.Effectiveness; janish Speakintaff Improvement; · 2014-02-11 · is.because sote.of.the federal...

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DOCUMENT RESUME

ED 172 987 RC 011 367

AUTHOR Arcs!, Aaron; Sosa, Xavir 41:

.TITLEel

ESAA Bilingual/Bidultural Project. 19'74-1975 Final.1 valuation Report,.

INSTITUTIONevaluation

Independent School district, Tex. Office-of'Research hnd Evaluation.

SPONS AGENCY Office .of Education'(DHEW),.Weshington, D.C.BUREAU NO F-6-132-TOAPUB DATE 30 Jun-75GRANT 0EG-6-74-1891NOTE . . 68p.; For related documents, see EQ 154 945 and

9146

EDRS PRICE MF01/PC03 PluS Postage: . .

DESCRIPTORS *Bilingual Edueationz Curriculum Development;Elementart Education; Enlealment;Language Arts_;'Language Proficiency; *Mexican. Americans; .

*Multicliltirral EAcation:. Objectives,; Parent .

Participatik ':. *Program .Effectiveness; ReadingInstruction; janish Speakintaff Improvement;Teacher Aids A : . r',

IDENTIF;ERS *Texas (Austin)

ABSTRACTThe 1974-75AuStin Indepe.wdent School District

...,Jaklingual /bicultural program was designed as a comprehensive pnogramof bilingual (Spanish and English) education: for schools with thehigfiest concentrations 'of Spanish-dominant Mexican American studoEts. .

Biatiltnral instruction wes inherent in the program wtIch. used bOth k

languages ,for a portion of all the curriculum. On a budget of$271,5,10 the program served over 1400'elmentary students in six.

A"'n

schools using /2 professional staff, 20 teacher aides,, and 7support sta . e Students receiving Spanish instruction met objectives.-regarding aequisition of basic concepts and improved languageproficienay, but not Spanish reading skills. Students receivingEnglish instructioh met English reading objedtives. Tlie program metmost objectives regarding staff training, supervision, materials, fir

r team teaching, and bilingual aides) but a0t-the important objectives '.*.'

.regarding.curriculum development and parental involveMent. Comparedto students not .in the program, students in bilingual classes lea0cdrmore Spa15.sh and as much English. It was recomapnded that the prooirambelcontiniled at all six schools and be45.4ailabte,/ia allSpanish- dominant students and to those wiiose-parents want them in abilingual program. Other recomMendationwere that the position ,ofparental-involvement specialist be disco tinued and that teachertraining emphasize using teacher aides e:ffect.tvely. (SB)

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***************************;Nx**************, **************************lc . Reproductions Aupplied by EDRS Jra.the est that can be made ** from the original ioeument.*****************************************4*********4************* **

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Evaluation

I

;OFFICEOF *1

RESEARCH AND EVALUATIONUS DEPARTMENT OF HEALTH.

EDUCATION 8 WELFARENATIONAL INSTITUTE OF

EDUCATION

THIS no(umEtNT HAS BEEN REPRO-DUCED ExAc TL v AS RECEIVED FROMTHE PERSON OP OPGANIIAT ION optGIN-AriNG IT POINTS OF VIEW OP(NIONSSTATED.00 NOT NECE915AQiLY REPRE-SENT OF F ICIAL NATIONAL INSi I T/LjTE OFEDUCATION POSITION OP POLICY

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4

/

ISSION TO REPRODUCE THIS /ERIAL HAS BEEN GR TED ItY/7

JE-cL. M 00 6,\./

TO THE EDUCATIONAL RESOURCESINFORMATION CCNTER (ERIC)

4

austin independent school district.,

-

N .

Board of Trustees

M. K. Hake, Jr., President

Mrs. Barr .McClellan, Vice President

G fay° L. Garcia, Secretary

Will D. Davis

Jerry t

'111

DeCOtiey Kelley

:Reverentl Marvin C. Griffin

Superintendent of *hook'

Dr.riack L. Davidson1

as

Assistant Superintendent, Division of instruction and 'Developnieat

Dr. Vance-C. Littleton

1.Freda M....Holley

.6Coar8inator, Office of Evaluatibh

3

%NO

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10: YI .

.

FINAL EVALUATIQN:REPORT':'

1, .-ESAA BILINGUAL /BICULTURAL. PROJECT

V.

.1974k-1975

tiGRANT NUMBER OEG-6-L74 -1897

PROJECT NUMBER F-6-132-TOA

t

AaroloAcce, Evaltator

,Angie Dismuke, Secretary

Approved:Di. Freda M. HolleyCoordinAor of Research and Evalua;ion

.*s

Julie 30, 1975

;Publication Number 106.47

Xatriesa; Data Specialist

cr

. IDivision of Instruction'Office of Research an& alhation

6100 Guadalupe,Austin, Texas 78752

Telephone: 512 - 459-5810

ACKNOWLEDGEMENT AND DISCLAIMER, .

projectliresented or reported herein y performed pursuant to

a Grant firathe Department, .of Health,Ed ation and Welfare.: However,

rile opinions expressed herein do not Ilece arily reflect the-position

or policy of the Department and,nOofficial endorseident by the DePartment-

should be inferred".- "riff a

,Chapter,

V

TABLE OF CONTENTS

I-

Page

Abstract . 5 1

Decision Ciwestions . *

Project Description . 7.

Context. . .. .. .. . -12

Objectives 11

ionship 61

- .

VI Interre1a.t

Glossary. 62

on

I

, -ABSTRACT.. .. 7 ,

This4pOrt presents data,collected during the formal ealualionbf t e 14,474975 ESAA BilingUal/Bisultural Project in the Austin1

Inde endeat School District. ThN Bilingual /.Bicultural Project

has een assessed with th design set out by' the Off ice of Research

and vatuationg C.I.P.O. Odel. This year, the project involved ".

four elementary schboli. (Allison, Govalle, Meth and WO andthel4xfh-grade at Allan and Martin Junior High. Lthe/

tudents receiving Spanish instruction met outcome objectivesm acquiftng basic concepts and lqproving fang ge Proficiew.

. - HdWever, the,students-receilving,Spa alph langp e reading did not.

meetthe Spanish ee-ad outcome,object,ive,. The students receiving

,riglish instrucipion id' sheet the- outcome ObjectivA forEnglish. .0.

'reading.,.

s.. , ....*

to,

11

.3*

Mget of he` process and input objectives w e:me The processend inpue'objecO.ves that ..Tere not met, however, were in the areas

of parent volunteers in th Classrootd.teiassist,teachers and

/curriculum develqpment. A definite area that needs attention isthe training of teachers t use teachers-aides effectively-in the

/classroom. Teathers and t dher aides also need to plan together

oti a regular basis. The in ut objectives relating to 6urriculum

aevelopment were not met ev n'though this was an area verx. important to the project.

Bilingual education in tie7

ustin Independe t School District is

delfinieely fillkng a great eed as indicate by the needs

assessment for the ESAA 1974-105 proposal. esults-from this

yeaue evaluat on support th- View that students in bilingualeducation'lea n more Spanish than students who are not in;bilingual

',classes; and hey -also learn as much English.

'a

-kV

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4QUESTION 2:

DECISION QUESTIONS'

Otie of-the most important services, or even the most important service

thai the Office of Re.aearch and Evalliation can provide to the District

is to give to those perons in decision making positions the necessar

data from'which intelligent and prudent decisions can be made..

Because of the nature. of federal funds some decisions have alr

been made. In this chapter, decisiod questions will be sta d, rec-

ommendations made.and supportive evidence discussed as an' ailable

basis for future decisions and the planning of future bilingual

,education efforts., Some of these questions and recommendations en-

compass all of bilingaul education in the District; therefore,

identical recommendations and supportive data may appear hefe as in

the Final Evaluation Report for ESEA Title VII.

SYSTEM LEVEL DECISION QUESTIONS

(4

QUESTION

Should bilingual education be continued in the Austin Independent_

School District?

RECQMMENPATION:

Bilingual education.should be continued in the Austin Independent School

aL..

7SUPPORTIVE DATA: O

.The needs assessmen?for the 1975-76'applicatiodtor funding under the

ESAA Bilingual/Bicultural Project clearly shows needs Which the bilingual

project is addressing. Interviews with parents and principals show

much support for bilingual education. Even though bilingual.daucation

is relatixelymew in the 'Austin. Independen School Districto'7somet,

positive effects have been shown -by the,evaluation of both the ESAA

Bilingual/Bicultural Project and the ESEA Title VII Project in the areas

of parent. attitudes as well as student cognitie-and affective'growth.

1

Who should be included in the Austin Independ....\ ent School District bilinbilingual

program?

RECOMENDATIOM:"

All students who are Spa dominant and altiother students whose parents

desire bilingual-educatilillorthem.

QUESTION 2:

.

What directions should-the area of curriculum developmentitake in

the bilingual projedt?

RECOMMENDATION:

The project staff should eMphasize that curriculum development in

the project concentrate in those special areas that are not provided

by the books.and materials purchased for the project or adapt already

. available curriculum to local needs.

SUPPORTIVE DATA:

The difficulty the project encountered this y ear was that the curn iculum

wrirer hired had, no previous experience in elementary education. .A .

lot of the budget was spent on ,xeroxing on already available-material0

and not too much time was spent.in Writing curriculum.

.f)QUESTION 31

Staff development.is a very important component of the bilifgual.prograti,

what emphasis should it be given by theprojiect staff?

RECMIENDATION:,

,.

Staff development effprts shoUld emphasize the acquisition of new

teaching competencies thet'iservice-teichers are interested in

acquring and those program staff recommend fOr teachers, in a bilingual

pfograth.IF

A -

-

SUPPORTIVE:DATA: .4

Some of the .highest rated workshop session's this-year concer -ned specific

classroom techniques.end instructional apprOaches and their related

teaching competencies. Anotheearea.that 'Staff development maYAonsideris"giving the teachers a sound philosoplical base for bilingual education. .

-along with practical suggestions as to how better implement it 'in. :

the classroom. e s

QUESTION 4:a

What should-be the, role of superVision in the project classrooms?

Supervisic of project teachers should be puTosive in the sense that_

it should enhance the abilities of all program educational -personnel

to increase their competencies as related to.their roles as bilingual

educators thtough non-threatening counseling/supervision apProachesi

T

RECOMMENDATION:

SUPPORTIVE DATA:.

The policy on bilingual education adopted by the School Board in 1974provides that all students who are Spanish dominant'in grades K-3receive instruction. bilingually.

QUESTION

How is the bilingual program in the Austin Independent School Districtto be financed?

RECOMMENDATION:

All three available funding sources,-local, state and federal should

be tapped. . I)

SUPPORTIVE DA;i:

All three sources of funding should be tapped because the need for'bilingual education is found in many campuses throughout the District.The reason thatjlocal, state, and federal monies should be utilizedis.because sote.of.the federal guidelines are accompanied by restrictiveguidelines regarding, the student eligibility. ,Therefore,:the full.needs ofd the Austin Independent School District can anly be.met throughlocal funding supplementing the campuses and/or activities not providedfor under federal governmental assistance. ,

._

PROGRAM VEL DECISION.QUESSIONS,

QUESTION 4:

Should the sixt grade bilingual Tro"gam'at.Martin and Allan JuniorHig§ Schools be ncluded in the 1975 -1976 ESAA Bilingual/BiculturalProject?

RECOMMENDATION

The bilingual pr8pgram at Allan and Martin should be kept.

SUPPORTIVE, DATA:

If the bilingual program is to have any continuity, it should includeAllan and Martin'. However. ip order to have a viable program at thesetwo schools, certain Changes need to. take place. The existence of thebilingual program at these two schools for. the last two years has beenrathei queationable. One of the major problems has been that of

scheduling. Unlike the sixth grade centers, Allan and Martin are,strictly speaking,.junior high schools and.are scheduled in that manner.The sixth grade students in the bilingual programs have suffered becauseof this type of scheduling. An are that also.needs clarification isthe use and availability of materi,an. -Someone at each campus needsto:be identified as a contact person by the program staff in orderto make available materials to the teachers and students of the projeCt.

SUPPORTIVE DATA:ti

Even though classrooms were regularly visited, a stated purpose forteach visit and more-structure to these observations by the instructional

supervision would be beneficial. A supervision program of this naturewould facilitate the growth of project teachersthrough,non-threatening,non-evaluative procedures\ThiS type.of supervision allows the des's-

( room teacher and .superviscil to collaboratively estabrish a set of

formative evaluation procedures which hav4the potential two promoteprofessional gkowth with regard to specified competencies and personalgrowth as well.

QUESTION 5:

What should evaluation address itself to in the bilingual project?

RECOMMENDATION:

The evaluation of the project should direct itself to specific decisionquestions generated by the project staff.. This evaluation should beconducted using standardized research methodology whenever possible. '

SUPPORTIVE DATA:

Evaluation Is most useful when, it provides data to decision makersto make critical decisions that will affect the futureor the direction,of.a program. This data needs to be reliable and dependable and for,this reason strict standardized.research methodology should be'followed

whenever possible.

QUESTION 6:.

What'staffing patterns seem to be the most effective in the bilingual

program?

RECOMMENDATION:'

Teaming the bilingual and monolingual teachers with the support.of ateacher aide is recommended. Oral Spanish can be taught effectivelyby a resource aide working with monolingual teachersdt

SUPPORTIVE DATA:

Students in the classrooMs, where'a bilingual teacher and a monolingualteacher teamed consistently scored higher in Spanish' and English 9n teststhan students in a selfrcontained monolingual classroom.

1D

QUESTION 7:

Should the position of'parental involvement s cialigt be refunded -

nexf. year? e..

RECOMMENDATION:

The parental involvemeht specialist pos tion should'not be re wtded

next year.

SUPPORTIVE DATA:

The principals felt that the community epresentativeA Should 1-31 under

their direction and that the parental. nvolvement'cbordinatOr shoUldbe a resource person to them. _Considering the cost for this.position , -

and the fact that-ESAA has only four community representatives a .4

parental involvement coordinator cannot be justified. This responsibiltycould be assumed by the campus bilingual specialists that are included

in the.197,1976 ESAA proposal. 'Filik.bermore, the community representativeg-stated in.their interviewsthat65% of thetime they,are self-directedanddonotdependonthecoordinstortotell thet what to do.

4

QUESTION 8:

Should the Spanish Criterion Referenced Test (SpCRT) be continued to

be used by the project?

RECOMMENDATION:

The Spanish. Cr*terion ReferefiCed Test' should, be used by teachers asa.

diagnostic instru ent. The SpCRT does provide a useful . .

.

diagnostic tool ose use should be encouraged.. On the other hand, .,the inconsistency' with which the SpCRT was administered and scoredand the non -use of the stud4nt prof iles.by many teachers make\fts"value as an evaluation instrument rather doubtful.

Additional-inservice training on the administratio and:use of.theSpCRT would probably not be beneficial since the topic was coveredduring the summer workshop and wds a topic of a workshop 'conductedin September. .What is necessary, is a cortitment on the part of theteachefi-to use the SpCRT.

4 '

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, 1I1.PROJECT DESCRIPTION

Progy,am.

The 19747105 ESAA Bilingual/Bicultural project in the Austin Independent

Schodl'District was funded from 1974 through June 30, 1975 for a

total budget of,$271,530.60. The purposeofESAA is to.providetresourceSfor the elimination of racial isolation'in school districts under a,desegregation order by a federal court. A portion of the available funds.are'designated for the eliminavion of isolation of minority studentswhose priMary language is other than English by providing instruction in

their primary language and by emphasizing the contiibutions'of their

Culture.

4

Anstin's'ESAA Bilingual/Bicultural ProjeC1 was designed to establish acomprehensipe program of bilingual education in Spanish and Englishschools with the highest concentration of Spanish dominant Mexica

American students. .

SIX schools yirticipated:

O Allison Elementary (K-5)Govalle Elementary (K-5)Metz Elemenfary. (K-5) '

Palm.Elementary (K-5)... '

Allan Junibt High (6)Martin Junior High (6)-

.:

The number of students participating in the ESAA Bilingua /Bicultur41

Project was 1400. Table III.1,breaks out the project s dents by ethnie

group. Table 111,2 yields project totalS, these figures are,based on the

1974-1975'enroi1ment. T

The project funded slx'and a half professpnal staff Posaons, three

Secretarial positions, twenty teacher, aide positions, and four community.

representatives. - :.

The major components of the project, were Instruction, Staff DeFelopment,

Curriculum Development, P4rental Involvement,. and Evaluation..

x

The Bilingual Education Model adapted for the ESAA Iii4nguar/Bicultural

Project is described as an InsttuctiAal ?program encOmpassing the total

educational process in which two languages, English and Spanish, are used

for a portion of all the curriculum. The amount of time and the treatment'

accorded to each of the languags-dn both content.areas and language

instructionis c4mMensurate 'With the individual needs of students., Inhe*nt

in the prOgraM of Iingu'al instrl'uctiolvis the teaching of the cultural

.herftage'of the geopl'e whose lgnguages are used and of,tbeir Contributions

to the community, the state; and the country.

For students whOseifirst language is otherthan English; the teaching of

conce2ts; content information, and attitudes and relationships is under-

taken entirely in the first language until sufficient facility i achieve

in tie use of both lanluages.

6.

The-Austin,Indvendent School District Bilingual.Education'InstruCtional

Model'adheres't the Statewide Design for Bilingual Education adopted by

the State Board.of Education and the Austin Independent School District

School Board Policy on Bilingual/Multicultural EducatiOn.

Evaluation

The evaluation de$ign for the ESAA Bilingual/Bicultural Project was based

on Austin Independent SchoOl District'i evaluation model.(Cc6ntent,Iinputs, Pmptdcesses, and 0=outokhomeg)'. All of the objectives outlined here

were developed by the ESAA BilingUal/Bicultural Project as an expansion

.0f tht.objettives and evaluation activities described in the proposal approved

by the Office'of Education. This design reflects both formative and

summative evaluation. .Formative evArtion eports were issued pon the

completion of major events within pojeed.

Sumzative Evaluation"

Summative evaluation focused upon the studq-nt outcome objectives for the.

project. Table 111.3 on'the following pak4 presents the standardized

-instruments being used, students being tested, dates of testing, and all

programs in Austin Independent School District-participating in the testing.

In all cases where respurces permitted, testing was conducted by. staff

from the Office of Research and Evaluati9n. Teachers and aides administered

other instfuments.

8

va.

Tabi6

//.

Ethnic Composition of the A1SD ESAA Bilingual/Bicultural rroject

197.4-1975

Mexican American

in. bilingual ''

classes,

% of total Mexican

American enroll-

ment that received

bilingual Edu tion

Blacks in

Ilikingual

l?d tion

,

% total Black

enrollment that,

received biJin-

pal Education

Anglos in

Bilingual

Educition

.

7. of total Angi

enrollment that

redceivecbilirr-

gtial,Education

1

k'15%390 64% 35 29%

290

J

,

,-

55°

N

49

-

.28% 7

.

18%4

k

(-5)

- ...L

282

.

50 % 1 33%

,

.1

/.

0

..

k

0.00%

il

(-5)

.

266

. .

67% 1 33%i

,

4 44%

Junior

6) 74 / 53% 34 "e49%\

250 %

Junic

6).

r

98

,

27 % 7

le

,

19 % . 2 .

.

13%

1

114

Project Wide Ethnic CoMposition Of Students

)

Number of Mexican.American

(Percentage)

Number of Blacks

(Percentage)

Number of :Anglos/

(Percentage)

2620 406 114

( 83% ) ( 15% )6 4% )

'%1

X

4,

..111Mr

, instrument'

::' '... % : .

Croup 4,..r son Ccvalle, Metz, Palm, Ortega -Brooke-Becker,,

DawsonOtiftetop, Ztvalla' ir-

Gropp B - Reilly, Brown, Mapletood, RosedaLe _ ..--,.........

GroUp C -(Martin4Allan, Baker; 3oBrown,

Travis Heights, Red, i

'',

-Testing Prcetam'

CaliforniaAchievement7iest-Reading

!

-L

.

Test Dates 4 ` PorSchools Grades- Spple

A 2 -5 MOM% 74 Tl, T7,,B/14-JPA, IGE" .1.4SD

i

CaliforniaAchievement .

Zest-Reading#

CaliforniaAchievementtest-Reading

A,C 12-4-6 100%' Feb., 75 TL, T7; B /B, PA, ICE

AISD

A 3-5 100%)0,14

Piers-HarrisSelkConceptTest°

A(a'

4r- 3-4.

50%(RidgetopDawson.only Bil.classes)

a

. Apr., 75-. Tl T7, B/B

11;

.( NOv., 74

ZtA, .Tcg

Maif 75

T1,.T7, B /B, PA, IGE

School'SentimentTide:

A 3-4 .5Q%

(RidgetopDawsononly Bil.classes)

Primary,

Self-ConceptTest

Boehm Testof BasicConcepts

A,B K per

class

A,B K

Nov., 74 T7,* B /B, PA, IGEt-

May, 75

A,B 100%

Jame& orPAL LAng.Dom. Test

A,B K,1 _JOU

Nov.i

, 74 Tl, T7, B/B, PA, IGE

May, 75

Sept./74

Feb. /75

'Sept ./74

T1, T7, B/R, PA, ICE

T7, B/B, AtSD

Jamee%orPALLang.Dom. Test

.

k,B

All Sp.K,1 ' Dominant

All bile1/4 Eng.Dominant

May, / 4

4T7, B/B 0

ppazilshtriter/AnRef. Test

A;B K-5 Bilingual Oct. /74 T7, B/B,

classes

SpanishCriterionRef. Test

A,B R-5 1/3 of"ea.bil. class

,

Oct./74 T7, B /B.

Inter-AmericanSeries

1-5 1/3 of ea.bil. class

MAy,/74 T7, B/B

, KEY: Tl = Title IT7 4.; Title VII

BIB= ESAA Bil./Bic.

PAIGE

7AISD

11

I

Project Alsist ,ESAA)

Individually-Gndied EduCationDistrict Testing Program

/ 0The context is defined in the Austin Independent Schc4ol DistevaluatIonpodel as that portion of the program situation ovea program has no control. ,The context of the,ESAA,Bilingual/

0**

ict's '

whichcultural':

Project is destsibed here so.that all data, conirsiTns. add r, der@attong whiJi follow may tae considered, in ration. all non-:

milrojoct viriables:existing STkultaneouSly with project influences.

11Demogrfphic Data w, ...

AN. .-' T ablet! IV.1 and, IV,la present the geneial'demograPtlyc data for the ii4 1

°PtOject schoOls. All schools are,-below distridt averages or mean familx,, 4iikcorle and Wxive average or percentage of minority grodp students

-. ', enrolled. .*

Achievement Data. .

1.Stuent achievement:entry levels in 1974-1975 for Project elementaryschools were lower than Chellistrict median and the national normfor all schools. The project was operating in a Context where lowachievement levels werebcommon.

School Personnel

Table IV.2 and IV. 2a break down the professional staff in each Projectschool by etpnic group.' Generally, these faculties consist of a largerPercentage of minority group members.tha4 the district as a whole. The

percentage of minority group faculty members is, however, lower than-'

the peicentav students enrolled in Projedt nhools.

Pupil Teach'er Ratio

The Austin, Independen.t(School District reduced pupil teacher ratio in

low income schools in.1973.a

Therefore, the ratio for Project schoolsin the 1974-1975-school year was about 22.7 to 1 as compared to thedistrict average of 25.7 to 1 and the higher income schools average of2, to 1.

Othe Special Projects ,

The schaolodesiinated as ptoject schoolafor ESAA also qualify4under the

guidelines foe other special programs. As a result, students receivemultiple special treatments, faculties are trained by multiple projectstaffs, and-principals are required to, nage the implementation of multiple

programs. "Tht Olstrict also funds pilot ojects for special purposes in

smile of the ESAA schools.

The end result is that schools are under pressure-to meet"the requirementsof the standard curriculum while' undergoing, change instiriftted by these .

special programs. The overlap of these effcts also masks program effects.That student outcomes can be attributed tq.which treatments or combination

ST treatments is in most,cases.impossible to determine. Therefore, the

same data reported,here day be reported elsewhere to show the effects of

anothe' program.

12/

;;.Lo 1 bilingual*Program

,In 1970, each of the FrojeCt elementary sehoolShegan a

olotally funded

Bilingual `Program. Thisiprograth.prpvidedminimal Staff training. and

resources, but did involVe sefidntillin grades K-2 previpis t heESAA Bilingual/Bicultural Pro& in some form of 9pa4ish i truCtion. i

. .

Overall,-BilifigualiBidu4ural Project Schools ard'not re resenta,ive.

of the Austin Independen$ School Ingtrlpt ns'atwhoi.1!;Alnat gthoolsare characterized by(4.1arge MexicauAthercian population, lawJamily

i.neomes, larger than average framdlies, and lower than average standardizeachleveient:titt scores. -

.

) ' : ...- -' .116, .

.

This year has been ttl'ibcond program year of tile ESAA Bilingual/bicultural Prbjec in' the Austin IribependentSchool District. Th4se-iChools im

a

the projecedow have many materials thAt-havebeen ordered the lest two ,years and,arkfamiliar With the project and. iteobjectimes: :.

- ,, 1 \ P T ., .e. ) :.....)

'The statelof,Tekas has funded a bilingual program in the Aiotin Independent

School' Distrfctcalled:Senate gilt 121. The influence of, Ofs program in

: the project, schools 'has been minima10.f'anya since the'Sentste.Bill'i21.

schools are not the same as the identified 1.1.6A schools-. 7. ?'

.*,

Title VII Bilingual program was,establAshediln sixteen(schools.in the

4kAustin Independent1SChool District. Mhis'was the fiOtyea'r of the .'.

-project. -Again, these schoolstare differeAk from the ESAA scpools. Withso ,many schoolsjn a bilingual program, thirtould have" raised the level

of awareness in the school community at latge of the bilingual program

in the'schools. . ,

e.

I

ti

,,

r.

1319

;

2.

*0

-Taike IV. 4-

Enrallin nt ,1973-1974.

;d ')/r4.rs

Scthoolrs ,y

Eniolltypne-- MexicanAMetican 9f--->". A

Blacli'sWer

4

...

LowIncome

411 ison : '759 )1 80% ' 17% ...' 3% '- 76%...

...1

Govalie -- .398 64% - , 24% 7%s

7-9%

Mal < 592 98% - 1% L

.

r12 79%

Plitt-- 468 98%i

. 1% 1% 8%

alan,

1334 68% .,, ,

--29% 3% 89%

Martin - -777 90%,

9%.

+84%

DistrictI

54'332 21% 15 64%

'4,

Table IV. la

,Enrollment '1974-1975tSchool Enrollment . Mexican

American,

Black'

Othar,

LowIncome

Allison

.

767 80% 15% . 4%

,

83%

Govalle 739 74% 33% 67% 87%

Metz 589 .98%' 1% 1% 83%

, .

Palm -. 409 97% 1% 2% 90%

Allan 1020 67% 30% 3% "63 %.

Martin 886. 90%x. 4% 58% '

Disttict 58,457 (--- 22% 15% . 63% 26% .

Table TV.--'2

Ethnic Composition of Facultiel. 1973:4974

.. School . Mexican -,American

Black Other Total

. Allison . 19% 21% 60% 42

GovAlle 33%. .19%. , 48%.

\. .

Metz. 33%.

15% 52% 40

Palm' 23% ... 202 57% 30

Allan . 17%.. 17% 4 66% 42\ .

Martin -' 21 t 8% 71% 51

District 6%. 14% 80% 3,055

Table IV. 2a

Ethnic Composition of -Vacuities 1974-1975'

School exicanerican.

Black Other Total

,ELjai.2541% 12.5% 61.5% 39

Govalle(5)

,34.2..% 23.7 % 42.1% '38 ,--

Metz(5)

/

41.9 X 16.1% 41.9% 31

Palm(5)

30.4X 13% 56.5% 23

Allan(6) 27.3% 18.2 % 54.5%

Martin(6)

12.5 % 12.5% 75%

District 7.2 13.3% 79.3 % 27581

15

4

. '

V

011randiTrVESAV

:411 -.4W1 /

This chapter investigates tbe stated,pbjkb.fives, of the 74-75. ESAA

wereBilingual Project. These objectives were'derived from the outline for the

project's evaluation as it appeared in'the'proeodal approved by the Office

of Educatton. The evaluation design was briefl 'des ribed in Chapter.III

showing the relationships among the three level of o "edtives. These

levels are inputs, processes, and outcomes as .d ined n the Au§;in Inddpendent

School District's CIPO Evaluation Model.

On the following pages, each objectivi"appeafS in i plete form, theleVel

of attainment is stated, and the evidence used to determine .the level of attaiw-

Anent is. discussed.

.References are made frequently to more detailed descriptions of the data sum-

marized here. Parallel to this Final Eimluation Report is a Final Technical'

Report which contains the more statistical and detailed.treatmentS of the

data collected. The appendices referred to inthis'chapter are appendices.

to this Final Technical leport, a copy of which is on file in. the Office of

Research and Eiraluation.

The numbering ofrthe objectives follows this format. Tbe first iletter refers

to either the cognitive (C) or the affective (A) domain. The seco nd letter

designates the language addressed by the objective, either Spanish (S) or

English .(E)... The first number identifies, the outcome. objective, th4 second

identifies the related processbjective; and tha'third identifies the'related

input objective.

S

=Cognitive Domain

Spanish

3 Outcome Objective

2 u Process. Objective

4 m' Input ObjectiVe.

Example:

CS3.2.4

All the outcome objectives are presented first, then process objectives,

and then input objectives.0

4")

-SUMMARY OF OBJECTIVES

':ESAA Bi4ngualiBicultural.Project

This table summarizes the objeitives and their attainment, Although

the level of attainment of some objectAves was difficult to Otegorizeas either adequate. ot 4adequate, a dIsterminatiOn was made by the

project evaluator in ordei-'to assist the District.in decision Making

concerning the project.' Objectives met are typed in all capital letters

ObjeCTI*'a`n t t ares.typed in loweicase letters. Objectives not

measured are ed inparentigeses.. .

I

A full listing of these objectives and the evidence on.which the levels

of attainment werebased"--is included in this report. The descriptors

'used %ere for each objeCtive also, appear on the-listings of the. .

detairasobjectives.

v,.

ALL. CAPITAL LETTERS

all lower case letters

(Parentheses)

A

OBJECTIVE MET'

J

= objective not.juet

Objective Not Measured

17 23.

SUMMla OF OBJECTIVES

Area utcomes Processes Inputs

SpanishCognitive

RASIC CONCEPTS SPANISH INSTRUCTION SUMMER STAFF TRAININCL,

ON-GOING STAFF TRAINING

BILINGUAL AIDE

parent Volunteers

MATERIALS

SUPERVISION

LANGUAGE,-'PROFICIENCY

LISTENING/SPEAKING SUMMER STAFF TRAINING

on-going training

BILING4L AIDES

MATERIALS

parent volunteers v.

SUPERVISION

reading skills DOMINANT LANGUAGE DOMINANCE TESTINGINSTRUCTION

40 SUMMER STAFF TRAINING

AIDE:TRAINING

SUPERVISION

READING/WRITING MATERIALS-

SUMMER STAFF TRAINING

on-going training

MATERIALS

SUPERVISION

parent Iiolunteers

'BILINGUAL -AIDE

GROUPI G/INDIVID fZATION

SPANISH CRT


'ON-GOING STAFF :TRAINING

SUPERVISION

18 2

SUMMARY OF OBJECTIVES

1

Area

SpanishCognitiVeCohlinued

Outcomes Processes Inputs

READING SKILLSCONTINUED BILINGUAL TEACHERS TEAM TEACHING

use of aide planning with teacher

BILINGUAL AIDE

summer staff training

on-going training

parent volunteers 'scheduling volunteers

local units

4

curriculum list n

curriculum development

curriculum development

. EnglishCognitive

I.

ti

BASIC CONCEPTS LISTENING/SPEAKING SUMMER STAFF TRAINING.

on-going staff training

BILINGUAL AIDE

parent volunteer

MATERIALS

SUPERVISION;

7SUMMER STAFF ,TRAINING

on-going. staff training:-, r

BILINGUAL AIDE

MATERIALS-

parent' voiunteers

\SUBERVISIM

READING SKILLS .DOMINANT LANGUAGEINSTRUCTION

DOMINANCE TESTING

'311 1104iR, STAFF TRAINING

AIDE TRAINING

ra

SUPERVISION

MATERIALS

reading/writingSUMMER. STtAFF TRAINING

SUMMARY OF OBJECTIVES

'Area .

. .

OutcomeS.,

Processes.

Inputs1

s

,

...

ZE AD I N G / W R I T I N G

CONTINUED

r-",, on-going staff training

MATERIALS

SUPERVISION,

.parent volunteers.4.4

BILINGUAL. AIDE .

/ ,

AffectiVe

J

.

..-

,

high selfconcept

a

.

CULTRUAti:REFERENCES.

.

SUMMER STAFF TRAINING-

ON-GOINGSTAFF TRAINING.

BIL NGUAL AIDE

MATERIALS-.

curriculum deVelopMent

parent volunteers .

... .

SUPERVISION -

.

attitude towardschool .

'ALL OTHER

PROCESSES

ALL OTHER INPUT'S

A

20 41 4.2

OUTCOME OBJECTIVES

OBJECTIVE psi: BASIC CONCEPTS

Spanish dominant K students receiving instruction in Spanish will achieve

the midyear socioeconomic norm when tested for basic concepts on the

'Boehm Test of Basic Concepts (Spanish edition) in. February, 1915.

LEVEL OF ATTAINMENT: ACHIEVED

The mean scores for the sour ESAA Bilingual/Bicultural scores was 35.64.

This exceeds the midyear socioeconomic norm.

r EVIDE CE:. 4A K students in project schools were tested with the BoehM Test of Basic

Concepts in February,- 1975. The mean score for all project students

combined was 35.64. This exceeds the desired midyear socieconomic norm of 354.

3. On an individual school basis, two cf the schools met-the objective

and, two did not. Appendix J describes the results in detail.

OBJECTIVE CS2: LANGUAGE.PROFICIENCY

K and 1 students who initially score belovi 50% in Spanish orallanguageproficiency (SepteMber, 1974 on the James or PAL Language dominance test

and.who receive Spanish as a Second Language -4) or Spanish, as a First

Language (SFL) instruction will demonstrate a signifltant gain (p..4.05)

on a posttest, April, 1975.


The gains in Spanish language proficiency for project students was

significant'at the .05 level of confidence.

EVIDENCE

Appendix K describes this testing and presents the results in more detail.

Significant gains were recorded in Spanish language proficiency for project

.students who are Spanish dominant, bilingual or English dominant.

OBJECTIVE CS3:' READING SKILLS

a. At least 60% of the project students receiving instruction in Spanish

communication skills will demonstrate a significant gain in Spanish

communication skill§ from pretest date (fall, 1974) to posttest date.

(spring, 1975) as measured by the A.I.S.D..Spanish Reading Criterion

Referenced Test (SpCRT).' 'A significant gain will be defined as the

meeting of 75% of the objectives identified for each students

presCribd instructional level.

21 271

a.

b. 'Spanish dominant, students, K-1, will demonstrate an increase in Spanish

piereading and reading skills as indicated by a significantly highernumber of student's (134:..05) passing at least 50% of the objectivesidentified fOrleach instructional, level on the Spanish Criterion Re.

ferenced. Test (SpCRT) posttest (spring, 1975) than on the pretest

(fall, 1974).

c. English and Spanish dominant students receiving instruction in Spanish

reading.. 2-5will demonstrate an increase in Spanish reading skills'

as indicated,by a'significantly higher number of student's (p 4.05)

passing ht least 50% ofthe objectives identified for each instructionallevel on the'SpeRT posttest (spring, 1975). than on the pretest (fall,

1974).

.d. Students tested in the spring of 1974 on the Interamerican Series .

Prfiebas in Spanish, will demonstrate. significant increase (p4in Spanish skills on a pcisttest in.the'spring of 1975

LEVEL OF ATTAINMENT: NOT ACHIEVED

Overall 60% of the, project students met 75% of. the objectives at theirinstructional level at levels A, C, and D,sbut not at level B of the

SpCRT. Levels E and F had too fei4 students tested to measure.,

b. Over 50% bf the objectives showed significant gains by K and 1 students

in levels A,-B, and C.

c. Over 50% of the objectives showed significant gains by 2-5 students on

level C.- Levels E and_F had tooialliv students tested to measure. 'Level

D did not have significant gains evident.

d. In comparing this years results from last-yeard data; there are no

consist gains.or losses among.the schools. Of the four:grade levels

tested in the four scores, ni9p mean increased and seven means decreaSed

from pre to:poSt testing. .

EVIDENCE:

Airndix:R reports the results of the SpCRT sting.

a. When results. were analyzed to.determ the percentage of .projdct students

who passed' from one instructional level to anpther, the'overall-percentage

was over 60%.

'K and1 students were identified at levels A, B, and C of the SpCRT. On

all three of.theSe levies there were SignifiCant'gains made on 50% or tore

of the individuaF objectives.

c.. 2141/5 student6 were identified at levels C, D, and E. Level.0 is the only

ldvel where there were significant gains of on at least 50% of the individual

objectives. On leVel D there significant gains on fewer than 501..,of the.

objectives. Level E had too few students passing to measure.

d. Students in projecAschopls were testing in the Spring of 1974, A-random

selectionf students took the Pruebas in the Spring of 1975.

k_

22

OBJECTIVE CE1: BASIC CONCEPTS

English dominant K students-receiving instruction in English will achievethe midyear socioeconomic norm when tested for basic concepts on the BoehmTest of Basic Concepts (English editon), in February, 1975,

LEVEL OF ATTAINMENT:

The mean scores for 'the four ESAA Bilingual/Bicultural scores was 35.6 .

This exceeds,the midyear socioeconomic norm.

EVIDENCE: ACHIEVED

All K students in prOject schools were tested with the Boehm Test of BasicConcepts in February, 1975. The mean score for all-project studentscombineewaa 35.64.. This exceeds the desired midyear:soCieconomic normof 35.3. On an individual school basis two met the objective and two

of them did-not. Appendix J described the results in detail:,

OBJECTIVE CE2: LANGUAGE PROFICIENCY

0.

K and 1 students. who initially score 'below 50% in English oral languageproficiency (September, 1974) on the James or PAL language dominance test

- and who receive English as a Second Language (ESL) or English as a FirstLangune.(EFL) Instruction will.demonstrate a significant (p G.05) gainon a posttest,, April, 1975.

LEVEL OF ATTAINMENT:- ACHIEVED

The gains in English language proficiency for project students weresignificant at the .05 level of confidence.

EVIDENCE:

ApRendillk described this testSignificant gains were recorde.student who are English domin

IFg and.,prese is the -resuits 4n more detail.

n English guage proficiency fop projectt, bilingual or Spanish dominant.

OBJECTIVE CE3: READING SKILLS

At least .60% of the project students receiving instruction in English

..communication skills will demonstrate .a significant gain in English'

communication skills as. indicated by an increase of at least'.6 month per

month of instruction frowpretfst (fall, 1974) to posttest date (spring,

.1975) as measured by the Chlifornia Achievement Test'S Reading Subtest,


For students pre and post tested, the percentage showing a gain of at least.

.6 per month are:,

63% of second grade students in bilingual classes.80% of second grade students in team classes.67% of Fourth grade students in bilingual classes.66% of fourth grade students in :team classes.

23

9

EVIDENCE:.

Second and fourth grade students were pretested in October, 1974 and posttested,in February; 1975: The gains made for project.bilinguA and team c4ssroomswere calculated to show the percentage of students. reported pbove to havegained .6'month pier month of instruction., The full'results are reported in

Appendix,L.

OBJECTIVE CE4f MATH SKILLS

Students receiving math instruction in English, 2 and 4, will demonstrate 'asignificant increase (p G .05) in math skills as measured by the Math Subtestof the California Achievement Test when fall, 1974 mean scores are comparedto spring, 1975 mean scores in project schools.


This,objective was not measured..

'EVIDENCE:

Project students took the Math. subtest only once during the school year,therefore, gains cannot be calculated until they axe retested in the 1975-1976school year.

24

IP OBJECTIVE Ai: HIGH SELF CONCEPT

Students in project classrooms (K, 3,.apd 4) wIll demonstrate Significantly(p 4.05)"-more positive self-concepts in the Spring', 1975 than in thefall, 1974. Tests used will be the Ptimary Self Concept (K) and thePiers-HarrisSelf-Concept, Scale (3 and 4). 4

LEVEL ATTAINMENT: NOT ACHIEVED

K students showed.a significant gain in their self concepts beyond the..05 levelof confidence. Third and fourth grade students scolfs showed no significant

change.

EVIDENCE: VA4

4

K students were randomly sampled in the fall to take' the psqg These studentswere retested in the. spring. There was achange in their Algrgs significantbeyond the .05 level of confidence. (see Appendix OmThird and fourth grade students were pre and post tested on the PH-SC. Their

scores showed no significant change.-

OBJECTIVE A2: ATTITUDE TOWARD SCHOOL

Students An project classrooms (3 and 4) will ow a significant increase

(p < .05) in positive attitudes toward sc from pre-test date (October,1974) to posttest date (April, 1975), as measured by the School Senti=entIndex.

LEVEL OF ATTAINMENT:- NOT ACHIEVED

Third and fourth grade project students showed no significant change intheir attitudes toward school.

EVIDENCE:

Third and fourth grade students were administered the School SentimentIndex in the fall and again in the spring. Their scores showed no significant

change.

(

25

PROC

OBJECTIVE CSLA: :SPANISH I

'Spanish dominant K studentsin basic concepts in Spanish

tr 'N

When asked to indicate the 1most instruction, K teachersstudents identified by them

LEVEL OF ATTAINMENT: ACHIEV

OBJECTIVES

STRUCTION

ill realise the majority of instruction

slivage in which each student receives thewill indicate Sp nis, fir 95% of thes Spanish domi t. )

. This objective was not ditA,

gvIDENcg:.

measured.

When teacher were asked wha ,part of their time was spent in teachingin Spanish, they reported at least one quarter of their time was spent

teaching in Spanish. In th teacher aide interview, the aides saidthat 46% of t eir time is spent in instruqtional reinforcement andthat 51% of their instructional. time is conductedin ,Spanish..

OBJECTIVE CS2.1: LISTENING /SPEAKING

All students, K-5, will engage in weekly listening and speaking activitiesin Spanish. When asked how frequently students engage in listening andspeaking activities in Spanish, bilingual teachers well respond with'weekly" or more frequently.

LEVEL OF ATTAINMENT: ACHIEVED jThe percentage of teachers.responding "weekly'.or More frequently was.

100% For Listening Activities100% For Speaking Activities

EVIDENCEv.

Responses tot the fall Teacher Questionnaire indicate that the teachersresponding (N=29) indicated that their students mere.engaged in listening

and speaking activities on a daily basis. (see Appendix H)

OBJECTIVE CS3.1: DOMINANT LANGUAGE INSTRUCTION

Initial reading.instruction for the Spanish dominant ,student -will be

in Spanish.

When asked to indicate thelanguage in which-each student receives initial

reading instruction, K and 1teachers will. indicate Spanish for 95% of

the students identified by them as Spanish dominant..

26 34.,4


This objective was not directly measured--\

EVIDENCE: ACHIEVED

When teachersoWere asked what part, of the their time was spent,in teaching

in Spanish, they reported at least one quarter.of-their time was spent

teaching in Spanish. In the, teacher aide interview, the aid'es said

that 46%,of their, time ia_spent in instructional reinfOrcement and."

that 51 %4of their instructional time is conducted.in Spanish.

- .

OBJr.CTIVS3.2: RAADING /WRITING

41; English dominant students wilAreceive weekly Spanish reading and writing

, instruction after they cave demonstrated reading skills inEnglish andreading in Spanish. When asked' whether each student is ready to readin Spanish and then which ones are receiving reading instruction in Spanish,

95% of those identified as ready to read, will be receivinreadinginstruction in Spanish.


This 'objective was not directly measured.

EVIDENCE:0 .

When the, team teachers were asked what part of their time was spent in

teaching in English, they reported that at least one half of their time

was spent teaching English. In the teacher.aideintervtew, the aidessaid that 46%..of their time is spent in instructional reinfOrcemept and

49% oftheir4nstructional time is conducted in English. .

OBJECTIVE CS3.3: GROUPING/INDIVIDUALIZATION

. -7

.Grouping and/or Individualizing within classrooms. will be on the basis

of SpCRT profiles, language dominance tests, other diagnostic tests, past

performgnce, etc., and instruction will be planned according to the

corresponding-needs identified.''When asked to describe the basis used for

grouping and/or individualization, 90% of the. teachers will mention one

or more of the-methods abgive.


One 'hundred perCent of the project teachers. answering the Teacher Questionnaire

.

reported grouping students for Spanish instruction on at least one acceptable

EVIDENCE:

In the Teacher Questionnaire, project teachers.were asked what badis they

used for grouping students for SpaniSh.Or English inttruction. All teachers

answering-the questionnaire named at least one of the bases' acceptable for

this -and" ostnamedmore.,than one. (see APpindix H)

'7

OBJECTIVE CS3.44 ILINGUAL TEACHERS

All project students will receive at least part of their instruction from

a qualified bilingaul teacher. "Qualified" will be defined as: . ' .

L. Having an elementary teaching certificate.

2. Being bilingual in Spanish/English, endorsed by theTexas Education Agency.

LEVEL OF ATTAINMENT: ACHIEVED, -0

1.: IGO% of the bilingual teachers in the Austin Independent SchoolDistrict have an elementary teaching certificate.

2: Bilingual endorsement by the Texas Education Agency is presentlyin'progress and is not completed at this time.

EVIDENCE:

Perso4nel records of the Austin Independent School District indicatethat all teachers,reaChing in project schobls have an elementary

teachteachingcertitcate..ing

,_-,

2. The Public School Commiottee fdr 'Bilingual Education. Endorsement is

'presently certifying teachers-in bilingual education. No completelists of endorsed teachers are available.at this time.

J

aWECTIVEACS3.5: USE OF AIDE_

11.

All bilingual aides will work in cooperation. witteachers in planning

and providing instructional reinforcement for Spanish reading.

-a, When asked what percentage of'time the.aide7spends on instructional

reinforcement of Spanish reading, teachers will respond with an average

of 25%.

7Ae.

IS. When waked what percentage of time they spend on ins uctional rein-

8forcement of Spanish reading, the aides will respond ithan average'

of 25 %.

.LEVEL OF ATTAINMENT: NOT ACHIEVED

a. This objective was not directly measured.

b. This objective was not measured directly.

EVIDENCE:

.

a. teachers responded that the aides spent more than thirty percent of

their time in instructional reinforcement. Teachers also indicated

that at least one quarter of their time it spent in teaching in Spanish.ti

b. The mean response Of'all teacher aidesqluring their interview indicated

that 51% of-their instructional't,i.me was cond ted in Spanish. (see

Appendix ) and that .50% of their' ,1 structio)t 1 time is spent in

zeading.

.28345

EVIDENCE:-

a. Teachers responded that the aides spent more than thirty percentof, their time in'instructiOnal reinforcement. Teachers also indicatedthat aceleast one quarter of theirrime IA spent in teaching,in Spanish.

OBJECTIVE CS3.6: PARENT VOLUNTEERS1

Parent volUnteers will work irlisOoperation with teacherland aides toalleyiatSeacher load, to facilitate small group activities, and to,facilitate individualiiation. Monthly records of parental volunteeractivities will show at least one parent per class per month engaged iin-school acpilities.


An average of 1 student per class was represented in a school activity

each month. HoweYer, he majority of the parents engaged in conferences,

Material prepraration, and field trips.

EVIDENCE:

Forms for recording the participation of. parents in school activitieswere distributed to all project classrooms. In February, 1975 an-analysis

of. these forffis showed that 20% of -the project students had been representedEby at.least one parent in a. school activity.--. This averages out to aboutone pgrent in a school activity per classroom per month.

OBJECTIVE CS3.7: LOCAL CURRICULUM UNITS

Units developed/adapted.by the curriculum writer will be taught as designed

in. project classrooms.

a. By the end of the prbject year (May, 1975), each bilingual teacher willhave implemented at least one instructional unit* from material identified,adapted, and provided by the curriculum writer.

b.. .

By the end of.the project year-(May, 1975), each bilingual teacher will

have implemented at lost one instruetional unit*. developed by theY

Curriculum writer.

of,LEVEL OF ATTAINMENT: NOT ACHIEVED

a. The curriculuM writer provided the project. teachers with, thirty-six,-units during the project year.

b. ,The curriculum writer distributed a unit she developed to each of the

Project teachers a-curriculum unit on "El Dia De La Raza" (in October,

1974). No check on the use of this unit was made.

EVIDENCE:'

The curriculum writerclassrooms of each ofdistributed.

maintained"records to document the delivery to

the adapted,units: A total of 37 units were3 t-

29 ,1

AAJECTIVECE1.1: ENGLISH INSTRUCTION

English.dominant K'students.will receive the majority of instruction

in basic concepts in English.

When asked tdindicate the language in which each student receives

the most instraction,'X teachers will indicate English for 957 of

the. instruction, K teachers will indicate English for 95% of the

students 'identified by them as English Dominant: (,

4'


This objective was not directly measured.

EVIDENCE:,

When teachers were asked ,what part,ok their. time was spent in teaching

.English, they reported at least one half of-their time was spent teaching.

in English,. In the teacher aide interview, the aides said that 46% of

their time was spent.in instructional ,reinforcement and that 49% of...their-

time is conducted-in English. .

:OBJECTIVE tE2:1: LISTENING/SPEAKING

All students, K-5, will engage in.weekly,listening and speaking activities

in English. WherLasked how friequently students engage in listening and

speaking activities:in English,. bilingual teachers will respond with "weekly"

Or. more frequently.

1EVEL OF ATTAINMENT! ACHIEVED

The percentage of. teachers responding "weekly" or more frequently was

100% For Listening Activities100% For Speaking Activities

Responses to the fall Teacher Questionnaire indicate that the teacher

responding indicate that their students were engaged in listening and

speaking activities an a daily basis.

30 3C

OBJECTIVE CE3:1: DOMINANT LANGUAGE INSTRUCTION

Initial. reading instruction for the English dominant s udent,s will be

in English. ;, . f

.-

When asked to indicate the language in which each student:receivesinitial reading instruction, ICand 1 teachers will indicate Englishfor. 951 of, the students identified by theM.as English dominant.


This objective was not directly measured.

EVIDEN

When teachers were asked what part-of their time was spent in teachingEnglish, they reported at least one half of their time was spent teachingin English. In the teacher aide interview, the aides said that,46% oftheir time was spent in instructional reinforcement and that 491 of theirtime is conducted in English.

)4

OBJECTIVE CE3.2: READING/WRITING

Spanish dpminant students will'reCeive weekly'English reading and writinginstruction after they have$emonstrated reading skills in Spanish andreading/readiness in English. When asked whether each is refidy

to read in English and then which ones are receiving reading instruction .

in. English, .95% of those identified'as teady'to read will be receivingreading instruction in English.

LEVEL OF ATTAINMENT:. NOT ACHIEVED.

. This objective was not measured

G

OBJECTIVES CE3.3: 'GROUPING/INDIVIDUALIZATION

Grouping and/or individualization within classrooMs will be on the basis

of a combination of the SpCRT profiles, language dominance tests, other

diagnostic tests, pat performance, etc, and instruction will be planned

according to the corresponding needs identified. When asked to describe

the basis used for grouping and/or individualization, 90% of the teacherswill mention one or more of the methods above.


One hundred percent' of the project teachers answering the Teacher Questionnaire

(N=29, 53% of the teaghers) reported grouping students for English instruction

on at least one accepkable basis.AO

ENCE ACHIEVED

In he Teacher Questionnaire, project teachers were asked what basis they

us =d for grouping students for Spanish or English instruction'. All teachers

answering the questionnaire named)at least one of,the bases acceptable for

this objective and several named more than one: (see Appendix H)

OBJEFIVE CE3.4: BILINGUAL AIDES0

All bilingual aides will. work in cooperation with *leachers in planning

.and providing instructional reinforceMent.

When asked what percentage of time the aide speeds on instructionalreinforcemen't, teachers will respond with 'ten average of 50%.

b. When asked what Percentage, of time they spend on instructional

reinforcement, the aides will responwith an average of 50%.

c. During classroom observations, aides will be engaged in instructional ,

reinforCement at least 50% of the time.


This objective was, not directly measured.

EVIDENCE:

a. The responses to the Teacher Questionnaire revealed that 845 of the

aides, 16 out of 19, spent more than 30% in instructional reinforcement.

(see Appendix H) -

\.

b. The mean response of all teacher aides during the teacher aide interview

indicated that 46% of their time was spent on instructional reinforcement:

(see Appendix D) ,

3238

OBJECTIVE CE3.5: PARENT VOLUNTEERS

Parent volunteers will work in cooperation with teachers and aides to

alleviate teacher load, to facilitate small, group activities, and tofacilitate.individualization...Monthly records of parental volunteeractivities will show at least one parent per class per month engaged

in in-school activities.

,LEVEL OF ATTAINMENT: NOT ACHIEVED.

Av average'of 1 student per clase was represented in .a school activity

each month.. However, the majority of the parents engaged in conferences,

material preparation, and field trips.

EVIDENCE:

.Forms for recording the participation of paw is in school activities,'

were distributed to all project classrooms.tiln February, 1975 an analysis

of. these forms showed that 20% of the project students had been represented

by at least one parent in a school' activity. This averages'out to about

one parent in -a school activity per classroom per month.

33 39

.

OBJECTIVE A1.1: CULTURAL REFERENCES

References tothe cultures and home background6 oeell stuslents ,-

inproject classrooms will be incorporated into claSsroom activities.Al...

When asked how they incorporate the cultures and home baCkgroundsof their students into classroom activities, 80%w of project teacherswill mention at least two methods


This objectiiie was not measured directly.

EVIDENCE:

Teachers mentioned in the Teacher Questionnaire different ways theculture and home background of all students were incorporated .intoclassToom'activities. It was not documented it each teacher mentioned.af*leest two methods.

OBJECTIVE A1.2:

"

A11,other process objectives stated in this evaluation desigw.relatc:':

to this outcome "objective.

OBJECTIVE A2.1:.

All other process objectives stated in this evaluation desigiVielate',

to this outcome objective.

OBJECTIVE A3.1

All other prouss objectives stated into this outcoie objective.

i

thiS4Viluation deeign relate

-0

-OBJECTIVE CS1.1.1:

Bilingual K teachersthe Summer Workshop.response of 3.5/5 to


Twelve of the SummerThe overall workshop

EVIDENCE:

,INPUT OBJECTIVES


will receive' training in Spanish instruction duringTheir, responses on,a reaction form will show .meanitems relating to the success of this training.'

ACHIEVED. .

Workshop sessions addiesed. Spanish instruction.mean'was 4.3 Out of 5.0..

Summer Workshop sessions were documented and summarized (see Appendix A).Each participant completed a reaction forth after each sessibn. The meanresponses given.on the reaction.forms for the twellie-sessions related toSpanish instruction exceeded 3.'5 out of 5.0 for 11 of the 12 sessions,.Overall the mean response was 4.3.

OBJECTIVE CS1.1.2:

Bilingual K teachersduring tie 1974-1975show a can responsetraining.

LEVEL.OF ATTAINMENT: ACHIEVED

't d.

Project teacher's at pn ed a full daystructionlwas a major topic.

ON-GOING STAFF TRAINING.

will receive inservice trainingin Spanish instructionschool year. Their responSes on a reaction form willof 3.5/5 to items relating to the success of this

EVIDENCE:

tiring whfh Spanish in-

Three separate workshops on diagnostic-testing for gliSnIst. reading were

Conducted by the bilingual staff for ESAA and Title VII bilingual teachers,-Each teachers' attended one of the sessions. The objectivei for theseworkshops were:

1. Participants will be able to administer and score

2. .Participants will be able to make use of the "Grids" for:

a. IRI (Informal Reading Inventory in Spanish)b. SpCRT (Spanish Criterion Reference Test)

For Ole three workshops combined, the 76 participants gave mean responsesof over 3.5 when asked whether the workshop had met its objectives'.

(gee Appendix B)

a. VPP-T (Vocabulary Placement Pre-Test)b. IRI (Informal' Reading Inventory in,Spanish)c. SpCRT (Spanish Criterion Re47ence Test)

o-

35 41

OBJECTIVE CS1.1.3: BILINGUAL AIDE

_Bilingual K classrooms will have the service of a bilingual aide.

1. Teacht?i3 will answer positively when asked whether they havethe,services of'a bilingual aide.,

. "Project evaluator will document the schedules of the bilingual.aides to determine ireach K classroom is serviced.

...LEVEL OF ATTAINMENT: ACHIEVED

Thit'objective was not directly measure;

2:. This:objective was not measured.

EVIDENCE:

1. In .the Teacher Questionnaire the teachers responded that they

had the services of an aide at least part of the day.

2. This objective was not measured.

OBJECTIVE CS1.1..4: PARENT VOLUNTEER

Parent volunteers will wqrkil:hilingual K classrooms. There will beat

least one parent volunteer invol an instructional/supervisory capacity

per ilassroom per. .as documented b lasproom records on-'parental

invo vement.


An average of 1 student per class was representedeach. Month."r.However, the majority of the parents engaged' n conferences-,


in a school- activity

Fortis for recording the participation of parents in school activittes

were distributed to all,ptoject classioom. In February, 1975 an analysts

Of these forms showed that.2O% of theiproject students had been represented

by at least one parent, -in a school activity., This averages out to out

one parent Lye school.activity:per classroom per month.

OBJECTIVE CS1.1.5: MATERIALS

Materials budgeted for Spanish instruction-in K will be ordered and de-

livered. Delivery ofthesemplaterials will be documented by the evaluation

staff.


All materials budgeted were ordereddistributed to the schools.

.4 /

and all these materials received were

364 .2

EVIDENCE.;

Records in the project filesand in the. Business Offictdocument_the.expenditure of all funds budgeted.for Illatgrials. Records of receipts

. of the. materials ordered and dates of theit distribution to the schoolsare also, available.

-OBJECTIVE:C.0-1.6: SUPERVISION

Ptoject staff will be available to help classroom teachers and. aides PlanSpanish instruction. Each teacher will have regularly scheduled meetingonce. each semester with .a member of the bilingual project staff. This

will be documented by the monthly staff, contact form.


Each project teacher was visited by project staff on the aterage of atleast once a month.

EVIDENCE:

Records maintained by the project staff document their visitation to eachproject school. .These visitations were scheduled weekly during mostmonths,. Frequency of the visits ranged from once a well( to twice .S.month.

OBJECTIVE CS2.1.1: SUMMER STAFF TRAINING

Teachers and aides will pareiciAte in training activities for Spanishlanguage.development during the Summer Workshop. Their responSes on

a reaction form will show a mean response of 3.5/5 to items relating

tO the success of this training.

LEVEL ,OF ATTAINMENT: ACHIEVED

Spanish language development was a topic for training.during the Summer

Workshop. Mean reattions. of participants exceeded 3.5.

EVIDENCE:

At least nine of the sessions in the Summer Workshopodirectly addressed.Spanish language development. (see'Appendix A) Paiticipantt completed

reaction forms for each session. All mean responses exceeded 3.5, most`-

were above 4.0.

37

OBJECTIVE,CS2.1.2: ON- GOING. TRAINING

Teachers and aide:2i will participate in training activities for Spanish.,. .

language development. during the:1974-75 school .year. Th&ir responses .

on'a reaction'form will show a mean response of 3.5/5 to items relating,to the success of this training.

LEVEL OF ATTAINMENT:. NOT ACHIEVED-

This objective was not measUred.directly

EVIDENCE:

.Records in. project office files indicate that several workshops were.-offered during the school year. However, no check: on this was made.

No reaction forms were completed.

OBJECTIVE CS2.1.3: BILINGUAL'AIDES

Each bilingyal classroom will hive the services of a bilingual teacher.

aide.

Teachers will answer prositively when asked whether they have theservices of a bilingual aide..

Project evaluatorWill document the schedules of the bilingual aides.to determine if each classroom is serviced.


All the teachers responding to the Teacher Questionnaire indicated that

they had the services of a.teacher aide at least part of the day.

EVIDENCE: *

In the.Teacher Questionnaire all of the teachers indiCated that they.

had an aide at'least part of the day. The project evaluatOr interviewed

the. teacher aides and noted their schedules.


Materials.budgeted for conduCting language development activities will

. be delivered. Delivery of tRese materials will be documented by the

evaluation staff..

LEVEL OF ATTTAINMENT: ACHIEVED . .

All materials budgeted were*dered and all these materials received.

were distributed to the schOola.

EVIDENCE:

Records in the ptojectliles and in the Business Office document the

expenditure of all funds budgeted for.materials. Records of receipt of

the materials ordered and dates of'their distribution to the schools

are also available.

384 4

OBSECTIVE.CS2.1.5:. PARENT VOLUNTEERS

Parent Volunteers will provide resources for language activities and,-provide teachers with more time for individual or small group instruction.There will be at least one patent volunteer involved in an instructional/supervisory ca acity per classroom per month as documented by clas6rooMrecords on par ntal involvement: '-i.

. .

LEVEL OF.ATTAINMENT:

An average of-one parent volunteer per .classtOOM per Month-was -tecorded

EVIDENCE: NOT ACHIEVED

The Monthly Parent/Participation Farm summary includes data completed inproject classrooms!. This ammary shows and average of'20% of projectstudents per month being represented in in-school, mostly supervisory,activities. This is aniaverage, with some classrooms having morevolunteers and others having none.

OBJECTIVE CS2.1.6: SUPERVISION

Project staff will be available to help teache s and aides-Plan instruction.Each teacher will have a to ularly scheduled m eting once each semesterwith a'meMber of the bilingua project staff. T is will be documented bythe monthly staff contact form.


Each project,teacher was visited by project staff an average of at'leastonce a month.

EVIDENCE:i

ACHIEVED

Records maintained.,b); the, project staff docuMenetheir visitation'to eachprojeOt school. These visitations were scheduled weekly during mostMonths. Frequency of these visits ranged from once a month to twice amonth.

OBJECTIVE CS3.1.1: DOMINANCE TESTING

Each K and 1 student's langUage.dominance will be determined by theadministration of theiJames or PAL test within the first three weeks ofschool, fall, 1974.. Copies of these scores will be forwarded to andkept on file in the Office of Evaluation.


All K and 1 project students enrolled the first week of September weretested.

EVIDENCE: ACHIEVED

Bilingual aides were trained, and administered the James or the PAL teststo all K and 10.t grade students during the first week in'September.' The.scores are on file in the Office of Research and Evaluation. e,

.0.39 41 rJ

OBJECTIVE CS3.1.2: SUMMER STAFF TRAINING

Teachers and aides wily attend inservice sessions concerning theimportance-of and the use of language dominance scores during the SummerWorkshop. Their responses on a reaction form will show a mean of 3.5/5to item's relating to the success of this training.

LEVELOF ATTAINMENT: ACHIEVED

t

A session od.ttwimportance of and dominance scores was

r,

conducted. No reaction forms were completed.

EVIDENCE:

A brief session on language' dominance testing'was conducted, however, timedid not permit participants to complete reaction forms for this session.

OBJWTIVE CS3.1.3 AIDE'TRAINING

Bilingual aides who:will be administering the,James_or PAL test willreceive training. The names of those aides'participating inthe trainingwill be on file in the:Office of Evaluation.

LEVEL OF ATTAINMENT: ACHIEVED..

Aides received training in:administering and scoring the James ortests in'a half-day workshop.

EVIDENCE:

All bilingual' aides hired the first week of school in August attended ahalf-day training session conducted by the bilingual program staff.Aides were trained in the administration and scoring of either the Jamesor the PAL tests. The names of the aides trained are on file with theschool or schools in which they tested. :"

OBJECTIVE.CS3.1.4: SUPERVISION

'Project staff will be available to help teachers and aides organizeclassrooms' on. the basis of these scores. Each teacher will have aregularly scheduled meeting with a member of the.bilingual project duringthe first semester. This will be documented by the monthly staff contact

form.

LEVEL OF 'ATTAINMENT: ACHIEVED

Each project-teacher was visited by project staff an averagK17f at least.

once a month.

'EVIDENCE.:

/Records maintained by the project staff document their visitation to each

project school. Theie visitations were scheduled weekly during:most .

months. FreqUency of these visits ranged frlom once a week to twice a month.

404.6


All budgeted materials for beginning reading instruction in Spanish willbe'Orderedand delivered. 'Delivery of these materials will be docUmented

by the evaluation staff.


All materials budgeted were ordered and all these materials received ,

were distributed to the schools.

EVIDENCE:.-

Records in the project files and in the Business Office,document theexpenditnre,nf all funds budgeted for materials. RecorWof receiptof the.mapitrials ordered and dates of their distribution to the schoolare available.

OBJECTIVE CS3.2.1: ghMMER STAFF TRAINING

Bilingual teachers will receive training. in Spanish reading and writinginstruction during the Summer Workshop. Their responses on a reactionform will show a mean reSponse of 3.5/5 to items. relating to the successof this training:

LEVEL OF ATTAINMENT: ACHIEVED,40""

Seven Summer Workshop SessiOns addressed Spanish reading instruction. .

Three sessiong addressed Spanish language arts whielhAciuded some writing:

instruction. All but one session exceeded 3.5 on' theWeaction forms.

EVIDENCE:

.

.;

Appendix A describes these Summer Workshops ,aCtIVI.tier and gives themean responses on reaction forms for each. . ,

4 ,

OBJECTIVE CS3.2.2: ON-GOING TRAINING

.

Bilingual4teaChers will receive inservine training-tin.:Spanisnreadingand writing instruction during the 1974406.6144rOlileir responseon a reaction form will show a mean resppg405494Y:lienia related to thesuccess ofthW training.


This objective was not directly measured

EVIDENCE:

Records in projectnffice filesoffered during the schOol year.reaction forms were completed.

ti

isa ice te that. 60e-eel:: ?irsirltfh:OOS . yEtre.

However, no cl:LOCk,'01: this yes;placle. No

.

-41

OBJECTIVE CS3,2.3: MATERIALS,

Materials budgeted for Spanish reading and writing instruction will beordered

.

rdered and delivered by November, 1974. Delivery of these materials

will be docuMented by thaavaluaeion 'staff..


All materials budgeted tiere.ordered and all these materials receivedwere distributed to the schools.

EVIDENCE:

ReCOrds'in the project files and in the .Business Office documeni theexpenditure of all funds budgeted for materials. Records of receipt o

the materials ordered and dates of their distribution to the schoolsare also available. ik I

OBJECTIVE CS3.2.4: SUPERVISION

Project seaff'Will be available to help classroom teachers and aidesplan Spanish instruction. Each teacher will have ategulaily schedumeering.once each semester with a member of the bilingual project staff.This will be documented by the monthly staff contact forM.

LEVEL, OF ATTAINMENT: ACHIEVED

Each project teacher was visited by project staff an average of.at least

once a month.

EVIDENCE:

Reordil ma4.0isined by the project staff document their. visitation to each

project schbOL-These visitations were scheduled weekly during most months.Frequency,of these:-visits ranged from once a week to twice a month.

17,÷T

OBJECTIVE11035 VOLUNTEERS

atent voluiar in bilingual classrooms. There will be at,

least one pert involved in an instructional/supervisory-

.capacity per c n Der month as documented by classroom records on

pareLal involv


An average of one parent volunteer per classroom per month was recorded.

EVIDENCE:

The Monthly Parent Participation .Form summary in:ludes data completed i

project classrooms. This summary shows and average of 20% of projectstudents per month being represented in in-school, mostly supervisory,activities. This is an average, with'some classrooms having morevolunteers and others having none.

4248

OBJECTIVE CS3.2:6: BILINGUAL AIDE

Classrooms will have the service of a bilingual aide.

..

1. Teachers will:answer positively when aSked.whether they have theservices of a bilingual aide.

2. P*p/ec,evaluatcir 1411 document the schedules of the bilingual aidesto determine if each classroom is serviced.

LEVEL. OF ATTAINMENT: ACHIEVED

All the teachers responding to the Teacher Quetionnaire indicated thatthey had the services of a teacher aide ar,least part of theday.

EVIDENCE:

In the Teacher Questionnaire all of the teachers indicated that theyhad an aide at least part of the day. The project evaluator interviewedthe teachers aides and noted their schedules.

OBJECTIVE 'CS3.3.1: SPANISH CRT

Th015CRT will be furnighed to all.schools and administered by the end o

OctOber, 1974. Staff in the Office of Evaluation will document the

administration:


The SpCRT was furnished to all schools and administered by mid-November.

EVIDENCE:

All project schools were provided the SpCRT in October. Becauseof the

time involved. in administering this test.for the first time, many students

were not tested until November. Records in the Office of Research andEvaluation show the students tested and the results of that testing..

OBJECTIVE CS3.3.2.: SUMMER STAFF. TRAINING

Teachers and .aides will be trained in grouping and/or individualization

during the Summer Workshop. Their-responses on a reaction form will'show

a mean response of 3.5/5 to items relating to the success of this training.


Three. Summer Workshop sessions addressed grouping and/or individualization

directly: Other sessions included'this topic indirectly. All three of

these sessions received ratings in excess of'3.5.

EVIDENCE:,

.Appendix A summarizes these activites from the Summer Workshop. Each

participant completed a reaction form after each session. The mean

responses given on these forms exceeded 3.5 for the sessions dealing

directly with grouping and/1 individualization.

43 4 9-

OBJECTIVE CS3.3.3: ON-GOING STAFF TRAINING

Teachers and aides will be trained in grouping and/or individualizationduring the 1974-75 school year. Their responSes on a reaction form.Wil show -a mean response of 3.5/5 to items relating to.the success of,this.training.


One. vorkshop during the year included training on grodping and/orindividualization. The mean reSponse for the workshop exceeded 3.5.

EVIDENCE:

The Diagnostic Testing Workshop included the topic of grouping and/orAsdividualization. The mean.resionseto items on reaction forms exceeded3.5. S

'OBJECTIVE CS3.3.4: SUPERVISION

Project staff will be available to teachers and aides to help plangrouping and/or individualization. Each teacher will have a regularlyscheduled meeting once each,semester with a member of the bilingualstaff. This will be documented by the month staff contact form.


Each project teacher was visited by project staff on the average of atleast once a month.

EVIDENCE:

Records maintained by the project staff document their visitation ta each

project school. These visitations were scheduled weekly during most months.Frequency of the visits ranged from once a-week to twice a month.

OBJECTIVE CS3.4.1: TEAM TEACHING

Team teaching arrangements Will be worked out at each school.so thatall project students will be served by a monolingual and bilingual teacher.as documented by the process evaluators.


All project students were served by both a bilingual teacher and amonolingual teacher, except for self contained bilingual Classes.

EVIDENCE:

Records in the project files show the team teaching patterns of all project

schools:.

445o

OBJECTIVE CS3.5.1: PLANNING WITH TEACHER

Teachers and aides will plan regularly together. When asked how oftenthe teacher and aide plan together, both the teacher and aide will respondwith. the equivalent of at least507. of the time.

k.


This objective was not measured.

OBJECTIVE CS3.5.2: BILINGUAL AIDE

Each bilingual Ikassroom will have the services of a bilingual teacheraide.

Teac s will respond positively when asked if they have theservi es oft a bilingual aide.

b. Project evaluator will document whether each bitingual classroomis served by a bilingual aide.

i/ LEVEL OF ATTAINMENT: ACHIEVED

All the teachers responding to the Teachen Queitionnaire indicated thatthey had the services of a teacher aide at least part of the day.

EVIDENCE:

the Teacher Questionnaire all of the teachers indicated that theyad an aide at least part of the day. The project evaluator interviewedthe teachers aides and noted their schedules: 7.

OBJECTIVE CS3.5.3: SUMMER STAFF TRAINING1,

Bilingual teacherg will be trained in the use.of a bilingual aide in theclassroom during,the Sumhier Workshop. Their. responses on a reaction formwill show a mean response of 3.5/5 to Items relating to the success of thistraining.

LEVEL OF ATTAINMENT:- NOT ACHIEVED

This training did not occur.

EVIDENCE:

This topic, was never directly addressed'bY any staff development activities.'

45

OBJECTIVE CS3.5.4: ON GOING TRAINING

Bilingual teachers will.be trained in the use of a bilingual aide in theclassroom. uring the 1974-75 school year. Their response on a reactionform will show 4 mean response of 3.5/5 to. items relating to the successof this training.

'LEVEL OF ATTAINMENT: NOT ACHIEVED

--Thietrainini:did)mot occmr.-

EVIDENCEt

This topic was never directly addressed by any staff development.acrivities.

OBJECTIVE CS3.6.1:, SCHEDULING VOLUNTEERS"

('ommunity Representatives will be/contacting parents and scheduling.classroom visitations.. This wil be documented through monthly reports:

LEVEL OF ATTAINMENT: NOT ACHI ED

One of the Community Representatives major activities was contactingparents,. however, scheduling classroom activities was not a frequent

-occurance.

EVIDENCE:.

Monthly activity reports for the community representatives areon file in the.projeCt office., These reports-show 'frequent parent contactby numerous avenues, i.e., phone.calls, home visits, written communications,

etc. Scheduling times for parents to visit classrooms was an infrequent'

OBJECTIVE CS3.7.1: CURRICULUM LISTINGS

The curriculum writer will research available commercial bilingual.materials, prepare an annotated bibidgraphy of these, andsubmithatbibliography to the Project Coordinator before the end of October; 1974.


This activity did not. occur.

OBJECTIVE CS3.7.2: CURRICULUM DEVELOPMENT

The curriculum writer will select, order, and adapt appropriate bilingual

materials throughout the year and make these available to-the classroom

teachers.: By the end of the project year (May, 1975) each bilingual

- teaCher_wIll_have been furnished at least one instructional unit from

material identified, adapted, and provided,by the curriculum writer.


The curriculum writer.provided the project teachers with a unit she

'developed on "El Dia De La Raza."

EVIDENCE:

The curriculum writer maintained records to. document the delivery to

project classrooms. No check on the use of the unit was made.

OBJECTIVE CS3.7.3: CURRICULUM DEVELOPMENT

The curriculum. writer will develop locally relevant instructional units

and provide these-in ateachable format to the bilingual teachers.-Thy the

end of the project year (May, 1975) each project bilingual teacher will

have' been furnished at least one instructional unit developed by the

projects curriculum writer. (A unit is defined as a minimum of 15 minutes

of classroom activity per day for a minimum of 5 days.)

LEVEL Of ATTAINMENT: NOT ACHIEVED

The curriculum writer provided the project teachers with a unit she

developed-on "El Dia De La .Raza."

EVIDENCE:

The curriculum writer maintained tecords to document the delivery to

project classrooms. No check on the use of theounit was made.r

OBJECTIVE CE1.1.1: SUMMER STAFF TRAINING

K teacher's will receive training in' English instruction during the Summer.Workshop.' Their, iesponses on a reaction form will dhow a mean response of3.5/5 to items relating to the success of this-trainling;


Six of the Summer Workshops addressed English instru tin, the overallworkshop mean was 4.3 out of 5.0.

EVIDENCE:.

Summer sessions were documented and summarized (eee-Appendix A).- Eachparticipant' completed a reaction form afte. each,sessibn. The meanresponses giVen on the reaction forms for the six sessions related't0English instruction exceeded 3.5 out of-5.0 foi 5 of the 6 sessions.Overall, the mean was 4.3.

OBJECTIVE CE1.1.2: ON,- GOING STAFF TRAINING

14K teachers will receive inservice traininvin Englibtranstruption during

o the 1974-75 school year. Their responde on a reaction formmean response of 3:5/5 to items relating'to the success of this'tr ning.

'LEVEL OFATTAINMENT: NOT ACHIEVED

This training did riot occur,

OBJECTIVE Cg1.1.3: BILINGUAL AIDE

. .

tBilingual K classroibms willhave the service of a:bilingual aide.. ,

L. Teachers will answer positively when asked whethertay*havethe-i!Services of a bilingUat aide.

2. Project evaluator will document the schediiies of.the'bijingualaides tp determine if each K classroom is,serviced.

, LEVEL OF ATTAINMENT: ,ACHIEVED

.This objective was not directly measure.

This objective was not measured.

:e48 ,

,EVIDENCE:

1. In the Teacher Questionnaire the teachers responded that they hadthe services of an aide at least part of the day.

2. This objective was not measured.ti

lo=

6 .1

OBJECTIVE CE1.1.4: PARENT VOLUNTEERS

Parent NolUnt*,04diwill work in bilingual K classrooms. There kill be at 4

least one parent volunteer involved in an' instructional/supertlsorycapacity per classroom per month as documented-by classroom records onparent. involliement.

) LEVEL' OF ATTAINMENT: NOT ACHIEVED I

An average of one students per claps, was represented in a school actiyity

each month. However, the majo#ity1 the parents engaged in conferences,

material prepataticin, and fiala trips.

.

"EVIDENCE:

Forms for recording the participation of parents in school activitieswere distributed to sll project classroom. In February, 1975 an analysisof these forms showed that'20%15f the project "students had been representedby at least one parent in a school activity. This averages out to aboutone parent in a school, activity per classroom per month.

OBJECTIVE CE1.1.5: MATERIALS

Materials budgeted for English instruction' in'K will be ordered and de-

livered. Delivery of these materials will be documented by the evaluationstaff.

LEVEL OF ATTAINMENT:: 'ACHIEVED'

e , :All materials budgeted were ordered And all these material's received were

14

distributed to the schools.

EVIDENCE:

Records'in the project files and ,in the Business Office document theeNpenditure df all funde budgeted for-material. Recoxds of receipts

of the materials ordered and datOs of their distribution to the schoolsare also available.

6

4

5E49

OBJECTIVE CEI 1'.6 : SUPERVISION

Project staff wii4 be avitilale.to ti 1pSpanish instruction. Each.teachewill

Abnce eath S4eseter4with.rmember of the

will bedocumented by-theponehly staff

LEVELOF ATTAINMENT:" ACHISVgb.9I

/ 0'

clAssrodM teachers and Aides planhave a regularly scheduled Meeting

project.staff.cpnctpct-form.

it4

.

.

4

0Evil. project*teacher was visAtea by 4grolbct staff on the average of at

4least .once, ii:month0 o. ap.4 4 i

4 l ..

.6EV I d,

''

, 0

4. .

i;RecordsAMaintained by tiletOroject staff PcumentItheirxisiXation to each

project school. These ilsititioils were sdlleOled weekly during most

:....

.months. Frequency ,of the.VoisiL ranged 'from onge a week to twice a month.

.. iv (S.

OBJECTIVE CE2'.1:1: pumNEa STAFF TRAINING

Teachers and aides will pArticiOate in ttainin activities for English,languagrdeveloPment during the Summer Workshop. Their responpes on areaction forM will show a mean response of:3.5/5 to items relating tothe success of this training. .

, ;


English development was a topic for training during the Summer Workshop.Mean reactions of'participanti exceeded 3.5..

iVIDENCE:

At least three ,of the sesed.ons

EngliSh lnaguage development (seereaction forms foi each sessiono..ratings above 3.5:"

,

theSummer Workshop directly addressed.Appendix A). Participants completed-Two out of three sessions received

OBJECTIVE.CE24.2: ON-GOING'STAAk. TRAINING.

*Teacter'S and aides will:participate in training activities for Englishlanguage development.during.the 1974-75 school year.- Their responseson a reaction form will show a mean response of 3.5/5 to iteins:'relating

to the success.of this training. ..

44.

ti

A wIr

a,

f:


This training did not occur

OBJECTIVE CE2.1.3: BILINGUAL AIDE

Each bilingual classroom'will have the services of a bilingual teacher aide.

Teachers will answer positively when asked whether they have theservices of a bilingual aide.

LEVEL OF ATTAINMENT: _ACHIEVED

All the teachers responding to the Teacher Questionnaire indicated theit6

they had,the services of a teacher aide at least part of the day.

EVIDENCE:

In the Teacher QubAionnaire all of the teachers indicated.that they had

an aide.at least part nf.the.day., The project evaluat6r interviewed the

teachers.aidea'and noted their schedules.

OBJECITVE CE2.1.4: MATERIALS1

..4aterials budgeted for conducting language development activities will be

Delillery.of these materials will be docuiented by the

evaluation staff.

LEVEL. OF ATTAINMENT: ACHIEVED,

,7) All materials budgeted were ordered and all these materials-received

were distributed to the schools,:

a 4)

EVIDENCE:

Records in the project files and in the Business Office document the

expenditure of all funds budgeted for materials. Records of receipt

of the materials ordered and dates of their distribution to the schools

are also available.

OBJECTIVE CE2.1.5: PARENT VOLUNTEERS

Parent.volunteers'will provide.resources. for language activities and

provide teachers with more time for individual or small group instruction.

There will be at least one parent volunteer involved in an instructional/

supervisory capacity per classroom per month as documented by classrdbm

records on parental involvement.


An average of qne student per class was represented in a school activity

each month. However, the majority of the parents engaged ir. conferences,


EVIDENCE:

Forms for recordiqg the participation of parents in school activities

were distributed to all project classrooms. In Februa4y, 1975 an analySts

of these forms showedthat 20%of the project students had been represented,

by at least arfe parent in a school activity. This averages out to about,

one parent in'a schbol activity per classroom per month.

OBJECTIVE CE2.1.6: SUPERVISION

Project staff will be available to help teachers and aides plan instruction.

Each teacher will have a regularly scheduled meeting once each semester

with'a member of.the bilingual project-staff. This will be documented by

the monthly staff contact form.

LEVEL', OF ATTAINMENT: ACHIEVED .

gib

.

. 0

Eath project teacher was visited by project staff an average of at least.

once a month. *

EVIDENCE:

Records maintained by the project staff document tteir visitation to each

project school. These visitations' were scheduled.weekly during:most

months. Frequency of these visits ranged from once a month to .0rice a

month.

52. 5E

OBJECTIVE, 6E3.1.1: 'DOMINANCE TESTING

Each K and 1 itudent'S language dominance will be determined by the

administration of'the James-Dr PAL-test within the first three weeks

of school, fall, 1974. 'Copies of these scores will be forwarded to

and kept on file in the Office of Evaluation.'


All K and 1 project students enrolled the first week o September were

tested.

EVIDENCE: ACHIEVED.

Bilingual aides were trained and administered the James or the PAL

tests to-alI K and 1st grade students during the first week in September.-

The scores are on-file in the Office of Research and.Eyaluation.

OBJECTIVE CE3.1.2: SUMNER STAFF TRAINING

Teachers'and aides will attend inservice sessions concerning theimportance of and the use of language dominance scores during the Summer

Workshop. Their responses on a reaction form will show a mean of 3.5/5

to items relating to the success of this training.


A session on the.importance of and use of language dominance scores was

conducted: No reaction forms were completed.

EVIDENCE:

A brief session on language dominance testing was conducted, however,

time did not permit' participants to complete reaction forms for this

session..

OBJECTI,VE CE3.1.3: ABM TRAINING

Bilingdal aides who will be administering the James or PAL test will

receive training. The names of those aides participating -,in the training

will ,be on file in the Office of Evaluation.

LEVEL OF ATTAINMENT: ACHIEVED.

Aides received training in administering and.scoring the James or.PAL.

tests in a half-04y c rkshop.

EVIDENCE:

All bilingual aides hired the first week.of school in.lUgust attended

a half-day training session\conducted by the-bilingual program staff.

Aides were trained in the administration and scoring of either the

James or the PAL tests. The names of the aides trained are on file

with the school or..schools in which they tested.

53

5


Project staff will be available tO help teachers and aides organize

classrooms on the basis of these scores. Each teacher will have a.:1,regularly 'scheduled meeting with a member, of the bilingual project

staff during the first semester. his will be documented by the

monthly-staff contact form.


Each project teacher was visited, by project staff an average of at

least once a month.

EVIDENCE:

Records maintained by the project staff document their visitation to

each project school. These visitations were scheduled weekly duringmost months. *Frequency of these visits ranged from once a week to

twice:amonth.1 y

P. 7m

,QBJECTIVE 'MATERIALS

All budgeted materialS for begnning..,readlrid,hinstruction in English

will be ordered and deliyeredPeiAvery.of'tbese materials will he

documented by the evaluation slaff- ,


All material budgeted were ordered and all thede materials received were

distributed to the schools.e

EVIDENCE:

Records in the project files and in the Business Office document the

expenditure of all funds budgeted for materials. Records of receipt of

the materials ordered and dates of their distribution to the school are

available.

OJBJECTIVE CE3.2,1: SUMMER STAFF TRAINING

Teachers will receive training in English reading and writing instruction

`during the Summer Workshop.: Their respqnsea'on a reaction tom willrshow

d- mean response of 3:5/5 to-ittms relating to the success of this training.

cCO


Seven Summee'Wokshop Sessions addressed English reading instruction.

Three session's addressed English language Arts which included some

writing instruction..,All but one session exceeded 3.5 on the reaction. form.

4*

EVIDENCE:. .

Appendix 4.describes these Summer Workshop Activitiesanmean responses on reaction form for.each.

OBJECTIVE CE3.2.2: ON-GOING STAFF TRAINING

Teachers will receive inservice training in English reedihiCa00*Ointinstruction during the 1974-75 school year. Their responservction form will show a mean response of 3.5/5 to:iteMire14ing:rtothe

, .

successof this training..


This training did not occur

OBJECTIVE CE3.2.3:)1ATERIALS.,:., .:.

1.44erittls-budgeted for English reading And:writin-ordeied.and delivered. -DeliVery:bf these mated.by the, evaluation staff.

At

LEVEL OF ATTAINMENT:". ACHIEVED .

All materials budgete6Wervordsred andwere distributed to the schools.

EVIDENCE:

hesematerial§ received

Records in the *projeCt.files and in .the BdsineSs Wice' document theexpenditure of all fuhds budgeted for material Records-of' receipt

of.the materials ordered and dates of theli .dist ribution to the, schools

are also available'.

'4

OBJECTIVE .CE3.2.4:. PARENT VOLUNTEERS

Parentvolunteera will'work in classrooms. There will be at. least one

parent volunteer involved in an instructional /supervisory capacityper classroom per month as documented by the monthly staff contact form.

LEVEL OF ATTAINMENT: NOT ACHIEVED .

An average of 1 students per class was represented in a school acitivityeach month. However, the majority of the parents engaged in conference's,material preparation, and field trips.

EVIDENCE:

Fokms for recording the pattiCipation of parent in school activitieswere distributed to ail.prOjectclassroom. In February, 1975 an.analysis"of these forms shoWed that 20%'nf the project students had been representedby at least one parent in a'school activity. This averages out to aboutone parent iii a school activity per cialsttama.ermonth

OBJECTIVE CE3.2.5: BILINGUAL AID . .

Classrooms will have the service of a bilingual aide.

1. Teachers will answer. positively when asked whether they have the, ,,

services of a.bilingual aide.

2.0.rOjedi *vi*TdatOr wiIi'dOcumenf,the-Schedulesdetermine if each K .]:debodp. iit'serNaced."

.

r

of the bilingual


, Project staff will be available to help classroom teachers and aidesplan English instruction. Each teacher will have a regularly scheduledOneeting once each semester with a member of the bilingual project staff.

is will be documented by the monthly staff contact. form.

VEL OF ATTAINMENT: ACHIEVED. . ..

projeCt teacherc;es.a month:

Wes visited by "project staff an average4lbf east:

eCordi maintained by the project staff document their visitation toOiolirojec t school. These visitations were scheduled weekly during

-'.1.0tithe.. ',Frequency of these visits ranged from once a week to twice.a

56

° LEVECOF ATTAINMENT: ACHIEVED

All the teachers responding to the Teacher Questionnaire indicated thatthey had the services of a teacher aide at leastpart of the.day.

EVIDENCE:'

In the Teacher Questionnaire all of the teachers indicated that theyhadan aide at least part of the day. The project evaluator interviewed

the teachers aides and noted? their schedules..

OBJECTIVE A1.1.1: SUMMER STAFF TRAINING

PrOjece,teachers .and aides will partiCIpate in training in culturalawareness during the Summer Work.64. Their response on a reaction form,will show a mean response of 3.5/5 to items relating to'the success'ofthis training.


A full day of.the Summer Workshop was. devoted to culturer,awareness.The mean response for this day exceeded 4.6.

EVIDENCE:

Appendix A describes in detail the activities of and reaction to thecultural activities in the Summer Workshop., Half a day was spentstudying Black culture and half a day was spent studying Mexican American.

culture. The responses received from participants in these two sessionswere*the highest for any session during the week.

OBJECTIVE A1.1.2'!:. ONGOING STAFF TRAINING%I.,

Project teachers and.4ides will participate in inservic training: in

,cultural awarefiess',duiing the r974 -75 "aZTool year. The-4. response on

a reaction form will show a mean response of 3.5/5 to items relatingto,'the success of this training.


A full day was devoted to cultural relevance at a workshop codducted

for projedt teachers at Allan.Junior High on March 20,-1975.

EVIDENCE:

One full day session on cultural releVance during the school year wasthe total amount of training proVided prclect teachers in this area.No. 'reaction form was completed.

OBJECTIVE A1.1.3: BILINGUAL AIDE

All bilingual classrooms will have the services of a bilingual aide.

a. Teachers will answer positively when asked4hether,they have theservices.of a bilingual aide.

b. .Project evaluator will document whether K classrooms are served. '

by'a.bilingual


All the teachers responding to the Teacher Questionnaire indicated thatthey had the services of a teacher aide at least part of the day.

EVIDENCE:

In the Teacher Questionnaire all of the teachers indicated that they`.had an aide-at least part of the day. The project evaluator interviewedthe teachers aides and noted their schedules.

I/

OBJECTIVE A1.1:4: MATERIALS

Each project.classroom will receive materials budgeted foi conducting.culturally.A-elateA activities:. The delivery of the materialsdocumented.by the evaination staff.

. .

TIVEL OF ATTAINMENT: ACHIEVED

Ail materials budgeted were ordered and all these materials-receivedwere distributed to the schools.

EVIDENCE:'

RedAds in the project files and in the Business Office document theexpenditure of all funds. .budgeted for materials. Records of receiptsdf the materials ordered and dates of their distribution to the schoolsare also available.

"

OBJECTIVE A1.1.5: CURRICULUM DEVELOPMENT

The curriculum writer will funiphone cultural- unit.: (A unit is,defof classroom. activity per day for a'classroom teacherwill answer:positwriter haS furnished:him/her with a


This objective was not measured

each project classroom with at least.fined as a minimum of fifteen minutesminimum of five days.) Eachively when 'asked whether the corriculuMt least one cultural. unit.

OBJECTIVE A1.1.6: PARENT VOLUNTEERS

Parent Volunteers will provide'each.classrobm with cultUrally related-,resources at.least once each semester asdocdmented by CladSroomrecords.

LEVEL. OF ATTAINMENT: NOT ACHIEVED\_j

An average of one students per class was represented in a school acti.

each month. However, the majority of the parents engaged in conferent


EVIDENCE:

Forms for reCording-the participation of parents in school activities, 1.

were distributed to all.project tlaSsroomS. In February, 1975 an analysis

of.these forms showed'that'20% of the project .students had been represented

by at least .one; :parent in a school aCtivity. This*;erages out. to about'

one, parent in a school activityper clasarOom per month.

OBJECTIVE A1.1.7: ,SUPERVISION

ior

Project staff will be available to help classroom teachers plan

Activities.' Each teacher"will have at least ontfscheduled conference

with a member of the 'project staff' each semester.

"LEVEL .OF ATTAINMENT:. ACHIEVED

Each project teacher was visitedleast once a month, 101P'

VIDENCE:.

by project.staff on the average of at

Records maintained by the project staffproject school. These .visitationsliere

months. Frequency of the visits ranged

it#,

docuffient their visitation to eachscheduled weekly during mostfrom once a week to t;wice a,month.-

OBJECTIVE Al.`2.1:

Same as all. other Input Objectives. All Input

.domain:relate to this input objective.

A

4 - --

Objectives'in the cognitive

. OBJECTIVE A2.1.1:

Seine:as all other Input Objectives. All input Objectives ,in the cognitive

domain relate to this input Objective.

,

59

OB.00fIVE A3.1.1::

Same at all other Input Oblectives. All Input Objectives in the cognitive44main relate to this input. objective.

60

6

9

VI

..TATEguL4TioNsill

7;The'.C..T..F.O. EyalUAtion Model employed in this report assumeg- ., '-.:that.there'ire Critical: relationships among the.four,compopents';..!'oftheeValt.lation context, input, process aid outcomes. All .

the four components are interrelatedi And on affects the "resultsof theother. Before going any further, dne has to lOok at the '

context or enVirimmSnt in which:the ESAA projegt exists. 4The.eontextjs that part of the project over which One has little,if any, control... It may encompass variables frog the schoolStich.as the:schoolbuilding itself,,the experience or in-.':V*PerienCe:ot-the facUlty,tothe-home, the education and' thesocioecondmiC level.pf'd=particplarjamily. TakinOhis into.cIoser:conSide*ation;- ote.then take6 4-closer look at.the-interactiOn oT:..iAck:Ot interactionetween the inpUtS and probeSsesoutlined for a-_partiodlarproteci,in this -case -ES44,.,, and

,.;.examines how these:two haYe affected.the expected outcomes of1 =

: the project.

_

Input objectives' are thOse.

objeCtives, thosevariables prOyided.

directly as a result of a program, but which .:,are antecedent. to.theagltual teaching4earning activity". Procdse!objectiVes orvariables inciUde those things which occur of the moment` ,of the.

r.., teaching-leaining-ACt Included'as processesare such thingsi.!

:...' As:teachinvmethOolpgy-and:verbal'interaCtions. There should bedefinite l'elationstitO-3etweenthe.lnputs and the prOcess94,..In order, for the processestio,tak.eplace;Ithe inputs hate to beimplemented uatiinately:produCethe outcomes of a protect.Ail of these'interactiOns ar*taking.place within. the. cOnteXtof the whole, project.

.

.

Most of the process and input ObjectiveS for the ESAA Bilingual!:BiculturalA"rojeCt:Were met:: An'Outtomeobjective that was not ,

met was the objectiveAhat dealt with the Increase of readingskills in Spanish.VOne has only,tp-take.a.closer look .at the ..:

input and process objectives that..yetennt 'met amd. one Seepthatthere was no .on-goi4 training in.SpaniSh4eveloOtentduting theschool year and'that the teagherS did ndt410' withthe,tegeher,'aide on a regular basis. Another-input objeOlvethat.was hot :met was getting the parents into the classr4sto assist in-instruction. In the process objectives. the. ir:ding and writing

.activities in Spanish were not met There waS..,. ractically no4;.curriculum development to speak of.. All theseinput and process,objectives that were not met could have very.pos4bly been the %.reasons that there was no'increase in-reading skteis in Spanish,

, .

These findings can be of-great value to the project staff nextyesr so. that they canstrengthen these'areas in orderCthat the

project.can better serve the studentS 4n the ES44BilingUalfBicultural Project.

e

61,

4

4 .'

GLOSSARY

ESAA Emergency School Aid Act pa ed by Con re to'assis&R. y g ssschool districts under a cttrt ordered desegregationplan:

PrOject ESAA Bilingual /Bicultural Project inA

Projett Year - July lt 1974 .to June j0, 1975

Bilingual Classroom - Project classroom,engaged in bilingual,'instruction and haVing.a bi4ingual.teacher.

Project classroom engaged in bilingual in-structiOn and having a moeolingual teacher..

- ,.

Team Classroom -

MonolingUalZlaSsroom

Bicultural Classroom,-

C.I.P.O. - EvaluationEvaluation

7 Project tlessropm where all instructionis ie.Engli!Sh. :

Project classroom whert A11- inatructiodis in English.

model developed'by the Office ofand used as a basis for ,his report. ,

of Confidence -,In the analysis of data reported here,.this means that in only 5 cases out op.100.theldifference observed, between tooineasures,would have occurred by chanCe....

Significsnt Difference

Random4..

- This term is used only when. the ifference''between two measures reaches or .exceeds,the .05 level oUconfideece,

Sample - This term refers tesaTples that''Are drawn in yhicfr

all the subjects. in that pdpulation have an'equfilchance of being chosen.

0

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