ED 064 033

AUT4ORTITLE

INSTITUTION

SPONS AGENCY

PUB DATENOTE

EDRS PRICEDESCRIPTORS

IDEmTIFIERS

ABSTRACT

DOCUMENT RESUME

32 RC 006 270

Hathorn, C. Boyce; And OthersSummer Time is Learning Time: ESEA Title One SummerProgram, 1970 and 1971.Escambia County Board of Public Instruction,Pensacola, Fla.Office of Education (DHEW), Washington, D.C. Officeof Programs for the Disadvantaged.71430.

MF-$0.65 HC-$3.29Academic Education; Changing Attitudes;*Disadvahtaged Youth; *Educationally Disadvantaged;Elementary Education; *Federal Aid; Middle Schools;*Preschool Education; *Summer Programs; Vocational

EducationFlorida

Describing the 1970-71 ESEA, P.L. 89-10, Title I,

summer programs for educationally disadvantaged youth of Escambia

County, Florida, on the preschool, elementary, and middle school

level, this 0)cument was intended to apprise taxpayers of how aportion of the Federal tax dollar was used on the local educationallevel. Included were 30 programs, the proposed general evaluationmethodologies, the meal program, and the home visitation project,described in resume form. New techniques were tried, such as fieldtrips to aid language development, mock holidays to provideadditional teaching materials, and art and music to provide a feelingof achievement. These programs were developed by school facultieswith the assistance of the supervisory and Federal Projects staffmembers. During 1970 the programs were primarily of an academic

nature. Attitudinal modification and the exploration of vocations and

the world of work were added in 1971. (MJB)

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U S DEPARTMENTOF HEALTH.

EDUCATION & WELFAREOFFICE OF EDUCATIONTHIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSONOR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPIN-IONS STATED DO NOT

NECESSARILYREPRESENT OFFiCIAL OFFICE OF EDU-CATION POSITION OR POLICY

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Summer Timeis

Learning Time

ESEA Title One Summer Program1970 and 1971

Presented by

C. Boyce Hathorn

Director of Federal Projects

Victoria K. Burney

Information and Community Relations Consultant

J. E. Hall,SuperintendentEscambia County School Board215 West Garden StreetP. 0. Drawer 1470Pensacola, Florida 32502

Elspeth A. Lloyd

Evaluation Specialist

School Board MembersPeter R. Gindl, ChairmanL. D. McArthurRichard S. LeeperCarl WestA. P. Bell

Table of ContentsPage Article

4 & 56 & 78 & 910

11

12 & 1314 & 1516 e- 1718 & 1920 & 2122 & 2324 &26 & 2728 & 2930 & 3132 & 3334 & 3536 & 3738 & 3940 &42 & 4344 & 4546 & 4748 & 4950 &52 & 5354 & 5556 & 5758 & 59

& 6162 & 6364 & 6566 & 67

68 & 6970 & 71

Fox ewordBoard of EducationIntroductionEvaluationFood ServiceParent VisitationJim Allen ElementarySpencer Bibbs ElementaryBrentwood ElementaryBrown-Barge ElementaryCentury ElementaryCook ElementaryDe Vaughn ElementaryDixon ElementaryEns ley ElementaryGibson ElementaryClot' Wing ElementaryHallmark ElementaryMcMillan ElementaryMP Reynolds ElementaryOakcrest ElementaryOlive ElementarySemmes ElementaryWeis ElementaryYonge ElementaryBlount MiddleBrownsville MiddleCarv.-jr MiddleClubbs MiddleRansom MiddleWedgewood MiddleSt. Joseph SchoolSpeech & Larguage

Development ProjectBeggs VocationalAcknowledgements

Coordinator

1970 1971

William Marshall

Lillian ColemanMary Ann RossTommy SnowdenJoan Noland

Drude ChancellorMargaret Washington

Margaret JoinerJeanne HaushalterA. J. BolandPrincess Holley

Lucille JacobsFrances SeaySusan KeenEdward KenyonJean RouseBettye WilliamsDavid LuskWalter B. VaughnSr. Maureen O'KeefeGloria Hunter

Robert Powell

3

Joy S. AdamsWilliam MarshallFern VaughnMary SiderisLillian ColemanMary HallEula JohnsonEarl CrosswrightSylvia RobbinsEvelene GrahamMargaret WashingtonMary K. Welch

Josephine Caro llA. J. BolandPrincess HolleyCavlyne UsseryPhyllis StefaniDoris Parl:erRaymond Sr nmonsEdward KenyonMae AlfordEdgar P. Massey, Jr.Margaret PriceWalter B. VaughnBetty WilliamsGloria Hunter

ForewordWe are pleased to share with you in this book-

let some of the exciting and rewarding experiencesprovided for students in target areas of EscambiaCounty. These summer programs fill a real needfor many of our students who are considerably belowaverage in educational achievement, partially be-cause they enter school without many of theenriching experiences enjoyed by _nore affluentchildren experiences that assist in adjustingto school and achieving academic success.

Programs described here have been plannedcompletely at the local level. Each school plannedits own program with the help of county staffpersonae]. They are truly local programs, reim-bursed from Federal sources within the guidelinesLI ESEA, Title I appropriations. State Departmentof Education personnel visiting the projects have

been most complimentary of planning, operation,and evaluation of the projects. We believe theyare making a significant contribution to upgradingsome of our students with the greatest educationslneeds.

This booklet is one method we are using toapprise you, the taxpayer, of how a portion of yourFederal tax dollar is being used locally to benefitour children who otherwise may become failures,dropouts. unemployed and welfare recipients. Wefeel that if this program, together with many otherefforts, will mo.ivate these children to stay in schoola significant step will have been taken toward assist-ing these students to become productive workersand good citizens.J. E. HallSuperintendent of Schools

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IntroductionFor two summers, (1970 and 1971), ESEA, P.L.

89-10, Title I, has funded special programs for dis-advantaged children in Escambia County Schools.These programs were developed around dualpremises: that disadvantaged students needadditional instructional time, and that they needdifferent kinds of instruction.

Programs were developed by school facultieswith the assistance of the supervisory and FederalProjects staff members. Programs were primarilyof an academic nature during the summer of 1970,but shifted during the following summer to attitudi-nal modification and exploration of vocations andthe world of work, in addition to academic in-struction. Teachers found the flexibility oforganization, the relaxed atmosphere, and reducedraties of students to teachers of great as-sistance in establishing good relationshipswith their students and helpful in work- 0000ing with them more effectively.

Despite some administrative andtechnical problems caused by limitedtime available for adequate planningand implementation, teachers andstudents alike declared the summerprograms exciting and worthwhile.This booklet presents, in narrativeand pictures, a resume of the effortsduring two summers to meet some ofthe special needs of Escambia County'seducationally disadvantaged children.

Each school program was planned by the schoolprincipal or curriculum coordinator in cooperationwith the teachers Faculty members in each schoolplanned what they felt were programs to meet thehighest priority educational needs of their particularstudents. Through a Planned Program Budgeting andEvaluation System (PPBES), each sche31 formu-lated a project proposal complete with needs assess-ments, objectives, teaching strategies, proposedprogram description and operation, on-line budgetitems, and program assessment and evaluationplans. Michael Barry, then a graduate student atthe University of Southern Mississippi, served as aconsultant to help devise and improve an existingsystems approach in planning the ESEA, Title I,programs, including the summer programs. Thisparticular systems approach has become known bythe acronym GRADE (Genessee Region Aid toDecision in Education). Elspeth A. Lloyd, Escambia8

County Schools' evaluation specialist, adapted thesystem and developed an instructional guide forits utilization by target schools for Title I programs.She also assisted the individual schools in evaluatingthe effectiveness of their particular programs.

Victoria K. Burney, consultant during thesummer of '70, headed a team comprised of JosephineNewton, a visiting teacher; Katherine Daniels, anelementary school counselor; Carlene Thornton,psychologist; Marilyn Ballenger, child developmentspecialist; and James Reese, elementary schoolprincipal, which assisted teachers in parental in-volvement and home visitation programs.

Tony Tampary, summer Title I programcoordinator, made regular visits and observationswhich were invaluable in providing communicationand coordination between the central office andthe individual schools.

The programs were well planned and executed.The program coordinators were actually teacher/coordinators because they taught full time in addi-tion to performing administrative tasks necessaryin implementing the programs. Two programdevelopment staff members from the State Depart-ment of Education, Claire Coughlin and Carol vanAssenderp, visited the programs and were verycomplimentary of the quality and variety ofactivities. We hope you, too, can feel some of theexcitement and enthusiasm reflected in the programsas you read through this boadet. We would behappy to hear from you, arrange for you to visit theschool centers, and aaswer any questions you mayhave concerning the program.C. Boyce HathornDirector of Federal Projects

Evaluatiblhas manymeanings

"Evaluation is a word that has nearly as manydefinitions as it has users. We think of it as theprocess by which we learn if program objectiveshave been met, or if not, how closely they have beenapproached. The procedures used, therefore,necessarily vary with the objectives.

In tha summer programs, many of the objectiveswere in the affective domain; that is, were concernedmore with attitude than with information. Theteachers working with the students felt very stronglythat these childrrn must overcome their negativefeelings toward school before they could progressacademically.

Evaluating a student's feelings and attitudes isnot easy, and it is frequently necessary to approachthe evaluation obliquely, using such indicators asattendance and teacher observc.tion.

Attendance at the summer programs wasvoluntary; students were not required to attend.In fact, organized recreation programs competed fortheir attention in many areas. Attendance was verygood; most students came almost every day. Insome summer centers, response was overwhelming,with students begging to be admitted to the pro-gram. This voluntary attendance indicated quiteclearly that the programs were meeting the needsof the students, and were doing so in an interestingmanner.

Each teacher wrote an evaluative summary ofthe program in which she worked. Along with thehelpful suggestions for future summer programs ran

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a dual theme, spanning type of program and gradelevel of the students; the response of the studentsand the degree of communication that was established.Teachers were amazed at the way students who hadbeen withdrawn and indifferent, during the regularyear, participated in class activities and completedassigned work.

Since Title I is designed to help overcome theeducational deprivation of disadvantaged students,we are always concerned with their progress inacademic subjects. During this school year, wewill compare the performance of the students whoattended the summer programs with their previousperformance and with that of their classmates whodid not attend. From this, we will have an indica-tion of the impact of the summer programs upon theacademic progress of the students. -- Elspeth Lloyd.

Mealprogramhelps growth

General Objectives for the Summer Food Program:

1. The opportunity to help children develophealthy minds and bodies during the critical growthpe-iod of their lives.

2. Children need nutritious meals twelvemonths of the year--not just nine months.

3. The need for an adequate energy level as acondition for readiness to karn. . Ask a teacher -You Can't Teach a Iiimgry Child.

With these three ideas in mind, 22 summer fo-xlprograms were initiated in Escambia Courty Schoolsduring the summer of 1970.

Through the cooperative efforts of principals,teachers, school food services managers and assis-tants, and other school personnel, a variety ofbreakfasts, lunches and supplemental mid-morningnourishments were offered within the summer pro-gram which was jointly funded by ESEA, Title Iand Section 13 of the Nacional School Lunch Act.Following nutritional guidelines established by theUnited States Department of Agriculture, 8,092lunches, 30,026 mid-morning supplements, and3,344 breakfasts were served at no cost to the child.

The results of this venture into 12 month feed-ing programs were most satisfactory. Teachers andparents praised the program for being wellroundedand inclusive of the child's needs. Increased atten-tion and alertness coupled with high attendance rateswere earmarks of the summer program which wasgenerally attributed to the provision of nutritiousmeals. As research continues to tie together theeffects of proper nutrition and learning ability andcapacity, there can be little remaining doubt aboutthe benefits derived from the feeding of hungrychildren.

Although somewhat limited in its initial scope,the 1970 summer food program pro' ided a soundingboard for future programs. Expanded offerings toinclude at least one full meal in each school coupledwith trained food service personnel in each prepara-tion and service center are projected as furtherrefinement in this growing food service system. --W. Kenneth Clickenger, Director, School FoodService.

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Home visitsprovide insights

A pilot project for home visitation was heldduring summer of 1970. The 22 identified Title Ischools which were having an extended year programhad the opportun"-y to ircorpol ate home visitationin their curriculum.

The program began with in-service training ininterviewing and establishing rapport with parents.A team of highly trained and specialized professionalswas assembled to assist the schools with thisprogTam. The team was coordinated by Victoria K.Burney, the information dissemination andcommunity relations consultant for the Office ofFederal Projects, and included Josephine Newton,visiting teacher; Katherine Daniels, an elementaryschool counselor; Carlene Thornton, psychologist;Marilyn Ballenger, rhild development specialist;and James tteese, the principal of a qualifying TitleI school.

The team membprs worked closely with teachersduring the summer and helped them solve a varietyof problems which arose. For example, teachersfound, when they visited homes of many of the child-ren. that there often were reasons for the child's lowachie vement in school; reasons for which the solufionsfell outside the responsibilities of a school system.Hence, teachers found i,hemselves making referralsto agencies which handle problems of the disadvan-taged. These agencies included the Florida StateEmployment Service, the Escambia County HealthDepartment, Florida Vocational Rehabilitation andDivision of Family Senices.

Teachers who were asked about the summervisitation program felt generally good about it. Thefollowing two statements made by teachersexemplified the general attitude :

(1) "Home visitation was one of the highlightsof the summer program. This provided amuch better insight into the problems thatthe educationally disadvantaged childrenbrought with them each day. It was de-lightful meeting the parents or guardians

12

and observing their home environment. Idefinitely feel this helped establish a betterrelationship for the coming school year."

"The home visitation program was a valu-able part of our program this summer. It'squite possible that I, as a teacher, benefitedmere from the visits than any of the childrenor parents. The program has given mea new perspective on teaching disadvant-aged children. I enjoyed sharing thechildren's accomplishments with theirparents and have become more a% are ofthe problems of economic and culturaldeprivation."

As a result of the suramer program, it was foundthat home visits appeb c be meaningful both interms of establishing a good relationship wiim theparents and being a good learning experience forteachers, helping sensitize them 0 tile culturaltraditions and home environment of the disadvant-aged. However, it became apparent that if parentsare to become involved in assisting their children'seducational progress. ho ne visitation is just onestep, and the final phase 'or success will be parent-teacher cooperation for the benefit of the educationallydisadvantaged. -- Victoria K. Burney.

44 a

Listening enhances learningA He n rne-n4 r k 0

Today we must place special emphasis on earlyinstruction to stop many problems before they havea chance to block the child's progress and becomedeeper rooted year by year.

Childrcn come to school with different tem-peraments, backgrounds of experiences, habits andattitudes that are directly related to need for specificinstruction in reading and language arts. Lessfortunate children come with meager experience inlanguage usage and need extended or special helpto be able to function with some measure of successin an average classroom.

We worked at giving thesc children expandedlanguage stimuli including listening, speaking,writing and special emphasis in reading. We stressedthe child's attention to what has been said, ratherthan the tone of voice or bodily poise. We tried toemphasize: listening thoughtfully, listening fororganizing, listening for remembering sequence ofideas. listening for relationships, listening for mainideas, and listening thoughtfully to identify wordand intent, especially in poetry.

The aides were especially helpful. The smallernumber of children par teacher plus the marveloushelp in ma,:y and varied forms made teaching andworking with the children both a challenge and ajoy. We became confident that the child's academicknowledge and attitude toword life as a whole canand should be changed as ha ii.'.--)racts with morethan one adult in the class-oom.

The field trips plus contacts with adults helpedin recording experiences ar 1 we appreciate those whohelped us. Many of these children do not relate toothers in the community because they have not seenthe place where they live. The community became ahappening so that the child could organize ideasabout which to write and draw.

The snacks seemed to keep the students frombecoming listless and they enthusiasticallyanticipated each day's act;vity.

We workcd hard to involve our parents. A teawas provided where all parents and grandparents

(3114

were invited to the classroom. There was disappoint-ment from children whose parents couldr't attendbut happiness and pride from those whose parentscould.

We in the Jim Allen Center feel fortunate tohave had a part in trying to bring about progressso as to help make better homes, communities,schools and a greater love for man and country. --Miss Joy Adams

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Language arts format changes

The students of Spencer Bibbs ElementarySchool who were eligible to participate in the ESEA,Title I program spent a very successful summerin a unique language arts program.

The program consisted of 20 field trips, whichincluded going to the movies, visiting the zoo,Swampland. Fort Pickens, the Naval Air Station,historical sections of the City of Pensacola and

other sites of interest.

Each child was given free snacks and lunchduring the program.

The basic objective of the program was to trynew techniques in dealing with children who wereidentifiei as disadvantaged.

The format of the program consisted of roleplaying. choral speaking games, listenin, :. oralexpression, and written expression.

The use of audio visual equipment was a basicitem in developing one of the desired traits that wereset forth as objectives in the program. The studentswere eager to experience the use of listening sets,microphones and tape recorders.

Students who had not responded to the normalclassroom routine during the regular school yearwere very alert and responsive in the summerprogram.

The program was staffed by four instructionalpersonnel, four teacher aides, a clerk au,'

The end results were amazing. Ei -antin the program, staff personnel and sttifiemslearned a great deal that can be carried over into theregular program of the next school year.----William Marshall

10

Field trips enhance learningBrentwood Elementary SclqQj participated

for the first time in the Title I program this summer.The staff consisted of three teachers, a teacher/coordinator, and four teacher aides. The teachersand one of the aides were selected from the school'sfaculty; consequently, they were aware of most ofthe children's problems.

The first week of school, our study was onsafety. Officer Boland was our resource speaker.

The program was built mainly around field tripswhich consisted of visits to the zoo, the airport, afarm and to the Brent Volunteer Fire Department.These trips were planned to help increane the limitedexperiences of these children. The children, teachersand teacher aides loo:wd forward to these trips each

18

week. Each field trip was climaxed with hamburgersand cokes from McDonald's.

A mid-morning snack was provided daily. Thechildren eagerly anticipated this, which helpedaccount for very good attendance from the students.The teachers encountered very few disciplineproblems.

Pictures were taken of the field trips and usedas a center of interest in the classroom. Plans areto exhibit these pictures in the hall at the beginningof this school term for all to see the summer programthrough pictures.

According to surveys sent out to the parents,evaluating the summer progra n, they were pleasedwith it. They expressed a desire for the continuationof the program next summer. -- Fern W. Vaughn.

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Christmas in July adds funChristmas has come in July for Brown-Barge_

Elementary_School summer program participants.

Pupils involved in the summer reading programsupported by Public Law 89-10 sang carols, toldChristmas stories, decorated a tree, greeted Santa,and unwrapped gifts as part of their celebration ofchildhood's favorite holiday.

As electric fans whirred in the classrooms, theyalso got a quick geography reminder: now they knowwhat Christmas must be like in Australia where theseasons are the reverse of ours.

This was the fourth big holiday celebration forthe 90 children working on reading at Brown-Bargethis summer. Along with everyone else theyobserved Independence Day in July. Valentine'sDay and Thanksgiving, like Christmas, were justput in at the school's own convenience.

After all, practically everyone agrees that life'smore fun with holidays. These favorite holidays forchildren certainly added spice to summer school,said Brown-Barge Principal Mary C. Sideris.

The summer program was a continuation of theintensive reading work in which the pupils partici-pating have been involved all year, Mrs. Sideris said.

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Goal of the overoll program is to bring reading levelsand achievement levels up for all the children takingpart.

"We are using a language arts approach withreading as a tool to improve the children's under-standing and performance," Mrs. Sideris said."Each of the children has a class each day with thefour teachers on the staff."

Mrs. Sideris works with vocabulary and hand-writing; Mrs. Jane Wright utilizes the humanities;art, music, and drama. Mrs. Gussie R. Hawthorneteaches reading skills, and Miss Nancy L. Bartlettteacbes oral and written communication.

Miss Agnes Bennett, Brown-Barge librarian,kept the library open every day making books avail-able for reading at home. About 150 pupils and theirfriends observed Independence Day in her backyard.

Bringing in four major holidays as part of theschool program gave the teachers some fun occasionsas high points for their lessons and made favoriteseasonal songs, stories, and plays available asteaching materials.

Best of all, Mrs. Sideris said, by being involvedin the summer reading work, the youngsters willnot forget last year's lessons during the summer andlose ground in their sciaool work. -- From newsrelease, Pensacola News, July 24, 1971.

Self image improvement is goal

All children entering school bring with thr,n alanguage of some sort. The teacher must initiallyregard each child's language as worthy, and becomeaccustomed to the variety of language capacities andthe myriad levels of language development found inmost classrooms.

In culturally deprived homes many children mayhave speech we have come to regard as "illiterate."They may speak in mono-syllables and short phrases,or be too timid to speak at all. Since the speech ofthese children is considered normal in their homes,they are not aware of their language deficiencies.Some of them are very intelligent and suffer onlyfrom a poor language environment and a lack ofexperience.

The Centur.Elen. School, in its 1970Summer Enrichment Program, had the followingobjectives: (a) to improve these children's verbalfunctioning and self-image, and (b) to encouri apositive attitude toward school and educatiwi.

Culturally deprived children need e warm.accepting environment that provides many oppor-tunities for success. They particularly need ,omeoneto list( n patiently and enthusiastically to them.Art and music activities brought a feeling of successand pride. Many games in which words and actionsare repeated were used to reinforce languagedevelopment through physical activity.

The teachers worked with small groups todf velop positive attitudes toward reading andwriting and to introduce and practice skills bydeveloping a basic sight vocabulary, introducingphonetic-analysis skills, structural-analysis sYlls,and using context clues. The teachers. too, servedas resource persons for individual projects aridindependent activities. Good reading, the key tosuccess was emphasized. Stacks of high-interest,low-vocabulary books were available. Each childwas rewarded with a star on his name tag every2 2

time he had completed a book.

Communication of children was promotedthrough the use of numerous activities, experiences,and devices. Puppets with the tape recorder havebeen most intriguing. Each child made his ownpuppet.

Perhaps the weekly field trips were the mostrewarding. They helped expand the children'svocabulary, improve their oral and written expres-sion, increase their independent writing. enha icetheir learning experiences, and enrich theirknowledge. On their first field tr;p, while nearingCantonment and as a child began to hold his nose,one child spoke up, "Mrs. Coleman, is this pollution?"Upon arriving at the airport, the view of their firstjet brought forth this statement, "Now I seepollution." A discussion resulted which had realmeaning, since it was based upon experiences.

Cantonment seems to be an important place forthem. On their second trip, to the zoo, a fifth graderasked, "Mrs. Coleman, where is Bogia?" Today hecan tell you about Bogia. They were afraid theywould not hear the lion roar at the zoo, nor see thewildlife of Florida, nor see the largest fresh waterturtle caught with a hook and live. Many childrenwere afraid to cross the little bridge over the lake andheld on to the chaperones as they crossed it. On thereturn trip, these children exhibited more confidence.

Another highlight of their program was"choosing time," when there was a rotating schedulefor children to write on the chalkboard, listen withearphones, play an individual filmstrip viewer. Also,snack time was especially refreshing after twentyminutes of physical exercise and play. Emphasiswas placed on choosing foods of nutritional value.

The greatest need of children with limitedEnglish language is success at school. Unless theyexperience success every day, the chances of teachingchildren to speak, read and write are greatlydiminished. These children are being given theseopportunities for success. -- Lillian Coleman MaryLee Pruett

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Summer projectis adventure

"Woe is me! What shall I do?" cried thefrustrated classroom teacher. "If I only had a smallclass I could perform miracles." These remarksapparently have been heard by the originator of theLanguage Enrichment Program. The challenge wasplaced before the schools. At N. B. Cook Schoolfive teachers, a coordinator, a secretary and a maidset out to meet this challenge and fulfill a dream.

The ideas of the Language Enrichment Programsounded great. The program was like an adventure.Asking children to come to school at 7:30 in thesummer wes just too much! On opening day, how-ever, there were 38 children for the 7:30 sessionand 40 for the 10:00 session. In the total program29 children had perfect attendance.

The Language Enrichment Program of N. B.Cook was designed to strengthen the communicationskills of beginners, culturally deprived and educa-tionally disadvantaged children. This programexposed children to materials, activities and anenvironment for better language development. Inmost cases the child's self-image and oral vocabularywere tremendotsly enhanced. Children came torealize they have value as human beings just byfeeling a sense of belonging and success. One childwas constantly absent from school, ran away fromhome, and had many more unfavorable actions andattitudes during the school year. This child was thepride of the whole summer program resulting nomunderstanding teachers and a unique situation.

The 89-10 summer program was something newand different. The children knew in advance thatthey would have five teachers and change classeslike they do in "big school." Since many childrenwere bored with the learning process the teachersprepared things beyond the regular curriculum.Some children had never gone out of Pensacola. Onthe trip to the zoo one child asked, "Are we in Ala-bama?" This showed that a small trip was like along distance to someone who has never been awayfrom home. These experiences broadened theirworld.

33) 24

Small classes gave teachers a chance to learnabout each child and his differences. Opportunitiesfor success were made available for these children.Also, children learned to laugh at themselves insteadof getting mad at their mistakes.

The school was carried into the surroundingneighborhood by home visitation. Parents were gladto know the teachers cared enough to come andvisit without bringing bad news. The home visits

gave valuable insight into the life of the child pastschool hours. Teachers could work with the disad-vantaged child with more understanding. Childrefelt more at east knowing someone cared enough tocome to their homes. This helped bridge the g.:pbetween home and school faster than most thingsthat are tried. For the welfare of the child there mustbe good communication between home and school.

The early hours, hot days and little vacationtime were worth the effort as attitudes and behaviorschanged. -- Mary Ann Ross.

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Reading interest stimulated

The Summer Enrichment Program of A. M.De Vaughn Elementary School, which was fundedunder ESEA, Title I, was beneficial for the educa-tionally disadvantaged children who attended.

Basically, the program emphasized reading;however, the extended day permitted time for otherexperiences ( arts, crafts_ language, and music).

A school survey was conducted by the classroomteachers. An estimated 44 per cent of the schoolpopulation were reading from one to four years belowtheir grade level, therefore, the main objective ofthe program vv as to provide professional help inreading for participating children. This was donethrough the effective utilization of educationalmaterials throughout the program. The staff

DeVaughn

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acquainted the children with literature and providedthem with enjoyable reading experiences in orderto stimulate the children's interest in reading.

All of the staff involved in this program heartilyagreed the program was outstanding and very suc-cessful. -- T)mmy Snowden.

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Emphasis placed on motivation

Eating cold juicy watermelon with friends, see-ing a huge saw cut mahogany from South America,viewing a scuba diver dance with a century old seaturtle -- these were just a few experiences that madethis a summer to remember for Title I, 89-10,students at.h. A. Dixon_Ekmentary.

The enrichment program under the leadershipof Mrs. Joan Noland, Miss Mary Lazzari, Mrs.Kessel Jamison and Mrs. Joan Ellis came to a closewhen parents and children gathered together for anevening of fun. The highlights of the program oc-curred when pupils sang folk songs with ukulele andpiano accompaniment and certificates were awardedfor perfect attendance, good behavior and highestlibrary participation. Donuts and cold drinks wereserved to all. After the program, students were eagerto bring parents to their room to see and carry hometheir handiwork. A gift pencil case for next schoolyear was presented to each student as a reminder of

;1128

the happy times that everybody had this summer.

The six-week program consisted of a variety ofactivities which included reading, music, art, mathand two field trips per week. The main emphasiswas in the area of reading. Games, creative playand unique situations were created in order to moti-vate pupils to read. The effort was successful asevidenced by pre and post tests administered byMrs. Dismukes, reading specialist, proving thatalmost all the students raised their reading level.The children learned in such a way as to make it seemlike fun and play.

When school begins in the fall it will surelybring Title I, 89-10 students with improved workattack skills, oral exchange of ideas, interest in theirenvironment, and better self discipline.

The Enrichment Program is over as the calendarshows, but I am sure that in the hearts of the partici-pants it will be one that will never end. It is surely"A Summer to Remember." -- Joan Noland

17

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The language arts project at Ensley School wasan individualized nongraded tutorial program taughtby three team teachers. Learning took place withinthe confines of the following centers that were setup in three class rooms: library center, dictationcenter, oral language center, creative center, listen-ing center, and skills center.

The first, second and third grade pupils enjoyedchanging classes as they moved from center to centerwhere they were given experiences in all areas eachday. The teachers also rotated to different centersevery two weeks.

Multi-methods and equipment were employedto help teach the 89-10 pupils. The youngsters choseand read library books at their own levels and speed.Language-experiences, linguistics, individualizedand basal reading approaches were used. Commercialand teacher made games helped to teach and rein-force the skills. Equipment such as the Hoffman

6,74//30

Reader. Language Master. SRA Kits. Cyclo-Readers.etc. were very beneficial.

As a regular part of the 89-10 project at EnsleySchool, reading tapes have been made to help rein-force the Harper-Row basal reading series. The tapesinclude lessons in reading skills, guided reading andcomprehension. The tapes helped make it possibleto individualize the basal reading program.

Each pupil was pre-tested to determine hisparticular needs in reading, prescriptions for eachchild were made, and instruction was given whereneeded. Also, university students tutored eachchild individually for at least four hours each week.

During enrichment periods each day, a numberof different kinds of activities took place. Specialinvited guests came, and university students taughtscience, social studies and drama in small groupswithin the framework of language arts.

The focus of the summer project was on the childwith a reading problem and the classroom teacherwhose responsibility it was to help that child learn.-- Sylvia Robbins.

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"SCAP" more than art schoolGii)scn. Elevx.e a rki

'Can we sign up for the Art School?" Thiswas a question often asked at Hallmark School(where the Gibson Project was held) in the middle ofJune. Third. fourth, and fifth grade boys and girls

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from Gibson School could register for the SummerCreative Arts Program, referred to as "SCAP" bythe staff but always as "the art school" by thechildren.

The boys and girls soon found out that art wasonly one of five subjects offered at the school. Theyhad music, art, drama, rhythms and language artseveryday in addition to a supervised play periodoutside and a snack. They liked the idea of"changing classes" like older boys and girls. Theymight build a bottle scale in music, make a monstermask in art, or play with lumni sticks in rhythmsall in the same day.

Assemblies were special highlights of the fourweeks of activity. The first one featured animals,both real and imaginary in poetry, song and dance.It was fun to perform for each other on a real stage!

The Fourth of July assembly displayed talentsin bike-decorating, reading original stories, playingrhythm instruments and creating new flag designs.

As a culminating activity, everybody put on theplay "Hansel and Gretel" with scenery, costumes,and songs. Trees and gingerbread cookies seemedreally alive - perhaps because each was really a child!

Adding to that a trip to the movie "SleepingBeauty" and taping some portions of the final assem-bly at WSRE television amounted to a full andexciting summer for all. -- Drude Chancellor.

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g __Bad startOur program started with 120 students from

eight different classrooms climbing aboard twoschool buses for a tour of the city.

This laid the basis for a full four weeks of ex-periences, because many of the places they were ableto see on the first trip were places that we touredlater.

Every morning or afternoon before leaving thechildren were informed of the next trip with studyprints, transparencies, books, filmstrips, and othermedia. With available time there were follow-updiscussions and art activities.

The Municipal Airport gave many of thechildren their first chance to see an airplane close-upand enter one. All of them observed the planes land-ing and taking off from the Observation Tower. Thisthey saw again at Ellyson Field with helicopters.The tour at the Naval Air Station included the Sur-vival Unit.

!3( 34

Some of the trips provided shopping experiences.After seeing operations of the Jitney Jungle Grocerythe children each purchased something for a dime.When we went to Seville Square to see the Museumand the Dorr House the children bought ice cream atthe grocery store on the corner. They also boughtpopcorn at the zoo, and drinks at Bellview Park.

Seeing live animals close-up, holding someof them, and even watching was an exciting partof trips to the farm and the Animal Shelter. Theysaw many different fish at Joe Patti's Seafood Com-pany and enjoyed watching fish in the water thereand from the "Buccanneer".

Other trips were just as exciting. Having milkat lunch every day made Borden's Dairy a real treat.After seeing what happens to the milk, each of thechildren were given an 8 oz. carton of chocolate milk.They were given a drink of their choice also at theCoca-Cola plant while they watched an excitinganimal movie.

"Sleeping Beauty" and "Run Appaloosa Run"

20

was liked by all at the Florida Theater and a walkdown the University of West Florida Nature Trailgave them observance for the first time of manyplants and trees and even poison ivy.

They loved the train ride and talked about itfor days. As we were leaving the Goulding Yardat the L & N Railroad Station they were each givenan IBM key punched card with their ii,mes.

One of the librarians in the Children's Sectionof the Pensacola Public Library read them a storyand let them browse through the books; while othersheard sirens from a fire truck, saw the school, eatingand sleeping quarters of the firemen in the Fire De-partment.

To teach them the importance of the police,we took them to the Sheriff's Department.

The trip to the beach and to Fort Pickens wasmost gratifying. They had watermelon and baggedlunches. A day well spent.

Home visitations were made of all 120 students.Most of the parents were delighted with the programand glad that their children could have some typeof schooling before entering first grade.

Parents Night was enjoyed by all as they viewedthe scrapbook and slides of the program. Theparents also expressed their appreciation as theyvisited their child's classroom, saw their wts.k, andtalked with their teachers. -- Ken Yarbol .

Goulding Elementary School

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The purpose of our summer program was todevelop oral language skills through an enrichmentprogram.

The majority of the participants were childrenclassified under the P.L. 89-10 project and the re-mainder were children whom we felt needed this kindof program and who had no previous pre-schoolexperiences. The age levels were five through nine.Four teachers, two teacher aides and six volunteerNYC enrollees worked directly with the participants.

The program was developed arlund fieldexperiences. Concepts were developed throughfollow-up activities, which included related art,music, dramatization and language experiences.

Each morning participants worked in one largegroup such as singing, rhythmic games and move-ments, and watched films. If a field trip was notscheduled, participants were divided into foursmaller groups -- one selfcontained group (pre-school)and three groups working with creative activitiesin art, dramatization, language or free activities.Each group was given the opportunity to participatein each area daily, working with three different

teachers. Children were also able to play in smallgroups, in outdoor activities with many differentchildren under the supervision of adults.

Many experiences were gained throughfield trips. Some places were located in the com-munity, while others were farther away, giving thechildren an opportunity to see and find out aboutmany places in the county. The majority of the tripswere very effective. One example is the trip toSacred Heart Hospital.

Before the trip, children saw a film and sharedideas about hospitals. Children made flowers tocarry to the hospital. At the hospital, a veryinteresting story about Sacred Heart Hospital wasread to the children, and they toured the entire child-ren's hospital. A follow-up was done on the trip.The cafeteria was set up as a hospital waiting room,emergency room, operating room and hospital ward.Children were dressed and acted as doctors, nurses,secretaries, aides, patients and parents. Many kindsof equipment used in the hospital were made andused by the children.

Along with field experiences, special days werea very important phase of the program. Themajority of the participants would not haveexperienced such activities at home. These were:Independence Day with flags, a parade, a cook-outon the school yard, watermelon party, field day,and a "Happy Birthday to Everybody", with indivi-dual cakes with candles, balloons, candy, punch andice cream.

Since most parents work or have small childrenhome, with no transportation, it was very diffi-

cult to involve them in the summer program.Parents were visited by a teacher at least once toacquaint them with the program and get permissionfor their child to attend. As a culminating activity,the children invited the parents and some familiesout for a spaghetti dinner and talent show at theschool. Snacks were provided for the children daily.The rthildren especially enjoyed these snacks becausethey included items most participants liked but veryseldom had the opportunity of eating.

We felt that the program was very importantfor these participants in giving them an opportunityto 3xperience such activities that helped developoral language skills, creative expressions and selfvalues. -- Mary K. Welch.

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Students explore community/fl ./rt);,fic--,, cNinety students attended a five week summer

program at McMillap School. The children weregrouped into two sections with each section attend-ing for two and a half hours. Small subgroups wereformed within these sections so that they mightrotate to each of the three activity areas. These werelanguage arts, science/art, and music and rhythms.This enabled each child to come in contact with everyteacher during the day. and gave each teacher anopportunity to know all the children. Physical educa-tion was scheduled at least once a week.

The first field trip was to Lamb's Farm. Herethe children saw all the farm animals. They playedwith a goat and watched the cows being "called"for their food. The farmer's children joined the groupfor a snack near the pond. Later the students toldand wrote a story about their visit, and churnedbutter which was served on their cookies at snacktime. On Friday they dramatized the trip for theirparents.

The second week they visited the zoo. After-wards, the children designed and made masks todepict the various animals w hich would havefrightened even the animals themselves. Choralreading and role.playing on Friday showed theparents how much the children had enjoyed thistrip.

The trip to the airport the following week wasa real highlight. They climbed to the observationtower, saw a jet land and another take off; and theytoured the terminal building. The climax came whenthey were taken aboard a jet and permitted to sitin the cockpit and -fly" the plane. Each child wasgiven a souvenir by Eastern and National Airlines.Teachers had no difficulty getting the children, eventhe very shyest, to talk about this trip.

Next was a trip through Pensacola, highlightedby a stop at the main fire station. While one groupwas there the fire alarm sounded and they saw themen and engines take off for a real fire. The tripcontinued tilt ough town to the municipal pier wherethe Coast Guard Cutter Sebago was preparing to getunder way. The children painted some surprisinglyrealistic murals of this trip. They saw filmstrips ofcommunity areas, such as the post office and library,and discussed the various points of interest they hadseen on the tour of the town. During the weekly

23

program the young performers used a real micro-phone for the first time.

A surprise treat came when a local theatre hada special showing of "Sleeping Beauty". The childrenwere delighted with the picture and were fascinatedby the spring-up seats. In one case, two little oneshad to sit on one seat to hold it down.

The children's interest was so stimulated by thefield trips that there were very few disciplinary pro-blems.

The parents were invited to all the Friday pro-grams. Considering the number of working mothersin the area and the lack of transportation for many,the attendance was good. Those who attended ex-pressed satisfaction with the program and seemed tofeel that it was beneficial.

On Graduation Day, each child received a"diploma", with a lollipop attached, certifying thathe had attended the summer program.

The children said they enjoyed this type of pro-gram and the parents were also pleased. Theteache;..s feel that they have helped provide anenriching experience for the children. -- MargaretJoiner.

S17/69

USS Lexington aids learning/49'49e-r0/15 e7eenetrigrg Sal ec/

"Oh, I ain't never seen anything so big," saidone child as we assembled to board the USS Lexingtonanchored at the Pensacola Naval Air Station. Thesights, sounds, and smells of the giant aircarft carrierbecame a classroom for the children. "I want to bea sailor," was an expression inspired by the teeminglife on the ship. "People paint with mops?" wasexpressed on the flight deck. "Is this ship gonnamove?" was heard at the blasting of the horn whichwarned of the lowering of the flight deck. "That'sthe biggest elevator in the world" referred to theflight deck.

The wonderland of N.A.S. including theSurvival Unit, the Naval Aviation Museum, and thepicnic area for snacks provided several fun-filledhours for the youngsters.

The anteater. an exciting animal, won manyvotes as the most interesting one at the PensacolaZoo. The trip to the zoo provided an opportunity tostudy wild life. The ride to and from the zoo, alsoproved interesting for the students.

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"That house isn't haunted; there are no brokendown fences, steps, and high trees and no spiderwebs," was expressed as we toured Seville Squareafter visiting the Hispanic Museum. As we movedto the "Buccaneer," an old snapper smack anchorednear the Municipal Auditorium, adult expressionswere heard as one youngster tried to steer the boat."It would never move if you stood in front. You haveto sit and steer while you read a compass." Thechildren were amazed at the amount of space belowdeck. It seemed large in comparison to the deck.A motor boat came close speeding and caused thesmack to rock. "I am woozy" several children com-plained. The Port Authority gave an interestingglimpse of the contact Pensacola has with otherparts of the world.

Our program's primary objectives were build-ing self concept, fulfilling needs of each childindiv idually, increasing their awareness of the worldin which they live, and helping them feel that learn-ing is fun.

Visiting in the home of each child helped ustoward our goal of attaining these objectives. Useof various visual aids and learning media made theprogram more interesting. -- Mrs. Jeanne Haushalter

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Achievement gives satisfactionTwo hundred educationally deprived elementary

children had the opportunity to participate in fourweeks of an academic enrichment program at Oak-crest Elementary School. Courses offered werearithmetic, language and reading. There were freesnacks and recreational periods. Field trips weremade to visit the USS Lexington aircraft carrier,the Northwest Florida Zoo, the Spanish Village onSanta Rosa Island, Fort Pickens, and the Gulfariumin Fort Walton. Attendance was good and interestlevel was high.

The children enjoyed coming to school and eachchild had the opportunity to experience a feeling ofsatisfaction from academic achievement. Since4 2

instruction was on the level of the child and groupswere small, there was a surprising absence of dis-cipline problems. Students who did not participatein group discussion during the regular school yearbegan to ask questions and to volunteer to answerquestions or to work at the blackboard. Somestudents attained new maturity levels and we feelthey are much more ready to begin the new schoolyear.

The teachers enjoyed the 8940, Title I program.They found the Home Visitation program rewardingin building rapport between teadler, student, andparent. Teachers felt there should be a carry overof the summer program into the fall term in an effortto continue small group instruction on the level ofthe student. A. J. Boland.

25

Many activitieshelp learning

The 89-10 enrichment program at Olive Elemen-tary School, offered many learning activities anddelightful experiences for 115 educationally dis-advantaged students.

The objectives of the program were to improvethe disadvantaged child's ability in the areas ofspeaking, listening, reading and writing and in pur-suit of solutions to his daily problems.

Since many deprived children have not learnedto listen discriminately and cannot distinguishcertain sounds and identify them, the 89-10 staff pro-ceeded to provide the following activities andexperiences:

1. Listening to stories and poetry2. Listening to recording3. Playing games involving listening4. Using concrete materials to promote con-

versation5. Talking about one's own family6. Talking about pictures and telling stories

about them7. Dramatizing stories and poems8. Building sentences with the class9. Relating experiences about field trips

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10. Viewing filmstrips and sound films11. Use of language experience charts12. Handwriting

Pupils had much fun in their daily art classes.They were encouraged to use different types ofmaterials to express their own feeling.

There were educational tours to the Museum ofFine Arts, zoo, public library, airport, FloridaTheatre, Ellyson Field, and the University of WestFlorida. These tours expanded the horizons of child-ren who have never left their own neighborhoods.-- Princess Holley.

26

Basic skills are re -inforced&IN-\ AleS E/eMeq-LarLi

For five weeks this summer, the students of0. J. Semmes were given the opportunity to attenda summer program. The curriculum consisted ofmath, reading, art and music. Teaching thesesubjects were Grace Roden, math; Glenda Michelous,reading; Julie McCurdy, art; and Jean Jarrison,music.

The program emphasized the reinforcement ofbasic skills in all areas. Enriching experiences wereprovided by field trips to the zoo, the airport, thesupermarket, fire station, the Church, and the PostOffice. Building the student's self-image was an

important part of the program.

Resource people came and talked to thestudents. One of these was Mrs. Gertrude Garcia,curriculum coordinator of Warrington ElementarySchool, and a specialist in elementary school science,vvho accompanied the students to the zoo andlectured about the animals. She later came withher son, Sam, and gave a fencing demonstration.The Coca-Cola Company gave free drinks to every-one after a film and talk on safety.

The program began at 8:30 a.m. and ended at12:30 p.m. A mid-morning snack was served eacliday. -- Cavlyne Ussery.

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This program was designed to stimulate interestand curiosity in children, to guide them towardformulating short term learning goals, and to helpthem reach their objectives.

The daily schedule was:

8:00 - 8:30 Opening - music, planning andreports of small groups.

8:30 - 10:00 Free activities - individual andsmall group activities.

10:00 10:30 Snack.

10:30 - 11:30 Session projects.

11:30 12:00 Evaluation and closing.

During the Free Activities time, children workedindividually or in small groups, on activities andprojects of their own choosing. These included useof equipment such as the filmstrip previewer, view-master, filmstrip projector and carousel, taperecorder for listening and recording, record player,listening lab for individual or group listening, type-writer and film loop projector. Games and activitiesavailable at this time included Monopoly, Checkers

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and Pick-up sticks. Many math activities were wedsuch as a cash register containing real money, cross-number puzzles, a 3-divisional puzzle, a balance scaleto show simple equalities, peg clocks and 3dimensional geometric shapes. Another example,which was popular especially for building racingcars that worked, was building sets with parts thatcould move.

During the lesson time children selectedmaterials in reading, language, science. spelling,phonics or math and were encouraged to continuewith their chosen project throughou the program.

A Log Book was written in and checked dailyas a means of evaluation and communication withthe teacher as to progress toward learning goalsthey had chosen.

Field trips were mainly used as an outgrowthof the program or as an answer to a child's requestto find out about some subject. A trip to the beachin the first week and to the Swamparium in the lastweek were provided for all children. Field trips takenby small groups included trips to see other schools,the airport and Weather Bureau, the MunicipalAuditorium area and Ferdinand Plaza and the Weis-Fricker Mahogany Company. -- Lucille Jacobs

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The Summer Program at P. K. Yonge. for kin-dergarten through second grade identified as eligibleunder 89-10. proved to be great. fun-filled experiencesfor all involved. The four-hour daily session wascomposed of more than 90 youngsters. six teachers.three teacher aides, a full time librarian and lunch-room personnel.

Consisting mostly of language arts. media pro-jects and field trips, the six-week school focusedprimarily on providing varied experiences for, andimproving school attitude of, educationallydisadvantaged children.

The typical day began with a hot breakfastserved in the cafeteria. Buses provided much neededtransportation.

The first two-hour block was spent in the sixclassrooms where the children were grouped accord-ing to age. The development of communication skillswas given priority during this period. Variousteaching methods such as team-teaching and the useof resource persons. were employed.

The last two-hour time block brought the entirestudent body together. All 90 students workedmutually in media projects and large groupactivities. Some large group activities included acarnival, a large birthday party for everyone, apicnic, and a "backwards" day. "Backwards" daywas when everybody, staff and children alike, woretheir clothes backwards. This brought so much funfor all. Many of our field trips included places oflocal community interest such as Fort Pickens, theUSS Lexington, Seville Square, and surroundingpoints of interests.

We were very fortunate in that our culminatingfield trip was to Fort Walton for an exciting day atthe Gulfatium, -- Mrs. Frances Seay50

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The P. L. 8940 summer program at BlountMiddle School was very successful. About 85students participated in the activities.

A variety of subject areas was planned for thestudents: reading, writing, art, speech and drama,self-concept and occupational information. Webelieve we succeeded in our efforts to help oureducationally disadvantaged students in some ofthe academic subjects and also in improving theirself-concept.

For extra curricular activities, field trips werearranged for the children. They visited Tony's Pizzaand were treated to chicken dinners. Most of thestudents had never been to a restaurant before. Itwas a wonderful experience for them to go to therestaurant to eat and at the same time learn propertable manners. The students also observed peopleat work at some of the different type jobs they mightthink of as a career. The visit to the planetarium at

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PJC afforded the students an opportunity to learnmore about sciences. The students enjoyed thetrip to the Gulfarium most of all.

Home visitation was part of the teachers'activities. The attitudes of the teachers have beenchanged in many instances as a result of their homevisits. They gained more understanding andtolerance cf the children. Their experiences wereshared with the other teachers.

On the last day of the program, we had ourParent's Night. One hundred forty-seven peoplewere present, including 50 parents. The Parent'sNight and our visitation program were the largestprograms involving parents that Blount MiddlcSchool ever had. The parents had never come to theschool during the regular school year unless theirchild was in trouble.

The staff and I appreciated the opportunityof having the summer program at Blount MiddleSchool. -- Susan Keen

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The summer program of prownsville Middle_Ssl-loci_3. was called "Project Enrichment.- It waswritten around occupational experience and informa-tion. The goal of this project was to make thestudents more aware of occupations available in theworld of work.

Through field trips, presentations from variousagencies, industry, and teachers, the students wereable to see for themselves the kinds of occupationsavailable and the necessary education and trainingthey would need for these occupations. Studentswere able to participate in many experiences duringthe program. Also. they learned that self-confidence

is most important in any undertaking. Throughgroup participation, students were able to experience,a sense of achievement. The stage production,

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horticulture. and other programs were examplesof this achievement.

From the results of the pre-test, post-test. fromboth self improvement and occupational areas, weobserved that nearly all participants in the projectbenefited. I believe that much more benefit willbecome evident at a later date. Each faculty memberwas asked to write an evaluation and from these onething was undisputed the project was well worththe money, time and work expended.

I wish to express my gratitude to the FederalProjects Office and staff for being so willing to helpwhen things came up and for help in working thingsout.

The faculty that worked during the projectshould be commended for their sincere feeling for thestudents, their hard work, and cooperation, for with-out them the program would not have beensuccessful. -- E. W. Kenyon

31

Communication skills sharpened

The 89-10, Title I program at Carver MiddleSchool included 24 sixth graders, 31 seventh gradersand 5 eighth graders. The eighth graders servedas student assistants as well as participants. Therewere five staff members, a guidance counselor, acommunication skills instructor, an arts & craftsdirector, a P. E. instructor, a librarian, and a clerk.

Our program centered on communication skills.We used a variety of materials including our librarymaterials. The students enjoyed using the taperecorders to help them hear their mistakes and thecorrections they made. The communication skillsinstructor used interr3ting games to improve vocab-ulary, and the youngsters had fun "doing their ownthing."

They learned to use the A-V equipment and had

5S/56

time to look at filmstrips, listen to records, andshow movies.

For outdoor activities we had the equipment forseveral games. The students enjoyed learning toplay croquet, but ping pong was the most fun. Wehad several good ball games even though it was sohot!

Arts and crafts were fun, especially when theclasses worked with clay to make small boi- andother objects. Decorating bottles gave sui .,risingand pleasing results.

The guidance counselor helped by lettingstudents talk with him whenever th7 wanted to.He also gave them information about the require-ments for jobs they might want to have when theyfinish school.

We made several trips, all of which were fun.Our first trip was to the zoo where the children saw

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several animals they had not seen before. The guidelso caught a black snake that was in a small bush.

The girls ran! We had a picnic before we went home.Our trip to the Naval Air Station was exciting be-cause we wHit aboard the USS Lexington. We alsowent to the Naval Aviation Museum. Before wewent to the Naval Air Station we had lunch atMorrison's - a first for most of the group. Our lasttrip was to Fort Pickens and included a picnic. Weexplored the fort and waded in the Gulf. It was veryhot and yet, so much fun.

Our report would not be complete if we did nottell about our lunches and the ladies who preparedthem. The lunches were not only nutritional but theyalso tasted good.

Anoiher successful program was having theteachers visit their students homes. The parentswere glad to be able to talk to the teacher withoutgoing to school.

Our bus driver was always on time and readyto take us wherever we needed to go.

We enjoyed a watermelon cutting as our Fourthof July celebration. -- Jean Rouse

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124 get basics"I can't do this. It's too hard for me." "Oh.

let me make one of these!" These are only examplesof some of the comments overheard during theClubbs Middle School Extended Year Program.The statements were made by some of the 124 sixth.seventh, and eighth grade students participatingin the P. L. 89-10, Title I summer program.

The students designated as 89-10 were chosenby their teachers to participate in the program.These students were either failing or makingextremely low grades and needed the strengtheningenrichment gained through the program. Anotherbasic need of this group was to have help inimproving self-concept and social acceptance. Thelack of ability to communicate effectively wasanother "must" for these students.

Before the regular school year ended we metwith the parents of the children who were to particip-ate in the program. Forty nine parents attended hemeeting: 28 parents called because they wereworking and couldn't come: and seven wrote notesassuring us of their cooperation. This represented70 per cent of the parents involved. We also metwith the students and explained the whole programand its purpose to them. -- Bettye Williams

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Activities center around childA concerted effort was made during the Summer

Program at Ransom Middle School to improve andenhance the self-concept of the children involved inthe enrichment areas. The program was child-centeredin all areas: language development, nutritionalhealth, science, music, physical education, groupguidance, enrichment lectures, home visitations, andexploratory trips.

The language deveiopment area was exploredthrough an approach to literature using both proseand poctry. Materials were presented in a mannerthat e'icouraged the students to draw their owncordusions to arrive at generalizations indepen-dently. A full discussion of ideas and opinions wasencouraged in order to help the student achievefacility in his thinking, listening, speaking, andwriting.

The materials were not limited to the printedpage or formal literature. A wide use of films,records. television, tapes, and video-tape was madein an effort to reach every student and enable himto enjoy new experiences and to acquire new skills

and values.

The highlight of the !anguage development areacame when, through the courtesy of Grice Electronics.one morning's activities were video-taped and putimmediately on the TV screen. The students sawand heard themselves in action: studious, solemn,and silly - as they read, sang, and "clowned around."

In the nutritional health area mini-units wereused to introduce personal grooming. Filmstripswere viewed and discussed, then word-buildinggames were played with the students using suchwords as grooming, neatness, and habit as rootwords. A breakfast "raisin snack" was enjoyed(haring the viewing of ti e filmstrip. The nutritionphase of this area featured mini-units also.

The science area helped the student understandthe vital role that science plays in his day to dayliving. At the same time an attempt was made tostimulate the student's interest in science per se sothere will be a definite carry over to any futr.rescience courses he is offered.

The music area was a popular one with thestudents. A combination of a natural talent and a

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very pretty and competent teacher acted as a magnetdrawing the students to the music room.

The physical education emphasis was on teamsports. This was done to improve the student'sworking relationship with his peers and to developa positive and congenial attitude toward adults.

Group guidance was a time when the counselorand selected teachers simply sat down with a smallgroup of students and talked with them on theirlevel about home life, problems, goals, and ambitions.

The enrichment lectures were weekly programsof a high interest level.

The entire staff participated in home visitation.A very real means of communication was establishedbetween students and teachers as a result of theseefforts.

The exploratory trips were simply designed toexpose these children to the world around Pensacola.Exploratory trips included Pensacola Beach, NavalAir Station, Pensacola Zoological Gardens, theUniversity of West Florida, and ordering a meal atone of the local restaurants.

The Summer Program closed in high good humoras Dr. Don Helton's group won the soft ball tourna-ment but everyone celebrated as victors with anold-fashioned watermelon cutting. -- David L. Lusk.

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Ransom

Middle

School

Swim lessons highlight summer

The summer enrichment program at Wedge.wood Middle School enrolled over 80 seventh andeighth graders.

Our staff included three teachers in languagearts, art and physical education; a guidancecounselor, a secretary, a teacher aide, and a librarian.

The students were divided into four groups.Each group was assigned a "homeroom" teacher,and moved on to another teacher at the end of each45 minute period.

Each day at the end of the regular program, halfof the group boarded a school bus and went to Pen-sacola Junior College to take free swimming lessons.Our students were able to participate in this activitybecause the Community Action Program's was heldat Wedgewood at the same time as our program.At the swimming pool, the students were giveninstruction i n swimming and diving by fully qualifiedAmerican Red Cross swimming instructors. On thefollowing day, those students who had not goneswimming on the previous day went swimming.

Thirty students from the University of WestFlorida participated in a tutoring program for someof the students at Wedgewood. Each universitystudent was assigned a student to work with in theareas in which the youngster needed the most help.The students were very enthusiastic about havingtheir own individual teacher.

The dietician worked with the girls in theprogram on planning a menu. She discussed cookingwith commodities and planning a balanced diet.The highlight of the program was having the girlsplan sample meals which could be used in theschool lunchroom. She was very encouraged by someof the menus turned in and plans to use a numberof them in the regular lunchroom program.

The group took its first field trip to Fort PickensState Park. The children enjoyed walking throughthe forts and, especially, seeing the room whereGeronimo was held as a prisoner.

The next field trip was to the fishing bridgeover Pensacola Bay where the students wentcrabbing and fishing. Although not overly profita-ble in terms of quantity, all the children thoroughly

enjoyed the trip. A tour of the Pensacola NewsJournal was another interesting event and thechildren were most attentive to the reporters as theytold the story of how a newspaper is published.

The group also toured the George Stone Schooland Beggs Educational Center. This was of greatinterest to these particular children because manyof them will enter a profession for which they mayreceive training at these schools. Later on that sameday, the group stopi-ed at Joe Patti's Seafood Com-pany and watched one of the shrimp boats unload.

The University of West Florida nature trail wasthe site of another field trip. With the help of severalUniversity of West Florida students, the childrenwere able to identify many types of plants commonto this area. After enjoying a snack of cookies andorange juice, the group went to the observation deckof the library.

The final field trip was to the Florida Theaterto see Walt Disney's Boatniks. The children alsosaw the cartoons of Peter and the Wolf andFerdinand the Bull. -- Walter B. Vaughn.

Wedgewood

Middle School

441n,'

AEI

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Achievement, confidence zoomAfter many exciting hours of planning, summer

school began at St. Joseph School with an enroll-ment of 87, thirty less than the anticipated number.After a number of phone calls that evening our en-rollment reached its quota the next day and wasvery nearly maintained throughout the period.

Each morning the students and staff gatheredabout the school where an informal and very pleasantatmosphere prevailed.

In the mathematics department the teacher'sbasic concern was to find the phases of work notunderstood completely during the school year. Fromthis launching pad they zoomed into addition, sub-traction, and multiplication of one and two digitnumbers, re-grouping of ones, tens and hundreds andseeing patterns.

All levels employed individual help, studenthelp, group work, flash cards, board work practice,counterpegs, mathematics set to music, toy moneyand the teaching typewriter.

Each member of the reading team made asignificant contribution. The young educationally

ate;-41

tigeti

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disadvantaged children were given a reading testat the start. From there a variety of experienceswere provided through the Frostig Program, theteaching typewriter and a pre-reading book whichintroduced them to story characters whom theywill recall in the fall.

The children in grades one through four werealso tested in levels according to their attentionspans. The activities were modified for those withshort attention spans. They all created oral storiesfrom pictures, had independent reading and workbookstudy, and access to visual materials. Vocabularywas built up and correlated with spelling, Englishphonics through the action words. The most importantpart of all for us were the children's emotions, whichwere observed during activity time and later ondiscussed.

A class play was developed from a story, "WhyBears Sleep All Winter." Our male reading teacherfor the middle and upper grades used this approach,"\Vhat does reading mean to you?" Because of thenegativism of many on the subject he tried a newapproach by asking, "What do you enjoy in yourspare time?" A spectrum of answers were used to

show how reading is ail integral part of each one'sown personal experiences.

The junior high students, children of ourteachers, came and each individually helped a fewstudents with dire needs. The children's confidenceand pride in their work went way up because theycame to show me their accomplishments.

Our "Music Man" sensed a need in the childrenfor a strong, affectionate relationship with a maleteacher. He responded to this in a firm but kindmanner. The result was a joyful noise in song.

Speech class consisted of primary children whoneeded corrective assistance. In addition to workingon specific points the children made and dresseddolls for the puppet theatre.

Speech class also experienced dramatizationwith recommended groups from grades four and five.They role-played the story of "The Four Musicians"and a Scandinavian folk tale; costumes and scenerywere almost nil because we stressed good speechand bodily action to set the stage. A group of primarychildren also got in on the dramatization of "ThreeBilly Goats Gruff."

All of the children in speech and drama were ableto hear their own voices on the tape recorder.

Parents and friends were invited to attend the"Show" of our summer efforts. -- Sister MaureenO'Keefe.

As

MI:

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St. Joseph

School

44v

...

.TP

Speaking the same langmageifeecii r,1 Laftcr are .1),e f\-t e nte

Did you ever think of the English language asa code? For example, "I ain't got nair,- means "Idon't have any."

In the sense that words, written or spoken, 'Iresymbols which convey meaning to another who canunderstand the meaning, language is a code.

In the United States, if his English is acceptable,the individual has little difficulty communicating;however, if his everyday language is different, aperson may have problems in doing business, gettinga job, or achieving desired goals in school.

A variety of problems related to language, read-

ing, and hearing may interfere with the !earl-lingprocess and may result in life-long difficulties. Tohelp resolve some of these problems, Mrs. Huntercoordinated a special language development programthis summer held at Jim Allen Elementary andRansom Middle Schools.

There was concentrated work with children whohave perceptual and language difficulties. For in-stance, perceptual problems may involve decodingand encoding. Decoding is understanding whatis said, and encoding is transmitting ideas toanother,

The program was financed under Public Law8940, Elementary and Secondary Education Act.

Gloria Hunter.

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1-11,

i

Practice andtheory blend

Beggs Educational Center, prior to the begin-.

ning of the summer program, visited the homes ofall students who had attended school at Beggs theprevious year and also the homes of prospectivestudents for the next year. After discussing theprogram with both the students and parents, wefound more than 300 students interested in attend-ing our summer session. Out of this number 200actually attended and our average daily attendanceran 160 per day.

The student's day was divided into two parts:half was spent in a vocational area and the otherin academic classes (math and communications)related to their vocational area. The academic andvocational teachers worked in pairs relating learningproblems, (such as how to dilute paint by 30%) tothe students. This technique enabled the studentto correlate the academic aspects of his area withthose of the vocational.

The followirg vocational areas were availableto the students: electronics, home appliances, automechanics, body and fender, woodworking, buildingmaintenance, business, health, tailoring, sewing,cooking and grooming. Each student was allowed toexplore as many areas as he desired. -- Ray Grund

AcknowledgmentsMany people sharc the credit for helping make

the ESEA, Title I, programs for educationally dis-advantaged youth of Escambia County successful.

Several people at the county level assisted inoverall planning. Included among these are R. C.Lipscomb, deputy superintendent; Ulysses Hughes,assistant to the deputy superintendent; Roger Mott,assistant superintendent; Curtis Killough, assistantsuperintendent; Cecil Butler, director of elementaryeducation; James Whatley, director of secondaryeducation; Hosea Skipper, director of pupil personnelservices; and Earl Craft, director of in-service educa-tion. Many of the supervisors and other county staffassisted in their particular areas of service. KenClickenger, director of food services, and his staffplanned and coordinated school lunch programsduring the first summer.

During both summers, individual schoolprincipals together with their teachers and staff,planned what they felt was appropriate for theirindividual students. The teacher/coordinators wereinvaluable to the entire program. In addition toteaching a full load, they also performed administra-tive duties ordinarily performed by school principals...without the assistance of school secretaries.

Victoria Burney, consultant, also assisted ingathering the pictures and stories from the firstsummer programs. Jim Heisner, a University ofWest Florida student, photographed the scenes ofthe summer of '70 program. These were edited, andadditional photographs taken by Jerome Ryden.Jerome and his wife, Su, provided valuable assis-tance in editing Lind arrangement of this booklet.A special word of thanks to Jack Bridges, publicinformation director, for his cooperation incoordinating the final preparation of this bookletand arranging for the printing.

Several people in the business affairs divisionof the school system cooperated in helping expeditethe program. Included among these are GeneClarkson,Anne Carlisle, W. S. Odom, Alfred Costa,Julian Miller, in finance; William Faris and his staff,in purchasing; Alberta Purdy, in the materials ware-house; and Dave Miller, in transportation.

We appreciate the assistance of those firms andorganizations who assisted in arranging and con-ducting field trip experiences for the children.

The office staff and temporary help in theFederal Projects Office worked diligently in typingthe project proposals, helping keep up with the ad-iloinistrative paper work, budget expenditures, snack

purchases, attendance checks, preparation ofextensive project proposals, and typing the infor-mation in this booklet. They include Fe L. Venturini,senior clerk steno, who serves as general officemanager in a courteous and efficient manner; MaryJ. Morgan, senior clerk steno; Pamela Romeo, clerktypist: and Martha Jeter, temporary clerk, whoassisted in the summer work load while the 25 schoolprograms were in progress.

During the summer of '71 Tony Tampary servedas summer program coordinator, working out ofthe Federal Projects Office to assist in all areas ofprogram coordination and trouble shooting. Hehelped arrange field trips, consulted on budget andpurchasing problems and assisted the teacher/coor-dinators with their many questions and problemsin daily administration of the program.

Elspeth Lloyd, in addition to her official roleas evaluation specialist to all of the Federal Projectsproposals, also assisted the director in numerousadministrative duties as well as assisting in projectdevelopment, writing, and proofing of this booklet.

Many other people too numerous to acknow-ledge here, assisted in making these summer pro-grams meaningful educational experiences forchildren. -- C. Boyce Hathorn.

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The Staff of the schools participating in the ESEA,Title I, Summer Program take this opportunity tothank the management and the employees of thefollowing in making the field trips such a success.

Thank you:

A & P Food StoreArmstrong Cork CorporationBarnes Supermarket No. 5Ben Franklin 5 & 10 StoreBoise Cascade Timber ProductsBordens Dairy FarmCantonment Volunteer Fire DepartmentCantonment Constable's OfficeCourt of Records BuildingWm. E. Davis FarmEns ley Tastee FreezEscambia County Animal ShelterEscambia County CourthouseEscambia County Health DepartmentESCAROSA Humanities CenterFire Department of PensacolaFire Station No. 2First Baptist Church of PensacolaFlorida Drum Co., Inc.Florida State Employment OfficeFlorida TheatreFort PickensGeorge Stone Vocational SchoolGindl's FarmGulfarium, Inc.Hygeia Coca-Cola Bottling Co.Holiday Inn NorthJitney Jungle Food StoresLamb's FarmL & N Railroad StationMamie's RestaurantMcDonald's System HamburgersMonsanto CompanyMorrison's CafeteriaMoulton's ApothecaryMunicipal AirportNewport, Division of Tenneco ChemicalNorthwest Florida Zoological SocietyOld Christ Church ParishJoe Patti Seafood CompanyPensacola Art CenterPensacola Historical MuseumPensacola Junior CollegePensacola Port AuthorityPensacola News-JournalPensacola Public LibraryPepsi-Cola Bottling Company

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Plaza TheatrePleeZing Food Store #1PleeZing Food Store #4Plywood Plant of CantonmentPolar Ice Cream CompanyPolice Department of PensacolaPost Office, East Hill BranchPrice Rite Discount Food StoreReynold's Pet ShopSacred Heart Children's HospitalSanta Rosa Fish HatcherySanta Rosa Island AuthoritySmith's Sunbeam PlcerySouthern Bell Telephone CompanySquirrel's Tent CitySt. Regis Paper CompanySwamparium, Inc.Tony's PizzaTrailways Bus S:,,stemT. T. Wentworth MuseumUnited Cerebral Palsy Treatment CenterUnited States Navy

Naval Aerospace Medical Inst.Naval Air MuseumEllyson FieldSurvival Training UnitU.S.S. LexingtonU.S.S. Alabama

University of West FloridaCo. Nature Trail

Drama DepartmentLibrary

Weis-Fricker Mahogany CompanyWillowbrook FarmWise Dairy FarmWBOP Tri-Cities Broadcasting Co.WEAR TV StationWSRE TV StationY.M.C.A., DowntownY.M.C.A., Northwest Florida Branch

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