GRASSROOTS EFFECTS OF TITLE III (Dorothy S. Robinson) "With Title III funds, we have had the freedom to bring together city and suburb, exploring new areas with joint programs." This testimony of a Massachusetts project director is just one reaction of people involved in Title IIIpleasure over the freedom to explore. Other reactions range from thoughtful praise to unrestrained enthusiasm. A midwestern director confides, "It has been such a thrill for our community to be selected as a Title III site. Everyone in town is so pleased with our project!" Even the youngsters involved in Title III appreciate its opportunities. "Before our Title III resource center opened, we never could have a school newspaper or learn to use visual aids," a southern rural boy explained. School operating budget money is tight, school bonding ventures overwhelmingly defeated everywhere. New money for innovative educational programs is, of course, nonexistent. Therefore Title II becomes more important than ever, if American education is going to grow and change. As one west coast project director put it, "Title III is unique. As a significant force to effect change on the local level, it must survive!" GUIDANCE AND COUNSELING (Dallas H. Smith) Many surveys in recent years have indicated that well over half the workers in America, by the time they reach middle age. are either misfits on their jobs or unhappy in their work and would change it if they could. Unquestionably, some of this lack of job satisfaction comes from little meaning or purpose in life itself, yet most evidence clearly points to job choice by chance or to career decisions that had little or no relationship to the realistic interests and potential abilities of the individuals and the work which they could reasonably expect to do well and enjoy. A nationwide lack of public concern for and appreciation of the need for more effective career and personal guidance and counseling services, as an integral part of both our public and private school systems, is all too apparent today, particularly outside our larger urban areas. Even in many large city schools these services are among the last to be effectively developed and among the first to be cut back in budget "crunches." Sometimes, too, the work of well trained, efficient, and highly motivated counselors is weakened or dissipated by assigning them to clerical, administrative, and other tasks that have nothing to do with providing adequate guidance and counseling services to students. The student who goes on to college or to other types of training beyond high school is just as much in need of dovetailing his educational design with his occupational plans and potential as the student who expects to go to work on completion of his secondary education. The difference lies in the broader academic base and the longer period and higher degree of preparation for a wider variety of career opportunities which higher education should afford. We must also recognize that vocational education is only as good as the career and personal guidance and counseling from which it should stem. Why must America, with the greatest technical development of all time, so profoundly fail to recognize the tremendous need for helping her youth choose careers that will use their talents best in order that they may not only serve society well, but also find a sense of satisfaction, meaning and purpose in their work. Man was born to work in a working world and society needs his labor. Let's help our young people achieve their distinctive American heritage. CREATING A CLIMATE FOR CHANGE THROUGH TITLE III The greatest achievement of Title III of the Elementary and Secondary Education Act is the creation of a climate for educational innovation and change in America. Seven years ago, when Title III came into being, innovation was still just a word in the dictionary. Now professional educators, as well as lay people, throughout our nation have become innovation and change conscious. For the first time in American educational history, high risk money for educational innovation and change in elementary and secondary schools was made available, and individual schools and school systems were able to search for better ways of teaching and learning without having to be unduly concerned about proving that the new way was better than the old. The success of this program has already been proven by the fact that over sixty per cent of the Title III projects undertaken have been adopted in some way as a permanent part of public school programs. Yes, Title III has been successful; and it is now time for Title III and its program of educational reform and renewal to take the next big step. In the Council's 1971 Report to the President and Congress, one of the major recommendations was that "Priority funding be given to those projects which are broad in scope and encourage new designs for education." One thing which has been learned from the early projects of Title III is that a project certainly has a greater chance to survive and to become adopted by the school system if that project is broad in scope and involves a total school, or preferably, a total school system. In addition, the chances of success in continuance of a project are improved if all agencies affecting change in education are an integral part of the project. Thus, the state department of education, institutions of higher education, the public schools, the business and industrial world, and the community need to be involved as equal partners in educational reform projects. Title III has developed a climate for change and has played a major role in bringing about an improvement in teaching and learning in America. Now as local school systems, states, and the nation continue to seek educational reform, they must undertake projects which are broad in scope and involve the cooperative efforts of all facets of our American society. SPECIAL EDUCATION AND TITLE III (Marechal-Neil E. Young) This year marks a most significant breakthrough in education of the handicapped. The "right to be educated" to the ultimate extent of their capabilities will become a reality for many mentally retarded pupils previously excluded from regular public school programs because of the serious nature of their handicaps. A decision by a three-judge federal panel to require school districts in Pennsylvania to open public school programs to the mentally retarded between the ages of six years and 21 years, appropriate to their capabilities, is expected to have impact upon programs for the retarded nationwide. The challenge to Title III is to encourage the development of exemplary and innovative programs designed to improve instruction as well as to stimulate the provision of necessary supplementary programs for handicapped children not presently included in regular school curricula. Since the normalization concept requires the involvement of as many handicapped pupils as possible in regular classrooms, there are important challenges for staff development as well as for the introduction of new approaches to individualization of instruction. Another important area of concern as we contemplate expansion of innovative programs for the handicapped is the building of a climate of understanding of the human developmental needs of exceptional children by the total school-community Educational reform requires the nurturing of positive attitudes toward school programs built upon the strengths of the handicapped. Those who work with even the severely retarded have knowledge of many individual boys and girls for whom substantial progress has resulted from their response to the high expectations of teachers. The projects described in the January 1972 publication Title III in Special Education are commanding evidence of the leadership role Title III holds in stimulating progress in the serving of our exceptional pupil population. PROJECTS IDENTIFIED BY THE STATES AS THEIR MOST EXEMPLARY FOR FISCAL YEAR 1971 ALABAMA Honors Program in Fine Arts, Jefferson County Board of Education, A-400 Courthouse, Birmingham, Alabama 35203 Sequential Cumulative English Program, Lamar County Board of Education, P.O. Box 469, Vernon, Alabama 35592 *Operation Hope, Marshall County Board of Education, Rt. 1, Box 494, Guntersville, Alabama 35976. *Projects for the handicapped. A Comprehensive Pre-School Program, Andalusia City Board of Education, P.O. Box 1317, Andalusia, Alabama 36420 Equalizing Multi School Curriculum by Technology, Etowah County Board of Education, Room 109-Courthouse, Gadsden, Alabama 35901 ALASKA Special Learning Center, Kodiak Island Borough School District, P.O. Box 886, Kodiak, Alaska 99615 ARIZONA Myers Demonstration Library, Tucson Public Schools, 5000 East Andrew, Tucson, Arizona 85711 Prevention of Reading Disability, Roosevelt School District No. 66, 6000 South 7th Street, Phoenix, Arizona 85040 CREATES Exploratory Learning Center, Tucson Public Schools, P.O. Box 4040, Tucson, Arizona 85717 Providing Occupational Education for Youth in Small Schools, Cochise County School Districts, P.O. Box 1159, Bisbee, Arizona 85603 *Special Programs Aimed at Rehabilitating Children, Tempe Elementary School District No. 3, P.O. Box 27708, Tempe, Arizona 85281 ARKANSAS *Service Center for Learning Problem Children, Hot Springs School District, 225 Linden Street, Hot Springs, Arkansas 71901 CALIFORNIA Planning Solutions to Urban Educational Problems, Oakland Unified School District, 1025 Second Avenue, Oakland, California 94606 Innovative Solution to Drug Misuse, Coronado Unified School District, 706 Sixth Street, Coronado, California 92118 Environmental Approach to Investigations and Inquiry in Science, Barstow Unified School District, 551 South "H" Street, Barstow, California 92311 Cross-Age Teaching, Ontario-Montclair School District, P.O. Box 313, Ontario, California 91764 Project STRIVE, Santa Clara Unified School District, P.O. Box 397, Santa Clara, California 95052 Environment to Encourage Creativity in Learning, Cajon Valley Union School District, P.O. Box 1129, El Cajon, California 92022 California Teacher Development Project for System of Individualized Instruction, Fremont Unified School District, 40775 Fremont Boulevard, Fremont, California 94538 Project Breakthrough, Tamalpais Union High School District, Larkspur, California 94939 Enhancing Self Concepts and and Cognitive Skills, Del Paso Heights School District, 3645 Taylor Street, Sacramento, California 95838 Supplementary Education for Indians in Rural and Reservation Areas. Invo County Superintendent of Schools Office, P.O. Box 1648, Bishop, California 93514 *Therapeutic Education Center, San Francisco Unified School District, 135 Van Ness Avenue, San Francisco, California 94102 COLORADO Arapahoe High School Variable Student Scheduling, Littleton School District #6, 6558 South Acoma Street, Littleton, Colorado 80120 Northern Colorado Outdoor Nature Center, Larimer County School, Poudre District R-1, 2407 LaPorte Avenue, Fort Collins, Colorado 80521 Social and Occupational Perception in Rural Areas, Delta Public Schools Joint School District #50, Route 1, Box 66, Delta, Colorado 81416 *The "I" Project, An Interdisciplinary Approach to the Educationally Handicapped, Cherry Creek School District, 4700 South Yosemite Street, Englewood, Colorado 80110 Project FINE (Family Involvement in Education), Arkansas Valley Board of Cooperative Service, 2101⁄2 Santa Fe Avenue, LaJunta, Colorado 81050 Projects for the handicapped. Mutually Aided Learning, Cherry Creek School District, 4700 South Yosemite Street, Englewood, Colorado 80110 New Design for Learning, Colorado Springs Public Schools, El Paso County School District #11, 1115 North El Paso Street, Colorado Springs, Colorado 80903 COLAMADA (Committee on Low Achievers in Mathematics-Denver Area), Northern Colorado Educational Board of Cooperative Services, 1750-30th Street, Suite 48, Boulder, Colorado 80301 CONNECTICUT A Model Program (AMP), Branford Board of Education, 33 Laurel Street, Branford, Connecticut 06405 Supplementary Program for Hartford in Education Reinforcement and Enrichment (SPHERE), Hartford Board of Education, Hartford, Connecticut School Within a School (SWAS), Middletonn Board of Education, 251 Court Street, Middletonn, Connecticut 06457 *Project ORFF, East Hartford Board of Education, Office of Auxiliary Services, East Hartford High School, 777 Burnside Avenue, East Hartford, Connecticut 06108 DELAWARE The Sea Beside Us, Milford School District, 906 Lakeview Avenue, Milford, Delaware 19963 *Normalization in Special Education. Marshallton-McKean School District, 1703 School Lane, Wilmington, Delaware 19808 DISTRICT OF COLUMBIA Columbia Road Preschool Pilot Project, 1459 Columbia Road, N.W., Washington, D.C. 20009 FLORIDA Early Childhood Preventive Curriculum, 1410 N. E. 2nd Avenue, Miami, Florida 33132 The Panhandle Area Educational Cooperative, 412 South Boulevard, Chipley, Florida 32428 *A Developmental Design for Educating the Emotionally Disturbed, 1105 Bermuda Road, Tampa, Florida 33605 GEORGIA Health and Optimum Physical Education, Project HOPE, Health Center, 107 Fourth Street, Ocilla, Georgia 31774 Individually Prescribed Elementary Instruction Program (IPI), Lowndes County, Board of Education, Valdosta, Georgia 31601 An Approach to Community Educational Improvement, Project "Success Environment", Atlanta City Schools, Suite 201, 210 Pryor Street, Atlanta, Georgia 30303 *Center for Specific Learning Disabilities, De Kalb County Board of Education, Robert Shaw Center, 395 Glendale Road, Scottdale, Georgia 30079 HAWAII Hawaii English Program, 1625 Wist Place, Honolulu, Hawaii 96822 IDAHO Curriculum Change Through Nongraded Individualization, School District #52, Route #2, Wilson Building, Blackfoot, Idaho 83221 *Auditory Discrimination Training Program, Boise Independent School District #1, 1207 Fort Street, Boise Idaho 83702 ILLINOIS THIS: Toward the Humanization and Individualization of Science, Moline District 40, 1619-11th Avenue, Moline, Illinois 61265 Educational and Cultural Enrichment Project of Hancock County, Office of the Superintendent, Educational Service Region, Hancock County, Carthage, Illinois 62321 *Projects for the handicapped. Model Program for Emotionally Disturbed, Jacksonville District 117, 1021 Lincoln Avenue, Jacksonville, Illinois 62650 *Midway Teaching and Treatment Program, Peoria District 150, 3202 North Wisconsin Avenue, Peoria, Illinois 61603 INDIANA Project T.U.T.O.R. (Tutoring Underachievers to Obviate Remediation), New Albany-Floyd County Schools, 810 East Market Street, New Albany, Indiana 47150 Early Learning Center, Gary Community School Corporation, 620 East 10th Place, Gary, Indiana 46403 Centre for the Study of India: An International Education Project, New AlbanyFloyd County Schools, 810 East Market Street, New Albany, Indiana 47150 Project "Self"-Awareness, Norman Beatty Hospital, Westville, Indiana 46391 *Curriculum for the Handicapped, M.S.D. Wayne Township, 1220 South High School Road, Indianapolis, Indiana 46241 IOWA Project ECO, An Environmental Curriculum Opportunity, Ames Community School District, 120 S. Kellogg, Ames, Iowa 50010. Film Now, Mount Ayr Community School District, Mount Ayr, Iowa 50854. Implementation of PLAN, Grades 1-5, College Community School District 40676th Avenue, S.W., Cedar Rapids, Iowa 52401. KANSAS Experimental Motivation in Language Arts, Unified School District No. 258, 1100 Central, Humboldt, Kansas 66748. *Central Kansas Diagnostic and Remedial Education Center, Salina Airport Industrial Center, Building 270, Salina, Kansas 67401. KENTUCKY Comprehensive Curriculum and Staff Development, Bowling Green Board of Education, Suite 427, College of Education, Western Kentucky University, Bowling Green, Kentucky 42101. Individualized Instruction Project, Fayette County Board of Education, Lexington, Kentucky 40503. *Residential School for Emotionally Disturbed Children. Jefferson County Board of Education, 8701 LaGrange Road, Louisville, Kentucky 40503. LOUISIANA Northwest Louisiana Supplementary Center and Services, Bosier Parish School Board, P.O. Box 218, Benton, Louisiana 71006. Pilot Study-Neurologically Involved Child, Lafayette Parish School Board, P.O. Drawer 2158, Lafayette, Louisiana 70501. Preparing Trainable Retardates for Sheltered Employment, Tangipahoa Parish School Board, P.O. Box 1071, Natalbany, Louisiana 70422. *Rehabilitative Experiences Aiding Delinquent Youths, Quachita School Board, P.O. Box 1631, Monroe, Louisiana 71201. MAINE Specialized Language Activities for the Rural Disadvantaged, Oxford Hills High School, South Paris, Maine 04281. PRIME (Portland Regional Instructional Media Experiment), 858 Brighton Avenue, Portland, Maine 04102. Bicultural Curriculum Development and Teacher Renewal, (Pace/Fabric), Wisdom High School, St. Agatha, Maine 04772. *Operation Bright Peaks, Porter Elementary School, Kezar Falls, Maine 04047. Projects for the handicapped. |