But I see the Teacher Corps as an opportunity to bring in people specifically trained to deal with these youngsters. Without this program, it means this to us: that we will have to bring in in the summer, prior to the opening of school, a workshop program of one to two weeks at most to try our best to equip these teachers to know the problems of disadvantaged children.

With the interns, the use of experienced teachers in this program, it will assist us materially and will bring about perhaps more commitment on the part of the other teachers, as they see the young teachers, the interns, the experienced teachers work with these children. What I am saying is, I think this is the way to provide the experienced teacher for disadvantaged children.

The problem of recruiting is a very discouraging thing. I notice that the Teacher Corps in the first year, their success, at the national level has been most encouraging. It has been most discouraging for us. I thing this comes about perhaps because of a national commitment, a desire for public service that these people exhibit.

So we would be wholeheartedly in favor of the Teacher Corps. We would hope fervently that members of this Corps would come to South Bend to assist us with our programs.

Next, Mr. Chairman, in vocational education, I don't think up to this point we have done the best kind of job in the area of vocational education. I think we are still dealing in another era. I don't think we are up to the point in developing, what I would call immediately negotiable skills on the part of youngsters who go through the secondary school. I think we have to equip them for jobs immediately upon leaving our schools.

With the number of these youths who will come to the labor market, I think it is imperative that we begin to develop our programs in a better style. For example, our part-time work-study programs, I think, have been unrealistic. One of the reasons they have been unrealistic is the lack of communication in most districts with the business community and industry. Sure, we communicate, but not well enough. This amendment might bring about this kind of change in helping us communicate with them.

We certainly need to stimulate innovation because we are still, I am afraid, in a bird box building program in most of the schools. We need innovative programs. We need to go into data processing. We have recently taken a survey of our area and have found what skills are needed to equip these youngsters.

But this is a program under the auspices of the Vocational Technical College of the State of Indiana that is primarily for dropouts, for young adults. The program still must be, prior to this, in the secondary school. We still have that problem, which we must somehow stimulate. We would wholeheartedly endorse this. It is an absolute essential in our community, which is an industrial community, that we have an improved vocational program.

One that is very dear to my heart is the program for handicapped children. Today we have sitting in the classrooms of the district of South Bend a minimum of 250 youngsters of the educable category who are sitting in classrooms because we can't supply teachers, we can't supply facilities, to house them in classes where they could be most effectively trained. We have them sitting in classrooms be

ing frustrated, frustrating other children, frustrating a teacher ill equipped to do the kind of a job that ought to be done for them.

I would wholeheartedly endorse the recruitment aspect of this program for handicapped children. I would further endorse the idea that we have centers set up in the various parts of the country where there could be analysis of the needs made for these children and programs developed.

I would say, too, Mr. Chairman, that one of the real needs would be new programs. For example, we have deaf, mentally retarded children. We don't know a thing about how to deal with deaf mentally retarded children today. We don't even know where to approach it. I think this program and these centers would allow us to have some high-quality research that would give us new approaches, new ways to train these children. So while there are few higher institutions, relatively speaking, that are working in this area there are some beginning.

For example, in our city, the College of St. Mary, I think, is making a remarkable start in the training of teachers for handicapped children. They have a basic commitment to this, and we are very happy with the progress they are making. I would like to see help furnished in this program, because we are far behind, in our district and, I think, other districts, where we ought to be at this point with these children. I think we will pay for it and pay for it dearly later. Thank you, sir.

Chairman PERKINS. Thank you very much, Dr. Holt.

Our next witness is Dr. Štapleton, assistant superintendent of schools, Albuquerque, N. Mex.

STATEMENT OF ERNEST STAPLETON, ASSISTANT SUPERINTENDENT OF SCHOOLS, ALBUQUERQUE, N. MEX.

Mr. STAPLETON. Mr. Chairman and committee members, I am Ernest Stapleton, assistant superintendent of schools for instruction in the Albuquerque public schools.

I regret that Dr. Chisholm was unable to be here due to an emergency in Santa Fe at the State legislature and other matters pending in the city schools.

It is an honor for us to be here and we appreciate the opportunity to present part of what we are doing in the Albuquerque School District with regard to the Elementary and Secondary Education Act. I would like to say that the report which you have, which has been presented to Dr. Chisholm, is a fine document and we would like to have it entered into the record.

Chairman PERKINS. Without objection, it is so ordered. (The report follows:)

PROGRAMS DEVELOPED UNDER THE ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965, ALBUQUERQUE, N. MEX.

(A Report to Dr. Robert L. Chisholm, Superintendent, Albuquerque Public Schools from: Office of New Programs, Albuquerque Public Schools, March 1967) PROJECTS DEVELOPED UNDER TITLE I, ESEA

INTRODUCTION

Title I of the Elementary and Secondary Act of 1965 (E.S.E.A.) provides the Albuquerque Public Schools with the opportunity to meet some of the problems

attendant upon poverty in a city which has doubled in school population in the last decade. While the Albuquerque Public School System takes pride in its total educational program during this period of intense growth pressures, it recognizes in Title I the opportunity to effect a significant strengthening of programs which, in the words of the Act, "contribute particularly to meeting the ! special educational needs of educationally deprived children."

Recognizing the unique effects of educational deprivation, the Albuquerque Public Schools have planned and developed programs under Title I designed to meet the needs of children handicapped by such deprivation. In general, the programs are intended to broaden significantly the experimental base of disadvantaged youth, provide more intensive training in academic skills, widen perceptions of disadvantaged youth in their life-views and interpretations of society, and heighten aspirations toward productive economic and social functioning in society.

There has been wide participation of school personnel in planning programs and projects. Programs have been correlated with community action programs begun under the Economic Opportunity Act of 1964. The non-public schools serving significant numbers of deprived youth have been involved in the planning and implementation of projects. A continuing working relationship has been established with the parochial school community in the development of special educational services not normally provided the private school pupils.

In the development of plans to enhance the educational programs of the educationally deprived children of the community, it may be said that a common objective has been to facilitate access to the opportunities of our society. A theme present in the planning and development of projects and proposals may be found in the words of Ruth Benedict:

"In reality, society and the individual are not antagonists. His culture provides the raw material of which the individual makes his life. If it is meagre, the individual suffers; if it is rich, the individual has the chance to rise to his opportunity."

Planning

The day following the signing into law of the Elementary and Secondary Eduncation Act of 1965 by President Johnson on April 11, 1965, a project planning committee was appointed by the superintendent of the Albuquerque Public Schools. The committee was comprised of teachers, principals, and representatives of the various disciplines within the divisions of instruction and pupil personnel services. By early summer, the committee had developed a tentative structuring of projects to be recommended under Title I.

The joint American Association of School Administrators-U.S. Office of Education meeting on E.S.E.A. in May 1965 provided valuable preliminary guidelines in the preparation of Title I programs. The New Mexico State Department of Education held regional workshops in the late spring and a state-wide workshop in July 1965, focusing upon interpretations of the various innovative features of E.S.E.A. and the designing of projects. These meetings and local planning sessions during the summer of 1965 helped to provide the capability of moving into funding and implementation of projects within a month following the receipt of final instructions from the State Department of Education in October 1965.

By January of 1966 many components of the Albuquerque Title I Program were in operation. Difficulties occurred, however, in the recruitment of personnel for the specialized educational and service areas that had been established or strengthened by the program. A change in emphasis was made, therefore, which provided for strengthening in-service programs for teachers (public and private), the establishing of curriculum study committees with emphasis upon the special needs of disadvantaged youth, and the development of summer programs.

During this period, a schedule of meetings was established which provides for continued joint planning with the Albuquerque Economic Opportunity Board established under P.L. 88-164. The most immediate educational areas requiring coordination were the Head Start, and Neighborhood Youth Corps projects. With the development of neighborhood service centers under the community action program, other areas of mutual concern have emerged, providing the opportunity for cooperative action between the Board of Education and the Economic Opportunity Board in the areas of family counseling, tutoring, and early childhood development programs.

Implementation, 1966-67

Full-scale implementation of the Title I Program was possible with the beginning of school in September 1966. The various components of the program are summarized in the following passages:

A. Counseling.-A team of eight specialists in guidance counseling has been assigned to strengthen guidance services at the public and private elementary schools in the project area. Emphasis has been placed upon consultation with principals and the development of faculty in-service programs aimed toward assisting school personnel and parents in relating effectively to pupils in need of counseling. An effort is made to acquaint faculties and parents with the various referral services available in the community. Professional school libraries have been supplemented by recent reference materials in the field of counseling and mental health. Thirty-four public and private schools in the project area are presently served by this project. The project is coordinated within the Albuquerque Public School Division of Pupil Personnel Services.

B. Librarians.-While there have been concerned efforts to provide elementary libraries in the Albuquerque schools, the accelerated growth pattern of the last two decades has militated against achieving the desired level of funding of library programs. Title I has provided the capability of strengthening libraries, which in turn strengthen the total reading programs, at twelve schools serving heavy concentrations of disadvantaged youth.

Library programs at four secondary schools have been strengthened by the assignment of additional librarians and the purchase of additional library books and reference materials.

Renovation made possible by Title I funding has provided library space at nine schools in the project area.

C. Junior High School Experience Enrichment.--In order to overcome the barriers erected by the limiting effects of poverty, the staff of a junior high school serving an extremely heavy concentration of disadvantaged youth has implemented a cultural enrichment program. The project involves the following basic features: (a) the centering of reading, writing, speaking and computational activities of the classroom around material gathered first hand from frequent educational field trips in the community; and, (b) the deliberate exposure of students to various cultural activities of the community such as concerts, dramas, and art exhibits.

As a corollary to the student activities, a teacher in-service program has been instituted, bringing leading local and regional scholars to the school and providing released time for teacher workshops in the field of teaching disadvantaged youth.

Since the implementation of this project, the concept of experience enrichment has been adapted to the projects of other schools. Title I funds are making possible a general increase of field trip activities for all schools in the project

area.

D. Personalized Curriculum.-At a high school in the project area, a team of four teachers and a counselor work closely with approximately eighty disadvantaged students. A student is recommended for this program if he exhibits disorientation to the regular curriculum, or the symptoms which characterize the potential dropout. The personalized curriculum team concentrates on the need for increasing pupil motivation and self-direction, while working to improve pupil achievement in basic skills. Vocational and consumer education are integral features of the program.

E. Learning Materials Centers.-At two high schools, learning materials centers have been established. Audio visual equipment, accessories, and recently developed reading and computational materials are centered in the schools in locations easily accessible to teachers. At one of the schools, the center is operated in conjunction with the library. The room facilities which comprise the centers were made possible by renovation and construction funds provided under Title I.

At each center a teacher-coordinator is assigned to provide direction to the program and serve as a resource specialist in the field of visual aids and schoolmade learning materials. A corollary to the materials center program is the provision of adidtional field trips to provide pupils and teachers first-hand experiences upon which follow-up lessons using school-made reading and computational materials are based. Center activities also include special home economics classes involving the purchasing and renovating of clothing. Activities in consumer economics are also coordinated through the learning materials centers.

Many new items of audio-visual and reproducing equipment used in the development of teacher-made learning materials are circulated from the centers. The opportunity to tailor teaching materials to the needs of individual students has been enhanced greatly by the development of the learning centers. The learning centers coordinators have organized teacher in-service sessions ranging from the use of new educational equipment to the teaching of reading to bi-lingual children. The learning materials centers appear to have provided a valuable and immediate benefit to teachers and pupils.

F. Classroom Instruction Improvement Project in Cooperation with the University of New Mexico.-This project activity addresses itself to the matter of modifying classroom instruction to include the newest teaching methods and materials. The major objective of the project is the reduction of the normal lag between the development of promising innovations and the adaptation of those innovations to classroom practice. The project involves twenty teachers, each of whom is assigned a student teacher. With tuition funded under Title I, the teachers are enrolled in a university course designed to acquaint them with recent research relating to improvement of classroom instruction and the development of teaching methods correlated with the research. The student teachers take a course in general methods and student teaching. Consultants are used in the project to present recent methodology pertaining to teaching disadvantaged youth in the areas of reading, study skills, social studies, and communications skills.

G. Albuquerque Tutorial Project.-The Albuquerque Public School tutorial program was begun on a volunteer basis in the fall of 1964. At that time a small group of college students, working with the principals of several elementary schools serving disadvantaged youth, established a schedule wherein they furnished regular tutoring to school youth several times weekly. In the fall of 1965, application for funding to provide for expansion of the project was made through the Albuquerque Economic Opportunity Board by the public school system. A grant from the Office of Economic Opportunity financed the project from December 1965 to December 1966, at which time funding was brought under Title I. At the present time approximately four hundred pupils in five elementary and two junior high schools in the project area are provided regular tutoring in reading and arithmetic by some four hundred volunteer tutors. Tutors are drawn from the city high schools, the local colleges, and various adult groups sponsored by churches and service organizations. Title I funding provides for coordination of the project, remuneration of project aides recruited from the neighborhoods served, and transportation costs.

H. Special Services.—In the area of special services, Title I funding has made possible the following expansion:

(a) The assignment of eleven nurses to serve the public and private schools in the project area.

(b) The establishment of nine special education classes for educable retarded children and one class for trainable children in cooperation with the local community association for retarded children.

(c) The employment of four professional speech therapists to serve public and private schools in the project area.

(d) The funding of in-service programs utilizing local and national leaders in the fields of counseling and special services.

I. Reading Programs.-Recognizing that a firm foundation in reading skill is vital to education, a concerted effort has been made to strengthen reading programs in the project area.

Several reading teachers have been employed to serve schools exhibiting a high incidence of reading problems. These teachers provide assistance in reading programs to all the staff members of the schools to which they are assigned and work with individual students on a referral basis. Projects focusing upon the reading needs of bi-lingual and Indian Children have been implemented.

An elementary reading consultant employed through Title I funding serves the elementary public and private schools in the project area through teacher in-service programing, demonstration lessons, and consultation with individual teachers. Elementary specialists in art and music integrate their talents into the reading and language arts programs, serving public and private schools in the project area through in-service programs and consultantship.

The assignment of additional teachers to elementary classrooms has provided reduction of class sizes in the project area to allow for greater individual atten

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