The development of remedial programs and basic skills. The designing of programs using the services of para-professionals and volunteers. The development of curriculum materials emphasizing the special needs of the culturally-deprived child. The unique guidance and counseling plans. The improvement of school-community relations and reorganization of the school day and school year. The implementation of pre-service and in-service teacher training programs. Planning for correcting racially-imbalanced schools. The experience of learning how to work for the mentally retarded. The provision for diagnostic and remedial and psychological services. The identification and correction of health deficiencies among low-income children. An opportunity and encouragement for recent dropouts to return to a pursuit of their formal education through a re-entry program. A breakfast program (paid and/or free) for children not receiving a breakfast at home. Field trips for cultural enrichment. Coordination with other federally-funded projects (OEO, Titles II and III). Teachers, 76; Substitutes, 60; Teacher Aides, 46. TEACHING STAFF Pupil-teacher ratio: Prior to Title I Project, 24-27; in the Title I Project, 20-24. TITLE I-ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965, PUBLIC LAW 89-10, 1966 FISCAL YEAR, SUMMER PROGRAMS AMOUNT OF ALLOCATION SPENT FOR SUMMER PROGRAMS, $465,272 NUMBER OF CHILDREN SERVED Disadvantaged Children, 2,050. AIMS OR OBJECTIVES To improve the academic achievement, attitude, and experience background of the participating students through an innovative instructional program. To provide classroom teaching experience to teachers who will be assigned in the Fall of 1966 to teaching the educationally deprived. To provide classroom teaching experience for undergraduate education students. To provide an opportunity for skilled and experienced teachers to study, evaluate, recommend, and prepare curriculum materials suitable for teaching disadvantaged children. GENERAL STATEMENT OF SERVICES PROVIDED The services provided were those which would lend to the aims and objectives of the summer programs (see above). The services were: Teaching Field Trips Outdoor Education Experiences Teacher Training Curriculum Study SIGNIFICANT RESULTS Effective remedial instruction because of small sizes of classes. An opportunity for the interns to work closer with the students. An opportunity to expose teachers to the culturally-deprived children. Teachers were afforded a better insight on handling the culturally-deprived child and his problems. TITLE I-ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965, PUBLIC LAW 89-10, 1967 FISCAL YEAR, SEPTEMBER 6, 1966 To JUNE 9, 1967 ALLOCATION, $1,413,156 (This amount may be adjusted.) NUMBER OF CHILDREN SERVED Disadvantaged Children, 9,295. AIMS OR OBJECTIVES Design, develop and use curriculum materials and methods especially suited for the educationally disadvantaged child. Design and use methods and materials suited for arrested language and perceptional development. Reduce the rate and severity of disciplinary problems. To increase the quality of instruction and the quality of learning so as to improve performance as measured by standard achievements tests and/or intelligence tests. GENERAL STATEMENT OF SERVICES PROVIDED Additional Counselors-Secondary. Basic skills instruction provided to the potential "drop-out”—Secondary. Reentry Program for suspended student-instruction in basic skills-Secondary. Theme-Reader Program-teacher can increase the quantity and quality of student compositions by having someone else read and correct them-Secondary. Breakfast Program-to reduce poor scholastic attainment traced to hungerSecondary. Teacher Aides-help for classroom teacher-Secondary, Elementary, NonPublic. Field Trips to increase experiences-Secondary, Elementary. Accenting basic skills learning, priority given to reading-Elementary. Smaller classes, consequently more individual attention-Elementary. Procedures developed to modify subcultural communication habits that inhibit learning-Elementary. Diagnostic-Remediation services to children with learning disabilities, special program for each child-Elementary, Secondary. Curriculum Development of new programs, materials and services especially suited for the disadvantaged child, emphasis placed upon programs and materials for improving self-image and developing basic language skills-Elementary, Secondary. Work Experience Programs-a program of training and evaluation with compensation for the mentally retarded students, aims to discover the work potential of the mentally retarded student and develop this potential and provide actual work exposure in industry as a means to successful work experience. Health Services 4 additional nurses and a one-half-time medical director give the additional time needed for discovering and following-up on health problems of disadvantaged children-Secondary, Elementary. A workshop for 30 teachers to improve their ability to deal more effectively with intergroup education problems. Speech Therapist and Reading Program-Non Public. Community Liaison Coordinator and Volunteer Services Coordinator. Planning and Research area to prepare statistical information for the project. Social Work Services to follow-up and work with children who were former Head Start Enrollees-Elementary. If enough money is available, the summer programs (Summer School, Summer Writing, Summer Reading and Summer Recreation) will be provided. COST OF SERVICES PROVIDED Salaries-Teachers, counselors, substitute teachers, other educational___ Salaries Secretarial, staff and unskilled__ Employee benefits and staff travel__ Books, supplies, and materials__ Telephone, alterations, repairs, and new equipment_. Student wages and fringe benefits--- Professional personal, and contractual services_. Pupil transportation and field trips_. Rental of buildings--. Overhead costs-----. TITLE II-ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965, PUBLIC LAW Expand and improve the present book collections to meet state standards. Increase the range and reading levels of materials to meet the non-graded programs. Provide more listening materials to aid in vocabulary building and the improvement of listening skills at the elementary level. The secondary level needs enrichment records and tapes in language arts, social studies and foreign language. Provide a small professional periodical collection for teachers. Continue to decentralize the record and filmstrip collection of the present audiovisual center so that these materials are more readily available in schools. Provide periodicals on microfilm in secondary schools so that periodicals may be available over a longer period of time. Present storage is inadequate. SIGNIFICANT RESULTS, FISCAL 1966 The secondary schools received an allocation of 80¢ per pupil. In the elementary schools, priority groups were established with: Priority I receiving $2.50 per pupil; Priority II receiving $1.50 per pupil; and Priority III receiving $1.25 per pupil. The average per pupil expenditure was $1.45. It was hoped that the plan of allotment would help to minimize the differences between large and small elementary schools. It almost doubled the book budget for small- and medium-sized schools, and it also made possible the purchase of some expensive reference books in these schools. Differences have not been completely minimized. TITLE III-ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965, PUBLIC LAW 89-10, 1967 FISCAL YEAR Performing Arts, $391,747. ALLOCATION Administration & Operation Expenses, $50,000. 247,000 Children. NUMBER OF CHILDREN TO BE SERVED AIMS OR OBJECTIVES The use of specially talented persons, including artists, musicians, and scientists, to supplement the basic educational process. The educational use of the unique physical facilities available at the Seattle Center complex. The development of new educational approaches to the humanities, emphasizing their relationship one to the other. The provision of opportunities for children of all socio-economic and racial backgrounds to have significant contact with professionals in the arts and sciences and with one another. The provision of exemplary educational programs and services to supplement the regular school program. The continued development of in-service education programs for teachers, utilizing the special talents of professionals and the facilities of the Arts and Sciences Center. GENERAL STATEMENT OF SERVICES PROVIDED An opportunity for students to enjoy professional artistic performances in theatre, opera, symphony, and ensembles (music, drama, dance, etc.). An opportunity to utilize individual professional talents (coaches in music and drama, guest artists, conductors, and consultants). An opportunity for students to expeirence intimate personal contacts with performers and intimate looks into the inner-workings of a wide variety of highly professional artists. An opportunity (through advance-preparation materials) for home involvement to help stimulate an interest in the performing arts before attending performances. An opportunity to conduct workshops and demonstration programs for both students and teachers in arts and sciences. An opportunity to develop instructional materials in the sciences especially. SIGNIFICANT RESULTS An awakening of the culturally-deprived childern to the sciences, mathematics, and the performing arts. Stimulation of interest in and appreciation of the performing arts on the parts of the students, the teachers, and the parents. A definite effect not only on teaching ability and methods employed by teachers but a stimulate to the receptiveness of the students toward learning. Marked improvements in students' technical ability. Chairman PERKINS. Thank you very much for a very pointed statement. We certainly appreciate your appearance here today. We will postpone any questioning until we have heard from all the witnesses. Our next witness will be introduced by one of our senior Members in Congress, Congressman Brademas, from the State of Indiana, who has done, throughout the years, a marvelous job in the field of education at all levels. Congressman Brademas. Mr. BRADEMAS. Thank you very much, Mr. Chairman. I am very pleased to welcome to the committee today the superintendent of schools and the head of the Community School Corp. in South Bend, Ind., Dr. Charles Holt, who has been, for a number of months, our school superintendent in South Bend, and who has in his time there already shown himself to be a man of very great courage and of very great ability. I think he is one of the best school superintendents in the country. However, I may be somewhat prejudiced. I am very pleased to welcome you here today, Dr. Holt, as I know my colleagues are. STATEMENT OF CHARLES HOLT, SUPERINTENDENT OF SCHOOLS, SOUTH BEND, IND. Mr. HOLT. Thank you, Mr. Brademas. Mr. Chairman and members of the committee, I should like to preface my statement by saying that first of all South Bend is a community that has recently returned from a very economically depressed condition. Our assessed valuation tax base is not growing. Therefore, we were in no position to proceed in any logical manner in helping our disadvantaged children, particularly. Title I and title II have meant a great deal to our corporation, to the district. We have now 13 title I schools, for example, out of the 49 schools in the district. This has allowed us to bring in 13 instructional resource teachers to act as consultants and help the regular classroom teachers, 13 instructional aides. We brought in counselors, psychologists. We brought in testing specialists, nurses, fine arts teachers, four special education teachers, a speech therapist and a librarian. We have at this point, we think, accomplished a great deal for these children. We are at this point on our own. We are sitting down and taking a long look at what we have done. We don't propose to proceed without some logical planning at this point and review, evaluate where we have been. However, these are programs that would not otherwise have happened in South Bend. They have meant much in terms of materials. Our title II library construction materials has brought about a great strengthening of our programs. We still have 12 schools without libraries in the corporation. We are working on that. It has meant, too, Mr. Chairman, very much in terms of a cooperative program with the private schools, of which there are many. I think we have learned much from them. I think we have been helpful to their programs. These programs have done another thing: They have stimulated the community. One of the interesting things is even in the so-called areas of higher socioeconomic groups, they are now interested. They have asked a principal or two from the gold coast section, so-called, to go into these schools, and it is a different kind of experience. Without exception, they have been inspired in doing the job. I think it has meant a great deal to the community's acceptance of a commitment to aid in disadvantaged children programs. I think this is one of the real benefits of the program, in addition to the financial nourishment, of course, that has come about. I should like at this point to address my remarks to the amendments which we have studied. The CHAIRMAN. You may proceed. Mr. HOLT. First of all, we are committed in South Bend at this point with the National Teacher Corps. One of the most difficult things in these 13 schools of which I spoke is the recruitment of staff, as you have doubtless heard many times. The experienced, competent teacher with seniority has said, by and large, "I don't want to go to these schools," which means there is a disproportionate number of inexperienced teachers. Even these teachers often leave after a year. I thing this is changing now. |