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DOCUMENT RESUME ED 083 424 95 CE 000 425 TITLE Three-Year Staff Development Plan 1972-1975. Report of HEW Region II Staff Development Project. INSTITUTION Montclair State Coll., Upper Montclair, N.J. SPONS AGENCY Bureau of Adult, Vocational, and Technical Education (DHEW/OE), Washington, D.C.; Office of Education (DHEW) , Washington, D.C. PUB DATE [73] GRANT OEG-0-72-1442 NOTE 127p. EDRS PRICE DESCRIPTORS MF-$0.65 HC-$6.58 *Adult Easic Education; Change Agents; Inservice Education; Preservice Education; *Regional Planning; Regional Programs; *Staff Improvement; Statewide Planning; Systems Analysis ABSTRACT The U.S. Office of Education sought applications for a first-year proposal of a potential three-year staff development project in each of nine Health, Education, and Welfare regions. Region II (New Jersey, New York, Puerto Rico, and the Virgin Islands) received one of the grants with the objective of designing a competency-based staff development system. The project staff were to assume the roles of six change agents (analyst, advisor, advocate, systems linkers, innovator, and trainer) to reflect the Projects staff perception of their responsibilities. A systems model was used which contained eight elements; the nature of the elements varied according to the needs of each section of the region becaus.,2 of geographic, cultural, economic, and population differences. It is hoped that an evaluation design will be developed to determine the. effectiveness of the Project in coordinating efforts by the region to upgrade pre and inservice training capabilities for personnel in adult basic education. (Details of fldividual State objectives and procedures as well as a three-year budget summary are included.) (AG) FILMED FROM BEST AVAILABLE COPY THREE-YEAR STAFF DEVELOPMENT PLAN 1972-1975 Prepared by the HEW REGION II STAFF DEVELOPMENT PROJECT Grantee MONTCLAIR STATE COLLEGE UPPER MONTCLAIR, N.J. Office of Education Grant Number OEG-0-72-1442 Adult Education Act, Section 309(c) U.S. DEPARTMENT OF HEALTH, EOUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUPED EXACTLY AS RECEIVED FROM 1HE PERSON OR ORGANIZATION ORIGIN iNG IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL. NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY The project reported herein was supported by a grant from the Department of Health, Education, and Welfare, Office of Education. The opinions expressed do not necessarily reflect those of USOE. PROJECT STAFF Dr. Vincent De Sanctis Project Director Mrs. Margaret Falcone New Jersey Field Coordinator Mrs. Carmen Morales Puerto Rico Field Coordinator Dr. Husain Qazilbash AssociAte Director Mrs, T. Elaine Paterno New York Field Coordinator ... Dr. Eugene.: Mitchell Virgin. Islands Field Coordinator UNITED STATES OFFICE OF EDUCATION Mr. Bayard Clark Project Officer Adult Education Office of Education Washington, D.C. Dr. Grace Heweli Program Officer, Region II Adult Education Office of Education New York, N.Y. PREFACE This three-year plan has been prepared at the request of USOE. It is an attempt to describe what the Region II Staff Development Project accom- plished and what plans it had for regional staff development in the years following the three-year funding period. During the first three months (April-June, 1972) the Project prepared a three -year plan that was approved by the Region II Commissioner. Subse- quentl USOE requested that the plan be revised. This reports represents that revision bared on the seven items listed in the "Notification of Grant Award (Revised)" and the John Baird Memorandum of October 5, 1973. TABLE OP CONTENTS Page A. Introduction 1 1. Background 2. Project Model 3. Needs Assessment B. Management and Decision-Making Procedures 41 1. Management System 2. Decision-Making Process C. Project Objectives 1. Regional Objectives and Activities 45 D. State Objectives 56 1. New Jersey Objectives and Activities 2. New York Objectives and Activities 3. Puerto Rico Objectives and Activities 4. Virgin Islands Objectives and Activities E. Procedures for Assumption of Project Efforts 113 1. New Jersey 2. Puerto Rico 3. Virgin Islands 4. New York F. Evaluation Design 117 G. Three-Year Budget Summary ., 1. First Year 2. Second Year 3. Third Year 120 A. INTRODUCTION Background By the late 1950's, individuals both from within and without USOE began to raise questions about extant training. USOE, recognizing the shortcomings of relying primarily on enterprising college and university staff for short term training and the limited resources of many state departments, funded a regional staff development project through the Southern Regional Education Board (SREB) located in Atlanta, Georgia. The purpose of the Project was to assist states in HEW Region IV in the design and implementation of three-year staff development plans integrated at the regional level that reflected cooperation between the state departments, local programs, and institutions of higher education. It was anticipated that these regional efforts would continue without federal funds after the third year. From these developments USOE announced in fall, 1971, that it was seeking applications for a first-year proposal of a potential three-year staff development project in each of the other nine HEW regions. Montclair State College, in cooperation with the state directors of adult education in New Jersey, New York, Puerto Rico, and the Virgin Islands, and the Regional Program Officer in Region II, developed and submitted a proposal that resulted in the college eventually becoming the grantee. The essential objective of this grant was to assist Region II states in designing a competency-based staff development system. USOE indicated that it viewed the staff development project as instru- ments of change. The project staff, it was suggested, should assume the 2 role of change agents. Acknowledging this, the Region II staff has attempted to perform six major chance agent roles which have been described by various writera.* Analyst - interpret situations in terms of the enrivonment that the Project operates in, seeking to understand local needs, and assessing the resources available to meet these needs. Advisor - advising the states as to potential alternatives to present staff development approaches. Advocate - recommending specific alternatives. Systems Linkers - helping individuals from diverse groups to come together in order to attain common objectives through self- developmer: activities. Innovator - applying a high level of technical skill to a specialized, area, encouraging the initiation of new techniques or methodologies. Trainer - provide technical assistance to develop local leadership, and 'occasionally developing training programs and materials. Different members of the Project have assumed these roles at different times with varying degrees of success. However, these roles reflect fairly accurately both the Project staff's perception of their responsibilities and the individual states' expectations of Project responsibilities. A planning grant was provided so that the Project could begin operation April 1, 1972. During this three4onthqhaaer, a planning meeting of *Wesley B. Leach and Vyrle W. Owens. "Training and the Change Agent Role Model," Training and Development Journal, Vol. 27, October, 1973, pp. 40-47. 3 Region II state directors and the RPO was held in Hato Rey, Puerto Rico, to agree upon a systems model, to identify specific Project objectives, to determine an appropriate allocation of the Project funds, and to identify the roles that would be assumed by Project staff and state department staff. At the end of the planning period, a three-year regional staff development plan was prepared and approved by the Regional Commissioner. However, subsequent events indicated that the allowable time was too short for such a product, and furthermore, repeated personnel changes in the various state departments inhibited a long-range commitment to a three-year plan. Protect Model In order to systematize the Project's efforts, a simplified systems model was used as the catalyst to bring about a degree of mutual understand- ing as to what happens in a competency-based staff development process. As the model (see Figure 1) indicates, the process includes the following elements: 1 - Task Analysis and Manpower Needs Assessment 2 - Specifying Tasks or Competencies Needed 3 - State Staff Development Objectives 4 - Specifying Training Sequence 5 - Specifying Training Activities 6 - Carry Out Activities 7 - Specifying Evaluation Procedures 8 - Carry Out Evaluation 4 Subsequent events and further model development by others* have sug- gested that the above model has limited value unless teacher training is viewed as a subsystem of the larger system of adult education. Although a task analysis or some other method of needs assessment can be effective in determining training needs, it is apparent that the needs of the ultimate clients of well-trained personnel must first be determined. Therefore, as noted earlier, a needs assessment of clients is a must. Fortunately, a national study is currently underway to identify ABE learners' needs. This study. however, departs from traditional efforts to develop ABE curricular material. The University of Texas study entitled "A Research Project for the Development of Performance Levels From Pragmatic Adult Literacy Objectives" (or more commonly called the APL Study) is atteckpting to operationally define "literacy in terms of the skills (reading, writing, and computatiun) and knowledges needed to be proficient in certain areas of need which have been identified as being important for survival in our society. "* The study is basing the identi- ficaticn of adult needs on observable behaviors, or what a person needs to do to function in life (see data reported in the Needs Assessment section of this Report). *For an example of an expanded teacher training model see Carl 3. Wall en "SATE: A Systems Approach to Developing Instructional Programs in Teacher Education," Educational Technology, July, 1973, pp. 27-32; for a view of staff development as part of the entire system of adult education see James R. LaForest, A Model For Program Planning in 1Au1t Education, Atlanta: Southern Regional Education Board, 1973. **APL Project Staff, "A Research Project for the Development of Performance Levels From Pragmatic Adult Literacy Objectives." Austin: Division of Extension, The University of Texas at Austin, January, 1973, p. 1. TASKS ANALYSIS AND MANPOWER NEEDS ASSESSMENT 2 SPECIFYING TASKS OR COMPETENCIES NEEDED FIGURE I A SYSTEMS MOPIL FOR STAFF DEVELOPMENT IN ADULT EDUCATION STAFF DEVELOP= OBJECTIVES SPECIFYING SPECIFYING TRAINING TRAINING SEQUENCE. ACTIVITIES ".111.1 6 CARRY OUT ACTIVITIES - 8 CARRY OUT EVALUATION 6 Information such as that obtained from the APL Project is essential to the HEW Region II Staff DeVelopment Project's attempt to bring about a competency-based staff development system. Before training objectives can be developed, it is essential that learner needs and teaching competencies be identified. Therefore, the model permits the integration with other more spticifically focused efforts to provide services and resources to the staff development process. Regional Characteristics To understand the factors affecting the Region II Staff Development Project, it is essential that selected characteristics be identified that nave a direct bearing on Project efforts. 1. Geo raphy - Region II is one of a minority of HEW regions having non-contiguous components (1700 miles separate Puerto Rico and the Virgin Islands from New Jersey and New York). This distance is a significant barrier to extensive intra-regional cooperation. Within the Virgin Islands there is also the additional fact that there are three separate islands separated by as much as 40 miles. 2. Culture - Region II has the singular characteristic of including an entire unit (Puerto Rico) that has as its first language one other than English. More than language are the difficulties inherent in the relationship between island and continental cultures. There are vast differences in the mores and customs among and between those of the Virgin Islands, Puerto Rico, New York, and New Jersey. These differences also affect the manner in which decisions are made in the respective state departments. 7 3. Economics - Because of population differences, as well as state- hood compared to commonwealth or territorial status, the economic base within Region II and the, resulting relationships are greatly varied., These differences have contributed markedly to the amount of funds that are expended in education, and more specifically, how much non-federal money can be devoted to adult education. A second factor is the amount of federal money available to adult basic education. New York receives in excess of three million dollars from section 304 of the Adult Education Act while the Virgin Islands receives just over $40,000. Although the popula- tion of the latter is much less there is a minimum level of money that is essential in order to operate even a modest program. 4. rpmggtion - New York is nearing 19 million residents, New Jersey has over 7 million, Puerto Rico nearly 3.5 million, and the Virgin Islands less than 100,000. A recent study by the National Advisory Council on Adult Education* provides one of the most comprehensive state by state profiles on adults relating to the ABE population. TABLE I is based on the demographic information obtained from the 1970 Census and other reports for New Jersey and New York. Data for Puerto Rico and the Virgin Islands was incomplete and, therefore, not included. This information suggests that the characteristics of the *NACAE Adult Education: State Demographic Data. Washington: October, 1973. 8 TABLE 1* Selected Demographic Characteristics for New Jersey and New 'York Item New Jersey New York Target Population ABE 1970 Population Male Female Race and Persons of Spanish Language 2,073,023 7,168,143 3,465,801 3,702,342 5,344,393 18,236,882 8,713,026 9,523,856 White 6,362,785 15,887,492 Black 768,444 2,163,263 Indian 4,185 '25,266 Japanese 6,301 19,805 Chinese 8,946 83,181 Filipino -5;621 13,557 Korean 2;568 6,109 All other races 9,293 38,189 Persons of Spanish Language 135,676 872,471 Population 16 years and over 5,040,321 12,992,198 Population 16 years and older with less than a high school diploma 2,376,075 6,081,398 Population 16-24 years 978,758 2,591,917 Population 16-24 years not enrolled in school with less than the completion of high school. 147,525 411,934 Population 20 years and older with less than the completion of high school., 2,026,702 5,213,958 Population 25 years and older. 4,056,606 10,418,555 Total less than completion of high school. 1,925,498 4,932,459 Percentage who have completed 5 years or less of school. 6.8% 7.2% Percentage who have completed high school. 52.5% 52.7% Median School Years completed 12.1% 12.15, Median completed, white males 12.2% 12.1% Median completed, black males 10.2% 10.8% Median completed, males of Spanish heritage. 8.4% 8.8% Median completed, white females 12.1% 12.1% Median completed, black females 10.7% 10.9% Median completed, females of Spanish heritage 8.0% 8.3% 9 TABLE I Continued Item New jersey New York ABE Enrollment Males enrolled 14,944 7,594 12,691 4,695 Females enrolled 7,350 7,996 White 58.1% 53.1% Black 21.6 4o.4% American Indian .5% .4% Oriental 3.5% 3.0% Other 16.3% 3.1% Average hours ABE Membership 157 193 Expenditures per ABE Stucent $102. $388. Correctional Instruction Population 8,476 27,547 16 years and older. Students enrolled in Correctional 955 1,27o Institution ABE Programs. *Adopted from NACRE, Adult Education: State Demographic Data. Washington: October, 1973. 10 ABE population in New York and New Jersey are different in degree rather than in kind, with a few notable exceptions, such as the much larger number of American Indians in New York. In addition to these quantitative differences, there are intra-state population characteristics that must be noted. In the New York-New Jersey metropolitan area there is estimated to be some one million Puerto Ricans and tens of thousands of other Spanish-speaking people. Although the Virgin Islands is his- torically a non-Spanish culture, it is estimated that nearly 40 percent of St. Croix's population is now Spanish- speaking. The native Crucians are becoming an ever smaller percentage of the population and the animosities ale building accordingly as witnessed by the large number of murders that have taken place since 1972. 5. State Department Structure for Adult Education - In New York the statewide effort in adult education, particularly the 304 grant program, operates essentially from the state offices in Albany.. New Jersey, while it has a number of central office staff in Trenton, supports some twelve professional staff at five college locations to provide more decentralized services to local programs. In Puerto Rico, there are five regional offices with staff development responsibilities, but all policies and directions emanate from the state offices in Hato Rey. This process is also affected by an existing law that allows local.superintendents.of school to bypass the regional office and deal directly with the Secretary of Education. In the Virgin Islands the state director 11 has the combined responsibility for secondary education and adult education. Although the director is responsible for the entire adult education program, State Department of Education offices located on the island of St. Thomas have for many years produced tensions with larger St. Croix which tends to view itself as a somewhat unique operation. 6. Extant Staff Development Efforts - Space limitations preclude any detailing of previous staff activities conducted in the four states, however, it can be asserted that the kind and eissree of such efforts have been quite varied. New Jersey, for example, ranks near the top for the entire country in the percentage of its adult education dollars (both state and federal) devoted to staff development. The Virgin Islands, in contrast, because of its minimal 304 grant, expended little money for staff development prior to the Project. In teams of the kinds of activities, New York and New Jersey have been national leaders in staff development. New York was moving in the direction of competency-based staff development prior to the Project. New Jersey, through its Resource Center network, has proven that institutions of higher education can be effective service agencies for state departments of education. 7. Intra-regional Cooperation - The state directors of adult basic education in New York and New Jersey, through their participa- tion in meetings of the Northeast State Directors group, have established an gngoing cooperative relationship.- The working relationship has been supplemented by the efforts of the Region II 12 Program Officer who has always worked to insure that Region II pull together. This Project has also the strong support of the Regional Commissioner's office, which has supported Project efforts, particularly those that provide regional resources to Puerto Rico and the Virgin Islands. Needs Assessment An initial element in the Project's system model is to conduct a needs assessment. Within the limited time frame of the three-month planning grant, the Project arranged with New Careers, Inc. to apply task analysis techniques in the conducting of a needs assessment for two Region II priority areas - English as a Second Language and Individualization of Instruction. Task analysis was selected as a much more powerful technique for ascertaining staff development needs than a general survey. Details of this initial effort are included in FIGURE 2. Following submission of this needs assessment, the Project staff and the state directors reviewed the report and concluded that the needs assessment was inadequate for essentially two reasons. One, the available funds, it was apparent, were too modest to provide for the extensive resources necessary to conduct a region-wide needs assessment. Two, the differences within Region II were so diverse that any useful needs assess- ment would be severely restricted if it were intended to be universal in scope. As a result of this experience, it was determined that first to conduct a detailed needs assessment, the capability had to be available within each state; therefore, during the first year, and where necessary, with the ACTIVITIES PERFORMED FIGURE 2 MODIFIED TASK ANA,.YS1S CflART SPECIFIC Ka-MLEDGE/SKILLS A. Conducts Testing and Placement Services 1. Selects test materials suitable for an adult population from class- room texts, current media, job related materials, common life experiences, etc. 1 Develops test questions in cogent manner, and arranges test questions in logical sequence re- flecting diversity on a gradient from simple to complex concepts and questions. 3. Reviews and modifies test questions and test design, where needed, to elicit only those re- sponses which have direct bearing on classroom content being evaluated. 4. Provides adequate physical comfort suitable for adult pop- ulation in terms of seating, lighting, ventilation, ashtrays, etc. 5. Secures adequate supply of necessary materials - e.g., test copies, pencils/pens, scratch pads, timer, etc. GLNLREC Knowledge Reqpired: Must be familiar with resources for matc-Lials. Must be familiar with texts used in classroom and supplementary reading lists. Must know adult student population and common life styles. Must familiarize self with basic materials to be used during the course of the semester/year. Skills Required: Must be proficient in basic library usage skills. Must be proficient in basic research skills. Must be proficient in basic test design skills e.g., how to phrase questions, how to structure multiple choice, how to weigh responses, etc. Knowledge Required Cont'd:- Ilust be familial with requisitioning Jnd or,ler- ing'procedures. Must exhibit positive hinkal: relations skills. Must possess confident pc;:eo, physical bearing. Must possess pleasant speaLi, voice and be able to enunciate clearly. Must demonstrate concern and commitment to program goals and purposes. MODIFIED TASK ANALYSIS CHART ACTIVITIES PERFORMED SPECIFIC KNOWLEDGE/SKILLS GENERIC SKILLS 6. Fosters comfortable non-threaten- ing atmosphere in test area -- i.e., physical bearing, voice modulation and tone, willingness to give assistance and direction, if needed, etc. 7. Provides adequate monitoring and/ or supervisory control. 8. Scores test with aid of tes;. scoring card. 9. Reviews scoring thoroughly to insure correct scoring and grading. 10. Records final scores cn appro- priate record sheets. 11. Reviews recorded scores to cor- rect for errors; omissions, etc. 12. Diagnoses individual testr_, for learning deficiencies to facilitate planning and development of remedial work plans for individual students and small groups. 13. Diagnoses above average scores to facilitate planning and develop- '-o.ent of enrichment work plans for ridividual students and small 'ups. Skills Required - Cont'd; Must exhibit positive human relations skills. *,gust be able to manage adult groupings and main- tain group interest. Must be able to perform basic computations-in- cluding fractions and percentage. Must be able to speak clearly and distinctly in a pleasing voice. Knowledge Required - Cont'd: Must be familiar with course outline and sequen- tial development of course content. Skills Required - Cont'd: ftist be able to design individual lesson plans for remedial or enrichment work with adult student population. Must possess basic skills in annotation and recording skills. MODIFIED TASK ANALYSIS CHART ACTIVITIES PERFORMED SPECIFIC KNOWLEDGE/SKILLS GENERIC SKILLS 14. Develops individual consult:;Llon Skills Required Cont'd: schedule to confer privately with Must be able to recognize gaps in learning se- students re: test results and im- quence and plan effectively for correction. plications for further study, and supplementary work plans, if any. 15. Records individual student annotations in appropriate record book. 16. Organizes all materials (test, test score sheet, annotated material, consultation schedule, etc.) for conference with supervisor, if required. 17. Makes appropriate referrals to other agencies/institutions to assist students in their personal develop- ment. B. Diagnoses Student Work 1. Reviews and diagnoses students' written work, and evaluative tests, to diagnose for reinforcement, re- view, and enrichment planning where appropriate. . Reviews and diagnoses students ..:tton work, and evaluates test s to facilitate appropriate -_:_.-.ement complementary to stu- :ls, knowledge, and interest. Knowledge Required - Cont'd: Must be familiar with course objectives, teacher expectations, and desired terminal outcomes. for students. Skills Required - Cont'd: Must be able to present facts and opinions in cogent, concise manner. Knowledge Required: Comprehensive knowledge of course outline, course content, and objectives of course. Must possess qualities of concentration and attention to details. Must possess organizational skills in terms of organiz- ing work schedule and personal time to devote to details of work. MODIFIED TASK ANALYSIS CHART ACTIVITIES PERFORMED SPECIFIC KNOWLEDGE/SKILLS 3. Reviews and diagnoses students' written work and evaluates test scores to assist in group and individ- ual counseling sessions. 4, Maintains accurate and confiden- tial records of students' diagnosis sheets and progress. C. Curriculum and Materials Development 1. Reviews and selects appropri- ate and relevant materials for use with adult population drawing upon academic texts, current media,'top- ical news, job related information, ethnic and cultural resources to begin development of integrated comprehensive curriculum. 2. Develops curriculum based on hierarchal ordering of skills and knowledge required to achieve speci- fied milestones within each content area. 3. Develops specific curriculum objectives for each content area and determines reasonable expected erminal student outcomes foreach joctive. Skills Required: Must be able to plan for and develop effective materials to provide appropriate and relevant supplementary learning materials and experiences.; Must be respectful of issues of confidentiality. 1 Knowledge Required: Must be -;.amiliar with course outline, content and objectives, and must be sufficiently in- formed regarding common topical interests and resourceful in providing quality ethnic and cultural enrichment. Must be kno,iledgeable about various theories of learning r:Id their application to curriculum development. Must see int-rrelatedness of dif;fprent course content. Must be knowledgeable about ethnic and cultural histories of the target population. 1 1 Skills Required: Must be ;Lie to prepare objective statements. Must be able to define appropriate. expected . outcomes. Must be able to develop appropriate and relevant supplementary supportive materials and activities. GENERIC SKILLS Must possess keen powers of discernment and inference to facilitate the development and delivery of an integrated, comprehensive curriculum. Must possess an aptitude for clear, concise thinking to facilitate the process of developing curriculum mile- stones, curriculum objectives, and terminal expected out- comes . MODIFIED TASK ANALYSTS CHART ACTIVITIES PERFORMED SPECIFIC KNOWLEDGE/SKILLS GENERIC SKILLS D. Information Gathering 1. Conduct a quasi-demographic study to become familiar with the target area neighborhoods - i.e., agencies, churches, political structure, in- stitutions, places of recreation (formal and informal) to assist in formulation of working concept of common life styles among the adult student population. 2. Identifies and locates students by name and address within the target neighborhood and conducts home visits to identify self; explain program purposes, goals, and benefits; and to establish eye-to-eye contact with students to further assist in formu- lation of working concept and style compatible with common life-style and individual differences. 3. Identifies and locates employed students work sites and schedules . appointed visits with employers/job supervisors to familiarize self with job skills, job related academic areas, job requirements for mobility and advancement to facilitate curric- ulum planning and delivery. Knowledge Required: Must be knowledgeable about program goals, purposes and benefits. Must know basic techniques of task analysis to delineate observed and reported job tasks of students. Must know basic interviewing techniques and skills. Skills Required: Must be able to conduct community assessment survey. Must be able to initiate telephone contacts with employers, et. al. Must be able to convey accurate information. Must be able to conduct informal interviews. Must be able to foster genuine warmth and openness during initial contacts in the community. Must possess keen powers of observation with attention to specific detail. ACTIVITIES PERFORMED 4. Records all pertinent information in confidential records to be utilized jointly with ABE supervisors as a resource in group or individual counseliir. E. Operates and Maintains Audio- Visual and Office Equipment 1. Operates and maintains copying machine. 2. Operates and maintains liquid duplicator. 3. Operates and ,naintains movie projector. 4. Operates and maintains overhead projector. S. Operates and maintains slide projector. 6. Operates and maintains video-tape recorder. 7. Operates and maintains electric typewriter. fc., etc., etc. MODIFIED TASK ANALYSIS CHART SPECIFIC KNOWLEDGE/SKILLS GENERIC SKILLS Knowledge.Required: Must know operating procedures for each of the machines for which there is assigned or assumed responsibility. Must know which machine best serves a given purpose within a specific time-frame to ensure efficiency. Must know basic cleaning, repairing and storage techniques for adequate maintenance of machines. Must know repair and/or service telephone numbers if required to report breakdowns and stoppages. Skills Required: Must know how to operate each machine correctly. None to be specified. Excep- tions would be those rare persons who have little or no mechanical ability for simple to operate machinery. Such persons are easily identified during training and practice sessions. CO MODIFIED TASK ANALYSIS CHART ACTIVITIES PERFORMED SPECIFIC KNOWLEDGE/SKILLS GENERIC SKILLS 4. Designs performance based com- petency evaluative measures, where feasible, for all specified terminal outcomes. 5. Selects and develops appropriate supplementary enrichment and/or rem medial materials and instructional aids to provide supportive learning experiences. 6. Plans and schedules related extra- curricular activities such as field trips, seminars, films, etc., to provide additional supportive'learn- ing experiences. 7. Articulates interrelationships between content areas in easily rec- ognizable ways, e.g., composition skills - social studies - local elections - computation skills (in- tegrated curriculum designing). 8. Maintains throughout curriculum development process an awareness of and sensitivity to the particular strengths and weaknesses of the adult target population. Must be able to order required skills and know- ledges on a gradient of simple to complex. Mast be able to design appropriate perform - ante based criteria to determine student achievement and progress. Must demonstrate sensitivity to and empathy with the needs, aspirations, strengths and weaknesses of the adult student population. .4) MODIFIED TASK ANALYSIS CHART ACTIVITIES PERFORMED F. Delivering Instruction 1. Provides guidance, direction and supervision to small groups of stu- dents and to individual students during regular classroom time for remediation and/or enrichment. 2. Introduces initial concepts in specified content .areas to large groups. 3. Explains, demonstrates, exercises/ reviews, and evaluates concepts in- troduced to large groups. 4. Assigns, reviews and evaluates supplementary work activities, projects, papers, etc. 5. Attendant to quality of individ- ual verbal responses given in class- room. 6. Attendant to individual students ability to draw inferences, see relationships and to integrate experiences. 7. Delivers specified course con- tent in a manner meaningful and interesting to adult student pop- ulation. SPECIFIC KNOWLEDGE/SKILLS CENL- Knowledge Required: Must possess mastery of subject areas being delivered. Must be knowledgeable about group process and group management skills. Must be knowledgeable about related learning resources to provide comprehensive learning experience. Skills Required: Must be able to present information in a clear, concise manner. Must be able to maintain logical, sequential order in presentation of written and oral material. Must be able to give clear directions. Must be able to relate in a positive manner to otners. Must be agile in mind and actior to be constantly alert to shifting moods and interests with the group. Must be creative and resource- ful in providing meaningful rld innovative learning xperiences. Must exhibit.a willingness to change and experiment with 0 r.) well thought out theories and approaches. MODIFIED TASK ANALYS_L . Par ACTIVITIES PERFORMED SPECIFIC KNOWLEDGE/SKILLS GEAERIC SKILLS 8. Integrates academic content with job related experiences, life ex- periences, and cultural mores. 9. Makes systematic observations of student's progress and records appro- priately. 10. Encourages students to achieve at maximum ability and provides necessary supportive services to facilitate maximum achievement. 11. Fosters open, ;'arm classroom atmosphere such that no student feels seriously unattended. G. Counseling and Follow-dip 1. Conducts one-to-one and small group counseling sessions in the following areas: 1. Counducts one-to-one and small group'counseling sessions in the following areas: - academic - vocational - personal problem solving Maintains accurate and confi- ia1 records of counseling 7ons and follow-up. adequate follow-up student ability llifficulties. Knowledge Required: Lust know ..-arid, s counseling toories ana approaches. Must know group process Must know group management skills. Must be able to discern when to utilize one or more of various known counseling approaches. Must be familiar with cues of nun-verbal language. Must be knowledgeable about counseling areas as they relate to individual students. I 747st be open wax:, in 1el.ItinfAlins- with cf..s.u'crs. rt-:spect unfidentia7_ity. Must foster trufA. and Iespect in others. Must be a good listener. Must exhibit patience and mtderstanding for problems of others. N.) MODIFIED TASK ANALYSIS CHART ACTIVITIES PERFORMED SPECIFIC KNOWLEDGE/SKILLS 4. Creates and fosters student in- dependence by providing skills and techniques in group and individual problem solving approaches. 5. Makes appropriate referrals when necessary to obtain expert assis- tance in problem solving. 6. Demonstrates respect for issues of confidentiality. 7. Keeps appointments, promises and other commitments made to students'in- a punctual manner (or explains in. ability to do so). 8. Encourages students to draw on life experiences and personal sense of direction in problem resolution for self and for others. 9. Fosters supportive group exper- iences in small group counseling sessions so that students begin to trust each other for assistance in problem resolution. GENERIC SKILLS Skills Required: Must be able to listen attentively. Must be able to draw others out. Must be able to foster trust and confidence. 23 assistance of the Associate Direct(4: of the Project, task analysis train- ing sessions were conducted to provide indigenous adult educators with one technique recognized as an appropriate procedure for identifying training needs. Second, it was evident that much useful information could be obtained from Project conducted needs assessment as well as from the many studies that have been conducted. In New Jersey, four task forces were established to identify specific competencies that were needed in ABE, ESL, GED and counseling (see New Jersey section for details). Following a task analysis institute in the Virgin Islands, initial competencies were identified to serve as the tentative basis for second year training (see Virgin Islands section for details). During the second year the Project decided to utilize the resources available to the staff development projects through the University of Missouri-Kansas City Project. UMKC is currently designing a specialized needs assessment that will be conductee in Puerto Rico and the Virgin Islands. If the data subsequently obtained proves valid, similar needs assessment studies can be conducted in the other two states. While awaiting the results of individual state needs assessment, the Project has begun to analyze Region II data retrieved from national studies. By utilizing this data from other 309 projects the Project avoids the additional...costs Of conducting its own studies while generating comparisons between national and Region II findings. One useful source for a Region II needs assessment is the data avail- able from the 309(b) ABE Project Survey conducted by the Center for Adult Education, Teachers College, Columbia University. The Center, under the 24 direction of Dr. Jack Mezirow, was very cooperative in providing this Project, a comparison between the national sample and the Regicn II sub-group from their "ABE Priorities Survey." For purposes of this report, only those items concerned with pre or inservice training have been included. N = 776 for the national study of local directors; R = 43 for the Region II local directors. As indicated in TABLES II, III, IV and V, directors of local adult education programs in Region II vary somewhat in the emphasis they place on ABE priorities. In TABLE II and in item 1, TABLE III, Region II directors do not assign as high a priority on inservice education as those from the national sample. In TABLE III, Region II local directors are much less concerned with providing for vocational counseling and job placement services. On the other hand, Region II directors placed a higher priority on providing ESL classes. Additional ABE practices in which Region II directors had lower priorities included: integration of ABE and GED programs, parent education, and instruction in learning labs. The latter very likely the result of extensive experience with learning labs and, therefore, no longer holding as high a priority. Data in TABLE IV refer to priority statements for inservice education. Region II directors placed lower priorities on "find out staff needs for inservice education," as well as for specific inservice education for teachers, paraprofessionals, counselors, and supervisors. Region II directors also placed a lower priority on selected inservice topics including: adult learning and development, instructional methods, the selecting, adapting, and using of instructional materials, diagnosis of 25 TABLE II General Priorities: Local Director Your Current Priority Not Low Medium High Highest Applicable Priority Priority Priority Priority Priority of Need For ABE For Projects to Find or Demonstrate More Effective Practices in Each of * These Program Areas N R** N R 1. Recruitment 2.6 2.3 7.0 14.0 12.1 9.3 30.7 39.5 47.5 34.9 2. Inservice Education 1.9 2.3 12.2 20.9 39.9 46.5 33.1 20.9 12.9 9.3 3. Instruction 1.2 0 8.2 16.3 25.2 27.9 37.0 27.9 23.4 27.9 4. Instructional Material Ica 2.3 11.8 16.3 31.9 30.2 39.7 34.9 14.7 16.3 5. Program Management 4.0 4.8 23.0 19.0 39.2 33.3 26.5 33.3 7.3 9.5 6. Counseling 3.5 2.3 15.5 18.6 36.0 46.5 34.3 25.6 10.3 7.0 *N represents the National Survey Data **R represents the Region II data Priority You Would Assign Experimental Projects to Demonstrate The Effectiveness of These Practices 1. Planned inservice education program 2. Provision of transportation 3. Provision of child care facilities 4. Local materials development 5. Provision of vocational counseling and job placement services 6. Instruction in "coping" skills e.g., how to apply for a job 7. Provision of ESL classes 3. Concentration on Hardest to reach target groups 9, Program designed specifically for a special target group e.g., Chicanos, migrants, handicapped, etc. 26 TABLE III Selected Practices Your Current Priority Not Low Medium High Hugest Applicable Priority Priority Priority Priority * N ** R N R 3.2 4.8 11.6 26.2 36.1 31.0 34.8 23.3 14.4 14.3 17.8 18.6 24.3 27.9 23.1 18.6 19.6 20.9 15.2 14.0 16.5 16.3 21.4 27.9 25.2 23.3 24.8 20.9 12.2 11..6 5.3 0.0 19.7 32.6 41.1 37.2 28.4 25.6 5.8 4.a 4.3 2.3 9.2 7.0 25.0 44.2 42.6 34.9 10.3 11.6 2.3 2.3 7.2 11.6 34.7 32.6 41.9 41.9 13.9 11.6 16.2 7.0 14.1 23.3 31.5 9.3 25.5 37.2 12.7 23.3 4.6 2.3 5.3 7.0 19.7 16.3 37.2 34.9 33.1 39.5 30.3 25.0 13.5 11.1 17.6 19.4 18.6 19.4 20.0 25.0 10. Integration of ABE and GED programs 27 TABLE III (continued) Not Low Medium High Highest Applicable Priority Priority Priority Priority N R N R N R N R N h 4.7 4.8 12.1 19.0 18.3 21.4 34.6 31.0 30.3 23.8 11. Parent education 10.2 14.3 15.8 26.2 30.9 38.1 34.0 16.7 9.2 4.8 12. Decentralized classes 17.6 23.3 24.3 23.3 33.8 27.9 17.6 20.9 6.7 4.7 13. Instruction in learning labs 9.1 11.6 18.5 30.2 32.1 30.2 30.0 20.9 10.3 7,0 14. Emphasis on beginning level classes 2.8 2.3 14.9 32.6 37.5 25.6 30.3 30.2 14.5 9.3 15. Non-classroom instruction (e.g., education TV, home instruction) 15.2 25.6 30,.6 37.2 31.0 18.6 17.0 9.3 6.2 9.3 16. Co-sponsored classes 19.6 20.9 26.4 39.5 32.9 20.9 17.0 11.6 4.0 7.0 17. Employment of full-time staff 17.0 27.9 22.6 16.3 22.1 18.6 23.2 23.3 15.1 74.0 18. Employment of paraprofessionals 11.2 16.3 18.4 20.9 33.8 30.2 26.0 20.9 10.6 11.6 19. Use of volunteers 13.5 18.6 25.6 27.9 34.9 23.3 19.3 23.3 6.7 7.0 20. Employment of full-time recruiters 14.0 23.3 18.4 11.6 21.4 23.3 26.3 18.6 19.9 23.3 *N represents the National Survey Data **R represents the Region II data Inservice Education: Priority of Need For ABE to Find or Demonstrate More Effective Ways to: 1. Find out staff needs for inservice education 2. Motivate staff participation in inservice education 3. Evaluate inservice education programs Use the following activities as part of the inservice education effort: 4. Local workshops 5. Work in the class- room of a more experienced teacher 6. Participation in curriculum development 7. Coaching of less experienced staff 8. State and regional education programs 9. College and univer- sity courses 10. Other activity 28 TABLE IV Inservice Education Your Current Priority Not Low Medium High Highest Applicable Priority Priority Priority Priority N* R** N R N R N R N R 2.1 7.0 9.2 11.6 29.6 37.2 37.7 25.6 21.4 18.6 2.4 7.0 13.6 14.0 24.9 20.9 41.0 41.9 18.2 16.3 2.8 7.0 9.9 4.7 32.6 41.9 40.2 30.2 14.5 16.3 2.2 4.7 9.3 14.0 25.0 27.9 40.7 39.5- 22.9 14.0 5.4 9.3 17.2 18.6 33.9 27.9 34.0 37.2 9.6 7.0 2.7 4.7 6.9 11.6 33.1 34.9 44.2 44.2 13.1 4.7 5.3 11.6 15.6 14.0 37.6 32.6 34.2 34.9 7.2 7.0 2.7 7.0 13.0 20.9 30.2 23.3 39.6 34.9 14.5 14.0 5.6 7.0 25.1 25.6 28.1 30.2 30.3 30.2 10.9 7.0 78.0 83.3 2.5 0.0 6.8 0.0 4.2 0.0 8.5 16.7 29 TABLE IV (continued) Not Low Medium High Highest Applicable Priority_ Priority Priority Prior!t-7 NR NR NRNRNR. Provide Inservice education for: 11. Teachers 1.2 2.3 5.2 14.0 12.9 25.6 37.6 27.9 43.1 30.2 12. Paraprofessionals 12.0 20.9 9.4 11.6 23.4 25.6 33.5 30.2 21.8 11.6 13. Counselors 12.1 14.0 11.7 16.3 24.7 32.6 33.7 23.3 17.8 14.0 14. Supervisors 7.4 11.6 13.0 20.9 23.4 25.6 36.5 25.6 19.7 16.3 Provide Inservice education concerning: 15. Adult learning and development 1.7 2.3 5.7 9.3 23.6 32.6 42.5 30.2 26.4 25.6 16. Understanding the student population 2.6 4.7 10.8 14.0 31.3 32.6 39.8 30.2 15.5 18.6 17. Instructional methods 1.7 2.3 4.2 11.6 22.3 25.6 48.5 30.2 23.3 30.2 18. Instructional materials (selecting, adapting, and using) 1.4 2.3 5.8 14.0 24.6 30.2 46.5 27.9 21.8 25.6 19. Use of instruc- tional technology (e.g., audio-visual equipment, controlled reader, Aud-X) 2.9 2.3 13.7 27.9 37.6 23.3 33.7 23.3 12.1 23.3 20. Diagnosis of student learning needs 1.1 2.3 3.5 7.0 17.2 25.6 42.6 44.2 35.6 20.9 21. Evaluation of student achievement 1.4 2.3 3.7 7.0 25.6 39.5 47.7 39.5 21.6 11.6 22. Working with aides and volunteers 23. Teaching "coping" skills (e.g., how to apply for a job) 24. Counseling students 25. Other 30 TABLE IV (continued) Not Applicable Low Priorit N R Medium Priority NRNRNR High Priority Highest Priority R 9.7 14.0 15.0 27.9 38.3 25.6 30.5 27.9 6.4 4.7 2.1 2.3 10.0 25.6 35.5 37.2 39.8 20.9 12.6 14.0 2.7 4.7 10.1 18.6 28.7 37.2 43.5 25.6 15.0 14.0 86.0 100.0 4.0 0.0 3.0 0.0 5.0 0.0 2.0 0.0 *N represents the National Survey Data **R represents the Region II data Instruction: Priority of Need for ABE to Find or Demonstrate More Effective Ways to: 1. Orient new students to program 2. Diagnose student learning needs 3. Prescribe learning activities to meet individual needs 4. Foster student participation in setting objectives and evaluating learning activities 5. Increase student motivation 6. Build student self- confidence 7. Teach "coping" skills (e.g., how to apply for a job) 8. Evaluate student progress 9. Retain students in program 10. Minimize disruption due to continuous enrollment of new students 31 TABLE V Instruction Your Current Priority Not Low Medium High Highest Applicable Priority Priority Priority_ Priority_ N R*' 1.6 0.0 10.6 25.6 34.3 27.9 39.5 37.2 14.0 9.3 .0.6 0,.0 4.9 11.6 15.4 16.3 45.4 44.2 33.8 27.9 0.7 0.0 2.8 7.1 13.3 14.3 44.3 31.0 38.9 47,6 1.0 0.0 6.5 9.3 29.4 30.2 45.8 44.2 17.4 16.3 0.4 0.0 5.2 7.1 13.9 19.0 47.2 40.5 33.3 33.3 0.3 0.0 2.8 9.3 14.3 16.3 49.7 44.2 32.9 30.2 Wt. 1.1 0.0 7.9 18.6 35.8 41.9 40.9 27.9 14.2 11.6 0.8 0.0 5.5 11.6 31.5 39.5 45.4 27.E 16.8 20.9 4 1.2 2.3 3.4 9.3 13.9 16.3 34.0 30.2 47.5 41.9 4,8 0.0 20.1 30.2 35.2 20.9. 28.3r. 34.9 11.5 14.0 32 TABLE V (continued) Not Low Medium High Highest Applicable Priority Priority Priority Priority 11. Use ABE teachers to counsel students 2.4 12. Place students in jobs or training programs 6.1 13. Evaluate instruc- tional programs 1.4 14. Use methods appro- priate to adults 0.8 15. Key curriculum to behavioral objectives Use the following in the instructional process: 2.0 16. Paraprofessionals in instructional roles 12.6 17. Small group instruction 1.9 18. Programmed materials 2.5 19. Learning laboratory 5.9 20. Educational television 16.7 21. Other instructional technology (e.g., controlled reader, Aud-X) 6.6 22. Home instruction 17.6 4.7 15.1 27.9 32.5 37.2 40.6 25.6 9.4 4.7 7.0 14.5 25.6 25.4 23.3 34.9 25.6 19.0 18.6 2.3 5.1 11.6 26.7 32.6 46.6 32.6 20.2 20.9 2.5 6.6 10.0 18.1 30.0 44.4 32.5 30.1 25.0 2.5 9.5 17.5 28.2 20.0 40.9 37.5 19.4 22.5 21.4 16.6 21.4 36.9 21.4 27.0 33.3 6.8 2.4 0.0 9.8 19.0 31.5 31.0 38.1 35.7 18.6 14.3 2.4 14.6 31.0 31.2 21.4 37.7 38.1 14.0 7.1 7.1 13.4 23.8 31.4 35.7 33.1 19.0 16.2 14.3 16.7 26.6 26.2 35.9 31.0 16.1 19.0 4.7 7.1 9.5 19.0 28.6 38.6 31.0 28.7 23.8 7.0 7.1 45.2 25.6 26.2 31.7 14.3 18.3 4.8 6.8 9.5 23. Out-Of-classroom experiences e.g., field trips 24. Simulated learning situations e.g., role playing, games 25. Other 33 TABLE V (continued) Not Low Medium High Higest A.licable Priorit Priorit Priority Priority N R N R N R N R N R 11.0 16.7 21.8 26.2 34.3 31.0 26.6 16.7 6.2 9.5 6.3 7.3 22.4 22.0 34.4 .31.7 28.3 36.6 8.6 2.4 81.2 85.7 5.9 0.0 5.9 0.0 4.0 14.3 3.0 0.0 *N represents the National Survey Data *R represents the Region II data 34 student learning needs, teaching "coping" skills, and counseling students. The responses in TABLE V refer to the "priority of need for ABE to find or demonstrate more effective ways" in selected areas of instruction. Region II directors placed a lower priority on to teach "coping" skills, evaluation of student progress, the use of methods appropriate to adults, the use of learning labs, and home instruction. These differences are likely the result of the extensive training that has taken place in Region II in the past in these areas. As noted previously, the APL Project has conducted a national study to determine what knowledges, attitudes and skills are essential for survival in the United States. As an aid to Region II, a computer print-out was specially prepared for the one Region II site included in the national sample. While no definitive conclusions can be drawn from a comparison of a single city with a national sample, the information does provide indica- tions of possible similarities and differences between Region II urban areas and the broader national picture. A detailed analysis of this data as presented in TABLES VI, VII, VIII, IX, and X was undertaken during the second year of the proposal by each state in Region II. Such information on the content needs of the ABE learner provide a more meaningful basis from which to identify ABE staff competencies. A needs assessment of staff needs is directly related to what ABE learners need. 35 TABLE VI* Demographic Comparison Between A Region Site and National Sample Description Local Percent National Percent Sex Male 2.13 40.50 Female 95.74 57.70 No Response 2.13 1.70 Age Breakdown 12-20 11.70 27.30 21-30 48.94 36.40 31-40 20.21 17.80 40-above 7.45 14.30 No Response 11.70 4.20 Years of School 0-4 1.06 4.50 5-8 24.47 27.00 9-12 73.40 65.10 No Response 1.06 3.40 H.S. Diploma or Equivalent Yes 5.32 17.90 No 86.30 78.00 No Response 6.38 4.10 ABE Yes 94.68 80.30 No 0.00 14.70 No Response 5.32 5.00 ABE Level Level 1 - Beginning 1.06 9.00 Level 2 - Intermediate 24.47 16.90 Level 3 - Advanced 37.23 26.10 Level 4 - GED 36.17 22.80 No Response 1.06 25.20 *Data obtained through the cooperation of Dr. Norvell Northcutt, Director, APL Project, University of Texas at Austin. TABLE VI (continued) Description Local Percent National Percent Working Yes 2.13 30.40 No 96.81 65.50 No Response 1.06 4.10 Married Yes 31.91 40.50 No 59.57 52.80 No Response 8.51 6.70 Registered Voter Yes 58.51 44.40 No 39.36 49.50 No Response 2.13 6.10 Own A Car Yes 22.34 40.80 No 72.34 53.10 No Response 5.32 6.10 Have a Driver's License Yes 95.74 89.30 No 2.13 5.20 No Response 2.13 5.20 Take a Newspaper Yes 52.13 59.60 No 40,43 34.00 No response 7.45 6.50 Residence Own a Home 6.38 30.60 Rent a Home 91.49 59.60 No Response 2.13 9.80 Ethnicity Anglo 22.34 31.60 Black 65.96 34.80 Chicano 5.32 16.70 Oriental 0.0 1.00 Indian 0.0 1.00 Other 4.26 5.70 No Response 2.13 8.60 36 ITER GESCRIptioN TABLE VII RESPONSE IH PERCENT CORRECT I;iCORRECT nO0EZPONSE 1 BASIC ArtITH9LTic ADotTlou Q6.31 1.0, 2.1.5 2 oAstc 441rHoETIC - ituLTIRLILA7Inn 9.. :11 3..7 2,'' 1 BASIC ARITHMEric - SoBINACTIUQ 7kc4 6,3 2,:-.. 4 BASIC 44TTBh!Tic - Dly.!0lor 3 4,20 ', 19 5 1,040 TO Nu1BE1 69,-, 6C,,19 'q.'"1 .940 TO :HiHnElt 29,79 !,;2 7 ROMAN 73 ARAbiL nuNLRALtl f-,3d 11,7u a numr.t, To AdAtvic NumLuaLs 70.7C b./4 *5,9'. IT, 9 RFCOtiALIN ri G A=107E totoOl as 1,0:-. 5,1' 10 iIASIC GN04EE5GF - INCht-11 IN A rnoT -.0 T. '.,,30 ,.... 1 94SIC K901-01014: - ct.o.CEs In A FO1P,O :4":::::::: 15.51 .10 12 OAS IC ONLEDU. - L,tEr..5 IN A YcSii 75,--al .r.:: D,0:, ,. 1., BASIC 440,2LED.0 - 3DAPILUS IN A DOL,:::! 2 3 14 BASIC alO.LEW:E . mCIFR5 IN -:11_,-,;;:i2G ,,,O- 3.i' ,.1,:;(1 7. 15 PAtIC 14'41P'N.Ar!DO - x411171nq ..,30 2,.3 14.7; to BASTC 4A10uLotittG - so:DTA:1104 r4.E'o ';.,2,7 Ei 17 94.1zc NAlivot..Ion - 9oL7:0LiCATIC); 10 o45Ic .4A9IPLILATIOn - DIVIS1C:i )9 RFC4CINg FP'r,-riour 7:.1.: ?I; Rt111C:NG F1ACTI11.13 21 CALCULATING - pEN/H:TEc 27.65 'illii 22 CALCUL/TM. - A4LA 151 r. RECYI.NGU 17,77 ,:.-1,v 23 CALCUL,T1NG ,- CIRLuPpEsci- LI,4" 2u CALLuLAINt. - A4L4 r. A CIRCLE 11,7, 1.1.E.1 '1!..0 i-i ranvOoT10:i - CHANGING RECIPE .3;:':!. ,r5 rit 26 PROPORTION . :.LECT-',-, By :'Rif.; 1,)i 32,to 27 pRopo4TIOo - Iruc,ING or oEiGor 11,'2. 1, .3 2d REAUIP45 HILCA.1t 7.7%34 7-,7C 1t:,:..1 29 CALFULATIN5s TIHT .1:7 lc' CAC:uiJING: :-.E.11^ G: zpLyt "::!.. ': L.7 1.:3.:!: 31 INCOmE L313 - YOIAL EXLBPTIon2 1,06 5'1C 1.75 :,!::3 ZNCD0E T.'.X ... AnO/T/1N or p.m,: .,3 7NcoHE TAx . At)41-111N 114 INCU-1E. 1.::1"' 1;',T7 1,:' 31 It!CG4E. TA4 - 744 1-01.i' 1:75.- I,:.', J6.74.; 7: 35 InCo:1-7.7AX - SUJih,.LTILIN 117 TA's 7,z5 5-31, 17 3h INCOhE TAX - ADDITIun of TAX c.',57 105 37 INC4hE TAX ' .,N4/71;IN or TAx 1?,77 3,,:g 58 1,410.O, T4X - 114L.;,w.::._ btu 2.i3 ;V I9C1).t. TAX - OvF,1P:-Y/;EuT 1, . .;; LI,25 nil IAC:14 TAX - gEFu.siOLD 1''1,96 '1..i9i Al !NCO.< TAX - CHIBITLO 19.15 u2 BS1.G TAX TABLE 41 4A1L J'+DLI; -. HJLIWLiCATION OF PHICr 71,3!: 44 .AIL 04",F.14 ADDITIDN nt P!IICE 14,09 !:1.41 us i-AtE ../411'R B.ito .. FALCULATIAX TAX 3s.4B WS ,AIL JRcIR - ADDITION BY TOTAL PR/CC 4i;:g.2 30.64 47 EALEoLAIIND: TIME 31,91 4d CHtCK WM: 91:40:NG nAtANci 77,66 0::1 49 24,47 44,68 c,q-ck 111,.; F7NotNG ti46012 Si C.1A9(11 ALCOUNft CALCULATING PAYMENT 74.47 4.26 St CH44...t Al.:COL/at LALCOLArING PAYoLNI 36,17 40,43 .-,/ FA4IT ;GS STATt107: OtUoCI1015 67,02 Si EA,V.Io,iS SIATEmloTi INCOME TAX 71,20 1005 73:11 44.68 Si E4q,VJG9 57Afi.4",,T, $,1CTAL st.CoRtry 59.57 47,23 '. 7u-PARAttvr oovINwt at-sT CASH oov - cOH.,AHATIO dt7I%Gt BEST CREDIT BUY If9,1: 25,11 30,25 C.D.35 J0,85 17.02 71.20 :063 61,7o 24247 1.03 50.45 21;28 23.48 25',53 25.53 24.47 22.34 23.40 NV:ZONAL RESPONSE In PERCENT COARCT InCORi:ECT NO-GESPonSE 90,31 Ja,c: 37,1,2 71,:h 67,,34 C3,97 cT,51 45, 25 ,:r9S IC.It 5,03 52,01 7:5.(14 :705: :1,53 1 12,15 1=-90 1u,96 13.35 74,37 15,14 12,41 3,71 3.09 45,26 62,17 35,04 72,351 41,es 68,42 63,94 36,74 61,25 45,93 29,74 r2.'11 33,3? 302,1 ii42a 2,02 7,1u 14,72 34,37 34,60 53,10 31,91 17,63 35.12 7.77 16,81 7.95 13.70 40,55 19.73 34,65 3?;s3 76;56 70,6! 79,63 1d,53 70,14 53,21 61,69 43,21 22,81 29.20 29)" 19,43 20.12 23,64 22,37 22,71 19,03 19.43 TABLE Anil READING OESCRIPTION LOCAL RESPONSE IN PERCENT CrIRRECT INCORRECT NC.RESPONSE NATIONAL RESPONS! Pt CORRECT INCORRECT NO.RESP.. 1 BASIC A4OpILEOSE ALPHABET 97.67 0,336 2,13 86,99 1,74 9,27 2 BASIC V4DALED;E : ALPMA3ET 97.67 0.00 2,13 09,24 1,39 9,36 3 C.tS1C st4nc_Ff7lf: :APLHA5ET 97,07 0,1313 2,13 68,97 1.66 9,36 4 BASIC ViDmIEWA 3 NUmUUPS (!7.81 u.00 2,13 C9,04 37 9,7e 5 BASIC loutP4.40SE i NVPRE.RS slosh' C.20 2,13 8c,47 .1.42 9.0. KNO4LEDGE : wimi:3149 97.6y 5.06 2,13 60.01 1.10 9,56 7 BASIC vg7w1.70B5 g hOPDS 03.41 BOG 1,06 52,90 1.6'7 6,01 BASIC AN1,,LEDW: a *DDOS 00.94 0,60 1,05 :2,73 1,05 0,16 BASIC KtO.LED4L a %,t0:35 sn,94 2.1A7 10.7!, 93;23 ,57 6,43 IC BASIC VIO1LED1. I 51.111JLS 74,72 17.11 6.16 Stc .030.-M_F015 t SYPO)L3 92,55 5,33 2.13 64,53 7.41' 7,52 I! BASIC KNOALED.":5: t symeoLs 6.1 2,13 65.L;, 7.95 6t19 15 BASIC 1044LED3E I ABOW:vP.TIONS 07.07 6,30 2,13 92.68 1.52 5,60 14 BASIC K904LEDGE A004E9IATIONS 433,4.: 945 2,12 67.37, 6,75 5,9C 15 OATC to!OALCV.7E Z Ai:w.-:EvIATi0:: 201 52,95 1.0-: 5.96 16 :;.Sc A4B,:LE0c,E : CO4PACIIONL i6,31 2,13 1,f35 01,,::: 2,5:1 17 532CC (,I.E9,;E I Cv.jitACTIC;,::, 3,19 1,X!.. 91.31] 1."1 6,63 IL g710;!7.:Dir, 7 cohtqAC711 ',7,4; 1.3 ,:i07.; 1.4c 6.53 !A) 11AaIc .15-:!..Eliz: 51:..2,7g:: n.:. 1.1'-1' 77-,y,., 11..: 2: -,5-: j)35 77,2t; !66.1 6,17 2I C;! "3 2,33 53,1; 72,65 6,50 41!-S1C 76.L7, 1:1,67 ar67: FW,SIC : 1,26 60,C6 .1,26 6,66 24 9A5C Iv114L.I-GGE 7;i:Nrc-.Cfs 7c.67, 13.34 b.65 .51.1RT 1'.;.03 2:::.15 3,10 21,7 36,53 '7.76 ::6 TTRCT D:.7L 46,13 4,-.:6 52,01 2.3,31 4,60 27 F.Y.TAC7 OLTA ST3rT ClAa;,-) EX14AC7 0,TA : ,, 3,12 7,45 4:..89 !,1!,3,% 22.37 23. i6 5,76 12,35 2': TACT D.UA a aPL,IVP1qT AD& -.5..7... 5.7.!.47. 3.79 55,e,c 33,73 11,11 ExT0!,c7 DAT:, 1. En0L6v.1:-4T 3,3,71 35,,1 2,13 O2,3.7 LS,70 11.91 : AUTO 7;;Tr,ACT 0:;A : 75:65 17.6.,, 7.3 1.0TD ,'.,51 35,33 ::,-3 55,1-1 34.4'; 17:7,4,, : cie.55 ,25 1...1:: 64,E1 3,27 3;30 EY,75ACT D.%T;. :,-, 64,y2 7.1:7 6,::: VTA :;t33.LETIre t, -4 6'3.-F, 11.35 Coq 31 fX:::ACT 'UVIC ADS 42,04 34,12 22.6r. EXTFACT z "05 7,:::, 54,32 26.13 19,35 39 ENp,ACT 3,1; 3,1'? ,,. :0,64 7:::7 56; 2::.67 40 CUI(4 '7NAtr) ; l32 Ici:O 74,62 15,67 al Ptct" lIar,. TV CUIDj U.AEP) 7.7,i40 23,'.:3 .t.:::. 62,17 27,43 9,5 42 6x10ACT G-TA ! TV (NA2V) 1,3,73 32,c:3 5,19 62,24 25,75 1106 .19c1 o.7; I (.',ALP: 72.34 2*,03: 1,':6 03,43 22.14 11,a3 fxl4Ac1 3t,AEF' 7,:-:5 1.52. 74,34 33.70 11746 FXILLC7 : (rt%LT-7, 75.79 14,49 5,32 66,13 20,22 1.1.03 P41A : P44f.54l.PH 62.55 56,3 2.19 39,3:: 48,0? 12.63'. 17 ; -140,1 20,31 5..:,2 6:,6i, 23.56 1Z,76 46 FOL LC. 011+6:711w:6 (w.i.p, :,31i 75,6:', 23.;.1, 16,3 E6.i,1 31,63 ;9 PEF:UPCE TE:H%I40E a Gul07: .0,3: 64,5:, 13,92 2:,52 546 : 19 BOW: 43.62 51,63 13.32 45,72 32,06 21.2% Si 147E:qCE 1104N:336F : TV GulD*3 50,38 35,12 6,51 45,26 31,66 23,e9 52 TEtms10uL I 1.133 CF C(:NT (NAEP) 32,65 63,63 5.32 29,69 53,66 16,71 53 PEFEqF%Cl. 1ErviNI1J5E a Ala OF CI .'T (t.1;.,113) 333.3 7.45 4.26 72,30 9.19 16,51 54 1161-EhE%61. 16Cu4IOuE 1 11.33 OF CUNT (NAcP1 56.3G 39,36 6.26 45,63 33.07 20,76 55 4ht.ERE..6L IICH,13a, : 3ICia 01.49 3.19 5,32 74,30 6,77 18,93 Lo 56 v16t,AL AID : SIGN 45,74 52,13 2.13 46,311 34.12 17,53 00 57 VLC..11 A10.,3 m/P 90.43 7,45 2.13 73,65 9,34 17,01 56 v!513,, AID : mAP 82.98 11,70 5,32 69,84 11.71 18,46 59 vISuAL AID 1 0AP 87.23 7,45 5.32 76,44 4,93 18,63 60 VISUAL AID t PAP 89,36 5,32 5.32 76.49 4,86 18,65 01 v160AL AID s m4P 71,28 23,40 5,32 65,88 16,01 180.1 62 viRoAL AID t PAP 55.32 39,36 5,32 51,61 29,74 18,65 TABLE IX GK V !TEN DEBC8IP110,; LOCAL RESPONSE IN PERCENT CORRECT INCORRECT NO-RESPONSE NATIonxL RE.:,ONsE CORRECT INCORRECT IN NO,RESRONS!7 1 1gORIc g 51..LECT14G 4 FF_H_C.r. ,111 77,55 21,2C, 1,06 72c3 a1,32 5;25 2 r:nlzu t SEUCTINc A BALE JC c1.475 7.45 2.13 81.57 13.08 5.41 3 .:40 % RL1i.T1t:c, 4 Sgla To PLA(11 93,52 5,32 1,06 67,17 7,52 5,31 NO;11". $ JOB PEnviorpi 36,17 12,77 1,06 66:51 27,57 5.93 .0%:: 10 ::;IILL 97,07 1,116 1,C:1 51:23 T,n4 '3,71' 6 aCRn LGENCV ;Y:,1712. 1.4.37 !,06 7.:4,11%. 22,25 6.2t 7 luGns A6FN2Y TAx 160687.1.r,P 37n3 6O.6c 2:13 &t.,,7.-,1 4L,14 5,65 8 ',OR,: I APPLYJNo - v2;:c2:: 7i.,80 22,34 1.!: (...';,E.: 32.75 5,,0e 8 f APLLrl%G N1OZECJORE 192:: 0:1,f1 ?I.:3:: 1 LK ; A1'pL;3Nr noctDuaL 87,22 :1,7ii 1,:5 810;7 1Z,..., 5,91 1 t - tPPLIC.f-ilON I:1%6 13,:O 71:,:..:2 5,4,1 J02 y.::TERvir ,1:11": ::1,, - ,- ,:,.;. 3T,,:: 1;1,,l1 7,:o 5.21 IL- Li. s 7.'.;..., 21:,_. 57,3, :1.:, .:.,,q V. 5.,::- ' :.'::". -.,7t,:.7 C. ',:,:',1': ::,,. 1,.:: ',. ::.... ',':,..li :..;.:,2; ;.17.,1 , , 6v1::-. ....,6.: 71!:i*7.1 .::,:.7 .., .:.: - ,- ",.., '; 7 1-;,,;': ',.:3 :.; ,.T. 5 .111 ::...,5::. 24..%; ' -- , 11. IL : 7,:,1 2,2c .', , ::,:".: 77_1:1 1::,-2.: . ,.. .:,.:,:T 2:,1:7 7,7T .. -. 7,::. ,. .:::.::: 02, L '. 7,,,3c.- ../,,2-. 2,1, 7,;2 _ '.... :; ,,,;. 1::.,,,6 7;-:i 7,;,711 7 .,.'.il 8,77 9,:: 1;" f 5C,'..7 31,?: "Li,:: ,,..'..21 8,24 :...',6 .:0,1 li,1,-, Si,' 7 ,:5,'":7 27,.:.,. (..::!: 5,6 !).;;-; ! ''....,4 a,i:. :!12, 63:: 26.55 ,),::: 49 FECC;.1.7.L T1: 32,92 I:v.6 6%83 Z5,3:3 9,78 irc: 67::: 22.7-: 9,76 -,74u8704E 1Z..;7 -:;:i:.1 7,18 32:::1-:. ',6,.1 20,91 : CC 3S (NALP) 8,5... E631 5,19 12.35 75.3s 11,22 53 POL27.CAL OPp...1311.10 s CloiTE5 cti;,Evs., 07,23 9,57 3,29 71,73 17.09 11,1E 54 FoLIIICtL OPP121TION I voT1NC 36,1? 52,77 1,f,6 34,17 54,84 10,88 55 iNDIv/O.JAL C.:LH! 61,8 -.15:11 1,06 48,78 3,763 16,59 5b INDivii:JAL JO: I 1.4C041: B9.35 9,57 1:116 01.40 7,87 10.66 57 s cniA_U.TioN '39,5T S0.3(.1 2.13 59,00 29,56 11.43 56 TAXI.) 10'4 7 IBCWiE q1.49 55,32 3,,9 46.62 41,35 11,63 5C PV0F!..5510NAL lisustA,:CE 61,91 12.77 5,32 68,74 19,13 12,13 6U pROFiSS1ONAL 'Bt,. _ CARE 80.43 8.51 1.06 75.25 15,47 11.20 51 PROFESSIO4AL I MEDICAL CARE 97,07 0.00 2.13 85,50 3.09 11.41 wRliE r,AYEZ s , :,ECK t - 5 4.! 7(-IL . ".."! . : :4 7 .... ] : . I. '' . ; CV r.!:.:[.;;%i:: . ; TABLE- X V.LBPOW. n5CEn: IINTCit4LL CW:P014Y. cz 7tC7C c.7.;;;Ec-7 .zucc2;::c7 :7 (,-, C.319 .: _7. a322,/ 25 5,0: 41 B. MANAGEMENT AND DECISION-MAKING PROCEDURES Management System In meeting Project objectives, it was decided that some six full-time professional positions would be established. A director and associate director were located at the Project's Central Office to provide overall administrative and fiscal leadership to the Project, as well as technical assistance to the states. A field coordinator was appointed and located in each of the four state departments of education. With the ultimate goal that the state departments would assume effective post-Project efforts, it was deemed essential that strong ties between the Project and the individual state departments be established. (See Figure 3). With the basic structure established, the Project, with the assistance of an external agency, then developed a comprehensive management system* that would provide a step-by-step approach to Project operation. The components of this management system included: - Management Schematic - Goals - Organizational Charts - Performance Objectives - Process Objectives - Critical Work Activities (CWA) - System for Critical Work Activities - Gantt Chart *EPIC Diversified Systems Corporation "Systems Manual for Management of the HEW Region II Staff Development Project," Hightstown, N.J.: EPIC, 1973. 43 - Monitoring System - Job Descriptions In order to complete the system, the Project Office prepared a PERT Chart for each of the fifteen CWAs. These PERT Charts will be incorporated into the third-year Project proposal. Decision-Making Process Having a management system spelled out is one thing, dealing with reality is something else. Decision-making for the Project is shared. The field coordinators are responsible to both the Project Office and to a designated state official. The Systems Manual prepared contains a detailed explanation of who is responsible for making Project decisions. Attention should be directed to two factors which have had substan- tial effect on the ability of the states to bring about changes and the Project to establish a truly regional program. The first factor is which state official has the responsibility for the staff development effort in his/her state. In New Jersey the field coordinator reports to the Director of Adult Basic Education. This relationship tends to retain an essentially ABE thrust to staff development efforts. In New York, the then "Acting" Chief of the Bureau of Basic Continuing Education was originally responsible for the Project's efforts in that state, but a subsequent decision by the then Director of the Division of Adult Continuing Education required that the field coordinator report directly to his office. This decision created certain problems because the Director of the Division was reluctant to deal with the New Jersey Director of the AT3E Office because of role distinctions. In Puerto Rico the field coordinator reports directly to the Assistant 44 Secretary of Extension Education. In the Virgin Islands the field coordi- nator reports to the Director of Secondary and Adult EditLation. Because of the variations in status and authority of the various state officials working with the Project, it has been difficult to bring about true regionalization. A second factor inhibiting the decision-making process has been the many personnel changes that have occurred since January, 1973. New Jersey - there have been two directors of the Bureau of Adult Continuing Education; New York - there have been two directors of the Division of Adult Continuing Education (the latter Acting); Puerto Rico - there have been two assistant secretaries of Extension Education; two directors of ABE; and two Project field coordinators; Virgin Islands - there have been two Project field coordinators. These many changes have required, in the case of the state officials, the establishment of new working relationships that require much time and frequently changes in Project objectives; in the case of the two field coordinators a lengthy orientation and training process that places many planned activities in a holding position. 45 C. PROJECT OBJECTIVES Regional Objectives and Activities The Project has tried to assume a regional perspective; therefore, each of the original objectives will be stated with a brief description of the major activities that are regional in scope or intent. Following these regional descriptions are the individual state plans based on reports submitted by the field coordinators. Objective 1: To identify the necessary competencies that adult educators should possess in performing their tasks. First Year - As noted earlier, an initial needs assessment was conducted by New Careers to have a first look at some desired com- petencies in two priority areas. In order to obtain demographic data as a compliment to the first study, the Project designed a survey instrument for use throughout Region II, however, only New Jersey actually completed the survey during the first year. During the first year the Project also assisted the states in implementing procedures that would enable them to identify competencies unique to indigenous needs. Various competency identification efforts were undertaken as can be noted in the individual state three-year plans. Second year - In order to enhance the quality of the initial needs assessment, the Project planned to obtain data from selected studies that included Region II data. Data is being analyzed from the University of Missouri-Kansas City National Teacher Training Study. The Center for Adult Education at Teachers College, Columbia University is providing statistical information that will be used in identifying 46 competencies. The APL Project at the University of Texas has also agreed to provide Region II data from their national sample. This latter information will give Region II Staff Development staff a firmer basis from which to identify needed teacher competencies. Third Year - It is projected that in the third year the Project will possess an integrated compilation of Region II competencies. This compilation should provide the basis for future staff development activities. Objectives , and 4: To develop specific career patterns for individuals interested in preparing for existing and future roles in adult education and to assist each state in designing a career development plan in adult education that is competency-based. (These two have been combined because of their nearly inseparable nature.) First Year - A prerequisite to designing career patterns is to identify the competencies necessary to perform specific tasks or jobs. The Region II model sought to extend a needs assessment system a step further by employing a task analysis technique. Two Project staff members received intensive training in task analysis. Following this' initial training, various task analysis training activities were initiated in all four states. It was intended that by the end of the first year each state would have a cadre of trained personnel to begin designing career ladders and career development plans on the 47 basis of what individuals actually needed to do on the job. Some efforts were made to establish paraprofessional programs, however, these were not initially successful. Second Year - While it was intended that the second year would bring about the actual implementation of task analysis at the local program, level administrative and policy changes in various states have seriously affected the next step in this procedure. Selected task analysis activities will be undertaken but specifics are presently lacking. Some efforts are planned to involve community colleges in establishing career ladder positions. See New Jersey for more specific examples. Third Year - It is projected that once competencies are identified, a career ladder can be created that is less dependent upon course and/or degrees. The ideal goal is to have a master list of compe- tencies with criteria for acquiring them and the means to assess their acquisition. Ideally such a development will be a spur to the lessening of traditional credentially practices. Objective 3: To identifythe_existing training resources available within and outside Region II which have the capacity of assisting Region II in attaining Project obtectives. Those with astericks represent minority institutions or those serving essentially minority clientele. First Year - During the first year a number of training resources were identified. Criteria for selecting institutions of higher education are in accompanying Figure 4. Training resources include: 48 FIGURE 4 CRITERIA FOR SELECTING INSTITUTIONS OF HIGHER EDUCATION IN REGION II 1. The institutions must indicate a commitment to both the inservice and preservice preparation of adult educators. This could be in. the form of existing or planned graduate or undergraduate courses or program or in the form of regular workshops or conferences provided to ABE personnel. 2. The institution must be jointly acceptable to both the state in which it is located as well as to the overall Region II Staff Development Program. 3. The institution must either be considered a minority one or give specific evidence that it is aware and committed to providing for minority needs. Specific examples of the former in Region II would include the College of the Virgin Islands, which is predominantly Black and thp University of Puerto Rico which is predominantly Puerto Rican. 4. The institutions must be accessible to a large segment of the staff serving ABE clientele. 5. Institutions identified, if more than one to a state, should complement other institutions and agree to avoid duplication of effort. 6. The institutions must be willing to provide professional preparation programs through joint planning with practitioners in ABE. 7. The institutions must be willing to provide a substantial amount of their effort in off-campus locations. 8. The institutions identified must accept a decreasing fiscal commitment on the part of the Project during its three-year life span with an increase in commitment during these same years and, furthermore, must agree to fully assume the costs at the completion of the third year of the Project. 9. The institution identified must be willing to give serious consideration to working with other institutions throughout Region II to service regional needs. 10. The staffs of these institutions must be willing to plan staff develop- ment activities jointly with the representative state departments as well as with local personnel. 49 1. Colleges and Universities (see Figure 5) 2. AMIDS - Northeast and Mid-Atlantic Centers 3. Manpower Management Institute, Inc., Washington, D. C. 4. EPIC Diversified Systems Corporation, Hightstown, N. J. 5. Educational Improvement Center, Pitman, N. J. 6. MIND, Inc., New York City 7. Puerto Rican Forum* 8. New Je:sey College Resource Centers: Glassboro State College Jersey City State College Kean State College Montclair State College Trenton State College 9, State Departments of Education in New Jersey, New York Puerto Rico*, and the Virgin Islands* 10. EPDA Program 11. New Jersey MDTA Program Second Year - In addition to the above, the following resources will be involved during the second year: 1. Trenton State College 2. University of Missouri - Kansas City 3. New York State Department of Education, Bureau of Mass Communication 4. Right to Read Programs in each Region II state 5. Phelps-Stokes Fund* 6. APL Project, University of Texas 7. Cuter for Adult Education, Teachers College, Columbia University Third Year - It is expected that most potential resources have been identified, but the door is not closed to the discovery of additional ones. FIGURE 5 COLLEGES AND UNIVERSITIES IN REGION II WITH CURRENT PROGRAMS /COURSES IN ADULT EDUCATION INSTITUTION LOCATION TYPE OF PROGRAM COMPETENCY AREAS FOCUS Rutgers U. New Brunswick, N.J. M.A. and Ed.D. Courses Only Extension, Gen. Sci- ence, Humanities Teachers, Admins. Montclair State Upper Montclair, N.J. Courses Only Cont. Ed., ABE, General Teachers, Admins. Newark State Union, N.J. Courses Only Comm. Ed. Teachers, Admins. Glassboro State Glassboro, N.J. M.A. Courses Only ESL, ABE, Comm. Ed., Comm. Coll., Gen. Teachers, Admins. Jersey City State Jersey City, N.J. Courses Only ESL Teachers (ESL) Essex County Comm. College* Newark, N.J. Courses Only ABE Teachers, Para- professionals U. of Puerto Rico* San Juan, P.R. M.A. ABE, General Teachers, Admins. Coll. of V.I.* St. Thomas, V.I. Courses Only ABE Teachers City College New York City M.A. and Ed.D. General Teachers, Admins. Teachers College New York City M.A. and Ed.D. Gen., Comm. College Teachers, Admins., Researchers N.Y.U. New York City M.A. and Ed.D. ESL Teachers SUNY at Brockport Brockport, N.Y. M.S. and Post-M.S. General , Teachers, Admins., Counselors Syracuse U. Syracuse, N.Y. M.A. and Ed.D. Gen., Cont. Ed., Extension Admins., Researchers SUNY at Albany Albany, N.Y. M.A. and Ed.D. Curr. and Instr. Teachers, Admins. *Minority institutions or one serving essentially a minority population 51 Objective 5: To assist each state in designing and carrying out performance- based programs for both preservice and inservice training. First Year - Using the Project's systems model as a guide, the Project staff devoted much field time to an explanation of how the model could be applied in preparing training programs. Each training activity conducted and supported by the Project was expected to establish specific training objectives prior to the conduct of an activitl It is acknowledged that there were great variations in the quality of the responses to the above ingredient for a successful training program. Second Year - In the second year the Project Office will prcvide each state with a detailed analysis of the needs assessment data that will be available from the various national studies that have been conducted. Third Year - It is planned that by the third year all staff develop- ment training conducted by the state departments and cooperating institutions and agencies will be competency-based. These training programs will be designed on the basis of the competencies that are identified and categorized in the second year. Objective 6: To integrate the Region II plan with adult education 309 Projects First Year - The Project established very early a pattern of conduct- ing quarterly meetings, rotated in each of the four states. These meetings provide an opportunity for the field coordinators and state liaison members to develop strong ties that have led to many cooperative 52 efforts. By rotating the site of the meetings this also afforded the Project an opportunity to invite staff from the host state department as well as staff from local projects to share some of their more local efforts. The staff also conducted many meetings with the staff of other 309 Projects. In addition to the staff development efforts of the nine other HEW Region, Project staff worked with the Essex County College Model Cities Project, Operation Breakthrough (Paterson Model Cities Project), Phelps-Stokes Fund, and the APL Project. Second Year - During the second phase the Project plans to involve itself with a number of 309 Projects. - HEW Region IV (SREB) Teacher Training Project. The Project met with staff from the South Carolina State Departmeot of Education to describe a process for implementing a co-..petency identification system. - B'nai B'rith Career Education Project. The Region II Staff Development Project assisted in the preparation of a question- naire that #.11e B'nai B'rith Project staff will distribute through their Project Newsletter. The items in the survey questionnaire were designed to elicit the views of. ABE teachers as to their perceptions of the value of career education in ABE programs. - The APL Project of the University of Texas has been asked by the Project to provide a computer printout comparing Region II data with the national data already reported. 53 - The University of Missouri at Kansas City's 309 Project is providing two services. One, it will provide a computer printout of Region II data compared to the national data from their recently completed study. This material will provide an overview of teacher and student perceptions of training needs. Two, the University of Missouri at Kansas City will be conducting a needs assessment in Puerto Rico at no cost to the Project. - Program Innovations Center (PIC), Center for Adult Education, Teachers College, Columbia University, has asked for Project assistance in establishing contacts already initiated through the Region II Staff Development Project. PIC has indicated a willingness to share data from a recently completed study with staff development. Third Year - As with the above Projects the Region II. Project will contact both refunded and newly futded projects at the earliest possible time to insure mutual cooperation and, as is evident from the second year, actual sharing of resources and expertise. Objective 7: To (1,7yelop individualized traintag_mleyials for local adult . education personnel inservice traininR. First Year - In order to assist the individual states in the conducting of task analysis, the Project Office prepared a training manual and workbook. New York State supported the development of a counselor awareness program that when revised will be available throughout Region II. 54 Second Year - If the present feasibility study in New York State proves favorable, a course "Psychology of Adult Learning" will be available on T.V. quality tapes in both English and Spanish for all of Region II. A bicultural-bilingual Project at Rutgers University will distribute copies of a training program to adult educators throughout Region II. A similar Project developed in New York will be made available on video tape to Region II adult educators. Third Year - Other than the continuing efforts above, no new training materials are presently being developed that are applicable region- wide. Objective 8: To provide local adult education personnel with access to available information and resources for staff training. First Year - A Project Newsletter was developed and distributed to some 600 adult educators. This publication appeared eight times during the first year. Second Year - In addition to the Newsletter, the Project expanded its efforts to inform the field of new developments by sponsoring a two-day professional seminar. This seminar brought together some 30 adult educators who had a chance to meet with individuals represent- ing four projects - three 309 projects and one Right to Read project. A second seminar is in the planning stages some time in Spring, 1974. Third Year - The Newsletter and seminar approach will be continued. Objective 9: To encourage adaptations of research and innovations for adult education inservice training. 55 First Year - In addition to the Newsletters sent to the field at large, the Project Office collected and distributed selected staff development materials that enabled the individual Region II state departments to establish professional libraries. In order to provide opportunities for face-to-face encounters with innovations, 17 Puerto Rican adult educators had an opportunity to visit selected learning centers in New Jersey and New York. Later in the year, the Virgin Islands adult educators spent a week in visiting and receiving train- ing at the Albany Learning Center. Second Year - A second group of Virgin Islands adult educators are planning to visit the Albany Learning Center. Many contacts are being made with innovative projects so that representatives from each of the state departments can be exposed to new developments. As with Objective 8 the professional seminars and the Newsletter will play an important role in encouraging adaptations of research and innovations. Third Year - Plans are fcr a continuation of the activities described in the first and second years. 55 New Jersey Staff Development Objectives and Activities A staff survey carried out in FY-1973 supports the high turnover rate as stated in the State of New Jersey's Career Staff Development Plan. The chart "Some Characteristics of 844 Adult Education Personnel in New Jersey"* shows that 36% of the teachers have two years or less experience in adult education and that only 34% have attended three or more mandated pre- or in-service workshops, suggesting the need for continued expansion of training efforts. For the past seven years each of the four Adult Education Resource Centers located throughout the State College System at Glassboro,.Jersey City, Montclair, and Newark, has been responsible for providing teacher training activities related to their specific geographical need. These Adult Education Resource Centers provide a minimum of three mandated workshops. Workshops conducted in FY-1973 implemented training by objectives with a pre- and post-test following the staff development project plan for competency based training. The format of these workshops proved successful and will be carried out more extensively in FY-1974. The creation of an additional Adult Education Resource Center at Trenton State College in September, 1973 enlarges the existing Teacher Training Staff. The state's coordinator for staff development has been charged with coordinating on a regional (state) basis all training activities for the five AERC's meetlag statewide priorities, together with specific geographical needs, 'pooling resources and consultants for a more comprehensive training plan. *HEW Region II Staff Development Project First Year Interim Staff Develop- ment Report. 57 The four task forces investigating the minimum competencies necessary for teachers of Adult Basic Education, English as a Second Language, High School Equivalency and Adult Counselors have made specific recommendations of workshop topics they feel are important for FY-1974. These task forces are providing a comprehensive needs assessment in four adult education areas. Although the first year's results are tentative initial identification of the ABE Task Forces are noted in TABLE-XI. Recognizing the special needs of teachers and administrators involved in Adult Basic Education in Correctional Institutions, and with the creation of a separate school district for the State Prison System, every attempt will be made to plan a relevant training program in cooperation with the Prison School District for this particular staff. The cooperative effort with the Graduate School of Education, Rutgers University in the development of materials and training programs in bi- avatural awareness will continue. The materials, both the bibliography and the five excerpts in culture produced as a result of funding for FY-1973 were well received. The materials are being reproduced in quantity by the NJ Staff Develop- ment Project in order to be placed in the hands of every English as a Second Language teacher in the state. FY-1974 funding for this Project was provided to carry on activities including teacher trainer training, field testing of materials developed, the production of ten classroom teaching units and follow -up workshops to focus on the use of these units. In the third year of this specific project additional adult educators will be trained and a second conference, patterned after the initial confer- ence, held in FY-1973 will be held. A combined informational report of TABLE XI ABE Task Force Group III - Teaching Procedures & Techniques I. Self Prior to certification, the teacher will demonstrate an ability to know and continually to evaluate personal strengths and weaknesses. Specific skills include: Suggested training materials Suggested evaluation criteria II. Instructional Planning and Decision Skills A. Determining Instructional Objectives Prior to certification, the teacher will demonstrate an ability to plan in the area of adult basic education. Specific skills include: 1. Identifying basic content concepts. 2. Writing behavioral objectives related to the concepts. (i.e., Mager, Popham) 3. Identifying instructional activities related to the objectives. (procedures, method and materials) 4. Identifying the means of evaluation related to the objectives. Suggested training materials 1. Instructional Design Program. 1. 2. Popham's Programmed Filmstrip and books: "Instructional 2. Objectives" and Planning Instruction, Iager's Preparing Instructional Objectives. 4. "Planning for automous learn- ing (PAL)" Program. B. Individualizing for InstrucUon . , , c Corresponding post--test in 1-, 2, and 4 of the suggested materials. Situation and items on an objective testi:e., provide a student/class situation-grade level, personal needs, goals. Candidate answers questions about the adequacy of objectives, instruc- tional activities, etc. Prior to certification, the teacher will demonstrate an ability to individualize instruction in adult basic education classes. Specific skills include: 1. Organizing and sequencing curriculum and instruction according to individual learning style, pace, level, particular needs, abilities and aspirations. 59 TABLE XI (continued) Suggested training materials 1. Planning for Autonomous learn- ing (PAL) 2. Prentic-Hall Teacher Competency Development System. C. Classroom Management Suggested evaluation criteria 1. Evaluation nrocedures in programs for 1 & 2. 2. Testing level. Provide a hypothetical situation. The teacher is to identify appropriate objectives, materials, and criteria for 8 students. 3. Observation. Exhibit individual- ized plans for students that contain objectives, materials and records for each student. Local supervisor vouches for . regular use of teachers' plans. Prior to certification, the teacher will demonstrate an ability to crganize a group for independent learning and group instruction. Specific skills include: 1. Identify common needs for grouping. 2. Schedule clasp members and time. 3. Maintain a record keeping system. Suggested training materials 1. Learning in the small group (IDEA Inc). 2. Mini-course program on inde- pendent learning. 3. Wisconsin design Reading Program. 4. Learning Center Guidelines. 5. IPA filmstrips. III. Basi' Interactive Teaching Skills A. Questioning Suggested evaluation criteria 1. Criteria in Mini-course material. 2. Teacher has a record of each student that reflects entry level, goals, work completed, progress, & achievement to show each observer. 3. Supervisors vouch that teacher regularly identifies needs for grouping, and schedules class members and time. 4. Observers use rating scale to ascertain if students are really working independently and that records are kept. Prior to certification, the teacher will demonstrate an ability to question students e7fectively. Snecific skills irclude: 1. Asking higher order questions. 2. Developing questioning strategies 60 TABLE XI (continued) Suggested training materials 1. "Mini" course on Effective questioning 2. Guided self-analysis 3. Basic Teaching skills packet B. Structuring Suggested evaluation criteria 1. Criteria in programs for 182 2. Submit'a video or audiotape of lesson to demonstrate, question- ing ability according to a certain, pre-determined and known scale. Prior to certification, the teacher will demonstrate an ability to relate instruction to student experiences. Specific skills include: (to be identified) Suggested training materials C. Reinforcement Suggested evaluation criteria Level II evaluation level I not applicable. (one or more of the following: 1. Evidence of use of a language experience approach with beginning readers. 2. Enables students to apply math concepts to practical, everyday life. 3. In-group situations draws out student's experiences. Prior to certification, the teacher will demonstrate an ability to reinforce the explorations of his students. Specific skills include: (to be identified) Suggested training materials Motivating the Adult Learner- Audio visual modular Instructional Unit. D. Problem Solving Suggested evaluation criteria Level II evaluation, Level I not applicable. 1. Supervisor and observers attest to the fact that teacher provides verbal or other signs of approval towards student activities. Prior to certification, the teacher will demonstrate an ability to facilitate problem-solving by his students. 61 TABLE XI (continued) Specific skills include: 1. Train students to use scientific method. 2. Train students to interpret data. 3. Train students to form generalizations. Suggested training materials Suggested evaluation criteria 1. Hilda Taba material 1. Criteria in H.T. material. 2. Observer's scale. E. Group Dynamics Prior to certification, the teacher will demonstrate an ability to facilitate problem-solving by his students. Specific skills include: 1. Ability to facilitate task functions of groups. 2. Ability to facilitnfo mninfonnnoo fuli,Jauub vl groups. 3. Ability to rcicilitate content functions. 4. ?bility to facilitate process. Suggested training materials Suggested evaluation criteria 1. Teachers & Learners by Gorman 1. Evaluation procedures in NTL 2. Learning in Groups - Niles materials. 3. National training Lab materials 2. Audio or video-tape of demonstra- tion lesson to exhibit desired skills. IV. Diagnosis and Evaluation Prior to certification, the teacher will demonstrate an ability to apply the principles and procedures of performance (competency) - based learning and instruction to include pretesting and the use of criterion- referenced evaluation. Specific skills include: 1. Utilization of achievement test results. 2. Utilization of informal testing procedures in reading and mathematics. 3. Utilization of pre-tests and post-tests. 4. Utilization of criterion referenced instruments. 5. Construction of informal tests. 6. Devise informal evaluative techniques. Suggested training materials 1. Same materials as for IIA Suggested evaluation criteria 1. Same as materials as for IIA 62 TABLE XI (continued) 2. Testing level: a. identify 3 achievement tests. b. answer questions relating to how to use test results in planning instruction. c. define and identify a criteria referenced test. 3. Observational level: a. teacher will provide evidence of using test results in plan- ning instruction. b. will illustrate, select and describe the use of informal testing procedure in math and reading. c. provide examples of pre- and post-tests. V. Various Teaching Strategies Prior to certification the teacher will demonstrate an ability to organize and present information effectively by employing a variety of teaching strategies. Specific skills include: 1. Function effectively in a learning laboratory. 2. Operate hardware. 3. Utilization of programmed and self-directional materials. 4. Utilization of skills file. 5. Utilization of community resources (people and other). 6. Role playing. 7. Brain storming. Suggested training materials 1. Techniques for Effective teach- ing (NEA Booklet) Suggested evaluation criteria U. Demonstrate the use of a learning laboratory through simulation exercise. 2. Demonstrate how to operate various hardware and kit materials commonly found in lab. VI. Instructional Decision - Making- Cultural Conflict Prior to certification, the teacher will demonstrate an ability to deal effectively with cultural differences. Specific skills include: 1. Demonstrate compatibility with varying cultural groups. 2. Know and.accept personal prejudice. 3. Understand characteristics of varying cultures. TABLE XI (continued) Suggested training materials 1. Blnai B'rith.materials on ethnic and minority groups and prejudice. 2. SRA Basic Teaching Skills material. Suggested evaluation criteria 1. Cultural Attitude Inventory 2. SRA Material 3. Observation scale 63 64 project, activitileawillpubl,ished.. Feedback data from the five Adult Education Resource Centers will be collected together with the development of plans for future data collection and dissemination of bicultural education. Another outcome hopefully will be recommended areas of research. A direct result of funding this project, a full line staff position at Rutgers University has been committed by the Dean of the Graduate School of Education. As a result of both the bi-cultural project at Rutgers University and the task force on English as a Second Language competencies, a combined effort between New Jersey and New. York in the development of.teacher training packets has been initiated. A member of the New York State Basic Continuing Education Department has been invited to participate in the English as a Second Language. Task Force to provide input into this important component. New Jersey, using as a basis the coordinated teacher training effort in the state, will develop, . based upon identified competencies, teacher training packets utilizing materials that have been previously developed in New York State where feasible, and identify materials that may need to be developed by either state or as a joint endeavor. In the first year of the project an attempt was made to provide in-service training for the state staff including the Adult Education Resource Centers and Bureau of Adult and Continuing Education. The Mid-Atlantic AMIDS staff planned and carried out a training activity. The combined state staff was enthusiastic and requested additional training. A suggested list of activities was drawn up by those involved. Specified activities will be carried out meeting the needs as expressed by the individuals concerned. Providing training for paraprofessionals in the state during 1974 will be undertaken by the 'Graining of volunteers in English as a Second Language 65 methods and techniques. The following year the effort will expand to the training of native born volunteers on the methods and techhiques of teaching reading. In both training efforts the volunteers will be placed in the "Right to Read" program for Migrants at Glassboro. Continuou6 follow-up on the volunteer is planned. The model and training units which will be the product outcome of this objective will be disseminated regionally. The involvement of the community colleges in the development of courses for an Associ Degree in Adult Education will be investigated. It has been planned to involve a community college in both Central and South Jersey. Several meetings have been held with the staff of Model Cities Project at Essex Community College. A training program based upon their assessed needs is planned. At he Graduate School of Education, Rutgers University, in the Depart- ment of Administration and Supervision courses have been implemented in the field of Adult Education. Limited funding has been involved. However, due to the FY-1973 funding in addition to a full line staff position, a half- time line staff position was secured by the Dean of the Graduate School. For FY-1974 Staff Development is supporting the other half with the University taking over the full line in FY-1975. Graduate courses have been instituted, in addition to the State University, at the State Colleges in North and South Jersey, specifically located at Glassboro and Montclair. Following are specific objectives and activities identified for FY-1974 and FY -1975- Tn noted above. these activities are extensions of the efforts S = Starting,.Date, C = Completion: Late_ HEW REGION II - STAFF DEVELOPMENT PROJECT NEW JERSEY OBJECTIVES FY - 1974 OBJECTIVES ACTIVITY DATE COST Objective 1 To assist in the planning and co- ordination of all staff development activities conducted for ABE and HSE Personnel under the auspices of the four (4) Adult Education Resource Centert (Glassboro, Jersey City, Montclair, and Newark State Colleges) as a part of New Jersey's continuing efforts under the State Plan for adult education programming. 1-1. conduct in-service training ses- sions wi a particular emphasis on Indivioualizing Instruction. 1-2. provide continuous ESL training throughout N. J. 1-3. provide competency-based training for ABE personnel in counseling and testing. 1-4. train personnel to work in HSE Programs. 1-5. train administrators of ABE and HSE programs. 1-6. provide in-service training to ABE and HSE personnel employed in correctional institutions. (S) September 1, 1973 (C) May 31, 1974 CA HEW REGION II - STATE DEVELOPMENT PROJECT NEW JERSEY OBJECTIVES FY - 1974 OBJECTIVES Objective II To sponsor, in cooperation with Rutgers University, the development of material and training programs in bi-cultural awareness. ACTIVITY 2-1. Five training units for teacher trainers. 2-2. field testing of materials. 2-3. train trainers (three one-day workshops for 75-150). 2-4. produce ten classroom teaching units. 2-5. schedule workshops for teacher trainers in use or teaching units S = Starting Date C = Completion Date DATE (s) Sentember.a.i.:1_973. (c) JuRte:.8013.1r1974.... COST S = Starting Date C = Completion Date HEW REGION II - STAFF DEVELOPMENT PROJECT NEW JERSEY OBJECTIVES FY - 1974 OBJECTIVES ACTIVITY DATE COST Objective III To provide in-service training for the staff of the four (4) Adult Edu- cation Resource Centers (Glassboro, Jersey City, Montclair, and Newark State Colleges). In-service Workshops on: 3-1. techniques on giving training ses- sions. the development of activity based training strategies. 3-3. delivery systems for training. 3-4. acquirement of new knowledge in specific areas and/or subject matter. 3-5. communication systems. 3-6. affect legislation. 3-7. public relations. 3-8.1 supervision and evaluation of instructional programs. 3-8.2 supervisory techniques. 3-8.3 supervision of guidance program. 3-9. program management and evaluation. (s) July, 1973 (C) June, 1974 CO S = Starting Date C = Completion Date HEW REGION II - STAFF DEVELOPMENT PROJECT NEW JERSEY OBJECTIVES FY - 1974 OBJECTIVES ACTIVITY DATE Objective IV To establish a career ladder in Adult Education. 4-1. development of a model and a mini- mum of three (3) units of training materials for training.volunteers in ESL methods and techniques. 4-2. placement of trained volunteers in "Right to Read for Migrants" Program at Glassboro. 4-3. involve community colleges and state colleges in the implementa- tion of undergraduate course(s) in Adult Continuing Education. 4-4. development of graduate courses and. Programs in adult continuing educF"-ion. (S) July, 1973 (C) June, 1974 HEW REGION II - STAFF DEVELOPMENT PROJECT NEW JERSEY OBJECTIVES FY - 1974 OBJECTIVES Objective V To investigate the feasibility of the establishment of competency- based state certification for adult educators. 5-1. 5-2. 5-3. 5-4. S = Starting Date C = Completion Date ACTIVITY DATE establish four (4) task forces to identify the minimum competency of teachers in ABE, ESL, HSE, and Guidance. once identified, development of an instrument to measure what competencies a teacher has or has not. delivery systems for training. field testing. (S) July 1973 (C) June 1974 COST HEW REGION II - STAFF DEVELOPMENT PROJECT NEW JERSEY OBJECTIVES FY - 1975 OBJECTIVES Objective I To assist in the planning and co- ordination of all staff development activities conducted for ABE and HSE personnel under the auspices of the five (5) Adult Education Resource 1-1. Centers (Glassboro, Jersey City, 1-2. Montclair, Newark and Trenton State Colleges) as a part of New Jersey's continuing efforts under the State 1-3. Plan for adult education programming. 1-4. 1-5. 1-6. 1-7. 1-8. S = Starting Date C = Completion Date ACTIVITY DATE COST conduct in-service training sessions with a particular emphasis on individualizing instruction. provide continuous ESL training throughout N.J. provide competency-based training for ABE personnel in counseling and testing. train administrators of ABE and HSE programs. train personnel to work in HSE programs. provide in-service training to ABE and HSE personnel employed in correctional institutions. provide bilingual Secondary completion. train personnel to work in evening School for the foreign born. (S) September 1974 (C) June 1975 ' (S) September ;1974 (C) June 1975; S = Starting Date C = Completion Date HEW REGION II - STAFF DEVELOPMENT PROJECT NEW JERSEY OBJECTIVES FY - 1975 OBJECTIVES ACTIVITY DATE COST Objective II To sponsor, in cooperation with Rutgers University, the development of materials and training programs in bicultural awareness. 2-1. continue training of trainers. 2-2. train 75 to 150 Adult Educators in culture in three one-day workshops. 2-3, Scond.CODRerence: 2-4. publication of a final report on combined information from project activities. 2-5. Collection of feedback data from Resource Centers. 2-6. Recommend areas of research. 2-7. development of plans for future data collection and dissemination of bicultural education based upon feedback.' (S) September 1574 (C) June 1975 S = Starting Date C = Completion Date HEW REGION II - STAFF DEVELOPMENT PROJECT NEW JERSEY OBJECTIVES FY - 1975 OBJECTIVES ACTIVITY DATE COST Objective III To provide in-service training for the staff of the four (4) Adult Edu- cation Resource Centers (Glassboro, Jersey City, Montclair, and Ne,-ark State Colleges). In- service Workshops on: 3-1. techniques on giving training sessions. 3-2. the development of activity-based training strategies. 3-3. delivery systems for training. 3-4. acquirement of new knowledge in specific areas and/or subject matter. 3-5. communication systems. 3-6. affect legislation. 3-7. public relations. 3-8.1 supervision and evaluation of instructional programs. 1-8.2 supervisory techniques. 3-8.3 supervision of gu'dance program. 3-9 program-management and evaluation. S = Starting Date C Completion Date HEW REGION II - STAFF DEVELOIMENT PROJECT NEW JERSEY OBJECTIVES FY - 1975 OBJECTIVES ACTIVITY DATE COST Objective" IV To establish a career ladder in Adult Education. 4-1. development of a model and a minimum of three (3) units of training materials to learn native born volunteers in the methods and techniques of teach- ing reading. 4-2. placement of the trained native born volunteers in the "Right to Read" Program at G]assboro. 4-2.1 follow up the trained ESL vol- unteers placed in the Right to Read Program FY 1974. 4-3. involve community colleges and state colleges in the implementation of undergraduate course(s) in Adult Continuing Education, and to assist the placement of interested HEP students in these colleges and/or courses. 4-4. development of graduate courses and programs in adult continuing education. (S) July 1974 (C) June 1975 -Ps OBJECTIVES S = Starting Date C = Completion Date HEU REGION II - STAFF DEVELOPMENT PROJECT NEW JERSEY OBJECTIVES FY - 1975 ACTIVITY DATE COST Objective V To investigate the feasibility of the establishment of competency- based stat? certification for adult educators. 4-5. to develop a model training program for the Staff of the Model Cities Project Essex County Community College- based upon their assessed needs. 5-1. establish four (4) task forces to identify the minimum competen- cy of teachers in ABE, ESL, HSE, and Guidance. 5-2. once identified, development of an instrument to measure what competencies a teacher has or has not. 5-3. delivery systems for training. 5-4. field testing. (S) July 1974 (C) June 1975 Ui S = Starting Date C = Completion Date HEW REGION II - STAFF DEVELOPMENT PROJECT NEW JERSEY OBJECTIVES FY - 1975 OBJECT! VES ACTIVITY DATE COST Objective VI - To provide E.S.L. training materials to be utilized regionally in coopera- tion with New York State Burear. of Continuing Education. Objective VII Provide training sessions for full & half-time directors of adult education. 6-1. development of teacher trainer ESL training packets from the AERC competency based workshops. 6-2. incorporating the existing materials from New York State where feafible. 6-3. development of new materials. 7-1. one week long resident institute 7-2. to conduct 7 half day training sessions (S) July 1974 (C) June 1975 May 1975 Oct. 1974 thru March 1975 77 New York State Staff Development Objectives and Activities 1972-73 -1-.-- -Office Set-Upr- The-Nuw-York State-Edutut1on Department has- provided excellent facilities for the use of the Staff Develop- ment Coordina,or. Set up included the requisitioning and ordering of materials and equipment and the establishment of office procedures. 2. Orienting Personnel: A full-time clerk typist was hired and oriented to Project Office (New Jersey) and New York State. Education Department procedures. It became necessary to refill and reorient this position in January. 3. Research Review: In a relatively new field such as Competency- Based Teacher Education, it is important to carefully review extant related literature. The Staff Development Office contracted for four such research reviews. 4. Establish State Education Department Working Relationships: The New York State Education Department is a massive compilation of over 200 divisions and bureaus. It is a rich resource for Ever:; educational endeavor. Through building relationships with these resources, beginning with the Division of Continuing Education, it is possible to profit from this vast array of expertise. 5. College Course Resource Guide: In an attempt to begin a compila- tion of resources, the Staff Development Office polled every college and university in New York State for courses which may have relevance for the adult educator. These were listed and disseminated to adult basic education coordinators throughout the State. 7S 6. Needs Assessment: In an attempt to document the legitimacy of predetermined staff development objectives and priorities for -New- York-St-atei- the-Staff-Development-Offic-e-conducteds.--needs assessment by polling the adult basic education (ABE) coordinators in the State. 7. News Bulletin: In an attempt to inform the New York 't :ate field of the staff development activities on a State and Regional level, the Staff Development Office issued a periodic News Bulletin. 8. New York State Advisory Board: The proposal called for a 12 member committee to advise the New York State SLff Development Office. The composition of an original group (January 4) was determined by the three hireaus in the Division of Continuing Education. That group then voted to increase membership to 20 to assure representation of ethnic and racial minority groups. The New York State Division of Continuing Education Staff, Development Resource Committee,_ which it chose to call itself, met five times and proved to be a most helpful diligant body. 9. Human Interactive Skills: In an attempt to meet documented need, appropriate attitudinal readiness on the part of the staff member, the Staff Development Office contracted with n company that had packaged a training workshop incorporating transactional analysis and reality therapy. This was piloted for adult educators in White Plains and Albany, New York. 10. AMIDS: At the October Staff Development Project Coordinating Council meeting, an area Manpower Instructional Development Services representative made a presentation. The New York Staff 79 Dpuelopment Office, complying with Policy Paper AVT (A) 73-73, dated 10/13/71, followed up in November by coordinating AMIDS workshops in four cent:era to offo,.t An srAff. ITInfny tunately, the Northeast AMIDS structure collapsed before the last two centers had been serviced. Northwest AMIDS offered their services, but because of poor timing, they were respectfully declined. 11. Corretency Identification: Before staff development programs can be designed, it must be very clear what competence is to be developed. The Staff Development Office sponsored a meeting of a group of students, paraprofessionals, teachers, supervisors of instruction, and adult basic education coordinators. In our attempt to identify competence, we learned a great deal about both the desired product and the product. 12. Assessment Tool Development: In order to efficiently prescribe an individual program of staff development, it becomes necessary to identify or develop an instrument to assess competence. An outgrowth of a competency identification task force was the formation of a group charged with developing such an instrument. The Bureau of Testing is cooperating in this effort. 13. Task Analysis Workshop: The Project Office model includes task analysis as basic to competency-based staff development. In an attempt to develop field expertise, the Staff Development Office sponsored an institute for 20 individuals. Upon completion, the consensus of opinion was that task analysis has a place in New York State program development, but that much more training 80 is necessary. Presently, we are awaiting concurrence and approval from the Division Management Team. 14. Video-Tape Training Package: The above workshop was video-taped. When it is edited, it will be available to those who wish to vicariously participate in the Task Analysis Workshop. 15. Data Collection: To obtain a profile of the adult basic educator, and to have an instrument for evaluation purposes, a data form was collected from the ABE field. The results w:.1 be tabulated and summarized before the end of FY 72-73. 16. Reading Packages: The New York State Education Department, Bureau of Reading, has developed individualized inservice training packages for elementary teachers. After thorough investigation, it has been determined that these may be adapted for use with adult educators. 17. Bicultural Project: There is growing need for increased communi- cation between staff and community, particularly where divergent cultures are involved. To meet this need and to encourage increased instructional sensitivity, a project involving the development of bicultural awareness is underway in New York City. The resultant learning package will be disseminated upon request throughout New York State. 13. Counseling-Workshop: As determined in original New York State. priorities, the area of counseling demands attention. Phase I (self-contained) of a dive-stage proposal involving job develop- ment techniques is being implemented in New York City. 81 19. T.V. Modules: A major thrust of the Staff Development Project will be the development of a series of modules with a video-taped presentation as the core. The subject will be "The Psychology of the Adult Learner." It is anticipated that college credit (minimum of three credits) may be worked into the delivery system. The modules will be developed for flexibility according to individual needs. 20. Resource Bank: An indicated in-needs assessment results, there is ,.eed for an identification and cataloguing of resources (human resources included) for field use. Because of data collection policy in New York State Education Department, this effort is still in planning stages (except for college course resources). Dr. Thomas Sheldon, Deputy Commissioner, Office of Elementary, Secondary and Continuing, has demonstrated a particular interest in this effort. 21. Development of Field-Centered College Courses: Again, in an attempt to develop resources with a degree of permanency, the New York Staff Development Office coordinated meetings among representatives of higher education now offering courses in adult education and representatives of four potential resource and demonstration centers. 22. Develop Field-Centered College Courses (New York City): The goal of above dialogue seems to be coming to fruition in New York City. C.U.N.Y. (City College) is negotiating with the New York State Education Department to deliver a course using a field site; 82 field personnel, state education department personnel, and City College personnel comprising the instruc..ional team, and at a greatly reduced rate. The field program involved in Title III, New York City, the staff development funds for up to 15 members will be diverted from reimbursement of staff to City College for expenses. 23. Paraprofessional Training and Mobility: October saw the beginning of plans to afford career development opportunities to parapro- fesSionals. The logistics and traditional patterns proved formidable. Initial plans to tie into the University of Massachusetts Brooklyn Campus, Career Opportunity Program failed because of C.O.P. termination June 1965. Tie-in with the tradi- tional programs extant in New York City proved most difficult. A resultant plan is one involving the Regents External *fee and existing adult education as mentors. This plan has yet to be approved. 24. Task Analysis Training: As previously mentioned, additional training in techniques of job and task analysis is presently in planning stages. 25. Curriculum Development: This is a carry-all term to apply to efforts to implement the "Staff Development Process." More specifically, the New York State Staff Development Office is soliciting the aid of an agency integrally involved in competency- based staff development movement. Preparation stages 2.0 & 3.0 are of particular concern. To date, there are no commitments regarding such an agency. 83 26. Develop Staff: Development model based on guidelines as established in the project proposal and based on input from State Education Department, field, and other knowledgeable persons, a systemic approach to staff development has ..-,een developed. 27. Coordinate Periodic Staff Development Activities for Division of Continuing Education Personnel: General meetings relating to competency-based staff development, and coriputer technology have been coordinated by the Staff Development Project coordinator. There is presently a question as to whether this effort will be continued due to division reorganization and resultant roles change. 1973-74 One of the first activities conducted for Staff Development in New York during the second year was a survey of New York ABE personnel. The infor- mation in TABLE XII was compiled from 612 returns. While it does not include 100 percent of the ABETstaff population, it does reveal many demographic differences between New York City and the rest of the state. One interesting finding is the great number of adult educators who indicated an interest in college level work in adult education, a finding contrary to what was believed. The survey also attempted to identify, through a rank-order technique, those areas which ABE staff felt the greatest need for assistance. Again, as the data in TABLE XIII indicates, there are differences between New York City and the rest of the state. One difference was in the area of motivat- ing and retaining students. This was considered to be the highest need TABLE XII 84 Selected Data From a Survey of New York State ABE Personnel* Other Than Categories Now York City New York City. Total Sex: Male 145 140 285 Female 206 121 327 Degree Status: No higher education 22 1 23 More than H.S. less than B.A. 24 0 24 B.A. 116 61 177 B.A. plus 30 43 63 106 M.A. 65 51 116 M.A. p"us 30 74 83 157 Doctorate 2 2 4 Certification Status: No certification 51 4 55 Adult education 60 2 62 Five-year provisional 31 7 38 Ten-year provisional 7 0 7 NYC permanent 18 116 134 NYC substitute 6 50 56 NYC certificate of competency 1 34 35 Buffalo temporary 6 0 6 Buffalo probationary v 2 0 2 Permanent or life 164 47 211 Adult Education Position: Teacher - P.T. 78 24 102 F.T. 167 202 369 Administrator - P.T. 18 7 25 F.T. 17 13 30 Paraprofessional - P.T. 10 0 10 F.T. 18 0 18 Counselor - P.T. 10 0 10 F.T. 11 11 22 Other - P.T. 8 1 9 F.T. 13 3 16 *N =I 612 - This does not represent the entire state total of ABE personnel 85 TABLE XII (continued) Categories Other Than New York City New York City Total Current Annual Income From Adult Education: Under 1,000 26 1 27 1,001-3,000 90 77 167 3,001-5,000 39 51 90 5,001-8,000 13 29 42 8,001-10,000 22 8 3J over 10,000 46 11 57 Hourly Rates: 2.01-4.00 29 2 31 4.01-6.00 1D 0 10 6.01-8.00 112 0 112 8.01-10.00 101 3 104 over 10.00 18 246 264 Type of Appointment: Contract 84 31 115' Annual 183 60 243 Probationary 3 3 6 .Substitute or Temporary 62 129 191 Volunteer 2 1 3 Were You Employed Last School Year As A Teacher Of Adults? Yes. 261 213 474 No 81 39 120 If Yes: No. of hrs. per week - average 15 14 No. of weeks per year - average 40 45 42 If Yes, indicate: No. of hrs. inservice related to ABE - average 15 17 16 Hourly rate received for inservice training $6.90 $5.85 $6.40 No. of job related college credits ecrned in continuing education during last school year - average 6.3 6.7 6.5 TABLE XII (continued) Categories Are You Interested in Taking College Level Courses for Adult Education (including workst-ops, seminars, and/or inservice activities)? Yes No 85 Other Than New YorlsCity New York City Total 310 225 535 39 31 70 If Yes, Are You Interested in Earning College Credit? Yes 265 196 461 No 55 42 97 (37 TABLE XIII Areas of Need For Which Assistance is Desired Other Than Area of Need New York City New_ York City Total Teaching Reading in ABE 131 (3)* 75 (4) 206 (4) Teaching ESL 109 (5) 77 (3) 186 (5) Teaching Bilingual Education 72 58 (10) 130 Teaching Consumer Education 50 46 96 Teaching Family Life 52 29 81 Teaching Decision-Making 64 26 90 Teaching Health Education 35 26 61 Integrating Career Education 96 (3) 73 (5) 16 9 (8) Developing Curriculum fo.c Special ABE groups 100 (7) 70 (2) 179 (6) Individualizing Instruction 127 (4) 89 (1) 216 .(3) Identifying and Using New Materials 135 4) 89 (1) 224 (2) Developing Teacher-Made Materials 86 (10) 64 (7) 150 Developing EffeCtive Teacher Learner Relationships . 80 32 112 Motivating and Keeping ABE Students 165 (1) 62 (8) 227 (1) Applying Adult Psychology 96 59 (9) 155 (9) Using Adult Learning Theory in ABE 72 41 113 Counseling the ABE Student 101 (6) 73 (5) 174 (7) Evaluating ABE Student Progress 80 53 133 *Numbers in parenthesis represent the rank order for the highest ten response categories 88 TABLE XIII (continued) Other Than Area of Need New York City New York City Total Diagnosing Needs and Starting ABE Students Utilizing Community Resources in ABE Recruiting Students Administering/Managing ABE Programs Developing Community-Wide Adult Education Coordination of Services Developing Learning Centers Conducting Action Research in ABE Training for Teacher Aides Other 88 85 81 71 86 56 29 56 15 (9) (10) 52 55 45 64 67 52 31 28 8 (7) (6) 140 140 126 135 153 103 60 84 23 (10) 89 area for non-New York City personnel, while it only ranked eighth in New York City. New York City had a much higher need for the development of curriculum to meet special ABE groups than the rest of the state. Concurrence was also found in such areas as-teaching reading, teaching ESL, identifying and using new materials (the highest priority in New York City), and counseling the ABE students. A much more detailed analysis will be made this data during the second year to determine what revisions may have to be made in current staff defelopment efforts. The following is an abstract of a plan generated to reflect staff development needs in New York State, integration with ongoing division staff development activities, HEW. Region II guidelines developed in cooperation with USOE, and procedures conducive to the establishment of a competency-based staff development program for adult educators in the State of New York. Major Goal: ,Enhance the effective interaction between leader and learner so as to encourage increased appropriate learning in-con- tinuing education settings. Sub-Goal I: Implement preparation stages in systemic approach to competency-based staff development. Objecti'Tes #2, 3, ', 6, 7, 10, 12 Sub-anal II: Yield test competency-based staff development programs to at least 200 continuing education staff members for a tPtal of at least 2,000 hours. Objectives #5, 8, 11, 14 90 Sub-Goal III: Integrate HEW Region II Staff Development activities with the New York State Division of Continuing Education Staff Development activities and develop a plan that will see all division-sponsored staff development become competency-based by June, 1975. Objectives #1, 12, 13, 15 Objective 1: Orient key personnel in the field of adult and continuing education (Division of Continuing Education personnel, Directors of Continuing Education, Chief School Officers, Coordinators of Adult Basic Education and other Staff Development, e.g., NYACE personnel to the precepts and continuing education implications of competency-based staff development. Objective 2: Develop task analysis and competency - identification format appropriate for use in adult education. Objective 3: Develop and test assessment tool methodologies appropriate for use in continuing education. Objective 4: Identify geaeric competence in teaching adults. Objective 5: Generate and/or adapt and utilize a competency-based program(s) of development in generic competencies for adult educators. Objective 6: Develop assessment tool for use in masuring generic -competence. 91 Objective 7: Task aalysis and identification of competency in area of reading comprehension. Objective 8: Generate and/or adapt and utilize an adult educator competency-based program<s) of development in the teaching of reading comprehension. Objective 9: Develop assessment tool for evaluating competence in area of reading comprehension. Objective 10: Identify competence in adult basic education counseling. Objective 11: Generate and/or adapt and utilize an adult educator competency -based program(s).of development in techniques of counseling the adult learner. Objective 12: Collect state-wide staff data relating to staff development needs. Ob.:,ctive 13: Generate FY 74-75 plan to build or. results of FY 73-74. Objective 14: Develop cooperative working situations with higher education. Objective 15: Develop the Division Staff Development Committee so that it is an effectve, efficient committee whose primary function is a coordination and integration of all staff development activities under the cegis of the New York State Education Department, Division of Continuing Education. 1974-75 Projections for the New York State Plel in 1974-75 include: Phase I:- 92 Overview of'Adult Education and Psychology of the Adult Learner - 14 films of the T.V. Project will be prcduced. An assessment tool will be field-tested, revised and disseminated. Phase II: Reading, Counseling (life skfAls) - staff program development will continue (four films will be produced); an assessment tool for counseling will be field-tested, revised and disseminated. Phase III: English as a Second. Language, Americanization, Mathe- matics - task and job analyses will be conducted in each of the above areas. Phase 1V: Administration in adult education (Director; Coordinator; Supervisor) - a task and job analysis will be under 211 in administration in adult education. 93 Puerto Rico Staff Development Objectives and Activities - 1972-73 1. Objective - to identify competencies for adult educators. A Task Analysis Institute was held in Humacao and Caguas. 7.ndividuals trained in these institutes will serve as resources to four additional task analysis institutes being planned. 2. Objective - develop career _patterns in adult education. Two graduate courses in adult education were planned through the University of Puerto Rico. A graduate program was written and submitted to the University's Academic Senate. 3. Ob'ective - to identify existing trainirm_resources. A group of 17 adult educators spent a week in selected learning centers in New York and New Jersey. A meeting was planned with Project Communi-Link. In addition to involvement with the Unitersity of Puerto Rico, training resources in the ABE, ESL, WIN and MDT programs of the Department of Education were identified. 4. Ohif2L122= to design performance-based programs for, bath preservice and inservice training. This objective was being met through the proposed graduate program at the University of Puerto Rico, the two task analysis institutes conducted, and the four planned for the second year. STAFF DEVELOPMENT PRIORITIES 1973-74 Operational Objectives for Puerto Rico Activities Objectives 1. To complete the various stages involved in the development of a Graduate Program in Adult Continu- ing Education at the &iversity of Puerto Rico 1 I 1.1. Follow steps described below: 2. To help support and organize 2.1. at least one graduate course per semester through U.P.R. until a Graduate Program is :latablished a. Revise Proposal and incorporate recommen- dations submitted by consultants. b. Submit Proposal for faculty approval c. Submit proposal to curriculum committee. d. Submit Proposal to the U.P.R. Academic Senate. e. Implement Proposal Field Coordinator inter- views Director of Graduate School of Education to discuss and accept the idea of offering Saturday courses during school year 1973-74. Starting and Completion Pates r- October 15, 1973 October 20, 1973 August 1974 July 10, 1973 1 I Estimate Costs to 1 the Project $1,000.00 5,000.00 Opec_ttional Objoct_is for :Starting -uld Coispletion __ _ _2____:".:___ Dates Puerto Rico Activiti,:s Ohlerlives i 2. Field Coordinator meets with Uuler directors of Graduate School of Education to discuss step: to be followed and budget needed for the courses. 2.3. Letter is sent to Secretary of Education to get authorization to give support to the U.P.R. to offer the courses. 2.4. Field Coordinator meets Assistant to the Dean of the Graduate School of Education to discuss budget and specifications of contract. 2.5. Contract is written and tramittdd,. 2.6. Memorandum is sent to Regional. Director and School Superintendents to recruit personnel for the courses. % 2.7. Ficld Coordinator picks up and distributes books and materials to the students. 1 ' Estimate Costs to the Project July 31, 1913 July 5, 1973 July 15, 1973 July 30, 1973 August 6, 1973 August 25, 1973 Operational Objectives for : Starting and Completibn Estimate Costs L Puerto Rico L.. Ac i.1 - mlieatillq 3. To train six curriculum specialists and ten ABE genera/ supervisors in the following: a.-philosophy and organ ization of a year- round extended program. J. process of producing and adapting materials. 1 3.1 Field Coordinator meets Assi- . tent Secretary to determine action plan to follow: September. 21, 1973 3.2 Identify resource personnel to give the training. 3.3 Identify participants, place and date for the training. 3.4 Meet with resources to set up objectives and activities to be carried out 3.5 Send letter to Secretary of Education notifying about the activity. 3.6 Develop forms to keep record ofl activities performed. 3.7 Send letter to participants notifying dates, place and' schedule of the training. 3.8 Conduct Institute. 3.9 Write down reports to inform about achievements and projections of the activity. September 28, 1973 October 5, 1973 October 12, 1973 October 15, 1973 October 15, 1973 October 19, 1973 November 9, 1973 November 30, 1973 63,000.00 Operational Objectives for Puerto Rico Activities Ob'ectives 4. To train 13 ABE itinerant teachers and 600 tutors in the following ABE areas: a. psychology of the adult. 4.1. Field Coordinator meets ABE Program Director and General Supervisor for Special Projects to involve them in the organization of the training. 4.2. Identify resources to be used. b. techniques to facilitate 4.3. the process of learning c. ins- truction. Field Coordinator meets Regional Supervisors to identify participants and determine dates, places, and time schedule for the training sessio in the different regions. 4.4. Field Coordinator and Administrative Office follow-up administrative Processes in order to comply with all the provisions required by law. 4.5. Letter is sent to trainees informing them of their selection to partici- pate in the training. 4.6. Training is offered in the areas already determined. 4.7. Evaluation forms are designed to gather data required for final reporting. 4,8. Written reports are handed in so as to imform about achievements, diffi- culties, and projections of the activity. Starting and Completiol Dates September 28, 1973 October 19, 1973 October 26, 197"J October 31, 1973 November 9, 1973 December 1.0, 1973 December 10, 1973 January 31, 1973 Estimate Cost to the Pro ect $12,000 Operational Objectives fo Puerto Rico Activities Objectives Starting and Completion: Estimate Costs to Dates the Project 5. To provide at least one inservice training ins- titute for 225 regular AB1 teachers in the six educe-) tional regions in coopers-1 tion with the teams trained:in New York or New Jersey. 5.1. Field Coordinator meets team trained to define their respon- sibilities and roles as to the training of Regional ABE personnel. 5.2. Study of training needs as pre- sented by Program Directors in Central Office and teams trained in New York or New Jersey to identify the common as well as the diversified training needs in Adult Continuing Education and establish priorities. 5.3. Field Coordinator visits each edu- cational region to participate in the designing and structuring of the training activities. 5.4. Field Coordinator visits each edu cational region to participate in development_ and evaluation of training activities in cooperation- with Program Directors, General Supervisors, and trainees sent to the mainland working for the Program. 5.5. Field Coordinator reports on achieve, manta, difficulties and projection of the activity. October, 1973 November, 1973 December, 1973 January, 1974 February, 1974 $20,000.00 CO .../1- Operational Objectives for; Puerto Rico Activities Objectives Starting and Completion Dates Estimate Costs to the Project 6 Develop a three-day Institute on Task Analysis and Job Restructuring in four educational regions. 6.1. Field Coordinator visits the Educational Region to present Staff Development Project - origin, nature, objectives, scope, etc., to Personnel work- ing for Educational Extension Programs. 6.2 Field Coordinator requests and studies all the data on the situation concerning adult edu- cation in the Region in order to determine and justify the need for a Staff Development Project in the area. 6.3. Field Coordinator meets Regional Director and Adult General Super visor to develop a Staff Develop went Project in the area and to develop a task analysis institute for adult educations. 6.4 Identify the educators represent ing various positions at various levels who Can participate in dick Task Analysis. Institutes and ectablish the dates for Institutes. 6.5. Write letter to Staff Develop -2=14 Project Office requesting use cf P,,gion II Rasour::e or request frotil of other aducatiow.1 regi.cn.s. October 2, October 3-5 October 10, October October 12, $3,000.00 Operational Objectives for '.Starting a=id Completion ' Estimate Costs to Puerto Rico ' Activities Objectives Dates ' 6.6. Indentify and deal with adminis- 1 trative matters to be considered ' 1 before participants are invited ' 1 to the Institute. ' 6.7. Request resources to conduct the Institute and to send schedule 1 and content. ' 6.8. Conduct institute following schedule agreed upon. ' 6.9. Evaluate institute from the 1 viewpoint of participants, 1 objectives, etc. 7. To carry out an island-wide : 7.1- survey to detunnine charac- teristics and needs of the staff of thi: Educational Extension Program. 7.2. Field Coordinator meets Assistant Secretary to discuss purposes of survey and examine questionnaire. Field Coordinator revises questionnaire and sends it for reproduction. the Protect 1 October 26, October 26, 1 November 12, 1 1 November 16, ' ' July 1973 July 1973 1973 1973 1973 1973 1 1 1 1 1 : $500.00 ' 7.3. Field Coordinator and admiis- 1 . trative office plan `or distribu- 1 tion and collection of ques- t tionnaire. 1 September 28, 1973 ' 7.4. Questionnaires are sent to Ragional Directo::s win momo.ranium em- ?joining L C 'ail rurp,-.se5 of ...:rvey 0. ,:or September 28, 1973 ' 7.5. Field Coordinator collects 1 questionnaires and organiies taatik to categorize and analyze data. October 31, 1973 Operational Objectives for Puerto Rico 8. To provide training for special interest programs: 8.1 three day training for 50 ABE-ESL teachers at San Juan Educational Region, 8.2 training of 4 teachers of the Program in the operation of technical equipment and management of learning lab. ' Starting and Completion ' Estimate Activities : Obiectives '7.6 Field Coordinator categorizes and ' analyzes data in cooperation with ' Dates the Pri. team organized. ' December 10/73 1 '7.7 Field Coordinator plans trainings based on needs as revealed in survey. '8.1.1 Meet with PIogram Directors General Supervisors to: 7 1.2 Diagnose the basic training ' needs of the Educational Extension Program personnel. ' October 1973 January 1974 October 1973 1.3 Identify the training needs which are common to the various Programs and those which are different. ' October 1973 1.4 Design plan of work to cope ' with the identified training ' priorities: ' November 1973 1.5 Recruit specialists to provid4 training or use personnel al-' ready trained on the areas ' identified-to. provide training. ' November 1973 1.6 Provide the training sessions' in the educational regions or' the Central Office ' January 1974 1 1.7 Eva hate the effectiveness of the training programs in ' terms of changes observed in ' the trainees and the adult ' learner. ' January 1974 ' $5,000.00 ' Starting and Completion Estimate Costs to ' Activities Objectives Dates the Project '8.2 1 1 2.1 Field Coordinator meets Adult ' Center Director and Director ' for the Work & Study Centers ' 1 to establish criteria in the ' selection of the participants ' 1 and determining training needs. ' September 1973 2 1 2.2 Field Coordinator requests information concerning train- ' ing areas considered in the ' 1 1 operation of learning labs, ' schedule of'training and content. ' September 1973 2.3 Field Coordinator, Educational' and Job Training Center meet ' 1 prospective participants to ' provide information concerning' 1 nature of project, interview 1 and select the trainees. October 1973 1 2.4 Team chosen called to meeting ' make commitment with DIP in ' 1 order to carry out responsi- ' 1 bilities required. November 1973 1 2.5 Field Coordinator & Adminis- ' 1 trative officer follow up 1 administrative processes in ' order to comply with all the ' 1 provisions required by law. ' November 1973 1 1 2.6 Letter is sent to trainees in 0 order to inform them that they' have been accepted. November 1973 1 Operational Objectives for Puerto Rir3 conduct a comprehensive of needs assessment 'aeration with the -i.ty of Missouri 7P.acher Training Activities _Objectives 2.7 Field Coordinator and Progr= Director call trainees to meeting to hand in all requira_ materials and checks for 1 traveling expenses. 2.8 Training program is offered in selected learning centers to equip trainees with the necessary skills to operate learning labs, etc. Starting and completion ' Estimate Costs to Dates November 1973 ' January 104 2.9 Flan of work is designed and ' follow -up is made to activ- ities to determine effective- ' ness of :raining activities on' the trainee, the learner and ' the objectivc.1 of the project. ' February 19i' 2.10 Evaluation forms are designed ' to gather data required for final reporting. 2.11 Written reports are handed :n ' so as to inform about the achievements, difficulties and projections of the activity. January 1974 '9.1 Field Coordinator meets Directors' Staff Development PrOject HEW Region II to identify resources. ' Septcm1);er 11, 1973 s '9.2 Field Coordinator meets represent! ative from Missouri National Teacher Training Study Staff to ' examine & react to proposal,sub- ' mitted to carry out survey. ' September 11:. 1973 the Project 1 s 1 1 1 1 Would cost Puerto Rico $1,00.00 1 ' Activities Objectives Starting and Completion Dates 9.3 Field Coordinator meets Assistant I - 1 Secretary to report on results of meetings and explain proposed project. r ' September 18, 1973 9.4 Meet Representative from Missouri National Teacher Training Study Center, Directors Staff Develop- ! meet Region II, Assistant Secret- , ary for the Educational Extension r Program and Field Coordinalor for the Project in Puerto Rico to explain the ?proposal in detail. '9.5 Field Coordinator meets regional 1 supervisors to explain them the ' October 1973 project and encourage them to make' 1 a commitment for helping organize ' and implement the project. 1 ' October 1973 p9.6 Resource from Missouri National Teacher Training Study Center. trains Regional Supervisors on the process of administering the survey! November 1973 '9.7 Survey is conducted at the six educational regions. ' November 1973 '9.3 Survey instruments already adminis-' tered are sent to the Department ' of Education Central Office. I I 171ecember 1973 '9.9 Field Coordinator sends survey r instruments to University 1 of Missouri National Teacher Training Study,Center. December 1973 Operational Objectives for Puerta,Rico 10. To conduct a feasibility study in cooperation with die Government T.V. Station ' 10. t Personnel to explore the possibility of writing a pro-' posal for the development of educational T.V. programs.' Activities Objectives ' Starting and Completion Estimate Costs to Dates ' the Proiect 1 1 Field Coordinator meets Director' November 1973 for the Radio and T.V. Services ' of thfl Department of Education ' to explain purposes and scope of Staff Developmant Project and ' determine their plans as related' to this: type of project t ' 10.2 Letter is sent to Region II 1 Directors explaining results of meeting and future plans. 1:1 1 1 November 1973 ' 10.3 Follow-up will depend on the out come of the meeting. ' January-May 1976 $1,000.00 v. 106 19n-75 1. Objective - to continue the development of a graduate program in adult education at the University of Puerto Rico. By the third year the program should be underway to include net only public school adult education, but individuals working in programs such as labor, commerce, libraries, and social service agencies. 2. Objective - to coordinate all state department of education staff development efforts through one office. Selected funds from each program will be used to support a staff development office. 3. Objective - to continue training the state department curriculum specialists and the 10 ABE general supervisors in selected areas as identified through the needs assessment. 4. Objective - to implement training programs on the basis of the needs assessment conducted by the University of Missouri at Kansas City during 1973-74. 5. Objective - to conduct competency-based training programs in each of the six educational regions. Some 225 ABE teachers will be involved. 6. Objective - to collect demographic information for all adult educators employed in programs supported through the office of the Assistant Secretary for Extension Education. 107 Virgin Islands Staff Development Objectives and Activities The goal of this report is to provide an over-view of the effects of the HEW Region II Staff Development Project on the Virgin Islands' Adult Education Program. Where was the Virgin Islands' Adult Education Program prior to 1972? What effect did the Staff Development Project have on the adult education program during its three years of federal funding? How were the funds utilized? And perhaps most important of all, what are the future implications of staff development activities in the Virgin Islands adult education program? These questions are paramount in nature and must bc considered by the administrators of adult education programs in the Virgin Islands. This report considers these questicns and similar questions to provide future direction for adult education in the U. S. Virgin Islands. In 1171, prior to the staff development project, the adult education program was operating on a part-time basis. Directors, Coordinators, Supervisors and Teachers served dual functions as administrawrs of education programs. Although a real effort was mlde to provide dire2tion for adult education programs, time prohibited any effective results. There was no curriculum which provided intended learning outcomes for students of the program. There was no plan which provided methods to implement objectives of the program. In short, the adult education program provided a "shot-gun" method of meeting the needs of its students. Local teachers-in-charge gave direction to their program which they considered to be effective, and in many cases they did a fine job. However, no real effort was made to coordinate the efforts of local programs, no central direction was provided for the total program. A major factor to be considered is no full-time person existed to manage the program. The director of the adult education nrogrem, saddled with dUal 103 and triple respondbilities, could not provide the full time effort needed to give the thrust to the program. It should be mentioned that considering the circumstances of time, money, and staff, the director did a tremendous job keeping the program operating at all.. Student Population Growth According to the 1970 Census in the Virgin Islands 47.9% of the residents, 25 years and older, had not completed a high school education. This reason alone was an indicator of the potential growth to come in the adult education program. By 1972 the adult education program was serving 1,750 people or about 10% of the target population. There is still no full-time administration for the adult education program provided by funds from the Virgin Islands. The staff development project provided a full-time person for the adult education program in the Virgin Islands whose mail] responsibility was to provide training for the 200 adult educators in the Virgin Islands program. With the addition of this full-time staff member the director of the adult education program was able to provide the thrust needed. Through workshops provided by the staff development project administrators were able to come together to develop a program plan which was to coordinate the efforts of the adult education program. In brief, the plan developed provided a curriculum for the adult education staff to follow. Listed were: 1. Program Goals 2. Program Objectives 3. Methods of Implementation 4. Student Characteristics 5. Program Budget. This plan or curriculum guide was the first such plan to aime from the Virgin Islands' Adult Education Program since 1966. ..1 -I, 109 The first-year Project goals includeth 1972-73 1. Objective - to identify competenolcs for adult educators; A task analysis institute was held for 54 adult educators in St. Thomas. Follow-up activities are being conducted to determine the training needs of the Virgin Islands. 2. Objective - develop career patterns in adult education. One non- credit course was offered through the College of the Virgin Islands to develop an initial awareness-of adult education as a professional career. A series of inservice workshops were held on both St. Thomas and St. Croix to provide extensive training in selected instructional and administrative areas. 3. Objective - to identify existing training resources. The College of the Virgin Islands was involved for the first time. The Right to Read program was contacted. The Project also worked very closely with the Chairman of the Advisory Council for the Virgin Islands on Vocational Education. Because of the interest in training learning center staff, five adult educators spent a week in an inservice pro- gram conducted at the Albany Learning Center. A second group of individuals are planning to participate in 1973-74. 1. Objective - to design performance-based programs for both preservice and inservice training. The objectivewas being met through the use of a task analysis institute which would serve as the basis for a more in- depth approach to competency identification. Future learning was planned on the basis of competencies identified. Each workShop conducted had.spcific performance objectives delineated, accompanied by a pre- and post-test means of measurement. 110 1973-1974, 1974-1975, Planning The staff development project produced a comprehensive three-year plan for the training of its staff members in the Virgin Islands. This plan provides objectives developed through team efforts and reflects the needs of all three Virgin Islands. Workshops developed are on file and may be used by teachers-in-charge as need arises. The main poin' being made is that the Staff Development Project provided the thrust needed and the direction to the adult education program. The program plan and the staff development state plan together provide a curriculum for the future adult education program in the Virgin Islands. Inter-Agency Cooperation Prior to 1972 little effort was made to work cooperatively with other agencies concerned with the continuing education effort. Again this is attributed to the time factor (no full-time staff) rather than a reflection of competence. In 1972 through the efforts of the staff development project the following ties wea-e made: 1. $2,600.00 obtained for a learning center from the Division of Vocational Education; 2. A course offered at the college of the Virgin Islands; 3. Training provided for teachers and counselors of the Work Incentive Program; 4. Funds obtained from New York State for Teacher Training; 5. Consultants in reading brought from the College of the Virgin Islands; 6. Consultants in program development brought from New York State Education Department; 7. Afeetings with Advisory Committee for adult, vocational, and technical education; 111 3. ivicel-ADRn with business 1psners from St. Croix to obtain a building for a learning center! 9. Direct linkage through coordinators to New York, New Jersy and Puerto Rico; 10. Bilingual-Bicultural project to provide training for their teachers of adults in the future; 11. Establishment of an Advisory Committee. A major effort was made during the 1972-75 period to establish close ties with other programs involved in continuing education. This effort is clearly reflected in the above statements and in the objectives of the Virgin Islands Staff Development State Plan. Staff Training Prior to 1972 in the ABE programs training was provided sporadically with in-service meetings being held for 2-1/2 hours monthly. These in-service meetings were usually spent clearing complaints and handling such questions as "Where should graduation be held?" "What tests should be given?" etc. In short, training of staff members was neither systematic nor extensive. In 1972 a total of 2,381 hours of training was conducted in the Virgin Islands as compared to 357 hours in 1971. A systematic approa-h to training beginning with task analysis .as atter?ted. Teachers began receiving training which was relevant to the needs of their students. One result of such training was the development of an informal reading inventory specifically for the Virgin Islands adult education student. Activities planned for 1974-75 also reflect the needs of the students and the programs and follow a systems approach which may be used by teachers. This systematic approach was intended to identify those competencies needed by adult educators and provide training around competencies needed. This competency-based approach to teacher training was met with considerable 112 enthusiasm in the Virgin Islands' adult education program. The Career Ladder concept built into competency-based teacher education saw the beginning of the utilization of paraprofessionals in the High School Diploma Program on St. Thomas. Future Implications When funding ceases in 1976 what will become of the Staff Development Project in the Virgin Islands? The following points are indicators of the future. 1. A position for staff development has been made in the program (as stated in the Virgin Islands Program Plan for Adult Education). 2. The commissioner of education has stated that he would like to make a division of staff development for the entire department of education. 3. Paraprofessionals will be working in the adult program (as evidenced by the inclusion of paraprofessionals inethe high school diploma program). 4. A reorganization of the adult education program is currmtly being planned to provj.de a full-time directorship. 5. Cooperative ties will continue to develop a. evidenced during the first year of Staff Development Project. 113 E. PROCEDURES FOR ASSUMPTION OF PROJECT EFFORTS The Region II Staff Development Project has been funded until June 30, 1975 after which it will no longer be receiving 309(c) funds. Because the duration of the Project was limited to three years it was necessary to under- take activities that would meet existing needs of the states while establish- ing some long-range activities that could realistically be managed by the states in the year following the Project. The raison d'etre of the Project was to institutionalize as many of its efforts as possible. To this end it was evident that the major elements of staff development in Region II lay with the state departments of education. Below are listed those activities that have been conducted in each which meet the needs of the respective state while elements compatible with region- wide efforts. This approach was deemed more consistent with the realities in Region II. It should be noted, however, that the ambitious attempts by USOE to bring about a regional project through the staff development program are severely limited because of the unique characteristics of organizations. Although this Project sought to apply a systems approach to staff development, certain organizational characteristics should be identified including: traditions, norms, and standard operating procedures; subunits with conflicting goals and expansionary tendencies; a preoccupa- tion with short -term pressing problems; search procedures that accept solutions that are "good enough" rather than optional; and activities that outlive their usefulness:t *Jerome T. Murphy, Grease the Squeaky Wheel. A Report on the Implementation of Title V of the Elementary and Secondary Education Actof 1965, Grants to Strengthen State Departments of Education: Cambridge, Massachusetts' Center for Educational POlicy Research, Howard Graduate School of Education, February, 1973, p. 219 i 114 Most of these characteristics have been evident in Region II to varying degrees And difforenh times. Recognizing their existence provides a more sophisticated understanding of the forcesimpinging upon attempts not only bo integrate regionally, but within the individual states. In New Jersey 1. The field coordinator's position will hopefully become part of the Office of Adult Basic Education. 2. Following Project support of the Language-Culture Conference conducted through Rutgers University, a commitment has been made by the Dean to support a Language-Cultural Institute. 3. The Task Forces on Adult Education Certification that have been initiated will be continued through the vehicle of the existing Resource Center Program. Personnel from these Resource Centers are serving on Task Forces and by the end of the Project should be able to carry on the activity. The competencies identified will provide the basis for much of the future staff development program in the state. 4. Most of the staff development activities supported by the Project will be integrated with the existing staff development system associated with the five Resource Centers. 5. Rutgers University will increase its commitment to a line position for a professor of adult education, with assumption of the position at the conclusion of the Project. In Puerto Rico 1. The field coordinator's role is scheduled to be included in the State Department of Education. 2. Regional and District staff are being trained to conduct Task Analysis Workshops for the second and third years of the Project. 115 Local personnel attending these training sessions will be paid stipends from state grant monies; they in turn will provide training in a multiplier effect. 3. The University of Puerto Rico is developing a graduate program in adult education that is designed to be self-supporting following the third year of the Project. In the Virgin Islands 1. The Commissioner of Education has suggested that a position for staff development for the entire State Department of Education will p2obably be established. A recently completed State Plan suggests that by 1975 there will be two full-time staff development personnel. 2. The College of the Virgin Islands is being asked to assume the responsibility for post-project credit courses -- both undergrlduate and graduate. Virgin Islands ABE personnel are being trained in skills such as Task Analysis with the understanding that they will be future ABE staff trainers at the conclusion of the Project. 4. Through a Project - supported workshop, the Virgin Islands has prepared a comprehensive State Plan for Adult Education. This plan reflects a continued involvement of staff development as an integral component of the Virgin Islands' future efforts in adult education. In New York 1. The current efforts of the field coordinator will be merged with other existing positions within the Division of Continuing Education at the Project's conclusion. 2. Training of Trainers in such areas as Task Analysis will insure that these efforts are carried on as part of the present staff development 116 system which incluies the directors and supervisors of the major adult learning centers who have been used by the Bureau of Basic Continuing Education for years. 3. The development of a competency measurement tool will be completed and eventually become an additional component of the needs assessment process in New York State. 4. Institutions of Higher Education who have evinced an interest in the staff development program are cognizant of their responsibility to maintain activities initiated win 309(c) funds. 5. Demonstration Projects are being supported with the idea that those proven effective would be supported by State Department funds and/or personnel. 6. The extent of the New York State shared costs is such that activities initiated under 309(c) support would continue to be conducted through post-Project shared cost monies. 117 F. EVALUATION DESIGN The NEW Region II Staff Development Project administered by Montclair State College is seeking evaluation proposals from interested parties to undertake an evaluation of the Project. Region II includes New Jersey, New York, Puerto Rico, and the Virgin Islands. The following guidelines have been established for proposals submitted. Background of the Project: In 1971 USOE decided to fund staff development projects in adult basic education in each of nine HEW regions. The major objective of these projects was to bring about (within 3 years) a regionally coordinated effort, :'rat included upgrading existing pre and inservice training capabilities o/ the state departments and institutionalizing training in institutions of higher education. (Enclosed for your review is 1) the Project Proposal prepared for USOE, and 2) the First Year Roport, which includes recommendations of a first- year project survey by an external agenar.) Purpose of Evaluation: The purpose of the evaluation is to determine to what extent the Project has accomplished its goals both regionally and at the state level. Hopefully the results of this investigation will provide a more comprehensive assessment of thekProject's impact. Specific questions needing answers include: 1. What changes have taken place in Region II since the Project's inception? 2. In what ways are Project efforts supportive of the regionalization of staff development?. 3. Are institutions of higher education involved? Are they making long-term commitments? 4. Has there been a movement toward competency based or performance- based pre and inservice training? 118 5. Has the role of the field coordinator in each of the states been an effective means of both upgracling the state's staff development effort and concurrently increasing regional efforts with the other three states? 6. Have the individual states obtained their objectives? 7. What has been the contribution of the Project Office in bringing about a regional effort? 8. Should a staff development office be maintained to insure continued regional cooperation following the final year of funding? If so, what would be its specific role? What would be the funding level? Should the individual states provide all or some of the funds? These, and additional questions that might be raised, should give a carer picture of the anticipated purpose of this evaluation. The proposal submitted should describe the services that would be provided to answer these questions. The proposal should also contain a suggested calendar of events. Expected Evaluation Products and Procedures: The evaluation is expected to obtain hard data, both quantitative and qualitative, of the impact of the Staff Development Project in Region II. More specifically the evaluator should produce within the agreed upon time, a written report (200 copies) in acceptable form for selected distribution in Region II and to USOE staff. It is expected that in the conducting of the evaluation study that the evaluator will prepare instruments and/or interview schedules that will identify and compare the perceptions of the recipients of staff deveTopmeut activities (local ABE administrators, counselors, and teachers) with those of teacher trainers and state department staff. 119 The evaJils-kr.r ics a:Isn expected to conduct a pre- and post-investigation of at ic.u.t one staff development actdvit4 couauchea in earh state that seeks to measure the extent to which one or more specific objectives established by the states were attained. The evaluator will prepare an appropriate instrument and will measure the degree to which regionalization of staff development has occurred in Region II. Other Factors to be considered: New Jersey rules and regulations require that such external agency evaluations be conducted through a bid system. Therefore, all proposals sub- mitted will be subject to the applicable bidding regulations. Project funds for an evaluation are limited. Therefore, the agency selected will be the one which indicates that it can best provide the most effective service not exceeding available monies. Contact: Further information on this Request for Proposals can be obtained by contacting Vincent De Sanctis in writing or by calling (201) 893-5154. 120 G. THREE-YEAR BUDGET SUMMARY Funding for the three-year HEW Region II Staff Development Project was at the rate of $297,000 a year. Shared costs for each of the three years, based on USOE identified ratios, were as follows: First year - 1:2 ratio $ 175,046 Second year - 1:1 ratio 306,864 Third year - 2:1 ratio 594,000 $1,075,910 Budget summaries for each of the three years are in FIGURES 6, 7, 8. 'R.' DEpActImENT OF HEALTH, EDUCATION. AND wELJ'AUE OFFICE OF EDUCATION WASHINGTON. D.C. 211.2G2 TEACHER TRAINING PROJECT THE ADULT EDUCATION ACT, SECTION 309(c), TITLE ill, P.L. 91 -230 PROPOSAL BUDGET SUMMARY 121. FORM APPROVED NO, .1.1101153 DA'I'S PREPARED 11/24/71 FISCAL YEAR 1972 NAM OF APPL.CANT ORGANIZATION hdult Educat],on Center. Montclair State College A. DIRECT COSTS 1, PERSONNEL. SALARIES ADDRESS (51,4241. City, cFl.trl yr SO ter ZIP code) 14 Normal Avenue t;,..c.ruta:÷_zaliea, New Jers&L12-111L3 A. PROJECT DIRECTOR s 23 101 (15 months) B. OTHER KEY PERSONNEL, IF ANY 97,631 C. INSTRUCTIONAL STAFF AND COUNSELORS (No, full limo t pot! Urns D. CONSULTANTS (NO. 40 ) 46.750 E. SECRETARIAL AND CLERICAL (No. ) 39,437 F. OTHER SUPPORTING STAFF (NO- 20 ) 20,577 G. SUBTOTAL FOR PERSONNEL SALARIES 2. OTHER DIRECT OPERATING COSTS s 217,425 A. EMPLOYMENT SERVICES AND BENdFITS 31,17 B. TRAVEL 70,314 C. REQUIRED FEES, IF ANY %0,000 D. COMMUNICATIONS COSTS /'N,leptione, postai:a lore, etc.) 9,780 E. SUPPLIES, PRINTING, AND PRINTED T E pom.s 28.250 - F. EQUIPMENT (Pentair m.d purcltase5) 54.7E',0 G. RENTAL, OF SPACE and Facilities 57.300 H. MINOR REMOOELIN OF SPACE 7,000 I. UTILITIES AND CUSTODIAL SERVICES J. External Evaluation (sub-contract) .10 000 - 7 K SUriTOTAL -.0ThER DIRECT OPE,RATPIG COSTS S 222,621 3. PARTICIPANT SUPPORT NO. RATE WEEKS A. STIPENDS AS X B. DEPENDENCY ALLOWANCE I . X X C. TRA VEL COSTS X ........-....-- D. SUBTOTAL FOR PARTICIPANT SUPPORT S 4. TOTAL DIRECT COSTS (Sum of Linea JO, 2), 30) 450,046 B. COST SHARING i. CONTRIBUTIONS OF GRANTEE S 2. CONTRIBUTIONS FROM OTHER SOURCES 3. TOTAL COST SHARING C. TOTAL FEDERAL DIRECT COSTS (1.i,e cl..f minus tine .1.33) 175,046 175,046 2/5,-000 D, INDIRECT COSTS 1,";.t to exceed 3 percent of Total Pectoral fitted( Coals, Line C) 22,000 E. TOTAL FEDERAL FUNDS REQUESTED y (Lino C plus Line 13) s 297,000 ).* The cost of each component of the amount requested for each of the hems Nhould zed or fk::: e yolatned in the Budget Explil..!,,,n Section of the proposal. WILIIIIIMP.Myratalawure..w.......W.V.VAIR*1,467.117.2.1.141../.1=11.7X71.51,=137..Tra...2.7734.N.,...7..!,,tn,.[St, MeV 47.4...,..4 OE FORM 3120-2, 17.17° REPLACES OE FORM 3120-2, 3770, WHICH MAY LIE USED FIGURE 7 122. DEPARTMENT OF HEALTH, EDUCATION. AND WELFARE OFFICE OF EDUCATION WASHINGTON, D.C. 20202 TEACHER TRAINING PROJECT INE ADULT EDUCATION ACT, SECTION 309(c), TITLE III, P.L. 91-230 PROPOSAL BUDGET SUMMARY FORM APPROVED O.M.B. NO. 51-R0783 DATE PREPARED 11/28/72 FISCAL YEAR 1973 xE OF APPLICANT ORGANIZATION Nontclair State College ADDRESS (Strait, city, county, State, Upper Montclair, Essex New Jersey 07043 A. DIRECT COSTS 1. PERSONNEL SALARIES A. PROJECT DIRECTOR $ 20,681 8. OTHER KEY PERSONNEL, IF ANY 182.354 C. INSTRUCTIONAL STAFF AND COUNSELORS (No. full Halo 2 No. part time - -- D. CONSULTANTS (No. 100 ) 91 940 E. SECRETARIAL AND CLERICAL (No. 6 ) 38,143 F. OTHER SUPPORTING STAFF (N`'. /in ) 7.3_,_108 ZIP Coda) G. SUBTOTAL FOR PERSONNEL SALARIES S 404,226 2. OTHER DIRECT OPERATING COSTS 32,253 A. EMPLOYMENT SERVICES AND BENEFITS 8. TRAVEL 29,735' C, REQUIRED FEES. IF RNY J.986 D. COMMUNICATIONS COSTS (telephone. postriee facer. etc.) 4,200 E. SUPPLIES, PRINTING, AND PRINTED MATERIALS 31,653 F. EQUIPMENT (Rentals and purchos:', 9,511 3,300 G, RENT AL OF SPACE H. MINOR REMODELING OF SPACE 1. Evaluation 15,000 S 127,638 J. SUBTOTAL OTHER DIRECT OPERATING COSTS 3. PARTICIPANT SUPPORT NO. RATE WEEKS A. STIPENDS XS x 37,000 8. DEPENDENCY ALLOWANCE x x C. TRAVEL COSTS x 13,000 D. SUBTOTAL FOR PARTICIPANT SUPPORT 50,000 4. TOTAL DIRECT COSTS (Sum of Lines fG, 21, JD) $ 581,864- B. COST SHARING 1. CONTRIBUTIONS OF GRANTEE $ 18,164 2, CONTRIBUTIONS FROM OTHER SOURCES 288,700 306,864 3. TOTAL COST SHARING C. TOTAL FEDERAL DIRECT COSTS (Line As minus tine EU) 275,000 D. INDIRECT COSTS (A'ot to exceed 3 percent of rotor Pectoral Direct Costs, Line C) 22,000 $297,000 E. TOTAL FEDERAL FUNDS REQUESTED 1/ (Line C pion Lino D) I,' Tole cost of each component of the amount requested for each of the ltne Item, should he Remixed or fully explained in the Budget Explanation Section of the proposal. =if artraitina OE FORM 3120.2, 12/70 REPLACES OE FORM 3120 -2. 3/70. WHICH MAY BE USED S 123 DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE OFFICE OF EDUCATION WASHINGTON, D.C. 20202 TEACHER TRAINING PROJECT THE ADULT EDUCATION ACT, SECTION 309(c), TITLE f1I, P.L. 91-230 PROPOSAL BUDGET SUMMARY FORM APPROVED O.M.O. NO. 51-R0783 DATE PREPARED FISCAL YEAR 1974 NAME OF APPLICANT ORGANIZATION Montclair State College ADDRESS (Street, city, County, Sta(e, ZIP Code) Upper Montclair, Essex, New Jersey 07043 A. DIRECT COSTS I. PERSONNEL SALARIES A. PROJECT DIRECTOR B. OTHER KEY PERSONNEL, IF ANY $ 21.500 350.000 C. INSTRUCTIONAL STAFF AND COUNSELORS (Nn. full time ; No. par( time ) hQ000 D. CONSULTANTS (No. ) 125,000 E. SECRETARIAL AND CLERICAL (No. ) 40,000 F. OTHER SUPPORTING STAFF (No. ) 190,00a G. SUBTOTAL FOR PERSONNEL SALARIES 2. OTHER DIRECT OPERATING COSTS A. EMPLOYMENT SERVICES AND BENEFITS 13. TRAVEL C. REQUIRED FEES, IF ANY 43,700 30,000 D. COMMUNICATIONS COSTS (teMphoe, postage lees. etc.) .____4, 800 E. SUPPLIES, PRINTING, AND PRIM TEO MATERIALS 20,000 F. EQUIPMENT (Rentals and purchases) _Lila_ G. RENTAL OF SPACE 2,000 H. MINOR REMODELING OF SPACE Evaluation 9,500 J. SUBTOTAL OTHER DIRECT OPERATING COSTS 3. PARTICIPANT SUPPORT NO. RATE WEEKS lliwwwSaos A. STIPENDS xs x 35,000 B. DEPENOF.NCY ALLOWANCE X x C. TRAVEL COSTS X X SUBTOTAL FOR PARTICIPANT SUPPORT 2.0, 00 s696,500 $ 117,500 s 55,000 4. TOTAL DIRECT COSTS (Sum of Lines 10. 21, 30) B. COST SHARING 1. CONTR1BUl IONS OF GRANTEE 2. CONTRIBUTIONS FROM OTHER SOURCES 3. TOTAL COST SNARING 594,000 C. TOTAL FEDERAL DIRECT COSTS ,'Lino /11 minus line 03) $ 869,000 D. INDIRECT COSTS (Not to eeceed.3 percent of rola! Federal oltect Costs, Line C) 594,000 275.000 22,000 E. TOTAL FEDERAL FUNDS REQUESTED --V (Line C plus Lino D) $ 297,000 I: The coil of each component of the amount rege:r sled for each of the One Items should be %Itemized or fulh explaaned an the Budget ExpIalLotort Section of the proposal. OE FORM 3170.2, 12/70 REPLACES OE.FORM 3120-2, 3/70, WHICH MAY BE USED