively by the teachertaideand 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 v only one language; however, the aide or para-professional .es 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 translatesthe sane material for H--au pupils.

8-other (summarize)

. °Instructors are supposed to act in the classroom as if the language in use

were the only language in the world." P. p.9

12.0 EETHODS OF SECOND LANGUAGE TEACHING

(iiiw:z all that apply; some projects may use a combinationof methods)

1-Audionlingual habit skills or behavioral approach. EMphasisor. communication. Includes contrastive analysis of sounds(units) in both languages by teacher and students, studentrepitition of tapes and/or fluent teachers' model sentence

C70,p.39 patterns until responses are automatic. Structural drills anddialogues are systematically presented. Includes direct as-sociation between object and word in second language in asecuence of patterns learned in complete sentences. Inductive-generalizations drawn from examples./

oral -aural method)

2- Transfortsational cognitiveft2NPaR.11.

Acquiring an understanding of the structural patterns orC 71,p.37 grammatical rules a language.

12.0_42_

tst.':18. Analyse words phonetically'a* their respective levels asmrsourtrd by linguistic-con-emoted group tests in bothlanguages and by teacher con-trusted tests.

1.20 LArs34,Lay. Leos-44415Proms*

14. Comprehend and apply min-tage, of health and hygieneto living habits as measuredby individual physical anddental examinations.

II. !boat general auditoryinformtion over a time asindicated by the ITPA Test.

N. Remit in correct sequenceaid detail prior auditory in-

ion as measured by ITPA.

t. !boat prior visual em-ends, as measured by .

truoted symbol*ion tests.

13. The teacher and teacheraide will provide practicespecifically and incidentallyin vowels and consonants,blends, and combinations

h the use of suchrote ate as DOA Materials,Phonetic Workbook Series,Phonetic Drill Cards, PhoneticQuismo, and Boso and His ABCZoo.

Grad. Level

K (1)(2)(3)

14. The school physician and (10(1)(2)(3)dentist will examine each ohildat the beginning and end ofthe program.

15. The teacher and the teacher (X)(1)(2)(3)aide will provide practice inanimal sounds, gone rides, givingsisplm instructions, instruments,sports, and tarter in general in-formation, food, charades, andstill tater in phonetic association,phonetic integration, story repetition,and detailed stories through the useof such 'materials as Alphabet PosterCards, Thematic Charts and Materials,Oct Out Magazines Pictures, recordplayer, and assorted musical recordsand songs.

18. The teacher and the teacher (X)(1)(2)(8)aide will provide practice initiallyin foliating specific directions,singing music patterns, personal data,simple repetition, and later in numbersforward and backward, telephone numberFoss, sound locations, and stilllater in extended sentences, poetry,sequence stories, and joke telling.

V. The teacher and teacher aide (X)(1)(2)(3)wit' provide practice in simplerattail activities, symbol training,and word and number training,utilising such materials as PairsWord Game, duplicating materials,flannel board materials, and linkletters.

f.

40 ,-Of

0. Carprelsend and apply theMing conventions employedes autreau at their respect-

tee grads levels, e.g. left-, right visual patterns, oapi-tale, pagination as measuredby teacher subjective analysisof student reading behavior.

S. Comprehend and apply theprinciples of using numbere

1. iv represent qua stity ap-propriate to grade level asmeasured by teacher subjectiveanalysis of student's counting

:Tand backward, countingoils, Arse's, etc. and

grouping quantities.

20. Comprehend and apply theprinciples of adding, sub-traction, multiplying, anddividing appropriate to gradelevel as msasiavd by Metropoli-tan Readiness Test or Metropoti-

;. to Aohievement Test.

p

11. Apply basic; arithmeticp rocesses in personal and socialneap of problem solving crppro-priate to general age expeatancry

tee measurec. by teaolier-con-i *Mated arithmetic reasoningtests.

41. Apply general informatiorter *didactics and experience

wideretaid major local andangelica current events, boat

, and the concepts ofstate, and nation "pra-te grade level asd by subjective questions

home, neighborhood,y and analysis of

010610 stories aboutAlprionesi.

Process grads LevelB. The teaoher and teacher (K)(1)(8)(3)aide wilt provide group in-struction and practice onthe analysis and synthesisof written materials ao-corcr..ng to the mechanicsand conventions of usage.

punctuation.

9. The teacher and teacher (X)(2) OHS)aide will employ large andsmall group instruction toconvey such concepts asthat of "more or less"number association andmixed sets, Ind word as-sociation and advancedgroupings using such mate-rials such as pegboards,beaded number of cards,abaci, and play money.

10. Ths teacher and teacher (X)(1)(2)(3)aide will provide instruc-tion and practice of mathe-matical principles andoperations using textbooksand other multiple referencematerials such as Presto-Digitator oalcul.ator, Dole*Materials and Quismo.

11. The teacher and teacher (K) (1) (2) (3)aide will provide instruc-tion and practice in the ap-plications of mathematicsto the student's personaluse cimaney, time and frac-tions, and weights andmeasurements, using suchmaterial.. as Play-Store,Cash Register, Toy Money,Word-Time Dial, Solar YearWheel, and Spring BalanceScale.

22. The teacher and teacheraids will provide instructionand practice in applying gen-era/ concepts learned inschool to problems and needsin their home and family, andneighborhood and ocermelity.Materials such as Baye's Class-roan Picture, Bank Street ReaderPhotographs, the Rubber Fanity,Playtown Dollhouses KindergartenPrimary Art Activities. and Caw

F

S. Sort objects, ideas, and oon-empte by classification, recog-nise sub-classes within theseslassifioations and orally reoog-mins eommon elements in classidentities appropriate to

gtlevel as measured by thlman Concept Inventory and

an adaptation of this test foruse 'Pith the Portuguese.

S. Apply factual reasoning whena particular situation is en-planed; recognise alternativesin situations and evaluate actiameordingly, and identify logicalreason for any given actictpropriate to grade level asmeasured by subjective evaluationof pupil responses to concretedirections and commands.

P.

4. Onmprehend reading materialsat their respective levels asmeaeured by the Mophy-Durrelltest cl'Anading Readiness oran adaptation of this test inPortuguese.

.6. Comprehend reading materialsat their respective tousle asmeasured by the MetropolitanPrimary Achievement Tests oran adaptation of this test inPOrtuguese.

f. Comprehend reading materials1 at their respective levels as

measured by the Gates-MacOinityBeading Tests or a similar testin Portuguese, developed by a:inquiet familiar with thePortuguese language.

To apply the principles ofepalling appropriate to generalgip expectancy as measured by611114W subjective analysisal spelling perform:mos and&Wen mod. general *lassoirk.

e

tt

el /M. ...6444 4kr .

Prooess Grade Level

2. Teacher and teacher-aide (K) (1) (2) (3)

will employ daily practicein matching identical ele-ments categorizing similarelements, and verbal classifi-cation and association usingsuch materials as Judy ColorShapes, Instruoto, Co TogetherLotto, and Flannel Board Kits.

3. The teaoher and teacher aide (X1(1)(2)(3)will provide individualisedandd group instruction

daily experiences in usingcommon sense understanding,following directions, anddemonstrating insight and com-prehending abstractionsthrough the use of materialssuch as puzzles, listeninggames, monopoly, model buildingand ju* Senior Puzzles.

4. Teaoher and teaoher aides (K) 1 2 3

will employ texts listed fordifferent grade levels aboveand will employ basal, small

p and individualisedng approaches.

6. Same process as NO. 4. X (1) 2 3

6. Same process as No. 4. X 1 (2)

7. The teacher and teacher aide(X)(1)(2)(S)will provide daily practicefor children in developing wordimages and in spelling rein-forcement as well as practiceand word attack skills. Specialpractice and individual ttentionwill be devoted to ohildren withsmall musole control problems.

mats such as the followingwill be wed: Picture Dictionaryfor Madrona Color ABC Book,Scrabble for Anions, BOLAAda* Sight CerestAit

page 12

2a-inductive -generative approach: through listening to communication,perhaps of peers, and attempting the new language in situations whichC 70,p.36 call for the student to generate sentences - test his understanding.(the way native language is acquired)C 70,p.37 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 ilethodFormal study of rules of grammar and translation from first languageto second. &phasis on reading in second language rather than usingit for oral communication.

13.0 DU:II:LITT AND SECOND L1.NGUAGE SKILLS SEQUENCE

AL -'1I# Language Skills Sequence(*Audiolingual Uethod: listening, speaking, reading and writing)

I IINon Eng dom Eng dom

students_ studentsA in don B in A in dom B inlang second lang second

lang lang0 = not specified

(Use not applicable (n.a.) if project has no Eng. dom. students)

11313 4skills are learned: 1,

13.1 Second languagelistening-speaking

13.1

1-concurrently with doninant lam` iagelistening-speaking skills

2-after a_specified level of compe-tency achieved in listening- speakingskills in dominant language

WoVIMINNC 70, 3-a specified period of time after

p.117- listening-speaking skills in dominant122 language taught4-before any specified level of lis-tening-speaking canpetence achievedin (1oLlinant lancueze

M.. al,

13.2 IA._240.__13.2 1111 sequence followed:IB 2,1_1 -Listening -speaking proficiencyIIA_24__precedes introduction of reading

Wu...M/0 IIBIAI__2 -aeading is taught concurrentlyC 70, with listening-speaking skills....... ..-- ---pp. 37,38 3- Learning to read overlaps learning

of listening-speaking skills.......

..........4-There is some overlap betweenlearning to read and to write

tr. nusaLlvi., t- t_

-Grammar -...2ranplation Ilethod

Formal study of rules of grammar and translation from first languageto second. Emp%asis on reading in second language rather than usingit for oral communication.

13.0 DCILIMIT AND SECOND LUGUAGE SKILLS SEQUENCE

AL-H* Language Skills Sequence(*Audiolingual Hethod: listening) speaking) reading and writing)

I II

Non Eng dom Eng domstudents students

A in dam 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-speahing 13.1shills are learned: IIB

--171-concurrently with '..oninaat lan:uagelistening-speaking shills

2-after a specified level of compe-tency achieved in listening-spealzingskills in dominant larvuage

C 70, 3-a specified period of time afterp.117- listening-speaking skills in dominant

122 language taught4-before any specified level of lis-tening-speaking co,lpetence achievedin c.o:]inant lancuaL;e

13.2 IA 2,113.2 ALII sequence followed: IB2, 4.

1-Listening-speaking proficiency IIA2, 4.__precedes introduction of reading IIBJW____

2- leading is taught concurrently0 70, with listening-speaking skills .pp. 37,383-Learning to read overlaps learning

of listening - speaking skills *4-There is some overlap betweenlearning to read and to write

13.3 Listening -speal :ing proficiency 13.3 L'%... i

determined by: Ik_i___C 70, 1-measure of listening-speaking IIIL 1p.39 proficiency -- IIB__A__.

2-informal assessment by teacher ...... ....--

13.4 Second language reading skillsare learned:

1-concurrently with learning to readC 71)p.117

in dominant lanzuage2-after a specifiea .Level of dominantlanguage reading competenceachievement

3-a specified period of time afteret...rnilig to read in dominant language

(e.g. a specific grade)

4-before learnin:, to read ;n

languaGe

13.4. Ikj,_

13.5 Reading is introduced:individually, when child is ready

or at a specific time during grade: 1i

C 71, p.117 1

2

3

page 13I II

Non Eng dom Eng damstudelltg g.10entsA B A. Ddom second don secondlang, lang lang lang

L. -1-.111 .111.11 -.ma

13.5 IA 1

113-

IIA )

13.6 -leading readiness is determined by:1-test of reading readiness _ _ ..01.... 13.6 IAL3-2-informal teacher assessment

IB___a_.C 70, p.38

IIAIIB__g,

1.,.7 Grade level reading is expected:

1-in first grade2-in second grade3-in third gradeC 70, pp.40-414-in fourth grade5-in fifth grade6-in sixth grade7-other (specify)

ft1. MftlftmeMo .ftaa.Mme

............ !.. ..almIsma

........ .........

OMMOMMO.

13.7 IA 1

IBIIA 1IIB

13.8 Grade level academic achievement (math, science, etc.) in the 13.8 116 NgSECOND language is expected:Ink1-in the first grade

2-second grade3-third grade

4-fourth grade5-fifth grade6-sixth grade7-other (specify)

14.0 INTEOATION OF SECOND LANGUAGE LEX,NING WITH OTHEn LEARNING: 14.0 I, 2,4(mark all that apply)

I= N-E II= Edom domstudents students

1-Second language learning is only a .ap-arate subject for English-speahing stu-dents; the second language is not usedas a medium of instruction for othersubjects.

2-Second language learning is both a sep-arate subject and also a medium ofP. p.9instruction for other subjects.

41- .2-

13.6 --eading readiness is determined by:

13.6 IAA__2-informal teacher assessment1-test of reading readiness _

IB1.........

1C 70, p.38

IIBIIB___i_

13.7 Grade level reading is expected:1-in first grade2-in second grade3-in third grade

C 70, pp.40 -41 4-in fourth grade5-in fifth grade6-in sixth grade7-other (specify)

13.7 14 1

IB

IIA.IIB

13.8 Grade level academic achievement (math, science, etc.) in the 13.8 IB NgSECOND language is expected: IIB NS,

1-in the first grade2-second grade3-third grade

4-fourth grade5-fifth grade6-sixth grade7-other (specify)

14.0 INTEGRATION OF SECOND LANGUAGE LEAZING WITH OTHER LEARNING: 14.0 I. 2,4

(mark all that apply)

1-Second language learning is only a sep-arate subject for English-speahing stu-dents; the second language is not usedas a medium of instruction for othersubjects.

I = N-E II = E

dom domstudents students

2-Second language learning is both a sep-arate subject and also a Ledium of

P. p.9instruction for other subjects. .2.-

3-Second language learning is always in-tegrated with the learning of ooursecontent (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

P.p.9 (the aame concept taught in the nativelanguage is taught in the secondlanguage).

5-Different academic content is taught. in the second language from that which

is taught in the native language.

0-not specified

6-other (specify)

15.0 TilEATIIT OF CHILD'S LANGUAGE:

2age 14I II

15.0 IA NRNon Eng. dom. Eng. dom. IBSstr.dents 'students IIA 11A -in dom. B 2nd A B 2nd IIBlang. lang. Eng. lang.

1-The 'hild'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 HATEMALS

-

.M..M101.11 ,16.1 Reading Materials-Types

Reading Materials are: (mark all that apply)Xerox /54?- Linguistically basedC 70,p.40 (Merrill or Miami Linguistic

readers, ITA, etc.) 16.1 IA_ Ili

C 70,p.39

2-Basal readers

3jialect readers

is Speak SnanishrAdapt & Port.4-4xperience cnarts kstoriesdictated by children)

16.2 If some reading material is inthe child's dialect, indicate howlong it is used:

1-Grade 116.2 IA

2-Grade 2C 70,p.40 3-Grade 3

4-Beyond Grade 30-not specified

16.3 The following are techniques and materials used for second language learning:0-none specified

011.1/11=1=OINEMONNI,

,

101.11111

-2-

.11111

---C70,p.39 1-pattern drillsL.

1--2-dia:og memorization

...3-choral repetition---

---C70,p.43 4-s on gs

4-- 4--54 rc ;re.. :led

instruction6-tories read to children

6--AUDIO VISUAL aDE57-films, filmstrips

control of the standard form.

2-The child's language is corrected-the teacher points out errors anddaonstrates the standard form.

3 Other (specify)

0-Not specified

16.0 MATEaIALS

6.111

Mimi Ma... allo.

-0 .1101

amilys 411.0

16.1 Reading Materials -TyposReading Material3 are: (mark all that apply)

,- Linguistically based"--70,p.4u _ (Jeri-ill or Miaui Linguistic

readers, ITA, etc.) 16.1 IA_ -rp1 III-____ IIB__

2-Basal readers--- 4-2- ..2_

C 70 .39 43-Dialect readers,p

;ets $peak $panIshrAdapt & Port.4-4xperience cnarms tsoliesdictated by children)

,1111M1101.

1011111M10. MIMINAMMIP

16.2 If some reading material is inthe child's dialect, indicate howlong it is used:

1-Grade 116.2 IA.....3

2-Grade 2C 70,p.40 3-Grade 3

II:.

4-Beyond Grade 30-not specified

16.3 The following are techniques and materials used for second language learning:0-none specifiedC700.39 1-pattern drills

1--1.--2-dia:og meaorization

3-choral repetitionC700.43 4-songs

4--- 17-5..prora:Imed instruction6-itories read to children

il__AUDIO VISUAL LOW'7- files, filmstrips

2__7.-.C70,p.41 8-flannel or magnetic boards

g-- 8--9-realia, graphic displaysC70,p.36 10-records, tapes

-101G--11-listening centers

C70,p.41 12-multi-media approachsight cards -The

74L,Ekperiential:puzzles, games13-role playing

..... -s --14-puppetry

15-experience charts .1 tovrfttoii+tevS /_S' . 15.-16-primary typewriter17-learning through direct experience

with materials e.g. Montessori1S-activity centers-chosen by child

29_19-other (specify)clapsromne avanaper aar

......_

Learning outside the classroom:C70,p.37 20-field trips

.2Q 2Q-21- suggested TV programsC70,p.37 22-',thur(sPecifY)

-22. 22-_ _I compositions based on experiences

page 1516.4 The sources of Non-English materials and textbooks are: 16.4_43.11410(mark all that apply)

0-not specified

C 71.p 119-are written by native speakers of that language2-comme.-lally prepared and published in countries whereN-E is the native language

C 71, 3-developed by the project's own bilingual staffp.113 4-developed by the staff of another bilingualproject (specify which)5-developed in conjenction with project parents

6-developed by or with members of N-EMT 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.C 70, 10-are translations of U.S. texts (Spanish texts)pp.38,40 11-are coordinated with materials used in the regular subjectcurriculum12-other (specify

translation of Let's Speax Spanish (McGraw-Hill)) 0)16.5 The specific

bilingual/bicultural materials used in the language 16.5 1component are:0-not specified

1-xerox att..ched-page and documentMagjahtiaggjatic ReadersXerox C 70, p.40 virgin

17.0 STUDENT =WING

17.1 Student grouping; mixed or separated into dominant language 17.1groups: (mark all that apply)0-not specifiedPupils of both linguistic groups are:1-always mixed for all learning2.4nixed for language learning

C 71 3-mixed for some academic subject learningp.117 4 -mixed for non-academic learning; art, musics gym, health

5-separated for native and second language learning intodominant language groups6-separated for most academic subject learning into dominantlanguage groups7-never nixed for language or other academic learning8-other (specify)

17.2 Students are grouped for language instruction:17.2, A,1#2,3(mark all that apply)

A-more than l; the time B Less than i the time0-not specifiedC 71 1-total class Ipp.117- 2-small groups (specify size)122 3-individual instruction

17.3 Criteria for grouping:,Students0-not specified I Non Eng II Eng dom FiEng dom

don WI -NWT1 -by ageGym.... IIYM.10.1 ........2-by native language

C 71 3-by dominant language....3..... ---.1 -JULpp.117- 4-by language proficiency

122 (ex. level of reading skill). Wm"n. a. not applicable

C 70,

PP.38,40

1.!-,p:.cify-how this is detendheu)

8-are cross cultural

9- commercially prepared and published in the U.S.10-are translations of U.S. texts (Spanish texts)11-are coordinated with materials used in the regular subject

curriculum12-other (specify ttranslation of Let's Speak Spanish (McGraw- Hill)) OD

16.5 The specific bilingual /bicultural materials used in the language 16.5_component are:0-not specified

1-xerox attu.ched-page and document Zigaljagiugglatic ReadersXerox C 70, p.40 giritog /ca.,

17.0 STUDENT GROUPING

17.1 Student grouping; mixed or separated into dominant language 17.1_4414._groups: (mark all that apply)0-not specifiedPupils of both li istic groups are:1-always mixed for all learning2-mixed for language learning

C 71 3 -nixed for some academic subject learning

p.117 4-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 into dominantlanguage groups

7-never nixed for language or other academic learning8-other (specify)

17.2 Students are grouped for language instruction: 17.2 A-1243(mark all that apply) A-more than the time B Less than 1 the time0-not specifizd

C 71 1-total class-.......1-..-....

pp.117- 2-small groups (specify size)

122 3-individual instruction

17.3 Criteria for grouping: Students0-not specified I Non Eng II Eng dom IlEbg don

dom 2iT NEM1-by age2-by native language

C 71 3-by dominant language

4-by language proficiency

122 (ex. level of reading skill)n.a. not applicable

(no E.doisi/NEHT)

18.0 TUTORING

- 1/11

08.1 Student Tutoring is: (mark all that apply)no-not mentioned0-type is not specified

1-inter-ethnic(N-SIT student tutors fliT students)2-intra-ethnic (N-ENT student tutors N-alT)3-done by older children (cross age)4-done by peers (same age)5-other (specify)

18.2 Paraprofessionals or aides give tutoring or instruction as follows:0-area not specified 18.2_2,441-inter-ethnic (N -iiIT aide tutors 1IEC student)2-in the acqusition of native language shills3-in the acqusition of second language shills4-in other academic subjects

C 70, pp.41-44

18.1 no

Irv.s is-4,:,

. , 14.0 A 47-ER/ Ai Ls

11.111MIKT-1*-MMOMINNewtneenntsvNee',Annqrtwn,w.-.0,..-,Portuguese and American Natives (each group in his respectiveLanguage)

Produot

1. Comprehend and apply the con-tent of the regular sohool pro-gra at his particular gradeLevet as measured by Metropoli-tan Achievement Tests or similartesta in Portuguese and teacher-made test..

ProcessGrade Level

1. Instructors will use the 00(1)(2)(3)ciLliricwina fees in the *L.craowel,

Language ArtsPortugueseX - No text1 - Libre Leitura DaPrimeria Clam2 - " .Seoonda Glasse3-

/NOW- No text

1 - Miami Linguistic Series, D. C. BeathS - " N N M N It- Houghton-Mifflin Series

-4. MathematicsPOrtuguiiiWrNitish

X - No text1 - Modern School

Mathematics Bk. 1Boughton-Mifflin

2 - Modern &hootMathematics Bk. 2

- Modem School Mathematics Bk. 3

Social StudiesX - No text

1 - People and Their ActionsPrentice-Ball

2 - People and Their Social Actions3 - People and Their Actions in Social

Roles

ScienceK -

Materials Zero: Corp.1- N N Na -a -

re N N

Nosy supplementary materials will beused for remediation and enrichment,including audio-visual aide. Teacherand teacher -aide will work conjointlyin all areas. Content materials willbe presented in the dominant languageand text examples adapted to culturalbackground* of the Portuguese studentswhore appropriate.

f.

I,JP . 4ft,, '

e iaNfiral*

page 16

18.3, Parent tutoring: (nark all that apply)no-not mentioned0-type not specified

1-inter-ethnic parent tutoring is used2-intra-ethnic parent tutoring is used

Parents are trained to became tutors Tor 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

18.3

uTh_sAmic4m21ttmeoetatedcftt:1-Except for inclusion of N-EMT 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 non-graded classroom: pupils of different ages aregrouped togsther during part of the school day

C 71, p.117 3-flexible or modular scheduling4-small group instruction

C 70, p.41 --- 5-individualized learning6-open classroom

C 70, p.31 7-guided discovery and inquiry8-a curriculum 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, describe below:

n4e4- di sceinarci C-Li f c..4611-b Set_ ,vizroX /6

20.0 COGNITIVE DEVELOPUENT

20.1 Cognitive development in early childhood grades is fostered through:0-method not mentioned20.11,2441446c 70,p.3l 1-structured envirioriment rich with materials child can manipulateorder, compare, match for perceptual motor development

2-non-verbal materials, such as Montessori materials from whichchildren can learn sensory discrimination, matching, seriation,counting, addition, subtraction3-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 discove usin

plovid for use ia-licac by pai'entb8-other (specify)

19.0 cunnicuum PATTEidIS

T,ie Mated curriculum pattern of the bilingual nroiect:1-Except for inclusion of N-ENT 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 non-graded classroom: pupils of different ages aregrouped together during part of the school day

3-flexible or modular schedulingC 71, p.1174-small group instruction

C 70, p.41 5-individualized learning6-open classroom

C 70, p.31 7-guided discovery and inquiry8-a curriculum 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, describe below:

nicr sc4 I1.acy c.ttxricA).6.4T% NALroX 61--

20.0 COGNITIVE DEVELOPMIT

20.1 Cognitive development in early childhood grades is fostered throe-0.4nethod not mentioned

20.1 1,4%40,6C 70,p.31 1-structured envirionment rich with materials child can manipulate

order, compare, match for perceptualmotor development2-non-verbal materials, such as nontessori materials from which

children can learn sensory discrimination, matching, seriation,counting, addition, subtraction

3-labeling and discussion of concepts related to time, space, distance,poetior

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, usingXerox AAAS Corpmaterials rather than texts active experimentation by

child with teacher'syid -ncc r..thcr thcm t-achor dconstration.

6-direct experience of math through discovery rather than instruction7-other (specify or xerox) p. no. and document:

Xerox C 70, pp.31,32

20.2 Cognitive development in later grades (grade 4 and above)0-method not mentioned

1-specify or xerox p. no. and docizaant Xerox C 70, p.31n.a. -no grade 4 or later grades

141.0 Cuteri v.a wt1r1 1)0."erv1 SThe Adrrisutum

The curriculums for the Pours and Fives offers eduoationat experiencesbased on their physical, social, emotional, and intellectual needs, andour knowledge of haw they lame and how we should instruct. In planningboth stnsotured and unstructured, the teacher keeps in focus day-by-dayand tong-range goats. She draws from all ourrioulum areas: literature,social studies, science, temper arts, mathematics, health, music, art,and dramatios. Any one emotivity involves two or more of these areas,with a blending together of what is towns and what is new, of what isscience and what is health.

Ear hart@ in thekindergarten curriculum is on the establishment of

attitudes and the learning of skills, and in addition, the initial develop-sent of basio concepts. That is, the content of:

(I) Social Studies offers first-hand experiences in playingatone and with others, sharing, taking turns; observing,

exploring, experimenting; gathering infomnation by listening,discussing, participating; experiencing special holiday, andfield tripe.

(I) Science give. way sensory experiences especially in thephysical and biological worth.

(S) rilliquaae Arts, helps to Omelets ideas in the mind intowore and to develop oommorloation skill, especially thearts of listening and speaking and the use of art media

to express thoughts.

Mathematic* gives experience with concepts relating to sum,

quantity, sue, time, weight, per, and the like.

W Sealth an a eurrioulumarea provides opportunity to develop

heatthildt attitude*, safety habit*, motor coordination,*add skill, and soya anderetaiding of self out others.1.t .

.

41:41,;."10

IIMPaarnle-so-

1.

. , .

19.0 C LAx i CAAA Ltirrl 3-C)0Z+...-M5

(8) Maio gives a way of expre3eing the inner self creatively

through singing, listening, rhythmic responses, and musical

vents.

(7) Art challenges the expression of thoughts and feelings through

manipulation of materials (paint, clay, paper, wood) and by

the use of tools (brushes, crayons, hammers, saes) with em-

phasis on the process rather than the product.

The curriou .um for the Fours and Fives promotes physical, social,

emotianat and intellectual development and offerer learning experiences

through the whole gaped of content areas. It motivates the desire and

readiness to read and to write. Yet it delays the teaching of readingper se until the individual child demonstrates he is physically andemotionally ready, which is usually as he approaches six years of age.

!acuities and Equipment

The dour, and Fives need physical surroundings and a psychological!Meats which promote healthy grcwth. They 5r led space; 35 square feet

per pupit in the classrOom and twice the area for outdoor play. They

need goo s that is not only safe and hygenic but also open, unclicttered

aid floseticnat.

The equipment and material,* should encourage exploration.and es-perimetation, should invite inquiry and discovery, and should lead to

7 *vette* egression and end in satisfying experiences.

rest; open shelves for orderly storage; a library table with se-

&NOM books at hand; a social living center to facilitate grog sharing;. aid *Mee for academia learning and skill development; all are essential

fest Moe young children in their first year at school.

1 himbrearten 0148300111O and playyard should invite, challenge,

,`.1.APHIIIMISOIN, did guide teaming activities which are planned in accordance

0111.111ii.110. of Awe children in this situation.z 4 k s*- :4? 4k, '*" %IL,

.,.:

(pen spaces for nook buildings, housekeeping wheeled toys, and

page 17

-21:0 SW-EST= 21.0 4.6.7,8, .11,12,14

Stated methods of proiect compenent effected to increase self-esteem:no-self-esteam not mentioned as an objective0-self-esteeu is an objective but methods not specifiedTeacher encourages pupil to verbally express his feelings:

1-through role-playingSee )LE'kK,col2-puppetry

3-language-experience approach: students dictate stories fromtheir own experience

C 71, p.79 --- 4-teacher accepts, acknowledges ideas and feelings5-teacher encourages non-verbal expression of child's feelings

through painting, music, dancing6-teacher provides experiences in which the various ways that

children 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 andC 71, p.79 success

8-teacher provides experiences where occasional failure isC 70, p.30 acknowledged as part of everyone's experience; second

attempts are encouraged

9-other (specify) (xerox or summarize) document page #

Xerox C 70, p.44Teacher provides experiences in pupil self-direction and acceptance ofresponsibility, such as:

10-pupils act as tutors for other pupils

C 70, p.30 11 -pulls have some options in choice of curriculum12-pupils choose activities from a variety of interest centers13-older puils participate in curriculum planning and/or

development

C 70, p.37 14-pupils writ a bilingual newspaper for dissemination to thecommunity

15-other (specify)

22.0 LEARNING STRATEGIES 22.0 0

1-The project mentions the following specific ]earning strategiosas important for reaching a pnrtcular ethno-linguistic group:(specify or xorox) Document and Page no.Example: Navajo children resist participation in an authoritarian,traditional classroom. An open classroom where teacher partici-pates rather than directs all activities and students 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

3

5-teacher encourages non-verbal expression of child's feelings

through painting, music, dancing6-teacher provides experiences in which the various ways that

children 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 comretency and

C 71, p.79 --- success8-teacher provides experiences where occasional failure is

C 70, p.30./' acknowledged as part of everyone's experience; second

attempts are encouraged9-other (specify) (7erox or summarize) document page #

Xerox C 70, p.44Teacher 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 acti7ities from a variety of interest centers

13-older pulls participate in curriculum planning and/or

development14-pupils write a bilingual newspaper for dissemination to the

community15-other (specify)

22.0 LEARNING STRATEGIES 22.0 0

C 70, p.30

C 70, p.37

1-The project mentions the following specific ]carning strategics

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. An 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 or

horseshoe rather than sit in rows, has been found more effective.

0-none mentioned

23.0 BICULTILAL COI TOITMIT

23.1 This program is:1-bilingual alone

P. p.11 2-bilingual and bicultural3-bilingual and multicultural0-not specified as to which of the above4-an ethnic studies program is included in the bilingual program

.4.5-art, posters crafts of both cultures are exhibited inC 70, p rellia,

the classroom6-language and cultural content are integrated

7-other (specify)

r

17 a,

B. Affective Cbjectives

Portuguese and Anserioan

1. Respond positively to co-*orating with his peers asmeasured by a teacher-construc-ted open-ended response scale,easiograms, and teacher ovalu--Aims of peer group acoeptance.

S. Respond positively insituations involving moral andsthioat issues as measured byteadherwesde inoosplete storiesand sentenoss.

3. Respond positively to bothOW American and Portugueseculture as xJaeured by locallymanotruoted attitude scale inboth languages.

4. Value personal and socialresponsibility as measured byrating scales and checklistsother sociometric devicesand the California PersonalityInventory.

941 c m rrr.e,ct.q 412.+Gern al o

Natives

Pr ooess Grade Levels

1. The teacher and teacher aide (K)(1)(2)(3)will provide practice in helpingthe student to ennanoe his selfimage, family acoeptance qp-prectation of school and com-munity using such devices asManners Can Be Pun, Family HandPuppets, My Home and Family Kit(Instructo), Our Friend thePoliceman, and the Person YouAre.

2. The teacher and the teacher (X) (1) (2) (3)

aide will provide practice inanalysing moral issues, patri-otic and democratic issues,and ethical and rational-altruistic behavior using mate-rials such as Aesop's Fables,Book of Proverbs, Boy ScoutHandbook, etc.

3. The teacher and teacher (X)(1)(2)(3)aide will invite variousdignitaries and representa-tives of the two dominantcultures to speak to the

youngsters. CUltura/ eventsendemic to the two cultureswill be celebrated in theolassrooms, e.g. holidays,feast days, etc. and willfocus on the significanthistorical contributionsof the two cultures. MIAlti-

pie materials including foodand dolls will be utilised.

4. The teacher and theteacher aide will providea democratic atmospheredevelop numerous clam,projects to improve theschool and assign specificclass duties to individualchildren.

(X)(1)(2)(3)

23.2 Cross-cultural awareness:If project mentions specific values or modes of behavior of

culture, please sumarize below: (or attach xerox)found in document 1)ao.c so:

0-not mentioned

page 18

23.2 0

23.3 1-if project mentions efforts to decrease ethnocentrisa in 23.3 0either or both groups, describe below: (or xerox-document page/#)

0-none mentioned

23.4 In the bicultural conpenent !cnowledge of the N-riz culture 23.4_27476---involves (marh 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

P. pa12- Historical-cultural heritage of the past--contributions to artand science

3-'Deep' culture: family patterns and contemporary way of life.C 70') 4-Itemization of surface aspects of a country-- geography, datesP.44 of holidays etc.

5-A specific culture only e.g. one Indian tribe6-Various cultures of same ethnic/linguistic group (i.e. Spanish-

apeahing peoples)7-A third culture different from NEiT or 31T8-Other (specify)

23.5 American culture is defined:0-not specified

1-narrowly: primarily Anglo-Saxon orientation2-broadly: ethnic pluralism of Aaericamulticultural

23.5

23.3 1-if project mentions efforts to decrease ethnocentrism in 23.3 0

either or both groups, describe below: (or xerox-document.page/#)0-none mentioned

23.4 In the bicultural compenent knowledge of the N-UiT culture 23.441106___involves (marh 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 artP. p.11

and science3-'Deep' culture: family patterns and contemporary way of life.

C 70') 4-Itemization of surface aspects of a country -- geography, dates

P.44 of holidays etc.5-A specific culture only e.g. one Indian tribe6-Various cultures of sane ethnic/linguistic group (i.e. Spanish-

speaking peoples)7-A third culture different from NE2iT or arr8-Other (specify)

23.5 American culture is defined;0-not specified1-narrowly: primarily Anglo-Saxon orientation2-broadly: ethnic pluralists of America- multicultural

contributions of various ethnic groups discussed3-other(indicate document and page number for xerox) or

elaborate in your oun words

24.0 COirtili!arl. eaIPOITENT

24.1 Bilingual libraries are provided for:0-group not specified1-2Ioject children2-adults of the project community3-teachersno-bilingual library not mentioned

24.2 An ethnic studies library is provided for:0-group not specified1-project children2-adults of the project community3-teachersno-ethnic studies library not mentioned

23.50

24.1 12,3

24.2 _17,274._

24.I'.3

ME 70, p.13

C.71, p.115

Man.Ev 70,

p.12

3weekly

invitation

24.4

Mt P13

Pada 19

Provision is made by the school for informing the parentsand community about the program through:(Mari: all that apply)0-,nethod not specifiedno-no provision for informing community1 bilingual newsletter2 monolingual newsletter3 aws sent to mass media.:LA)1.401Cly 1.4/ rore'"4-if articles included with project, check 45-bilingual fliers sent homeleaflets6-formal meetings7-informal meetings open to entire community PTA meetings8-meetings conducted in both languages9-home visits10-other (specify) *11-project director personally involved in program

dissemination. specify how

TV programpfPortuguese Festivall(use of neighborhood residents as

to parents to visit the school

Community involvement in the formulation of school policiesand programs is sought through:

0-type not specifiedno-not sought

1-existing community groups working with program2-bilingual questionnaires3-community-school staff committees4-community advisory groups5-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-ieoify how

24.5 The school keeps informed about community interests, events andproblems through:

no-no mention of school seeking to be informed about community1-meetings open to Lhe entire community conducted in both

C 71, p.115 languages PTA meetings2-community representatives to the school3-bilingual questionnaire sent to the home4-home visits by school personnel5-other (specify)

24.33 7 / ro/r/ / /

aides,) open

24.4 3 4

Nan.Ev 70,

p.12

3weeklyinvitation

8-meetings conducted in both languages9-home visits10-other (specify) *

11-project director personally involved in programdissemination. specify how

TV progrmn#Portuguese Festivals(use of neighborhood

to parents to visit the school

24.4 Communicy involvement in the formulation of school policiesand programs is sought through:

0-type not specifiedno-not sought1-existing community grcups working with program2-bilingual questionnaires3-community-school staff committees4-community advisory groups5-formal meetins open to the entire community6-informal meetings with community groups7-other (specify)8-project director personally seehs involvement of community

in prograa. s:iecify how

residents as aides)) open

NE, P.13

24.5 The school keeps informed about community interestss events and

problems through:no-no mention of school seeking to be informed about community1-meetings open to the entire community conducted in both

C 71, p.115 languages PTA meetings2-community representatives to the school3-bilingual questionnaire sent to the home4 -home visits by school personnel5-other (specify)0-method not specified

24,6 The school is open to the community through:0-not mentionedno-school is not open to community for coamunity use1-opening school facilities to the community at large for use

after school hours and on weekends2-providing adult education courses

3-other (specify)

25.0 rIXACT EVALUATIOU

25.1 Project mentions description or dissemination of the bilingual

program through:1-newspaper articles2-radio programs3-TV programs

4-video-tapes5-films leaflets sent home6-visitors to observe the program

p.13

24.4_ 3,4

Z+.5 1,3,4

24.6

25.1

--2.434454-6

page 201

41115.2 Project's impact: 25.2 1.31-Project mentions that other classes in the school, but

not 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-Project mentions that a University has instituted teachertraining courses in bilingual education to meet staff devel-opment needs

26.0 ROLE OF EVALUATOR

26.1 Evaluator has field tested, on a group of children who are ofthe 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 mentioned

C 71,13.5 no-never

1-once or twice during the year2 -more than twice

3-regularly4-other (specify)

26.3 Evaluator has met with teachers:0-not mentionedno-never

C 710.5 1-once or twice during year2-more than twice3-regularly4-other (specify)

27.0 EVALUATIOfl PROCEDIDE

27.1 0-not specified

1-A comparison group has been chosen but proved to be2-A comparison group will be chosen unworthy C 71, p.91

27.2 0-not specified (mar]: all that apply)

1-Pre-tests have been given to project group or sample2- " will be li 11

C 71 3 -Pest -tests have been given to project group or samplep.102 4- ii will be II

5-Pre-tests have been given to comparison group6- " will be II

"

7-Post-tests have been given to comparison group8- " will be 11

"

C 710 p.91 "A control situation does not now exist."

26.1 1

26.3 3