territory. These inventories will be used to help determine the needs as required by the act.

UTAH

The pressure of meeting deadlines the first year of the program has been intense. Things came on so fast that the program suffered. While trying to assemble an adequate title II program, local districts were struggling with title III NDEA and title I ESEA. Adequate staff was not available to plan, see a program through, or evaluate program procedure ***. Provision should be made for financial aid to be appropriated for professional, technical, and clerical help.

The impact of the title II program on the improvement of educational opportunity for children and teachers in the public and private schools of Utah has been revolutionary. For the first time in the educational history of our State, centers were remodeled or constructed to house all educational media. Various instructional items were placed in a complex along with the book, making it possible for more enrichment materials to be added to the curriculum. District and State leadership provided guidelines wherein personnel in private and public schools might work together in harmony. This cooperation provided opportunities for students and teachers to check materials out-materials along with the book * * *. Utah has been able to begin its standards for each of the three categories of materials as a result of the title II program. The State is using standards suggested by ALA and DAVI and this first year has been a great help in beginning our climb. The greatest amount of purchasing went into library resources and audiovisual materials, yet each school needs more help to achieve standards ***. Prior to the arrival of title II ESEA, most of our secondary schools had libraries. Few elementary schools had a central library service. Most private schools had no school library service. This past year saw this old pattern broken, and as students and teachers return to school this fall, media service will be available to virtually all children K-12 in our State. One of the goals of local and State media personnel in the forthcoming year will be to help teachers and students to use the resources in the media center more profitably. Demonstrations are being set up to help teachers to use multimedia sources as they instruct. More emphasis will be placed on the role of the teacher and student in the instructional media center. Administrators are changing their attitudes toward the function of the center ***. Some media groups have had inservice training this fall in defining ways they can increase the utilization of school library resources and other instructional materials by children and teachers in their own schools.

One superintendent of four schools said that more books and materials have been * (made available in) his two media centers in 1 year than in any previous 10-year period * * *. A district library supervisor said the time for becoming acquainted with the program and spending moneys was too short. She said there was broad approval of school personnel for the selections during this hurried period. The materials were fine and there were few State strings attached to her choices.

VERMONT

The impact of the title II project on the improvement of library service is dramatically evident. The entire outlook is changing from a "textbook only" philosophy to that of using other books and educational materials to supplement the texts. Some elementary schools are subscribing to periodicals for the first time. Superintendents, teachers, and librarians are cooperating in book selection. Time is being provided for teachers and librarians to attend workshops during school hours

A check with superintendents reveals that with the impetus of title II funds for library books, local communities have voted increased financial support for more books, equipment, and buildings ***. With the coordinated programs of titles I, II, and III (of ESEA), personnel and equipment have been added to existing school libraries, new buildings have been constructed and older ones have been remodeled

Students and teachers are becoming more and more aware of the value of library resources other than textbooks and encyclopedias. More demands are being made for audiovisual materials, and places for space and equipment for these aids are being put into building plans for new and remodeled school *

The impact of title II in increasing the instructional resources in elementary and secondary subject fields has been greatest by putting the spotlight on school libraries. Because of the extreme lack of even a library, let alone a minimal

collection, the impact is greater here than on the numbers actually added. The need for adequate number of books is far from met ***. The greatest weakness seemed to be in the scheduling of purchases, since the money had to be expended by a certain date, the book jobbers were completely swamped under by the sudden and devastating deluge of requests.

VIRGIN ISLANDS

It is considered that the proportioning of the three categories of materials met the most urgent needs of the children and teachers in the public and private schools. Textbook needs are more crucial in the parochial schools, but their prorated share is inadequate for a meaningful and significant textbook acquisition program. Therefore, those instructional materials which could be shared were considered. The parochial schools are now considering using the same texts as the public schools so as to better improve their acquisition potential * * Title II materials were not received at the writing of this report; but title II centers were being established in public school libraries and lists of title II resources are being sent to all schools, private and public. Title II resources will be made available on a loan basis and will be delivered on request.

VIRGINIA

As a result of title II in Virginia, school personnel have a better knowledge of new and varied materials, and are employing improved methods of selection. They also have an increased awareness of the importance of school libraries in their relationship to the curriculum and the entire school schedule. The elementary libraries in Virginia public schools have received a real boost by the allocation of title II funds.

Special ways that school libraries were strengthened by the title II program are as follows:

1. A curriculum laboratory was established in a school division for inservice training of teachers.

2. Basic filmstrip collections for each elementary school in a school division were established.

3. A number of high school libraries obtained periodical collections on microfilm for the first time.

WASHINGTON

We have only three districts from among those who generally participate in Federal aid to education programs which failed to take advantage of title II participation. All of these have indicated an intention of participating next year. Only $30,000 out of the total initial allocation to this State of approximately $1,500,000 was available for reallocation to other participants because of this

There were few private schools which chose not to participate in the title II program, but their combined enrollments were insignificant. Private school people generally feel that the impact of title II has served to create a realization of common problems with the public and private school people which goes far beyond the sharing of library and audiovisual responsibilities. The favorable reaction has been exceptional

* * *.

Through the addition of professional materials, the horizons of teachers, administrators and other staff members have been broadened, and up-to-date methods of instruction and newer trends in education which depend upon the availability of materials such as individualized and large group instruction, inquiry training, programed instruction, etc., have been called to the attention of educational personnel in all schools. Several schools that are in the process of implementing new programs centered around the learning resource center concept are planning to strengthen their programs through title II projects * * *. New courses of study such as economics, outdoor education, and health education have been scheduled for implementation in the State. This is partly the result of the increased availability of materials under title II programs.

At the present time we have some evidence that the title II program has * * weaknesses (e.g.) lack of district personnel to carry out the work of maintaining inventory record, selecting, ordering, and processing materials created a heavy burden which had to be discharged in a minimum of time (and) the inadequacy of available time after the program was inaugurated for districts to issue purchase orders covering cancellations were encountered *

**

WEST VIRGINIA

The main advantage received from the title II program can be summarized in the following statement which is a direct quote from one of the county curriculum council's report: "For the first time the needs of children and youth were considered rather than the importance of 'penny-pinching' the dollar to meet minimum requirements." Public school teachers' and children's needs have been given priority over spreading the money over a wide area of application. For the first time the needs of teachers and children in the private schools have been given consideration in the educational picture * * *. Prior to title II most of the school libraries had very large quantities of mediocre or obsolete titles. They were advised to discard these materials. Thus, numberwise during the first year of the program a striking difference will not be perceptible ***. The West Virginia State Department of Education suggested *** that selection tools be used. Most of the elementary schools had never used them before; many schools bought and used them for the first time. The scondary schools purchased selection tools (in addition to the "Standard Catalog") for the first time Many superintendents have stated that they had not realized there was so much involved in library processes. Title II has shown them the need for libraries, good inventory records, and uniform ordering procedures * * *. The future looks good. As this program evolves and has time to be woven into the instructional program its contribution will be many times the cost of the investment * * *. The chief weakness was the fact that the lack of time for planning caused our procedures to be somewhat of a "crash program."

WISCONSIN

It would appear that the greatest strength of the terms by which materials are made available lies in the fact each local school district and each nonpublic school group analyzes its own need for imaterials and selects those materials which will be most useful in improving the educational opportunities for a given group of children *. Coordination between title II and title I has been accomplished at the local and State level through a discussion of specific projects which would involve a joint activity in a given local school district. It is evident that title II allocations have been used in a number of instances to supplement the instructional materials phase of certain title I projects. There has also been the reallocation of small amounts of title II funds to school districts where a title I project opened the way for some special accomplishment being possible through the use of additional title II funds ***. The impact of title II is probably even more significant for many nonpublic school groups since there has been less organized assistance to them for continuing improvement of collections. The annual investment in instructional materials in some nonpublic schools is less per child than those reported for public schools making the impact of title II of proportionately greater significance *. The vast majority of groups, related to either public or nonpublic school groups, is enthusiastic. Whether materials collections are meager or adequate, according to existing standards, all groups indicate that the additional materials, provided beyond the ability of local budgets, will significantly improve learning opportunities for children.

WYOMING

The school library consultant service was made available to Wyoming as a result of the act ***. Because of the funds under title II, the State Materials' Center was initiated. This will consist of many types of educational media in all fields supporting the curriculum and extending the professional growth of Wyoming educators ***.

Prior to title II, the library program was not sufficiently stressed. Many books, such as those in the science field, were outdated and still on the shelves. There is a general interest in updating all library materials. There is an interest in obtaining more visual materials.

CHAPTER V

RESPONSIBILITIES AND SERVICES OF THE U.S. OFFICE OF EDUCATION

Under title II of the Elementary and Secondary Education Act, 1966, the responsibilities of the Commissioner included:

• Determination of allotments for the States and the District of Columbia, the Commonwealth of Puerto Rico, Guam, American Samoa, the Virgin Islands, and the Trust Territory of the Pacific Islands.

• Promulgation of regulations.

• Development of guidelines.

• Approval of plans and amendments.

• Payments to States, the District of Columbia, and the outlying

areas.

• Reallotment of funds.

• Final determination on the allowance or disallowance of questioned expenditures.

• Formulation and proposals of legislation and budget justifications. The Commissioner assigned to the Bureau of Elementary and Secondary Education responsibility for the administration of the title II program at the national level. In his annual report to the Congress, he must include a full report on the title II program and on activities of the U.S. Office of Education under the act.

PROGRAM ADMINISTRATION

In fiscal 1966, responsibility within the Bureau of Elementary and Secondary Education was assigned to the Division of Plans and Supplementary Centers. The staff assigned by the Division to administer ESEA title II approved in fiscal year 1966 the 55 State plans identified in table 2. The approvals were neither routine nor superficial. Representatives of State departments of education and the U.S. Office of Education were involved in conferences prior to the approval of State plans in order to ascertain needs, design effective methods of administration, and arrive at general acceptance and understanding of the program. The plans have worked successfully, and agreeable relationships between the U.S. Office of Education and State departments of education have been established and maintained.

The following functions were performed by the staff assigned to administer ESEA title II in fiscal 1966:

PROGRAM DEVELOPMENT AND LEADERSHIP FUNCTIONS

• Develop and issue regulations, instructions, forms, guidelines, operating manuals, procedures.

•Review and approve State plans, amendments, and assurances. • Maintain official State program files.

• Establish and maintain communication with all State agencies, including answering inquiries pertaining to program administration. • Provide program leadership through regional, State, local conferences, workshops, consultation.

• Resolve program and policy questions.

• Develop justifications for legislative proposals and budgets.

GRANT MANAGEMENT FUNCTIONS

• Prepare allotment notifications for transmittal to Congress and to the States.

Prepare notifications of grant awards to States and outlying areas. • Review fiscal provisions of State plans and amendments.

• Provide financial management advice to the professional staff in the Bureau of Elementary and Secondary Education, Office of Educa

tion.

• Advise State education agencies on grant management matters. • Maintain State program and expenditure records.

Ascertain funds available for reallotment and prepare notifications of reallotment for the Congress and the States.

INFORMATION AND COORDINATION

Although each State, the District of Columbia, and outlying area must devise its own plan and administer the title II program in keeping with its practices, needs, and aims, there are elements that are common to all programs. These include:

• Planning, administration, supervision, and evaluation of title II

programs.

Administrative, financial, and statistical procedures.

• Coordination with related programs in the U.S. Office of Education and other agencies.

The staff assigned to administer title II has supplied information on these common elements.

In addition, some Office of Education publications contribute to the interpretation and development of title II programs. New bulletins are announced regularly in American Education, the journal of the Office.

PROGRAM REVIEWS

Section 117.34 of the ESEA II regulations requires that the Commissioner conduct periodic reviews of the administration of programs in order to assist the State agency in developing the program and in adhering to the provisions of its approved State plan. Staff members of the Office therefore conduct periodic program reviews through visits to State agencies.

The main purposes of these reviews are to:

• Improve communication between personnel of the State agency and the Office.

• Review the State's title II program in terms of the State plan.