A REVIEW AND EXAMINATION OF SELECTED ASPECTS
OF THE ESEA TITLE III

(PACE) PROGRAM

IN THE STATE OF MICHIGAN

By
Ray L . Boggs

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of
DOCTOR OF PHILOSOPHY
Department of Secondary Education and Curriculum
1971

PLEASE NOTE:
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indistinct print.
Filmed as received.

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ABSTRACT
A REVIEW AND EXAMINATION OF SELECTED ASPECTS
OF THE ESEA TITLE III (PACE) PROGRAM
IN THE STATE OF MICHIGAN
By
Ray L . Boggs

Purpose
The purpose of this study was to review and exam­
ine selected aspects of the ESEA Title III (PACE) program
in the state of Michigan.

More precisely, the ESEA Title

III was subject to the following treatment and considera­
tion:
1.

The purpose of ESEA Title III

(PACE) as advanced

by the Federal government was reviewed.
2.

Selected educational literature relating

to

creativity was reviewed so that a conceptual
framework could be developed.
3.

Review and summarize each project funded under
the auspices of ESEA Title III

(PACE) in the

state of Michigan between the dates 1966 and
January 1970.

Ray L . Boggs

Each project was reviewed so that the following
could be determined:
a.

The major focus or area of concentration of
each project.

b.

The sphere of influence of each project
funded.

c.

The distribution of each project funded ac­
cording to population density.
Findings

Among the findings of the study were the fol-

The ESEA Title III

(PACE) projects funded in the

state of Michigan between the dates 1966 and
January 1970 could be grouped according to six
broad categories.

The categories and the total

number of projects in each category were found
to be as follows:
a.

Evaluation or Assessment P r o j e c t s ............ 18

b.

In-Service Projects ........................

16

c.

Pre-School Projects ........................

6

d.

Auxiliary Program P r o j e c t s .................32

e.

Subject or Content AreaP r o j e c t s ............ 24

f.

Innovative Programs for Student
Participation Projects
...................

11

Ray L . Boggs
Sphere of influence in this study referred to
where the project would bring about improvement.
To determine where the project would bring about
improvement the school organization pattern was
used.

The ESEA Title III (PACE) projects funded

in the state of Michigan between the dates 1966
and January 1970 were granted where the sphere of
influence would include the following:
a.

b.

c.

ESEA Title III projects whose sphere of
influence would include those repre­
sentative of combined school districts . .

16

ESEA Title III projects whose sphere of
influence would include those repre­
sentative of one school d i s t r i c t .........

57

ESEA Title III projects whose sphere of
influence would include those within
one s c h o o l ................................

34

The distribution of ESEA Title III

(PACE) projects

according to the population of Intermediate School
Districts were as follows:
a.
b.
c.
d.
e.

Projects to Intermediate School Districts
with s.e.
of more than100,000 ............

38

Projects to Intermediate School Districts
with s.e.
of more than 50,000

17

Projects to Intermediate School Districts
with s.e.
of more than 25,000

20

Projects to Intermediate School Districts
with s.e.
of more than 10,000

23

Projects to Intermediate School Districts
with s.e.
of less than 10,000

9

ACKNOWLEDGMENTS

The writer wishes to express appreciation to his
guidance committee; Troy Stearns, chairman, Alice Davis,
George Myers, and Louise Sause.
been his reward.

Working with them has

TABLE OF CONTENTS

Chapter
I.

II.

page
THE PROBLEM AND THE PLAN FOR
THE S T U D Y ........................ ..........

1

Background of the Problem
...........
Introduction to the Problem
...........
Purpose of the S t u d y ...................
Methodology of the Study ...............
Limitations of the Study
........
Significance of the Study
.............
Philosophy and Values Underlying
the S t u d y ............................
Overview of this S t u d y .................

10
13

REVIEW OF THE ESEA TITLE III AS ADVANCED
BY THE FEDERAL GOVERNMENT AND REVIEW OF
L I T E R A T U R E .................................

14

PART I.

DEVELOPMENT OF ESEA TITLE III

Introduction ............................
State Plans and State A d v i s o r y .........
National Advisory Council
.............
PART II.

1
5
6
7
8
8

14
19
22

REVIEW OF SELECTED LITERATURE
ON CREATIVITY

Introduction ............................
Selected Statements Relating to
C r e a t i v i t y ............................
Summary...................................

iii

23
26
34

Chapter
III.

Page
DESIGN OF THE STUDY AND PRESENTATION
OF D A T A .....................................
Projects According to Area of
Concentration or Major Focus .........
Evaluation or Assessment... .............
I n - S e r v i c e ..............................
Auxiliary Programs ......................
P r e - S c h o o l ..............................
Subject or Content Areas.................
Innovative Programs for Student
Participation
........................
Sphere of I n f l u e n c e ...................
Related Information
...................
S u m m a r y .................................

IV.SUMMARY, CONCLUSIONS, RECOMMENDATIONS . . .
S u m m a r y .................................
Conclusions About Major Focus or Area
of C o n c e n t r a t i o n ......................
Recommendations for Further Research . .
B I B L I O G R A P H Y .......... .............................

37
41
46
48
49
54
56
58
64
74
76
78
78
79
85
87

APPENDICES
Appendix
A.
B.

Summary of ESEA Title III Projects
Funded in the State of M i c h i g a n .........
Student Enrollment by Intermediate
Districts in the State ofMichigan.

iv

. . .

92
149

LIST OF TABLES
Table
4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

Page
ESEA Title III (PACE) Projects According
to Area of Concentration or
Major F o c u s ...............................

43

ESEA Title III (PACE) Projects Whose Area
of Concentration or Major Focus was
Evaluation or Assessment
...............

47

ESEA Title III (PACE) Projects Whose Area
of Concentration or Major Focus
was I n - S e r v i c e ..........................

50

ESEA Title III (PACE) Projects Whose Area
of Concentration or Major Focus was
that of Auxiliary Programs (Guidance,
Counseling, Educational Media, Outdoor
Education, Paraprofessionals, Informa­
tion C e n t e r s ) ............................

52

ESEA Title III (PACE) Projects Whose Area
of Concentration or Major Focus was
P r e - S c h o o l ...............................

55

ESEA Title III (PACE) Projects Whose Area
of Concentration or Major Focus was a
Subject or Content A r e a ..................

57

ESEA Title III (PACE) Projects Whose Area
of Concentration or Major Focus was
Innovative Programs for Student
Participation ............................

59

The Sphere of Influence of Evaluation or
Assessment of ESEA Title III (PACE)
P r o j e c t s .................................

65

The Sphere of Influence of In-Service
ESEA Title III (PACE)P r o j e c t s ...........

66

v

Table
4.10

4.11

4.12
4.13

4.14

Page
The Sphere of Influence of Auxiliary
Programs Funded by ESEA Title
III ( P A C E ) ..........

68

The Sphere of Influence of the Subject
or Content Area ESEA Title III
(PACE) Projects
...............

70

The Sphere of Influence of Pre-School
ESEA Title III (PACE).P r o j e c t s ........

72

The Sphere of Influence of Innovative
Programs for Student Participation
ESEA Title III (PACE) P r o j e c t s ........

73

ESEA Title III (PACE) Project Distri­
bution According to Population of
Intermediate Districts in Michigan . . .

75

vi

CHAPTER I
THE PROBLEM AND THE PLAN FOR THE STUDY
Background of the Problem
Over the last two decades a number of economic,
political, and social factors have combined to bring to
the forefront of public attention the condition of under­
development among human beings in all parts of the world.
Although the American people have become increasingly
aware of the economic and social disparities which exist
everywhere on the globe, nowhere are the handicaps im­
posed by deliberate and accidental underdevelopment of
human potentialities a greater source of embarrassment
and concern than in the United States in the second half
of the twentieth century.
Unlike the industrializing economy of the nine­
teenth and early twentieth centuries, the present auto­
mating economy has little need for the talents the un­
educated have to offer.

Instead, there is a growing need

for trained minds, educated judgments, and conceptual
skills.

Having arrived at a period in human history in

which man is increasingly required to manage vast

1

2
categories of knowledge, to identify and solve highly com­
plicated interdisciplinary problems, and to arrive at in­
finitely complex concepts and judgments in order to main­
tain, and direct the social organization by which we live,
education is needed.

The quality of intellect, the ade­

quacy of conceptual competence, and the depth of human
understanding and compassion required to function success­
fully will be determined in large measure by the quality
of education received.
While the explosion of knowledge and the technolog­
ical revolution would have increased the pressure for ed­
ucational change, other pressures have also been brought
to bear on the nation's educational establishment.

Along

with the growing crisis in intellectual resources and the
management of knowledge, there has been a social crisis
involving civil, or more properly, human rights.

A social

revolution is in progress in which various segments of
dispossessed members of society are demanding total and
meaningful integration into the mainstream and an oppor­
tunity to share in the nation's wealth.

Parallel to and

pervading these changes in society is a transition in the
concept of man.

Man is only beginning to discover the

profound meanings of the individual person; "a concept of
something that was not absolute, something that was not

3
fixed, something that could emerge, evolve, and yet still
have infinity as a goal."1
It is then, a constellation of forces presently
operating that account for the issue of providing quality
education for all members of American society; the strug­
gle of the disadvantaged and segregated for improvement
in their life chances; society's growing demand for com­
petence in the development of concepts and use of knowl­
edge; and the new insights regarding individuals growing
out of research.
The past decade has witnessed a revolution in the
level of expectation that has been held for human beings
in almost every aspect of national life.

Answers have

come in countless ways; ways to reexamine accomplishments
in technology, ways to retrieve from underdevelopment
many human resources.
Educators have been called upon to assume many
new responsibilities in this revolution.

Research, sub­

sidized by federal funds, has helped in understanding the
needs of the mentally retarded and the gifted.

Such re­

search has been followed by an amazing growth of concern
for underdevelopment in other groups:

in the bright but

underachieving, in bilingual communities, in segregated

Harold Anderson, e d . , Creativity and Its Culti­
vation (New York:
Harper and Brothers, 1959). (Herein­
after referred to as Anderson, Creativity)

4
situations, in the urban schools and for rural or disad­
vantaged areas of America.

Continuing concern has taken

many turns, at each of which new shades of meaning have
been incorporated in the vocabularies that have been in­
vented or borrowed from relevant fields of knowledge.

Ad ­

justment, getting along with others, self and significant
others, roles and life styles, self understanding, the
self concept; these are familiar terms that mark efforts
to move ahead in identifying better ways of promoting
healthy personal development.

Examples of interest in the

effective functioning of persons in group settings and
varied emphases in intergroup relationships could also be
cited.
In January 1965, the President of the United
States, Lyndon Johnson, closed his educational message to
Congress with these w o r d s :
We are now embarked on another venture to put the
American dream to work in meeting the demands of a
new day.
Once again, we must start where men who
would improve their society have always known they
must begin . . . with an educational system re­
studied, reinforced and revitalized.
Education now has a unanimous vote.

There seems to be

no disagreement with the notion that economic and social
development is a function of the content of men's minds.
It seems almost too easy to accept the idea that education
can solve the problems of literacy, poverty, production,
economic development and the maldistribution of affluence.

5
Education has thus become the urgent agenda of a world
society as well as the world's forum of peace.
Education has been called upon to assume many new
responsibilities.

One of these responsibilities that needs

to be assumed and one that will require restudying, rein­
forcing, is that of reassessing the conception of human
potentialities and that of trying to imagine and implement
better conditions for its fuller development.
The point to be made here is that the need is not
to abandon the understandings that research has won; rather
the need is to complement these with new insights and a
perspective that will enlarge the conception of human
potentialities.
Introduction to the Problem
Education has been called upon to assume responsi­
bilities in designing and implementing better ways which
will allow fuller development of human potentialities.

A

precedent was established in 1965 by the Elementary and
Secondary Education Act of the United States.

Never before

in the history of the United States had the Federal govern­
ment made such a single commitment for the improvement of
the nation's secondary and elementary schools.

The Ele­

mentary and Secondary Act was a composite of six types of
educational support.

The six areas of support were identi­

fied by a specific title.

One of the six titles which this

6
study investigates is Title III, known as PACE
to Advance Creativity in Education).

(Projects

In part, Title III

(PACE) was for:
The establishment, maintenance, and operation of pro­
grams , including the lease or construction of neces­
sary facilities and the acquisition of necessary
equipment, designed to enrich the programs of local
elementary and secondary schools and to offer a
diverse range of educational experiences to persons
of varying talents and needs by providing supplemen­
tary educational services and activities.2
As indicated, Title III (PACE) made possible the
opportunity for schools to implement better ways which
would enrich the programs of local elementary and secondary
schools.

Educators were now called upon to assume a new

responsibility; the responsibility of designing and im­
plementing programs of a nature that traditionally they
had not had the opportunity to assume.
Purpose of the Study
The purpose of this study is to review and examine
selected aspects of the ESEA Title III (PACE) program in
the state of Michigan.
More precisely, the ESEA Title III will be subject
to the following treatment and consideration:
1.

Review the purpose of ESEA Title III

(PACE) as

advanced by the Federal government.
2
U.S., Congress, House, An Act to Strengthen and
Improve Educational Quality and Educational Opportunities
in the Nation's Elementary and Secondary Schools, Pub. L.
89-10, 89th Cong., 1965, H.R. 2362, p. 15.
(Hereinafter
referred to as U.S., Congress, Nation's Elementary and
Secondary Schools, Pub. L. 89-101

7
2.

Review selected educational literature relating to
creativity so that a conceptual framework can be
developed.

3.

Review and summarize each project funded under the
auspices of ESEA Title III

(PACE) in the State of

Michigan between the dates 1966 and January 1970.
4.

Review each project so that the following can be
determined:
a.

The major focus or area of concentration of
each project.

b.

The sphere of influence of each project funded.

c.

The distribution of each project funded ac­
cording to population density.
Methodology of the Study

This study is descriptive in nature.
will study the purposes of ESEA Title III
government records and documents.

The writer

(PACE) from

The major focus or area

of concentration of each project funded as stated in its
initial proposal or abstracts will be reviewed from the
records in the ESEA Title III office of the Department of
Education in the state of Michigan.
Statements advanced by educational leaders regard­
ing the above purposes will be obtained from a review of
current educational literature.

8
Limitations of the Study
The limitations of this study include:
1.

The major focus or area of concentration of each
project funded is determined from their stated
proposal or abstract.

2.

This study does not concern itself with implemen­
tation, final outcome, or evaluation.

3.

That certain restrictions are imposed upon any
effort to operationalize definitions as they relate
to human beings.

To verify those conditions and

factors that can be accepted as valid elements in
human behavior is no less true of the efforts of
this study.
4.

That the review of the educational literature is
subject to bias based on the author's persuasion
toward education.

Any resolution of contrasting

views can be resolved only through a careful
analysis involving, not only psychological-social
concerns, but also philosophical deliberations.
Significance of the Study
As a result of the Federal government's appro­
priating financial assistance to public schools for use in
a specified manner two issues which this study indirectly
investigates, emerge.

They are:

9
1.

Given financial support designated for a specific
area of concentration in public schools; is the
area of concentration in agreement with the find­
ings of educational leaders?

2.

Given financial support designated for a specific
area of concentration in public schools; are the
programs funded for implementation at the local
level in agreement with the initial purpose of
the appropriations?
The distinction should be made here that the issue

of financial intervention by the Federal government is not
the issue.

The concern rather is that given a framework

of creativity, what is the nature of those projects funded?
For a Federal program that has as its aim that of advanc­
ing creativity, what is the major focus of those projects
funded?
It is felt that this study, by providing an ana­
lytical study of one of several Federally funded programs,
greater understanding and clarity of purpose for those
who have the responsibility for curriculum development and
instructional improvement in our schools can be provided.
This study should be useful to the curriculum
workers at the state level, and to administrators and
teachers for several reasons.

First, the concepts studied

do not deal with a particular content area, a specific

10
method or technique but rather, the concepts studied per­
vade any approach that may be taken to bring about im­
provement.

Second, a study of those processes that are

uniquely human should provide a basis for decision making.
Third, by focusing attention upon the issues stated and
concepts studied, one should be led to greater interest
and further study in assessing the effects of schools on
behalf of their clientele.
Philosophy and Values Underlying
the Study
Of all forms of social organization, only demo­
cracy, theoretically and practically, offers the greatest
good to the greatest number.

Schools are designed to sup­

port this in as deliberate a way as possible by providing
equality of educational opportunity to every person.

The

motivating force here is faith in the dignity and worth
of human beings.

The practical task is to offer every

person a place in a schoolroom that has a program which
will assure his fullest development.
Each time the school provides the conditions of
optimum growth for any individual, it becomes possible
for him, deeply conscious of his own worth, to make a
positive contribution to the growth of others.

In the

resulting individual-group relationship, the freedom to
find and enjoy success as a learner helps the individual
and the group to accept the obligation to maintain

11
conditions that encourage everyone to continue to be free.
As individuals and groups learn how to make success bring
about more success, they make it possible for growth to
become a continuing process.

When an individual can be­

have in this way, his knowledge and his actions enhance
his self-understanding, his understanding of others, and
his commitment to avoid any violation of freedom for him­
self or others.
There can be no faith in individual dignity and
worth serious enough to make a society offer equality of
opportunity in its schools without knowledge of how and
why men behave as they do.

The task of the democrat, in

this instance, is to apply the methods of intelligence to
the study of his own nature, and to accept and use all
that he learns about himself and others.
Where knowledge and the method of intelligence are
lacking, John Gardner said the consequences are all too
familiar:

the deterioration of standards, the debasement

of taste, shoddy education, vulgar art, cheap politics
and the tyranny of the lowest common denominator,
Where blind and naked Ignorance
Delivers brawling judgments, unashamed,
On all things all day l o n g . 3

3

John Gardner, Excellence;
Can We Be Equal and
Excellent Too?
(New York: Harper and Row, 1961), p. 73,
citing Alfred Lord Tennyson's Idylls of the Ki n g .

12
The democratic ethos provides a rationale for all
the activities of the members of society.

When the ethos

is understood, the value system of the society is made
clear.

Moral-ethical values and spiritual values, as

integral parts of the value system, are deeply rooted con­
victions that strengthen all other values.

Values, as an

important part of social heritage, help men to think and
act in ways that tie the present to the past and, in pro­
viding a sense of history, strengthen the ethos of the so­
ciety.

For this reason, when values are subverted, the

social fabric is weakened.
There is considerable agreement today that citizens
must be more knowledgeable than ever before, and that
values must deal effectively with present issues even as
they serve as a basis for future actions.

Educators, in

theory if not in practice, are held responsible for those
values that will enable children to deal with everyday af­
fairs in a democratically consistent manner.
Democracy works when each citizen, acting as an
individual and as a member of various groups, understands
what knowledge is of most worth and struggles to live by
it.

This behavior places a premium upon many skills and

abilities.

The citizen must be able to use all available

pertinent data in defining issues.

He must be able to

design and apply solutions, to appraise the results ob­
tained, and to derive new ideas from what he has done.

13
When this happens, both individual and group living are en­
riched and enhanced.

A humanitarian frame of reference and

the skilled use of related and relevant knowledge are basic
to such action.
Overview of this Study
Chapter I presents a background to the problem
under investigation and the purpose of the study.

The

significance of the study, procedures used to investigate
the problem and the limitations of the study are given.
The chapter closes with a philosophy underlying the study
and an overview of the study.
Chapter II is divided into two sections:
Part I:

Reviews and traces the development
of ESEA Title III as advanced by
the Federal Government.

Part II:

Reviews selected authors in the
educational literature relating to
creativity so that a conceptual
framework can be developed.

Chapter III describes the design of the study and
the procedures used for gathering information relating to
the study and presents an examination of the projects
funded under the auspices of ESEA Title III

(PACE).

Chapter IV summarizes the study and makes recom­
mendations for further studies.

CHAPTER II
REVIEW OF THE ESEA TITLE III AS ADVANCED
BY THE FEDERAL GOVERNMENT AND
REVIEW OF LITERATURE

This chapter will be divided into two parts.
I will trace the development of the ESEA Title III

Part

(PACE)

from its inception into public law, April 11, 1965, to its
interpretation for implementation in the state of Michigan.
Part II of this chapter will be a presentation of selected
statements advanced by educational authorities regarding
creativity.
PART I.

DEVELOPMENT OF ESEA TITLE III
Introduction

April 11, 1965, Public Law 89-10 was enacted by
the United States Congress "to strengthen and improve ed­
ucational quality and educational opportunity in the
Nation's elementary and secondary schools."^

This act was-

to become known as, "Elementary and Secondary Act of 1965."

U.S., Congress, Nation's Elementary and Secondary
Schools, Pub. L. 89-10, p. 1.

14

15
The ESEA Act was a composite of six types of ed­
ucational support identified by a specific title:
Title

I:

Title II:
Title III:
Title IV:
Title V:
Title VI:

Financial Assistance for Local Educational
Agencies in Areas Affected by Federal
Activity.
Financial Assistance to Local Educational
Agencies for the Education of Children of
Low-Income Families.
Supplementary Educational Centers and
Services.
Educational Research and Training.
Grants to Strengthen State Departments of
Education.
General Provisions.

As noted above Title III is part of a new law, the
Elementary and Secondary Education Act of 1965, which rep­
resents the greatest single commitment ever made by the
Federal government for the improvement of elementary and
secondary education.

This program known as PACE

(Projects

to Advance Creativity in Education) was designed to " . . .
help local school districts enrich the curriculum through
the establishment of supplementary centers and services
which would bring together sound learning opportunities
5
for all ages."
The appropriations authorized, the uses of Federal
funds, and the conditions for approval of grants will be
stated as recorded in PL 89-10.

5
U.S., Department of Health, Education, and Wel­
fare, PACE [Projects to Advance Creativity in Education,
Title III of the Elementary and Secondary Education Act
of 1965].
(Washington, D.C.: Government Printing Office,
1966) , p. 3.

16
Appropriations Authorized:
The Commxssioner shall carry out during the fiscal
year ending June 30, 1966, and each of the four suc­
ceeding fiscal years, a program for making grants for
supplementary educational centers and services, to
stimulate and assist in the provision of vitally
needed educational services not available in sufficient
quantity or quality, and to stimulate and assist in the
development and establishment of exemplary elementary
and secondary school educational programs to serve as
models for regular school programs.®
Applications for Grants and Conditions for
Approval:
A grant under this title for a program of supple­
mentary educational services may be made to a local
educational agency or agencies, but only if there is
satisfactory assurance that in the planning of that
program there has been, and in the establishing and
carrying out of that program there will be, partici­
pation of persons broadly representative of the cul­
tural and educational resources of the area to be
served.
For the purposes of this section, the term
'cultural and educational resources' includes State
educational agencies, institutions of higher educa­
tion, nonprofit private schools, public and nonprofit
private agencies such as libraries, museums, musical
and artistic organizations, educational radio and
television, and other cultural and educational re­
sources.
Such grants may be made only upon applica­
tion to the Commissioner at such time or times, in
such manner, and containing or accompanied by such
information as the Commissioner deems necessary.
November 3, 1966, an amendment to the ESEA Act
of 1965 was enacted into law and became known as Public
Law 89-750.

The effect of the amendment regarding Title

III is:
1. A revision included provisions made for Indian
children in schools operated by the Department of
the Interior.

^U.S., Congress, N a t i o n 1s Elementary and Secondary
Schools, Pub. L. 89-10, p. 13.
7Ibid., pp. 15-16.

17
2. Provision was made for the elimination of matching
requirement by the Federal government.
January 6, 1968, an amendment to the ESEA Act of
1965 was enacted into law and became known as Public Law
90-247.

The effect of the amendment regarding Title III

follows:
Uses of Federal Funds;
Grants under this title may be used, in accordance
with applications approved for:
(a) planning for and taking other steps leading
to the development of programs designed to provide
supplementary educational activities and services
described in paragraph (b) below, including pilot
projects designed to test the effectiveness of plans
so developed; and
(b) the establishment, maintenance, and operation
of programs, including the lease or construction of
necessary facilities and the acquisition of necessary
equipment, designed to enrich the programs of local
elementary and secondary schools and to offer a di­
verse range of educational experience to persons of
varying talents and needs by providing supplementary
educational services and activities such as—
(1) comprehensive guidance and counseling,
remedial instruction and school health, physical
education, recreation, psychological and social
work services designed to enable and encourage
persons to enter, remain in, or reenter education­
al programs, including the provision of special
educational programs and study areas during
periods when schools are not regularly in session;
(2) comprehensive academic services and,
where appropriate vocational guidance and coun­
seling, for continuing adult education;
(3) developing and conducting exemplary ed­
ucational programs, including dual-enrollment
programs, for the purpose of stimulating the
adoption of improved or new educational programs;

8U.S., Congress, House, An Act to Strengthen and
Improve Programs of Assistance for Elementary and Secon­
dary Schools, and for Other Purposes, Pub. L. 89-750,
89th Cong., 1966, H.R. 13161, pp. 11-12.

18
(4) specialized instruction and equipment for
students interested in studying advanced scientif­
ic subjects, foreign languages, and other academic
subjects which are not taught in the local schools
or which can be provided more effectively on a
centralized basis, or for persons who are handi­
capped or of preschool age;
(5) making available modern educational equip­
ment and specially qualified personnel, including
artists and musicians, on a temporary basis to
public and other nonprofit schools, organizations,
and institutions;
(6) developing, producing, and transmitting
radio and television programs for classroom and
other educational use;
(7) providing special educational and related
services for persons who are in or from rural
areas or who are or have been otherwise isolated
from normal educational opportunities, including,
where appropriate, the provision of mobile ed­
ucational services and equipment, special home
study courses, radio, television, and related
forms of instruction, and visiting teachers' pro­
grams ; and
(8) other specially designed educational pro­
grams which meet the purposes of this title.
Under the original Elementary and Secondary Educa­
tion Act, Title III grants were made to local districts
by the United States Commissioner of Education after the
local agency had submitted its plans to the State Depart­
ment of Education and the United States Office of Educa­
tion for review.
The amendment of 1968 shifted the control of Title
III funds to the State Agencies, called for state plans
for Title III.

9

Other polities on allotments remained,

U.S., Congress, Nation's Elementary and Secondary
Schools, Pub. L. 89-10, pp. 14-15.

19
but several of the amendments detail new policies for
allotments:
1. Besides the authorization, the Act now allows
for additional sums necessary for the expenses of the
administration of state plans, the activities of ad­
visory councils, and evaluation and dissemination of
activities.
2. An additional 3 percent of the total appro­
priation may be alloted by the Commissioner to Puerto
Rico, Guam, American Samoa, the Virgin Islands, and
the Trust Territory of the Pacific Islands.
3. In fiscal years 1968 and 1969, the Commission­
er may also allot funds as needed to the Secretary of
the Interior for programs in the Bureau of Indian
Affairs schools and to the Secretary of Defense for
Department of Defense overseas dependents schools.
4. Funds are to be allotted among the states on
the basis of population and of children ages 5 through
17, after each state first is allotted $200,000.
5. If a grant is made to a local school district
according to a state plan (a new policy explained on
following pages) it must satisfy one particular stan­
dard.
There must be satisfactory assurance that in
the planning and carrying out of the program there
will be participation of persons broadly representa­
tive of the cultural and educational resources of
the area to be served.
6. Under the state plans, no less than 15 percent
of all Title III funds are to be used to provide sup­
plementary centers and services for the education of
handicapped children.
7. No less than 50 percent of the funds a state
receives (under the state plan) must be used for plan­
ning and development of supplementary educational
activities and establishment of expansion of exemplary
and innovative educational programs.
State Plans and State Advisory
The amendments make clear the steps necessary for
preparing a state plan that will meet with the approval of
U.S., Congress, House, An Act to Strengthen,
Improve, and Extend Programs of Assistance for Elementary
and Secondary Educatxon, and for Other Purposes, Pub. L.
90-247, 90th Cong., 1968, H.R. 7819, pp. 7-12.

20
the United States Office of Education.

First, the state

education agency must establish, within the agency, a
state advisory council.
(A)

(B)

(C)

(D)
(E)

(F)

The State Advisory Council shall:

be appointed by the State educational agency, and
be broadly representative of the cultural and
educational resources of the State and of the
public, including persons representative of
(i) elementary and secondary schools,
(ii)
institutions of higher education, and
(iii)
areas of professional competence in deal­
ing with children needing special educa­
tion because of physical or mental handi­
caps ;
advise the State educational agency on the prep­
aration of and policy matters arising in the
administration of, the State plan, including the
development of criteria for approval of appli­
cations under such State plan;
review, and make recommendations to the State
educational agency on the action to be taken with
respect to each application for a grant under the
State plan;
evaluate programs and projects assisted under
this title;
prepare and submit through the State educational
agency a report of its activities, recommenda­
tions , and evaluations, together with such addi­
tional comments as the State educational agency
deems appropriate, to the Commissioner and to the
National Advisory Council, established pursuant
to this title, at such times, in such form, and
in such detail, as the Secretary may prescribe;
and
obtain such professional, technical, and clerical
assistance as may be necessary to carry out its
functions under this t i t l e . H
Secondly, the state must set dates for local

school districts to submit applications for grants to
the state agency, and, finally, the state must submit the
plan to the United States Commissioner of Education (the
i:LIbid. , p. 11.

21
Commissioner may set uniform dates for the submission of
state plans and applications).

The state plans are to

include:
(1) A program in which the funds will be spent
solely for the improvement of education locally (in­
cluding educational needs, and their basis, and the
manner in which the funds paid to the state under
Title III will be used to meet these educational
needs).
(2) Criteria for achieving an equitable distribu­
tion of assistance, taking into consideration size
and population, geographic distribution and density
of population, and relative need of persons in dif­
ferent areas and groups.
Special consideration is
to be given to local districts which are making a
reasonable tax effort but which are still unable to
meet critical educational n e e d s , including preschool
and bilingual education, because the schools are
overcrowded, obsolete, or unsafe.
(3) Adoption of effective procedures for evalua­
tion of programs and dissemination of information by
the state advisory council . ^
The state agency also will not take final action
on an application without first giving the local school
district reasonable notice and an opportunity for a hear­
ing.
For the first year (fiscal 1969, beginning July 1,
1968) , the Commissioner may approve only that part of a
state plan which is in substantial compliance with the law,
making available the necessary portion of the state's
allotment.

However, this allotment must not be less than

50 percent of the amount for which the state is eligible.

l2Ibid., pp. 11-12.

22
The rest of the amount may become available to the state
if the unapproved portion of the state plan is brought
into compliance with the law.
A state which has an approved state plan may re­
ceive 75 percent of its allotment in fiscal year 1969 and
an equal percentage in fiscal year 1970.

It also may

receive the amount not used by the Commissioner for con­
tinuation of special programs and projects begun before
fiscal 1969.
National Advisory Council
Another amendment to Title III provides for the
National Advisory Council.

The President shall appoint

a 12 member National Advisory Council on Supplementary
Centers and Services which shall:
(1) review the administration of, general regula­
tions for, and operation of this title, including
its effectiveness in meeting the purposes set forth;
(2) review, evaluate, and transmit to the
Congress and the President the reports submitted
pursuant to section (E of State Advisory);
(3) evaluate programs and projects carried out
under this title and disseminate the results;
(4) make recommendations for the improvement of
this title, and its administration and operation. 3

13Ibid., pp. 15-16.

23

PART II. REVIEW OF SELECTED
LITERATURE ON CREATIVITY
Introduction
The state of education at the present time has
been described as both confused and confusing.

Education

has always had its critics; however, in recent years and
months, criticisms of education have been intensified.
All types of interest groups have entered the area of
education for all types of reasons.

Very often the en­

trance has been based on fear; fear of war, fear of de ­
feat by rival power and more recently fear of the annihi­
lation of civilization.

Such fears have led in turn to

an almost frantic concern to locate and utilize the intel­
lectual talents of youth as a defense against the approach­
ing perils.

Much money and effort are being spent on

programs to identify talented students, to counsel with
them, to revise their academic programs and to provide
them with assistance.
The concern about wastage of talent from the
standpoint of national security is a strong one and un­
doubtedly necessary.
more compelling.

However, there is another argument

When an individual does not utilize his

24
ability to the full extent of his capacity, it is not only
a loss to society, but also a personal frustration.
beings are not natively inert and inactive.

Human

They have

drives and needs on the one hand, and on the other, certain
strengths and abilities.

When these abilities are uti­

lized, there is satisfaction and personal fulfillment.
Without satisfaction and personal fulfillment, there is
frustration and unhappiness.

With frustration and unhap­

piness, the attendant is destruction.

With drives, needs,

strengths and abilities utilized there is the promise of
continued growth and fulfillment.

Thus it is of strategic

importance and there are legitimate reasons why educators
should be concerned about assessing and guiding the growth
of creative abilities.
Current views on the nature of creativity differ
widely and cannot easily be separated from views on intel­
ligence and intelligence testing, assessment of special
aptitudes and abilities, learning theories, personality
theories, psychological thinking or the broader question
concerning the nature of man.
There is yet no unified theory of creativity.

But

despite the fact the concept of creativity is so amorphous,
it is highly useful.

Its present lack of preciseness need

not preclude it from proving valuable as an educational
concern.

The immaturity of research in this field is due

25
partly to the novelty of concentrated empirical investiga­
tion and this in turn is due to the difficulty of study­
ing such a high-level phenomenon.
An increasing specialization in various aspects of
psychology has led to departmentalization of study and
often to an unduly exclusive concentration on relatively
narrow problems.

Research regarding creativity has be­

come particularly important since it has tended to draw
ideas from several fields.

In so doing, "It has punched

some holes in the water-tight compartments that have been
thrown up between cognitive and non-cognitive theories of
personality ."^
While it is true that most of the research re­
ported in the current literature has been conducted by
psychologists and educationalists using experimental and
statistical methods, one studying the subject of creativity
becomes aware of the value of different approaches and
methods.
As mentioned previously, creativity is a highlevel phenomenon, consequently the quest for certainty
should not pre-empt or hasten closure when acceptance of
the uncertainty may be more judicious.

14

James Freeman, T. Christie, and H. J. Butler,
Creativity (London:
Society for Research into Higher
Education, 1968), p. 2.

26
Selected Statements Relating to Creativity
The selected statements of experts whose concern
for growth of human beings is based on a broad view of the
phenomenon of creativity is presented.
When speaking of creativity, Carl Rogers said; "It
is the emergence in action of a novel relational product,
growing out of the uniqueness of the individual on the one
hand, and the materials, events, people, or circumstances
15
of his life on the other."
Rogers appended some nega­
tive footnotes on his definition by the following state­
ment:
It makes no distinction between 'good' and 'bad'
creativity.
One man may be discovering a way of re­
lieving pain, whereas another is devising a new and
more subtle form of torture for political prisoners. .
. . We do not want to cloud our definition with terms
which rest in subjectivity.^
Rogers further stated that his definition made no distinc­
tion regarding the degree of creativity, since, degree is
a value judgment variable in nature.

"The action of the

child inventing a new game with his playmates; Einstein
formulating a theory of relativity; the housewife devising
a new sauce for the meat; a young author writing his first

15

Carl Rogers, "Toward A Theory of Creativity,"
A Review of General Semantics, 11 (Summer, 1954), p. 249.
16Ibid., pp. 249-260.

27
novel; all of these are creative and there is no attempt
to set them m

some order of more or less creative."

17

Rollo May said:

"Creativity is the encounter of
18
the intensively conscious human being with his world."
May clarified his meaning by defining creativity as the
process of
bringing something new into birth . . . which in­
volves an 'encounter' of the acting person with his
world [World is the pattern of meaningful relations
in which the person exists and in the design of
which he participates.
World is interrelated to
the existing person at every moment.] with intensity.19
When speaking of creativity Eric Fromm placed
importance on the act of responding.

"Creativity is the

ability to see (or to be aware) and to respond."

Fromm

further stated,
I respond to the person as he i s ; to the experience
of the other person as it is.
I respond not with my
brain or my eyes or my ears.
I respond as the whole
person I am. When I respond to an object with the
real powers in me, which are fitted to respond to
it, the object ceases to be an object.
I become one
with it. This kind of response occurs in a situation
of complete relatedness . . . although at the same
time they remain two.20
17Ibid.
18

Rollo May, "The Nature of Creativity," Creativity
and Its Cultivation, ed. by
Harold
H.
Anderson (NewYork:
Harper and Bros., 1959), p. 68.
19Ibid.
20Eric Fromm, "The Creativity Attitude," Creativity
and Its Cultivation, ed. by
Harold
H.
Anderson (NewYork:
Harper and Bros., 1959), p. 44.
(Hereinafter referred to
as Fromm, "The Creativity Attitude," Creativity, ed. by
Harold H. Anderson)

28

Abraham Maslow approached creativity neither as a
component apart from a person nor as a product-making or
problem solving quality but rather "self-actualizing
creativeness . . .
further stated:

as synonymous with health itself."

" . . .

He

since self-actualization or

health must ultimately be defined as the coming to pass of
the fullest humanness, or as the "Being" of the person, it
is as if self-actualizing creativity were almost synonymous with . . . essential humanness."

21

Gardner Murphy devoted extensive study to the
question of how to conceive of human potentialities.

He

saw potentialities emerging out of three kinds of human
nature, and he also described them in terms of fields of
developing human potentialities.

As for the discovery of

individual potentialities, he saw this in three direc­
tions:

in progressive development, specifically of crea­

tivity; in active effort at self-fulfillment which would
include both the relationships with and understanding of
people as well as the mastery of chosen jobs; finally in
what he called inner self-realization, which he defined as
a "sensitive, flexible, creative, self-fulfilling deploy­
ment of perception, feeling and impulse," with each

Abraham Maslow, "Creativity in Self-Actualizing
People," Creativity and Its Cultivation, ed. by Harold H.
Anderson (New York:
Harper & Bros., 1959), pp. 83-94.

29

activity and satisfaction being an "aspect of a larger
activity— a phase of a plan, a phase of a life."

22

Murphy said there is general agreement that acts
of creativeness, great or small, arise in a context typi­
cally involving four phases:
1. There is a long immersion of the sensitive
mind in some specific medium which gives delight and
fulfillment whether it be the world of color, tone,
movement, space, time, the world of force and organ­
ization, the world of words, of images, of social
relationships, or the world of contemplation or of
mastery.
2. The second phase in creativeness appears when
this sensitivity leads to the acquisition of store­
houses full of experiences which consolidate them­
selves into 'higher units.'
However, Murphy said;
'since all these things cannot be kept in conscious­
ness at a single moment, they are organized uncon­
sciously into systems upon which one may draw as he
needs them; a living storehouse of ready, yet adapt­
able and flexible, information and experiences.'
3. The third phase derives from the second phase
which is based 'upon years of accumulation and
incubation' . . . 'this phase is the inspiration or
illumination phase.'
4. The fourth step which always emerges in the
process of creating is the 'hammering-out' or the
_
critical evaluation and perfecting of the work done.
Brewster Ghiselin in his book The Creative Process
spoke of creativity as being a never ending process when
he said:

"The creative process is the process of change,

of development, of evolution, in the organization of sub­
jective life."

He further stated that creation began with

22

Gardner Murphy, "Human Life Patterns and Poten­
tialities," Exploration of Human Potentialities, cited by
Charlotte Buhler (Springfield, 111.: Charles C. Thomas
Publishers, 1966), p. 21.
23

Gardner Murphy, Human Potentialities
Basic Books, 1958), pp. 129-131.

(New York:

30

a "vague even a confused excitement.
noted that " . . .

. .11

He further

production by a process of purely con­

scious calculation seemed never to occur."
with the following statement"

He concluded

"The creative process is

not only the concern of the specialists;

it is not limited

to the arts and to thought, but is as wide as life."

24

A note of caution attending the creative process
is exemplified by the following statement:
The less the worker needs to depend on external
things or circumstances the safer he is from dis­
turbances and disabling accidents.
The man who comes
to depend on alcohol, or on paper of a specific size,
or on some one favored environment in order to get
his work done has narrowed his freedom of action and
he may be resorting to automatic controls or to
magic instead of relying on his skill, ingenuity,
and sensitiveness.2(.Cultivation of the central dis­
cipline is needed.
E. Paul Torrance and others have made a contribu­
tion in the area of creativity by experimental procedures.
Rather than concentrate primarily on one aspect of crea­
tivity Torrance said:

"It seems inevitable to me that a

thorough understanding of creativity must involve the stu­
dy of all aspects of creativity (person, process, product,
press)."

ley:

26

He further described creative thinking as

^ B r e w s t e r Ghiselin, The Creative Process (Berke­
University of California Press, 1954), pp. 5-13.
^ Ibid. , p. 15.

26
E. Paul Torrance, Rewarding Creative Behavior
(Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1965), p. 8.

31

"taking place in the process of sensing difficulties,
problems, gaps in information, missing elements; making
guesses or formulating hypothesis about these deficiencies;
testing these guesses and possibly revising and retesting
27
them; and finally in communicating the results."
He
further stated that "strong human needs appear to be at
the basis of each of its stages."

Concerning his detailed

experimental procedures regarding creativity Torrance
hastened to add that his intent was "not to replace exist­
ing 'specialized inquiry' but to remove it from its posi28
tion of dominance over all higher education."
A careful study of the writings of Getzel and
Jackson and Torrance indicated that by relating creativity
to personality development and to learning theory, they
gave the word "creativity" new meanings.

Through the ages,

"creativity" was a term applied to the exotic, the esoteric
29
and the magnificent products of man's genius.
Arthur Combs used the term creativity synonymously
with adequacy and stated that "There is a capacity for
creativeness in every person."

Rather than a precise

definition of creativity, Combs described adequate in terms
of characteristic ways an adequate person saw himself and
^ Ibid. , p. 9.
28

E. Paul Torrance, "Scientific View of Creativ­
ity," Daedalus, 94 (Summer, 1964), pp. 663-681.
29

J. W. Getzel and P. M. Jackson, Creativity and
Intelligence (New York: Wiley, 1962).

32

the world.

Four characteristics of the perceptual field

which seemed to underlie the behavior of truly adequate
persons are:
1.
2.
3.
4.

positive view of self
identification with others
openness to experience and a c ceptance^
a rich and available perceptual field
Summarizing statements by Rogers, Kelly, and

Maslow, Combs said that:
creativity is a product o f :
1. rich experiences
2. trust in self
3. openness to data
4. attitudes that value change
5. freedom from threat
6. willingness to be and to become
The statements previously presented concerning
conditions or ways in which creativity reveals itself are
in agreement with other writers previously cited.

For

example, "openness" is reflected in several ways.

When

Rollo May spoke pf "encounter" he said that it:
. . . involves acting as a total person, with sub­
conscious and unconscious levels in personality
acting in some form of unity with conscious levels.
It is not irrational; it rather is suprarational.
It brings intellectual, volitional, and emotional
functions into play all t o g e t h e r . 32
Arthur Combs, e d . , "Perceiving, Behaving,
Becoming," 1962 Yearbook (Washington, D.C . : Association
for Supervision and Curriculum Development, 1962), p. 51.
(Hereinafter referred to as Combs, e d . , "Perceiving,
Behaving, Becoming," 1962 Yearbook)
31
32

Ibid., p. 144.
Anderson, Creativity, p. 64.

33

Eric Fromm referred to openness as the "willing­
ness to be born every d a y ."

This means the "willingness

to let go of all certainties and illusions requires
courage and faith."

33

Carl Rogers called the condition of "openness" the
condition of "extensionality."

To further clarify exten-

sionality he said it is "lack of rigidity and permeability
of boundaries in concepts, beliefs, perceptions, and
hypotheses

...

a tolerance for ambiguity . . . and

ability to receive much conflicting information without
forcing closure upon the situation."

34

Gail Inlow said that an "open encounter" with life
has a built-in attribute in the trait of curiosity before
the unknown.

"The creative person is one who is curious

in the face of the unknown and agnostic before the alleged
known, and he projects his agnostic posture across life's
35
total range."
To the writer of this study it would follow from
what has been said about openness and curiosity that for
a person to be "creative" a reservoir of experiences is
requisite.

To this point Combs said:

"One must certainly

33

Fromm, "The Creativity Attitude," Creativity, ed.
by Harold H. Anderson, p. 53.
34

Carl Rogers, Creativity and Its Cultivation, ed.
by Harold H. Anderson (New York: Harper & Bros., 1959),
p. 75.
^ G a i l inlow, The Emergent in Curriculum (New York:
John Wiley & Sons, 1966), p. 74.

34

have a field of perceptions, rich and extensive enough to
provide understanding of the events in which he is en­
meshed and available when he needs them."
to the same point when he said:

Earl Kelly spoke

"The psychological self

feeds on ideas, which come from other people."

Carl

Rogers qualified openness or "extensionality" with regard
to available data.

The experience is open to the degree
36
one has "access to all of the available data."
Summary
What is entailed by this basic notion of crea­
tivity can now be summarized.
elements involved.

There are four essential

The first is a material which has an

identity, a structure, a limit of its own, and which,
therefore, entails a discipline for the creator in his
treatment of the material.

The second element is the

observor or investigator who proceeds toward resolution
of a problem which he sees, often only vaguely, in the
material.

This is a problem that involves h i m .

He then

proceeds through discipline and control toward the solu­
tion of his problem.

It is important to note here that

the original problem is sometimes transformed into anoth­
er, and therefore the solution to the problem is often un­
anticipated at the beginning of the creative process.

A

third element in the creative process is "coming to grips"
36

Combs, e d . , "Perceiving, Behaving, Becoming,"
1962 Yearbook, p. 181.

35

with the material and an unresolved problem.

This would

consist of a recognition of meaning in the material.

The

fourth element in the process of creativity is the mani­
festation of the resolution in some form.
The elements mentioned above can neither be clear­
ly recognizable nor can they be successive and distinct
from one another.

A total pattern of behavior is involved

in which the various elements overlap and interweave from
the start of the activity until the realization of the
final form.

The total act of creating is not one cycle of

these four elements but rather many cycles in ever changing
emphases.

The arrangement of the elements and the pattern

which evolves is dependent on the individuality of each
person.

The merging of one person and the elements men­

tioned, or as Rollo May said, "the encounter," has a wide
range of resolutions.

At the one extreme the creative

act may be simple problem-solving.

Margaret Mead said in

part:
To the extent that a person mak e s , invents, thinks of
something that is new to him, he may be said to have
performed a creative act.
From this point of view
the child who rediscovers in the twentieth century
that the sum of the square of the hypotenuse of a
right angle triangle equals the sum of the squares
of the two other s i d e s ^ i s performing as creative an
act as did Archimedes.

37

Margaret Mead, "Creativity in Cross-Cultural
Perspective," Creativity and Its Cultivation, ed. by
Harold H. Anderson (New York: Harper and Bros., 1959),
pp. 222-223.

36

At the other extreme creativity may involve a great
deal of originality.

It is always, however, more than a

mere exercise of the intellect.

It is the absorption of

the total person in the problem, and it is accompanied by
an experience which is satisfying to the creator from the
inception of the process to the resolution in some form.
It is evident that there is agreement among the
authors cited regarding the creative person, the creative
process and creativity, even though the frames of refer­
ences from which they view creativity may be different.
Creativity as a function of growth is noted.

Two basic

premises emerge, which are:
1.

Creativity is necessary for a fully adequate
personality.

2.

Every person has the capacity for creativity.

From these two premises a fundamental purpose
for education can be derived; namely, providing conditions
that will allow creativity to reveal itself.
Included in the following chapter will be a pre­
sentation of projects which were funded in the state of
Michigan under the auspices of a Federal program— ESEA
Title III (PACE).

ESEA Title III (PACE) had creativity

as a framework through which projects would be funded.

CHAPTER III
DESIGN OF THE STUDY AND PRESENTATION OF DATA
The methodology used in this study is descriptive
in nature.

The writer of this study will review the pur­

poses of ESEA Title III
and documents.

(PACE) from government records

The purpose of each program funded as

stated in the initial proposal and summaries of each pro­
ject will be gathered from the records in the ESEA Title
III office of the Department of Education for the state
of Michigan.
By employing the research technique of content
analysis, the description of each project funded in the
state of Michigan will be presented.

The examination is

confined to the written communications relating to each
project.

Tables will be used to facilitate analysis.

Content fitting various categories covered by the examina­
tion will be recorded by frequency of occurrence.

The

categories used in the examination will be determined only
from what is stated in the written communications relating
to each project funded.

37

38
A review and examination of selected aspects of the
Elementary and Secondary Education Act Title III (PACE)
from 196B through and including January 1, 1970 will be
presented in this chapter.

This study investigates those

projects that have been funded under the auspices of Title
III so that impressions as they relate to Title III will
be accompanied by more substantial findings than have here­
tofore been available.

Title III projects that have been

funded in Michigan will be subject to treatment and con­
sideration as mentioned in Chapter I.

Each project will

be examined so that the major focus or area of concentra­
tion can be determined.

In other words, each project was

funded in the hopes that a certain type of improvement
could take place in the nation's public schools.

After a

careful examination of the written communication relating
to each project, what was the nature of improvement that
each project intended to bring about?

While each project

will be examined as to major focus or area of concentra­
tion, another dimension will receive consideration; namely,
the sphere of influence which the project was to entail.
Many of the projects were concerned with assessment, sever­
al related to in-service education and several projects
were concerned with services such as student personnel,
audio-visual aids and guidance or counseling.

While it

could be said that the major focus of several projects are
determined, an understanding of the sphere of influence of

39
any one project is unknown.
for one school?

Is the assessment primarily

Is the evaluation project for a whole

school district or for use by all the school districts
within an Intermediate School District?
school organization patterns
chapter)

By employing the

(explained later in this

as a demarcation for the sphere of influence,

greater clarity of each project would be rendered.
Another consideration of the projects will receive
attention.

A distribution of the projects according to

the student population density will be made.
At the outset it should be noted that a precise
decision as to major focus or area of concentration was
somewhat difficult to determine from an examination of
written communications relating to each project.

The

titles of the projects in many cases appeared to be unre­
lated to the central purpose of the project.
one project had the title:
Placement for Excellence.

For example,

Project APES-Appropriate
An inspection of the summary of

that project indicated that a summer seminar would be con­
ducted so that an English course of study could be de­
veloped.

Another example was a project entitled:

DOES-Dual Opportunity Education Service.

Project

An inspection of

the summary of that project revealed that paraprofessionals would be introduced into a metropolitan school district
to presumably up-grade services for students, teachers,
school and community.

While the titles of the projects

40
failed to identify the major focus of the project, the sum­
maries of the projects were in many cases vague and ambig­
uous.

A decision as to major focus was often difficult to

determine.

The following summary serves as one example:

MENOMINEE AREA PUBLIC SCHOOLS INTERDISCIPLINARY, MULTIMEDIA, TEAM TEACHING PROJECT FOR THE CULTURAL AND
PSYCHOLOGICAL INTEGRATION OF SECONDARY CURRICULUM
Menominee, Public Schools
Plans will be made to improve the curriculum in
grades 7-12 by using interdisciplinary, multimedia,
and team-teaching approaches. Emphasis will be on
giving secondary and adult-education students an
understanding of the variety of cultures existing in
the world, the impact of education on cultural change,
and the interrelated significance of the disciplines
included in the secondary curriculum.
Teachers will
be trained in team-teaching methods and the use of
programmed instruction and audio-visual materials
for large-group instruction.
Periodic workshops will
be scheduled for the teachers and experiments will be
conducted in the preparation and presentation of trial
lessons and units of instruction through the use of
various media.
The above summary shows the encompassing nature
of the projects and the difficulty of discerning the major
focus.
Even when a decision was reached regarding major
focus or area of concentration for a single project there
still was a wide range of variation present.

One project

might be granted to a high school for the use of testing
the results of a private institute while another project
might allow the establishment of a consortium for educa­
tional thinking.
Accepting the difficulty of the written communica­
tion regarding many of the projects, the wide range of

41
areas of concentration of the 107 projects, the lack of
uniformity of school organizational patterns in Michigan
with regard to area served, student enrollment and service
rendered, the subsequent tables will aid in the formulation
of impressions as they relate to the Elementary and Secon­
dary Education Act Title III

(PACE) in the state of

Michigan.
Projects According to Area of
Concentration or Major Focus
Each of the 107 projects will be examined so that
the major focus or area of concentration can be determined.
As mentioned previously in this chapter, the written com­
munication regarding each project did not lend itself to a
precise and definite decision as to the major focus or
area of concentration.

However, with close inspection of

each project summary or abstract, the area of concentration
or major focus seemed to be concerned with six broad areas.
The six areas are:
Service,

(1) Evaluation or Assessment,

(3) Pre-School,

(4) Auxiliary Programs

(2) In-

(Guidance,

Counseling, Educational Media, Dissemination and Informa­
tion Centers, Paraprofessionals, and Outdoor Education),
(5)

Subject or Content Area,

Student Participation.

(6) Innovative Programs for

42
Table 4.1, page 43, presents the 107 projects as
each project relates to the areas as defined:
1. Evaluation or Assessment represents those pro­
jects whose primary emphasis is over-all assessment
of a school, a district or districts.
Testing prac­
tices or materials are also included in this category.
2. In-Service represents those projects whose
major focus was improvement of educators relating to
certain areas or competencies to be developed.
Semi­
nars and workshops that would take place during the
school year and the summer months are included here.
Experiences involving educators in planning, in con­
sidering various aspects of educational change are
also included in this category.
3. Pre-School includes those projects whose area
of concentration was directly for children under
five years of age.
4. Auxiliary Programs represents those projects
designed for supplementary or enrichment service to
educators and students.
For example, a project that
would provide services such as diagnostic testing
would, in principle, be advantageous to educators so
that ultimately they could provide a more beneficial
service to students.
That type of service is needed
only periodically and is not central to the function­
ing of a school as a teacher would be. Services that
are needed periodically or services available on a
limited basis are grouped in the category entitled
Auxiliary Programs.
5. Subject or Content Area includes those projects
specifically designed for improvement in a subject or
content area within the school curriculum.
6. Innovative Programs for Student Participation
includes those projects whose major focus or area of
concentration was somewhat experimental in design.
The programs within this category are those that were
planned specifically for student participation and
were to be an inherent part of the school curriculum.
While some projects in the Auxiliary Program category
are for student participation, they (Auxiliary Pro­
grams) are only part-time or the service is available
only on a limited basis.
The projects within this
category seem to be somewhat a departure from conven­
tional school subjects or patterns and the program is
a functioning part of the school curriculum.

43
Table 4.1 presents the 107 projects as each pro­
ject relates to the previously defined categories.
TABLE 4.1.— ESEA Title III (PACE) Projects According to
Area of Concentration or Major Focus
Number
of
Programs

Percentage
of
Total Programs

Evaluation or
Assessment

18

16.82

In-Service

16

14.95

Pre-School

6

5.61

Auxiliary Programs
(Guidance, Counseling,
Educational Media,
Outdoor Education,
Paraprofessionals,
Information and
Dissemination
Centers and
Services)

32

29.91

Subject or Content Area

24

22.43

Innovative Programs for
Student Participation

11

10.28

Table 4.1 is a concise representation of the 107
projects funded under the auspices of Title III as the
projects relate to broad areas of concentration.

Programs

of an auxiliary nature was the major focus for almost onethird of the total projects funded.

Included in this

44
group were those projects that would allow services to be
rendered to a school on a limited or supplementary basis.
Those projects that allowed improvement in a single sub­
ject or content area was the major focus of 22.43% of
all the

projects funded.

Projects that were concerned

with bringing about improvement in schools by means of
evaluation or assessment accounted for 16.82% of all the
projects.

In-service education accounted for 14.95% of

the projects.

Pre-School programs were the area of con­

centration for 5.61% of the projects.

Those projects

that would allow the establishment of programs in schools
that seemed to be on an innovative nature accounted for
10.28% or a total of 11 projects.
While Table 4.1 provides a representation of all
the projects funded as the projects relate to broad areas
as defined, missing is any indication as to the nature of
those projects found within any one category.

With Auxi­

liary Programs representing 29.91% of all the projects,
what is the nature of those supplementary or enrichment
services?

A total of 24 projects are said to be concern­

ed with a subject or content area.
tent areas received attention?

What subjects or con­

With 11 projects that

seemed to be of an innovative nature, what were these
programs?
Each one of the broad headings found in Table 4.1,
page 43, will be delineated so that a better understanding

45
can be gained concerning the nature of each project.

The

projects found within each of the categories will be pre­
sented by a brief statement that will best conceptualize
the major focus or area of concentration.

As mentioned

previously, the title of each project frequently did not
reveal the major focus of the project.

After an examina­

tion of each project summary, the major focus or area of
concentration was conceptualized by a brief statement.
It should be noted that to conceptualize each project by
the use of a brief statement is only an attempt to present
the major focus or area of concentration of the 107 pro­
jects funded in Michigan as each project relates to the
broad categories used in Table 4.1, page 43.

The fol­

lowing written communication relating to one project funded
may illustrate the process used for the subsequent tables.
The information relating to that project is as follows:
COMPREHENSIVE AREA STUDY TO DEVELOP A LONG-RANGE PLAN
OF INTEGRATION INTO COOPERATIVE EFFORTS OF ALL FEDERAL
PROGRAMS AND COMMUNITY RESOURCES
Sault Ste. Marie, Public Schools
Needs will be determined and programs planned to
serve students in a remote, sparsely populated area.
Plans will include:
(1) transportation of pupils,
supplies, and mail, (2) such comprehensive education­
al services as counseling, remedial instruction,
health, recreation, social work, and other services
incidental to the community's welfare, (3) adoption
of new and improved educational programs including
foreign languages, science, and other areas of in­
terests, (4) educational television, radio, and
communications, and (5) mobile education services
and such community resources activities as library
services and the use of specialists for lectures and
demonstration. Approximately 5,000 public and non­
public students in grades K-12 will be served.

46
The first decision as to area of concentration or
major focus was that the above project was related to
evaluation or assessment.

The above project was one of

18 projects that seemed to be concerned with evaluation
or assessment and was recorded under that category in
Table 4.1, page 43.

To gain a better understanding of

that project within the category of evaluation or assess­
ment, a second review of each project was made so that the
nature of the evaluation or assessment project could be
determined.

The above summary was then recorded by using

the brief statement "assessment of needs."

The same pro­

cess was used for each project funded in the state of
Michigan.
The tables that follow will present the 107 pro­
jects as each project relates to the appropriate category.
Following the brief statement conceptualizing each project
is the page number where a summary of that project is
located in the appendix.
Evaluation or Assessment
Evaluation or assessment was the broad heading for
16.82% of all the projects funded.

The extent to which

the evaluation or assessment was implemented or executed
could not be determined within the limits of this study.
However, Table 4.2 does present, in part, the nature of the
projects that seemed to be concerned with ways which would

47

TABLE 4.2.— ESEA Title III (PACE) Projects Whose Area of
Concentration or Major Focus was
Evaluation or Assessment
Appendix
Page
Evaluation for four d i s t r i c t s .................

92

Assessment of n e e d s ............................

94

Assessment of n e e d s .....................

95

Materials and evaluation center

98

Over-all assessment of needs

.................

Over-all assessment of Upper Peninsula

. . . .

99
100

Assessment of educational and cultural
n e e d s .........................................

106

Test new practices on students & evaluate
r e s u l t s .......................................

104

Chair for educational innovation &
Consortium for educational thinking .........

107

Consultant service for 15 counties
on Upper P e n i n s u l a ..........................

115

Educational information system

117

...............

Planning of educational Plaza or P a r k .........

119

Systematic approach to educational change . . .

123

Center for Strategies of educational
c h a n g e ..........................................-126
Dissemination Center for Title III

...........

Assessment of needs for educational Park

. . .

140
145

High School to test results of a Private
Institute
...................................

132

High School to test results of a Private
Institute
...................................

134

48
within the range of what has been conventionally termed,
evaluation or assessment.
A review of Table 4.2, page 47, indicates that six
projects were concerned with assessment of educational
needs; the needs of which were all encompassing or of a
general nature.

Four projects were for assessment or plan­

ning with a definite objective or the objective could be
inferred.

They are:

Development of an educational Plaza,

Assessment of needs for an educational Park, Systematic
approach to educational change, and Center for Strategies
of educational change.

Of interest to note is that three

projects were funded which would allow the implementation
of research projects in which students would be used as
the subjects of research.

Of the three research projects

using students for experimental purposes, two of those
projects were using programs advanced by a Private
Institute.

One project allowed the development of a dis­

semination center for ESEA Title III.

It would be inter­

esting to determine what information was disseminated and
how widely the dissemination was carried out.
In-Service
A total of 16 projects provided ways for educators
to improve their competencies relating to a specific ob­
jective.

Those 16 projects were grouped using the head­

ing entitled In-Service.

Seminars and workshops that

would take place during the school year and also the

49
summer months are included.

When experiences would be

provided for educators to plan and consider various as­
pects of educational change, including those of a sub­
ject or content area, those experiences are also included
in Table 4.3.
As noted in Table 4.3, two in-service projects
were granted for educators to improve their competencies
in a single subject or content area; namely, language arts
and English.

Two projects dealt with the organizational

pattern within a school.
teaching.

They are the Trump Plan and Team

Efforts to develop something referred to as

individualized instruction was the focus of four projects.
When individualized instruction was the major focus of the
project, the procedure used to accomplish individualized
instruction consisted primarily of reorganization of the
school pattern by the use of team teaching, flexible
scheduling and references made to "non-graded."

For the

most part, the largest number of projects were designated
for staff development or curriculum improvement.

The ob­

jectives or plans to bring about improvement were lacking
in the written summaries.
Auxiliary Programs
Those projects concerned with services that are
of a supplementary or enrichment nature are grouped under
the heading entitled Auxiliary Programs.

Most educators

50
TABLE 4.3.— ESEA Title III (PACE) Projects Whose Area of
Concentration or Major Focus was In-Service
Appendix
Page
English Course of Study ........................
In-Service to improve language arts ..........
Instructional

systems approach

93
121

...............

94

Systemwide implementation of a perceptual
development/non-graded/program
.............

131

Individualized program for gifted .............

95

Staff development to individualize
i n s t r u c t i o n ...................................

100

Staff development to individualize
instruction . . . . .
........................

122

Individualized instruction-curriculum
i m p r o v e m e n t ...................................

143

In-Service to

implement Team Teaching ........

In-Service to

implement Trump Plan

98

..........

118

In-Service for use of new materials and
m e t h o d s .......................................

124

Examine role of board of e d u c a t i o n ...........

12 8

Improving instruction ..........................

125

Professional growth ............................

112

Improving curriculum

..........................

130

Curriculum i m p r o v e m e n t ........................

137

51
recognize that an increasing number of personnel involved
in school systems provide specialized services other than
those directly responsible for students and those respons­
ible for administration.

Those services which are period­

ically needed or ones that are available on a limited
basis are delineated in Table 4.4.
Of the 32 projects appearing in Table 4.4, page 52,
a total of 10 projects were concerned with ways to identi­
fy learning problems or student personnel services.

How

the identification of learning problems would be accom­
plished seemed to be dependent upon the use of diagnostic
testing.

The nature of the learning problems under diag­

nosis could not be determined or inferred from the project
summaries.
A total of five other projects allowed the estab­
lishment of audio-visual or instructional material ser­
vices.

Three of the other projects were designed to dis­

seminate educational information.
(1)

Those projects are:

Educational information and dissemination center,

Comprehensive blueprint for cultural enrichment, and
a Regional service center.

(2)
(3)

Three projects allowed the

establishment of facilities for use in a school that would
supplement the regular classroom.
school study facility,

They are:

(1) After

(2) Learning resources laboratory,

and (3) Extended classroom.

Two projects allowed the con­

sideration of the use of paraprofessionals.

As the result

52
TABLE 4.4.— ESEA Title III (PACE) Projects Whose Area of
Concentration or Major Focus was that of Auxiliary
Programs. (Guidance, Counseling, Educational Media,
Outdoor Education, Paraprofessionals,
Information Centers)
Appendix
Page
Expand Audio-Visual center ....................

95

Educational media & retrieval
s y s t e m .......................................

96

Instructional material center

...............

117

Instructional material center

...............

129

.............

100

Educational information &
dissemination center ........................

99

Comprehensive blueprint for
........................
cultural enrichment

107

Regional service center

......................

133

Learning center to identify
learning problems
..........................

103

Diagnose learning problems in
kindergarten .................................

135

Learning disabilities correction
c e n t e r .......................................

138

Media center, student personnel

Identify perceptual motor development

. . . .

99

Center for diagnosis of learning
p r o b l e m s .....................................

146

Special service for atypical child . . . . . .

Ill

Student personnel

109

............................

Pupil personnel special service

.............

140

53
TABLE 4.4.— Continued
Appendix
Page
Professional service to assist
g u i d a n c e .......................................

105

Center to coordinate student
personnel s e r v i c e .............................

Hi

After school study facility

108

....................

Learning resources laboratory

. . . . . . . .

106

Extended classroom ............................

92

Study uses of p a r a p r o f e s s i o n a l s ................

112

Uses of p a r a p r o f e s s i o n a l s ......................

127

Pioneer village museum ..........................

105

Outdoor education

...............................

104

Outdoor education

...............................

108

Outdoor education

.............

. . . . . . .

108

Outdoor e d u c a t i o n ......................
Outdoor education

...............................

109
146

Community school program ........................

102

Community school service ........................

128

Community education center ......................

131

54
of one project, a museum was made available to all of the
students in a five county area.
Appearing also in Table 4.4, page 52, are five pro­
jects which would allow provisions for outdoor education
facilities.

The outdoor education projects, for the most

part, supplemented the study of conservation, nature study
and environmental ecology by providing facilities that
would be under the direction of public schools.

Also in­

dicated in Table 4.4 are three projects that would allow
the development of community school programs.

The communi­

ty school programs made provisions for physical education,
recreation and to some extent enrichment programs in vari­
ous subject areas available to students during the summer
months and also weekends during the regular school ses­
sions .
Pre-School
Six projects were funded for children of less than
five years of age.

The projects funded for programs es­

pecially designed for pre-school children will be pre­
sented in Table 4.5.
Inferences from the available summaries or ab­
stracts seem to indicate that those efforts designed for
pre-school children were primarily experimental in nature.
It appears also that the projects in Table 4.5 had as an
objective one that is specific; namely, a specific

55
TABLE 4.5.— ESEA Title III (PACE) Projects Whose Area of
Concentration or Major Focus was Pre-School
Appendix
Page
Four pre-school classrooms with emphasis
on community and parental involvement . . . .

101

Language and speech for parents and
pre-school children ..........................

103

Language and speech for pre-school
c h i l d r e n .....................................

114

Program for d i s a d v a n t a g e d ......................

118

Preventive-type program to identify
exceptional children
........................

120

Four pre-school demonstration centers

144

.........

objective relating to subjects thought to be necessary for
children or specific objectives relating to an identified
group.

Language development was the major focus of two

pre-school programs.

The specific objective relating to

identified groups are the disadvantaged and the exception­
al children.

One feature of all the projects within the

category Pre-School is that attempts were made to include
parents in the program.

Parental understanding of the

major focus of the project seemed to have been "built-in"
the program as a necessary element.

56
Subject or Content Areas
Of all the projects funded under the auspices of
Title III, 24 projects or 22.43% of the total projects
funded in Michigan, were designated for improvement of
teaching or learning within the limits of one subject or
content area.

The subjects or content areas that re­

ceived attention for improvement in schools are presented
in Table 4.6.
Inspection of Table 4.6, page 57, indicates that
reading and language skills dominate the subjects to re­
ceive attention.

Of the Title III projects that were con­

cerned with Single Subjects or Content Areas between the
dates 1966 and 1970, reading and language skills allowed
for 40% of those subjects to receive attention.
one was geared to creative dramatics.

Of those,

Music as the major

focus accounted for three projects and of those three,
two were for the handicapped.

Social studies and physical

education each were represented by two projects.
tional education received four projects.

Voca­

As indicated in

Table 4.6, one project was for a program which would be
computer-based.

The subject which would be programmed

for the computer could not be determined from the project
summary.

57
TABLE 4.6.— ESEA Title III (PACE) Projects Whose Area of
Concentration or Major Focus was
a Subject or Content Area
Appendix
Page
Math for terminal s t u d e n t s ....................
Math-four year sequential

....................

96
144

Creative dramatics to enrich
language skills
............................

93

Language a r t s .................................

96

Language for d e a f ............................

116

Language and math for culturally
d e p r i v e d .....................................

141

Foreign language ..............................

110

Foreign language

13 8

E n g l i s h .......................................

136

Reading p r o g r a m ..............................

97

Reading laboratory ............................

113

Reading for third grade

......................

142

Music for h a n d i c a p p e d ........................

102

Music for h a n d i c a p p e d ........................

129

M u s i c - o p e r a ...................................

115

Physical education-sequential
c u r r i c u l u m ...................

110

Physical education-interdisciplinary
a p p r o a c h .....................................

137

Social studies .................................

124

58
TABLE 4.6.— Continued
Appendix
Page
Social studies ...................................

148

V o c a t i o n a l .......................................

93

V o c a t i o n a l .......................................

133

V o c a t i o n a l .........................................
V o c a t i o n a l .......................................
Computer-based learning

142
147

..........................

120

Innovative Programs for Student Participation
Of the 107 projects funded by ESEA Title III in
Michigan, 96 projects could be categorized as to major
focus using the headings previously presented in this
chapter.

There were, however,

11 projects whose major

focus was somewhat that of an innovative nature.

The 11

projects seemed to have had a design which could be said
to depart from conventional school subjects or patterns.
Each of the projects found in Table 4.7 have as a major
focus that which would entail full participation on the
part of students and also be an integral part of the
school curriculum.
From the summaries of those projects appearing in
Table 4.7 it would appear that they are of an interdiscip
linary nature.

An attempt seems to have been made to

TABLE 4.7.— ESEA Title III (PACE) Projects Whose Area of
Concentration or Major Focus was Innovative
Programs for Student Participation
Appendix
Page
Programs for drop-outs

..........................

126

Program for d r o p - o u t s ..........................

139

Value a n a l y s i s ...................................

103

Value e d u c a t i o n .................................

143

Human relations— Shared learning ...............

114

Human relations l a b o r a t o r y ...........

123

Self-concept development ........................

134

Self-concept development ........................

136

House project for mentally retarded boys . . . .

97

Comparative Cultures ............................

122

Humanities program ...............................

113

assess local needs and resources and thereby devise a
program that would be included in the "day-to-day" func­
tioning of a school.

Programs were devised which gave

consideration to those students who were thought to be
potential drop-outs.

In one case, a two-story house was

purchased which would provide experiences for mentally
retarded boys.

Six projects were value oriented where

student values, self-concepts or human relations was the
major focus.

How the student views himself and others

60
about him seemed to have been the major consideration of
those six projects.

One project drew on the resources of

a local university and developed a program which would
include students from several schools to undertake the
study of comparative cultures.

One project allowed the

development of a humanities program.

Of the 107 projects

funded in the state of Michigan, the humanities program
was the only one that could be considered that of a fine
arts nature.

The spirit of critical inquiry was encour­

aged in the study of the interrelationship of art, music
and literature.

Moral and philosophical issues were also

to be included.
It may be appropriate here to briefly summarize
what has thus far been presented.

The Elementary and

Secondary Education Act Title III

(PACE) identified an

area of education in the nation's elementary and secondary
schools to receive attention.

Title III allowed educa­

tors at the local level the opportunity to design and im­
plement programs "for supplementary educational centers
and services . . . and establishment of exemplary elemen­
tary and secondary school educational programs."

Crea­

tivity was conceived as the general framework through
which the projects would be funded.

In the state of

Michigan, 107 projects between the dates of 1966 and
January 1, 1970 were funded.

The intent of this study was

to determine the major focus or area of concentration of

61
each project the state of Michigan funded.

As mentioned,

creativity had been decided upon as the framework through
which programs of a supplementary and exemplary nature
would be funded.
became:

Given that framework, the question then

What was the major focus or area of concentration

of the projects funded in the state of Michigan?
At the outset of this study, as much as a unified
listing of the projects funded was unobtainable.

Infor­

mation relating to summaries of each project was obscure.
However, persistence did allow the summaries to be brought
together.

With only the summaries of all the projects

funded, a careful review and examination began.

After

many reviews of the 107 summaries, six broad headings
seemed to emerge.

The six headings used in Table 4.1,

page 43, were used in a broad and general way only as a
means to show the relationship of the 107 projects to
those six headings.

After each project was presented as

it related to six broad headings, a further examination
was executed.

Each of the broad headings appearing in

Table 4.1 was presented individually.

Each project within

a broad category was examined so that a better understand­
ing of each project would result.

The major focus or

area of concentration was presented by the use of a brief
statement.

The brief statement was used only as a means

to conceptualize as briefly as possible the major focus or
area of concentration.

The major focus or area of

62
concentration of each of the 107 projects was then present­
ed by employing the broad headings of:

(1) Evaluation or

Assessment,

(2) In-Service,

(3) Auxiliary Programs,

(4)

Pre-School,

(5) Subject or Content Areas, and (6) Innova­

tive Programs for Student Participation.
With the intent of the study being that of deter­
mining the major focus or area of concentration of each of
the Title III projects funded in Michigan, the tables pre­
sented previously in this chapter accomplished that end.
While the tables did present the major focus or area of
concentration, an inspection of the tables revealed an un­
clear element.

To illustrate the missing element the fol­

lowing examples may suffice.

Table 4.1, page 43, indicat­

ed that 18 projects were concerned with evaluation or
assessment.

Within that category, five projects were for

"assessment of needs."

Table 4.4, page 52, indicated that

32 projects were of a supplementary or auxiliary nature.
Within that category, 5 projects were for the establish­
ment of audio-visual or instructional material services.
While the major focus or an area of concentration is ap­
parent, greater clarity of the major focus or area of
concentration would result if one would know where the
audio-visual service would be available.
ity encompass one school?

Would the facil­

Would the facility encompass

an Intermediate School District?

The same questions would

apply to each of the 107 projects funded.

Is the

63
evaluation within one school or is the assessment for one
school district?

Would the project that allowed an in-

service experience so that teachers could develop an Eng­
lish course of study be for teachers in one school or for
teachers in one Intermediate District?
Having developed a means of establishing the major
focus or area of concentration of each project funded in
the state of Michigan from the inception of Title III in
1966 through and including January 1/ 1970, each project
will now be examined so that another dimension can be
discerned; namely, the dimension that reveals the sphere
of influence.

Sphere of influence in this study refers to

where the project was intended to bring about improvement.
To determine where the major focus or area of concentra­
tion would bring about improvement the school organization
pattern is used.
in this study are:

The school organization patterns used
(1) one school,

and (3) combined school districts.

(2) one school district^
They are defined as:

(1) One school refers to an educational organiza­
tion under the direction of one administrator and
one teaching staff.
(2) One school district refers to an educational
organization that includes more than one school.
(3) Combined school districts refers to an educa­
tional organization that would encompass more than
one school district.
The subsequent tables will present the major focus
of each of the 107 projects funded.

Concurrently the

sphere of influence where the project was intended to
bring about improvement is presented.

64
Sphere of Influence

Table 4.8, page 65, presents the major focus of
those projects relating to the broad heading of Evaluation
or Assessment.

Concurrently the sphere of influence of

each project is presented.
From the Table 4.8, page 65, it would appear that
where evaluation or assessment is undertaken to bring
about improvement, more than one school is considered.
With the exception of two projects, all efforts.of evalua­
tion or assessment include one school district or more.
Also of interest is that two projects were granted for
research to take place in a one school organization pat­
tern.

Significant of these two exceptions perhaps is that

students are used as subjects of research.

All students

in these two schools will test the results of an educa­
tional program that had been developed by a Private Insti­
tute.
Appearing in Table 4.9 is the major focus of those
projects relating to In-Service programs for educators.
Where the in-service programs were to take place in terms
of the school organizational pattern is also presented.
As indicated in Table 4.9, page 66, when inservice education was advanced as a way to bring about
change in schools, educators were representative of one
school district.

Two projects were funded which would al­

low programs representative of combined school districts.

65

92
91
95
98
99
101
106
104
107
115
117
119
123
126
140
145
132
134

Evaluation for four districts
Assessment of needs
Assessment of needs
Materials and evaluation center
Over-all assessment of needs
Over-all assessment of Upper
Peninsula
Assessment of educational and
cultural needs
Test new practices on students
and evaluate results
Chair for educational innova­
tion & Consortium of educa­
tional thinking
Consultant service for 15
counties on Upper Peninsula
Educational information system
Assessment of educational Plaza
Systematic approach to educa­
tional change
Center for strategies of educa­
tional change
Dissemination center for
Title III
Assessment of needs for educa­
tional Park
High School to test results of
a Private Institute
High School to test results of
a Private Institute

Combined
Districts

One

Appendix
Page

One School
District

School

TABLE 4.8.— The Sphere of Influence of Evaluation or
Assessment of ESEA Title III (PACE) Projects

X
X
X
X
X
X
X
X

X
X
X
X
X
X
X
X
X
X

66

1
!

Combined
Districts

One

Appendix
Page

One School
District

School

TABLE 4.9.— The Sphere of Influence of In-Service ESEA
Title III (PACE) Projects

93
121
94
131
95
100
122
143
98
118
124
128
125
112
130
137

English course of study
In-service to improve language
arts
Instructional systems approach
Systemwide implementation of a
perceptual development/nongraded/program
Individualized program for
gifted
Staff development to
individualize instruction
Staff development to
individualize instruction
Individualized instructioncurriculum improvement
In-service to implement
Team Teaching
In-service to implement
Trump Plan
In-service for use of new
materials and methods
Examine role of board of
education
Improving instruction
Professional growth
Improving curriculum
Curriculum improvement

X
X
X

X
X
X
X
X
X
X
X
X
X
X
X
X

i

67
In three cases, in-service education was directed
to a staff of educators in one school, one of which al­
lowed an English course of study to be developed.
made provisions to study the gifted students.

Another

The other

project included in the In-Service category was directed
to a staff of educators who had as a major focus that of
improving the curriculum by means of reorganizing the
high school program to meet the needs of a highly diver­
sified student body in a changing urban community.
For the most part, the In-Service programs funded
were for educators representative of an entire school
district.
The school organizational pattern of those pro­
jects that made possible various services such as guidance,
counseling, educational media, outdoor education and
others is presented in Table 4.10.
In Table 4.10, page 68, for the most part, the
projects allowing for the auxiliary services were granted
to school organizations that included more than one
school.

Where one school was recipient of a project, the

services varied.

One project allowed for diagnosis of

learning problems of kindergarten children.

Two projects

made provisions for supplementary classrooms equipped with
programmed materials and another project allowed for an
after school study facility where students who chose to do
so could remain after school and study.

One school

68

95
96
117
129
100
99
107
133
103
135
138
99
146
Ill
109
140.
105
111
108
106
92
112
127
105
104
108
108

Expand audio-visual center
Educational media & retrieval system
Instructional material center
Instructional material center
Media center, student personnel
Educational information &
dissemination center
Comprehensive blueprint for cultural
enrichment
Regional service center
Learning center to identify
learning problems
Diagnose learning problems in
kindergarten
Learning disabilities correction
center
Identify perceptual motor de­
velopment
Center for diagnosis of learning
. problems
Special service for atypical child
Student personnel
Pupil personnel special service
Professional service to assist
guidance
Center to coordinate student
personnel service
After school study facility
Learning resources laboratory
Extended classroom
Study uses of parajprofessionals
Use of paraprofessionals
Pioneer village museum
Outdoor education
Outdoor education
Outdoor education

Combined
i Districts

One School
District

One

\ppendix
Page

School

TABLE 4.10.— The Sphere of Influence of Auxiliary Programs
Funded by ESEA Title III (PACE)

X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

69

109
146
102
128
131

Outdoor education
Outdoor education
Community school program
Community school service
Community education center

Combined
Districts

One

\ppendix
Page

One School
District

School

TABLE 4.10.— Continued

X
X
X
X
X

received a project which would allow the development of an
outdoor educational laboratory on an existing site.
The sphere of influence represented by school or­
ganization patterns of those projects whose major focus
was Subject or Content Areas will be presented in Table
4.Ilf page 70.
The school organization pattern of One School
District and Combined School District received 66% of
those projects designed to bring about improvement repre­
sented by a subject or content area.

When math, language

arts, reading, physical education, social studies, or vo­
cational education was the major focus, the projects were
designed to influence all of the schools in one district
or districts.

The table seems to indicate that when

70

96
144
93
96
116
141
110
138
136
97
JL13
142
102
129
115
110
137
124
148
93
133
142
147
120

Math for terminal students
Math— four year sequential
Creative dramatics to enrich
language skills
Language arts
Language for deaf
Language and math for cul­
turally deprived
Foreign language
Foreign language
English
Reading program
Reading laboratory
Reading for third grade
Music for handicapped
Music for handicapped
Music
Physical educationsequential curriculum
Physical educationinterdisciplinary approach
Social studies
Social studies
Vocational
Vocational
Vocational
Vocational
Computer-based learning

Combined
Districts

One

Appendix
Page

One School
District

School

TABLE 4.11.— The Sphere of Influence of the Subject or
Content Area ESEA Title III (PACE) Projects

X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

71
improvement is thought to be necessary, and a single sub­
ject or content area is the major focus, the improvement
should pervade all the schools in one district or dis­
tricts.

There were, however, eight projects which would

include only one school.

Of those eight projects, whose

area of influence consisted of one school, three were for
music of which two were for the handicapped.

Three pro­

jects were for improvement of reading or language skills
and of those three one was language for the deaf, one for
high school English and another for reading in the third
grade.

One project concerned with vocational education

was within one school as was a project concerned with
computer-based learning.
The school organization pattern of those projects
concerned with the education of children of less than
five years of age is presented in Table 4.12.
The nature of Pre-School programs would preclude
their being in an organizational pattern other than that
of one school.

However, the projects funded that al­

lowed pre-school programs to be developed were funded to
school organization patterns that would include children
from a large area.

From Table 4.12 the two projects

that were concerned with language development were granted
to an Intermediate School District.

The project concerned

with four pre-school classrooms with emphasis on community
and parental involvement was granted to a city school

72

101
103
114
118
120
144

Four pre-school classrooms with
emphasis on community and
parental involvement
Language and speech for parents
and pre-school children
Language and speech for pre­
school children
Program for disadvantaged
Preventive-type program to
identify exceptional children
Four pre-school demonstration
centers

Combined
Districts

One

Appendix
Page

One School
District

School

TABLE 4.12.— The Sphere of Influence of Pre-School ESEA
Title III (PACE) Projects

X
X
X
X
X

,

X

district as were both the program for disadvantaged and
the pre-school project allowing for four pre-school demon­
stration centers.

The project for exceptional children

was also granted to a city school district.
The school organization pattern of those projects
which had as a major focus that which would seem to be of
an innovative nature is presented in Table 4.13.
As indicated in Table 4.13, with one exception,
those projects that seemed to be of an innovative nature
were funded where the program would influence those with­
in one school.

The one exception was that project dealing

73

126
139
103
143
114
123
134
136
97
122
113

Program for drop-outs
Program for drop-outs
Value analysis
Value education
Human relations—
shared learning
Human relations laboratory
Self-concept development
Self-concept development
House project for mentally
retarded boys
Comparative Cultures
Humanities Program

Combined
Districts

One

Appendix
Page

One School
District

School

TABLE 4.13.— The Sphere of Influence of Innovative Pro­
grams for Student Participation ESEA Title III
(PACE) Projects

X
X
X
X
X
X
X
X
X
X
X

with the study of comparative cultures which would include
students from more than one school district.
The sphere of influence as defined previously in
this chapter will now be summarized.

Title III which had

creativity as a framework through which projects would be
funded granted projects in the state of Michigan whose
sphere of influence would include the following:

74
(1) ESEA Title III projects whose sphere of
influence included those representative of
combined school districts ........................ 16
(2) ESEA Title III projects whose sphere of
influence included those representative of
one school d i s t r i c t ................................ 57
(3) ESEA Title III projects whose sphere of
influence included those within one school . . . . 34
The above data shows that of the 107 projects
funded, 68.22% of those projects were granted to school
organization patterns which would represent educators of
one school district or more.

Those projects funded whose

sphere of influence would include those within one school
accounted for 31.78% of the total projects funded.
Related Information
Having established the procedures to determine the
major focus of each of the projects funded under the aus­
pices of ESEA Title III, the author of this study was led
to determine the sphere of influence of each project so
that greater clarity of the major focus would be pre­
sented.

During the process of accomplishing those ends,

information was gathered concerning Title III programs in
Michigan.

The information gathered relates to the distri­

bution of the projects funded as those projects relate to
the student enrollment population within Intermediate
Districts.
Presented in Table 4.14, page 75, is the distri­
bution of the projects funded as the projects relate to
the student enrollment population of Intermediate School

75
TABLE 4.14.— ESEA Title III (PACE) Project Distribution
According to Population of Intermediate
Districts in Michigan
Number
Projects to Intermediate School Districts
With Student Enrollment of More
Than 100,000

38

Projects to Intermediate School Districts
With Student Enrollment of More
Than 50,000 and Less Than 100,000

17

Projects to Intermediate School Districts
With Student Enrollment of More
Than 25,000 and Less Than 50,000

20

Projects to Intermediate School Districts
With Student Enrollment of More
Than 10,000 and Less Than 25,000

23

Projects to Intermediate School Districts
With Student Enrollment of Less
Than 10,000

9

Districts.

The student enrollment of Intermediate Dis­

tricts was used as opposed to enrollment of individual
schools for several reasons.

Many of the projects funded

in Michigan were for purposes that pervade an entire
Intermediate District such as student personnel services,
educational media facilities and assessment or evaluation
projects.

Also the Intermediate District student popula­

tion would provide some complexion of the local environs.

76
For example# one school in Detroit may have the same en­
rollment as one school in a rural area.

By providing

population data for an Intermediate District some notions
can be gained as to the geographical areas in the state
where ESEA Title III projects were funded.
Table 4.14, page 7 5, indicates that 36 projects
or 34% of the projects funded went to areas in the state
of Michigan whose Intermediate Districts had a student
enrollment of more than 100,000.

Accounting for 56% of

the projects funded in Michigan are areas in the state of
Michigan whose Intermediate Districts have a student en­
rollment of less than 100,000 yet more than 10,000.

Of

the 107 projects funded, 9 projects went to Intermediate
Districts with a student enrollment of less than 10,000.
It is important to note that of all the Inter­
mediate Districts

(59) in the state of Michigan, 32% of

the Intermediate Districts have a student enrollment with
less than 10,000.

Of all the projects funded in the state

of Michigan, 9% of the projects went to Intermediate
Districts with a student enrollment with less than 10,000.
Summary
The purpose of this chapter has been to present
the findings as they relate to the major focus of the 107
projects funded under the auspices of ESEA Title III from
1966 through and including January 1, 1970.

After a

77
careful review of all projects, six broad headings seemed
to emerge.

The projects were presented by numerical fre­

quency as they related to the broad headings of:
(1)
(2)
(3)
(4)
(5)
(6)

Evaluation and Assessment
In-Service
Pre-School
Auxiliary Programs
Subject or Content Areas
Innovative Programs for Student Participation
The major focus of all projects within the above

broad headings were determined and presented individually
accompanied by a brief statement.

So that greater clarity

of the major focus could be determined, each project was
examined to determine the sphere of influence; sphere of
influence being the school organization pattern where the
project was funded.
Presented also in this chapter was information
relating to the student enrollment population of Inter­
mediate Districts where projects were funded.
Interpretation and summaries have been presented
throughout this chapter where appropriate.
Conclusions, recommendations and discussion of the
study will follow in Chapter IV.

CHAPTER IV
SUMMARY, CONCLUSIONS, RECOMMENDATIONS
Summary
This study was undertaken to review and examine
those projects that had been funded under the auspices of
ESEA Title III from its inception in the state of Michigan
in 1966 through and including January 1, 1970.

The Ele­

mentary and Secondary Education Act Title III identified
an area of education in the nation's elementary and secon­
dary schools to receive attention.

Title III allowed ed­

ucators at the local level the opportunity to design and
implement programs "for supplementary educational centers
and services . . . and establishment of exemplary elemen­
tary and secondary education programs."

Creativity in

this study was conceived as the framework for which the
projects would be planned.

Given the framework of crea­

tivity the study was undertaken to examine those projects
funded in the state of Michigan.

A review of selected ed­

ucational literature was made so that a conceptual frame­
work could be developed.

The conceptual framework re­

lating to creativity was presented in Chapter II, pages
23 through 36.

Each project funded in Michigan via a

78

79
program developed by the Federal government to advance
creativity was subject to review and examination.

Examina­

tion of each project related to the following aspects:
(1) The major focus or area of concentration of
each project as inferred from the written communica­
tion as obtained from the State Department of Educa­
tion in Michigan.
(2) The sphere of influence where each project
was funded.
(3) The distribution of projects funded according
to population density.
After an examination of each project relating to
the above, the results were presented in Chapter III.
Each project and its relationship to the areas under in­
vestigation was recorded in the form of tables.

The in­

formation gained as a result of this study can allow some
firm conclusions to be drawn.
Conclusions About Major Focus
or Area of Concentration
The ESEA Title III

(PACE) projects funded in the

state of Michigan between the dates 1966 and January 1,
1970 can be grouped according to six broad categories.
The categories and the total number of projects in each
category are:
a.
b.
c.
d.
e.
f.

Evaluation or Assessment Projects ..............
In-Service Projects .............................
Pre-School Projects .............................
Auxiliary Program P r o j e c t s ................. .
Subject or Content Area P r o j e c t s ................
Innovative Programs for Student
Participation Projects
......................

18
16
6
32
24
11

80
A total of 18 ESEA Title III (PACE) projects were
funded which were concerned with evaluation or assessment:
a.
b.
c.
d.
e.
f.
g.

Evaluation or assessment of a general nature . . 7
Chair for educational innovation ................ 1
Consultant service for 15 counties .............. 1
Planning or assessment with specific
objectives ..................................... 4
Information and dissemination center
or s e r v i c e ...................................... 2
Testing new practices on students
.............. 1
High school to test results of a
Private Institute
............................ 2
A total of 16 ESEA Title III (PACE) projects were

funded which were concerned with in-service education:
a.
b.
c.
d.
e.

In-service for language arts and English . . . . 2
In-service for reorganization of schools
using such concepts as team teaching,
flexible scheduling and non-graded ........... 8
In-service for use of new materials
and m e t h o d s .................................... 1
In-service to examine role of board
of e d u c a t i o n .................................... 1
Curriculum improvement & professional
g r o w t h ..........................
4
A total of 32 ESEA Title III

(PACE) projects were

funded which were concerned with Auxiliary services:
a.
b.
c.
d.
e.
f.
g.
h.
i.

Facilities to aid student personnel or
diagnostic services
........................
Audio-visual aids & materials
................
Regional information centers ..................
Study and uses of p a r a p r o f e s s i o n a l s .........
Community school programs
....................
After-school study facility
..................
Extended classroom and learning
laboratory ...................................
Outdoor education
.............................
Pioneer village museum ........................

10
5
3
2
3
1
2
5
1

81
A total of 6 ESEA Title III

(PACE) projects were

funded which were concerned with pre-school programs:
a.
b.
c.
d.
e.
f.

Four pre-school classrooms with emphasis
on community and parental involvement . . . .
1
Language and speech for parents and pre­
school children ..............................
1
Language and speech for pre-school
children
.....................................
1
Program for d i s a d v a n t a g e d ......................... 1
Preventive-type program to identify
exceptional children
........................
1
Four pre-school demonstration centers .........
1
A total of 24 ESEA Title III

(PACE) projects were

funded which were concerned with improvement in a single
subject or content area:

A total of 11 ESEA Title III

10

p*

M NM

W

a. Reading and l a n g u a g e s ........................
b. Music .........................................
c. Physical education
.................... . . .
d . Math
.........................................
e. Social studies
.................
...........
f. Vocational
...................................
g. Computer-based learning ......................

(PACE) projects were

funded which were of an innovative nature and in which

c.
d.

Programs for students with special needs
. . .
Programs concerned with human relations
values and self-concepts
....................
Comparative Cultures
..........................
Humanities Program
. .
......................

HHW

a.
b.

U
>

student participation was the focus:

This study was not designed to evaluate those pro­
jects that had been funded in the state of Michigan.

The

study was only to determine the major focus or area of
concentration of

each project funded.

in this study, the ESEA Title III

As stated earlier

(PACE) was established

82
so that opportunities would be available for educators at
the local level to develop projects which would advance
creativity.
With creativity being a process between an in­
dividual and "his world" no attempt has been made to as­
certain the degree to which that process was manifest.
Neither was an attempt made to quantify or establish a
criterion that would judge one project creative and
another project not so creative.

To do so would be the

antithesis to the conceptual framework relating to crea­
tivity in Chapter II.

However, inferences made from the

available communications relating to the projects examined
revealed several projects that had been funded which
should receive attention.

Those projects which seemed to

have provided opportunities for schools to depart from
conventional school practices will be discussed.
1.

Never before in the history of education has the
education of children less than five years of age
been seen worthy of Federal or state financial
supplement.

In the state of Michigan, six pro­

jects were funded which would allow opportunities
for educating children under five years of age.
Also a unique feature of all the pre-school pro­
grams was the fact that parental understanding
and participation was encouraged and seen as a
necessary function for the success of the program.

83
A large number of pre-school projects seemed to
have been concerned with language development and
all of the projects seemed to be concerned with
one aspect of child development; namely, cognitive
growth.

With respect to projects that may be

funded in the future via ESEA Title III, where
creativity is the framework, one may wonder if
other aspects of child development will be con­
sidered.

The importance of play in the develop­

ment of children; opportunities for expression
such as dance, painting, music, drama; and allow­
ing freedom for children to choose alternatives
from a group of experiences made available are
other aspects of development that are worthy of
consideration.

Intensive study of the effects

the pre-school program has on the developing child
would be merited, given the national trend toward
a focus on early childhood education and the worth
of children.
2.

Five projects allowed the opportunity to establish
outdoor education facilities.

Having an education­

al facility "off the school premises" is a direc­
tion for education that has been relatively unex­
plored.

With provisions made possible for students

to gain "real experiences" under the direction of

84
educators, the congruence of theory and practice
should be increased.
3.

Conventionally, schools have been primarily con­
cerned with subjects or content areas.

Often what

the student thought about the subjects or himself
was neglected.

Human relations, the student's

self-concept and value-oriented classes received
the attention of six projects.

It would appear

that the student's feelings, attitudes, and per­
ceptions is a focal point that is receiving more
concern from educators.
4.

Problems of an international dimension are re­
vealed every day by a most cursory glance at the
television or newspaper.

The need to study and

understand cultures other than one's own was the
major focus of one project funded by ESEA Title
III.

The opportunity was made available for stu­

dents from several schools to capitalize on the
resources of a local university to gain better
understandings of people from other countries.
5.

The ESEA Title III (PACE) funded one project which
was of a fine arts nature.

With a spirit of

critical inquiry the relationship of art, music
and literature was viewed.

This project was in a

85
school district with a student enrollment of a
little over 10,000.

Although the humanities pro­

gram was for one high school, opportunities were
explored where this program would be influential
in effecting the elementary school curriculum.
Only one project of the 107 projects funded was
concerned with a humanities program of a fine arts
nature.
Title III

Given the framework through which ESEA
(PACE) projects are funded, it will be

of interest to note whether an increase of this
type of project will be funded in the future.
Recommendations for Further Research
In view of the foregoing conclusions, the writer
recommends for further research or investigation:
1.

The role of Title III as seen by "significant
others" in the State Department of Education in
Michigan.

2.

The role of Title III as seen by those responsible
for the operation and administration of Title III
Programs in the State Department of Education in
Michigan.

3.

Examination of the rationale for approving pro­
jects as developed by those responsible for
approval of projects.

86
4.

The decision-making process of those responsible
for approving projects.

5.

The process whereby a school organization deter­
mines the need for Title III projects.

6.

An examination of the role of the Advisory Board
of ESEA Title III

(PACE) in the state of Michigan.

BIBLIOGRAPHY

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Thelen, Herbert A. Education and the Human Quest.
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Estes, N.
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"Cultivating a New Crop of Human Resources
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_________. "PACE Projects to Advance Creativity in
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Hearn, N. E.
"PACE: Projects to Advance Creativity in
Education." National Elementary Principal,
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Krippner, S.
"Ten Commandments that Block Creativity."
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"Better Local Use of Title III."
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Mueller, Richard.
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Mullins, John.
"Problems of the Individual in the Philo­
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(January, 1967), 76-82.
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"Recent Findings and Developments in Crea­
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APPENDICES

APPENDIX A
SUMMARY OF ESEA TITLE III PROJECTS FUNDED
IN THE STATE OF MICHIGAN

APPENDIX A
SUMMARY OF ESEA TITLE III PROJECTS FUNDED
IN THE STATE OF MICHIGAN

EXTENDED CLASSROOM PROJECT (PLANNING)
Wyoming Public Schools
Project Number DPSC-66-2437
An extended classroom will be planned to supplement
regular classroom activities.
The extended classroom will
include study carrels wired with earphones, math stations,
science stations, and areas set aside for quiet and active
programs.
The room will be used for students who need
further stimulation to maintain interest, special equip­
ment, and remedial work.
Quiet activities will be planned
for easily distracted children or children with perceptual
problems.
Study carrels will provide taped, individual
instruction; math and science stations will help both the
slow learners and the talented students.
Active programs
will be planned for children who need training in large
muscle coordination.
The room can be used on individual,
small-group and large-group bases and all stations will be
portable.
Approximately 300 students will be served.
WESTERN MACOMB RESEARCH AND EVALUATION CENTER
(PLANNING)
Utica Community Schools
Project Number DPSC-66-1442
Four school districts will cooperate in using research
findings to develop more meaningful classroom programs and
related educational experiences.
Plans will include staff
development service, an area educational research and
evaluation center, and programs for youth beyond the normal
school day, year, and typical K-12 organization.
Approxi­
mately 36,760 public and 4,570 nonpublic school students
and 19,073 preschool children will be served.

92

93

CREATIVE AND SOCIODRAMATIC SUPPLEMENTARY EDUCATIONAL
AND CULTURAL ENRICHMENT SERVICE (PLANNING)
Troy City School District
Project Number DPSC-66-2441
An extracurriculam program in creative dramatics and
sociodrama will be planned to enrich the language skills
curriculum.
Plans will include the training of a group of
creative dramatics and sociodrama leaders, the use of
community resources, and the use of a university center to
test and train volunteers from the college as candidates
for creative dramatics and sociodramatic leadership positions.
Approximately 5,300 students in grades K-12 will be served
initially and 256,107 students eventually.
PROJECT APES : APPROPRIATE PLACEMENT FOR EXCELLENCE
(PLANNING)
Trenton City Public Schools
Project Number DPSC-66-1691
A summer seminar will be conducted where teachers
will develop plans for a model ungraded phase-elective
English course of study to be used in an established,
traditional secondary school.
Emphasis will be given to
the use of new instructional methods and materials and
the placement of students in appropriate classes.
Pr o ­
visions for continuing research within the course of
study will be included. Approximately thirty teachers
and 3,000 secondary school pupils will be served.
DYNAMIC MULTIPHASE AREA WIDE DATA PROCESSING
CURRICULUM (PLANNING)
Traverse City, Traverse Bay Intermediate District
Project Number DPSC-66-2524
Vocational training in data processing will be
planned to raise the occupational capabilities of students
in a rural area.
Plans will include the investigation
and development of a centrally coordinated, multiphase
data-processing curriculum to fill the needs of the students.
Approximately 7,000 students from nineteen high schools
and a community college will be served.

94
COMPREHENSIVE AREA STUDY TO DEVELOP A LONG-RANGE
PLAN OF INTEGRATION INTO COOPERATIVE EFFORTS OF
ALL FEDERAL PROGRAMS AND COMMUNITY RESOURCES
(PLANNING)
Sault Ste Marie Public Schools
Project Number DPSC-66-1046
Needs will be determined and programs planned to
serve students in a remote, sparsely populated area.
Plans
will include:
(1) transportation of pupils, supplies, and
mail, (2) such comprehensive educational services as
counseling, remedial instruction, health, recreation,
social work, and other services incidental to the community's
welfare, (3) adoption of new and improved educational
programs including foreign languages, science, and other
areas of interest, (4) educational television, radio, and
communications, and (5) mobile education services and such
community resource activities as library services and the
use of specialists for lectures and demonstrations.
Ap ­
proximately 5,000 public and nonpublic school students in
grades K-12 will be served.
PLANNING A DEMONSTRATION SCHOOL USING INSTRUCTIONAL
SYSTEMS DESIGN TO ALLOW AN INDIVIDUAL CURRICULUM
FOR EACH STUDENT (PLANNING)
Saginaw Township Community Schools
Project Number DPSC-66-802
A demonstration school will be planned, using an
instructional systems approach to permit an ungarded
continuous-progress, individually paced program.
The school
will cover subjects traditionally taught in a graded, K-12
school. Primary instruction will emphasize the use of
audiovisual media with most student time spent in an in­
structional technology area, not in a group with a teacher.
The organizational sequence of instructional
components will be planned so each student can benefit from
sequences and methods tailored to his own needs.
Specific
behavioral objectives will be developed for each subjectcontent area to serve as checkpoints for student and teacher
during the student's progress through the individual
curriculum.
Information storage and retrieval systems will
be included for instructional and school accounting purposes.
Approximately 5,9 89 students will be served.

95

SAGINAW COUNTY INSTRUCTIONAL MATERIALS CENTER
(PLANNING)
Saginaw County Intermediate School District
Project Number DPSC-66-891
Supplement and expand services currently offered
by an audiovisual center to all school districts in the
county.
Plans will be made to enrich the academic cur­
riculum, improve guidance services, offer information on
cultural events, and plan field trips. Audiovisual and
other instructional materials, equipment, and exhibits
will be prepared and distributed by the center.
Inservice
training will be given to teachers in the preparation and
use of materials. Approximately 60,987 students will be
served.
PROPOSAL TO DEVELOP A PLAN FOR A SUPPLEMENTARY
EDUCATIONAL CENTER AND SERVICES (PLANNING)
Roscommon C.O.O.R. Intermediate Board of Education
Project Number DPSC-66-1710
Representatives of twelve counties will survey
present school and community programs, investigate exemplary
programs, and plan new programs to meet the needs of a
sparsely populated rural area.
Plans will include:
(1)
comprehensive guidance and counseling services, (2) special
educational programs for the gifted, the slow learner, and
the handicapped, (3) school health programs, (4) summer
programs, (5) cultural-enrichment, (6) special home study
courses, (7) educational television and radio, and (8)
visiting teacher programs. Approximately 29,400 students
and 600 administrators and teachers will be served.
PLANNING A HIGH SCHOOL PROGRAM FOR ACADEMICALLY
GIFTED PUPILS (PLANNING)
Port Huron Area School District
Project Number DPSC-66-1568
An individualized high school program will be planned
for the academically gifted youngsters.
The program will
provide for various approaches to learning, including:
(1)
independent study and research, (2) the writing of compre­
hensive examinations in lieu of taking certain courses, (3)
acceleration of the high school program, (4) participation
in college courses at a nearby college, (5) participation in
Operation Headstart and other activities with minority groups,
and (6) cultural enrichment through the use of community
resources in arts, a museum, and theater arts.
Summer
workshops and inservice training will be planned to prepare

96
the staff for working with the gifted child in a semitutorial
role. Approximately 200 gifted children will be served.
OAKLAND COUNTY MATHEMATICS PROJECT
Pontiac Oakland County Schools
Project Number DPSC-66-1860

(PLANNING)

A mathematics program will be planned to help high
school terminal students meet the requirements for successful
entry into the vocational, military, and civic fields.
The
program will consist of four years of mathematics experience
offered on an elective basis to both the terminal and college
bound student. An advisory vocational panel consisting
of representatives from industry, labor, and the military
will furnish the mathematical requirements of their re­
spective fields.
Academic consultants will work with plan­
ning staff members on specific areas of program develop­
ment. Approximately 25,000 high school students will
participate.
OAKLAND COUNTY EDUCATIONAL MEDIA STUDY
Pontiac Oakland County Schools
Project Number DPSC-66-1043

(PLANNING)

Educational needs will be determined, a compre­
hensive survey of community resources will be taken, and
programs recommended to serve all students in the county.
Services and facilities under consideration indluce central­
ized information centers, film libraries, museums and
cultural centers, planetarious, video tape equipment,
personnel facilities, mobile units, closed-circuit tele­
vision, and inservice training programs.
A central file of
information on available resources will be stored on data
processing equipment. After reviewing civic, industrial,
educational, cultural and human resources, specific
programs will be recommended. Approximately 250,000
students will be served ultimately.
EXEMPLARY PROGRAMS IN LANGUAGE ARTS
Pontiac Oakland County Schools
Project Number DPSC-66-984

(OPERATIONAL)

Special language arts programs will be instituted
in every school district in the county.
Each program will
be staffed by a person or persons specially trained to
provide one or more of the following services for children
of average ability who are behind in language arts— diagnosis
clinical remediation, speech improvement, and reading in­
struction.
It is anticipated that between 10 and 20 percent

97

of the students will need the assistance.
Selected teachers
will be given eight weeks of inservice training at a
"graduate practicum" to improve language development pro­
grams, learn new instructional methods and diagnostic
techniques, and acquire skills to work effectively with stu­
dents.
Five model programs have been developed and one or
more will be used by each district.
The five programs
include learning improvement programs for grades K-3, 4-6,
and 7-9, and extensive reading programs for junior and
senior high school students, and a speech improvement pro­
gram for the secondary students. Approximately forty five
teachers will participate in the eight-week inservice pro­
gram and 300 will attend orientation seminars.
Between
500 and 3,000 students are expected to benefit the first
year out of a total enrollment of 247,064 students.
HOUSE PROJECT (OPERATIONAL)
Painesdale Adams Township School District
Project Number DPSC-66-1500
A two-story house will be remodeled by a class of
fifteen educable mentally retarded boys, ages 16 to 19.
The
project should provide the students with on-the-job re­
sponsibilities and employable skills. The students will
be taught to adhere to rules and work with others. Reading,
math, and social studies will be integrated into the
construction.
Some time will be used for teaching of
academic subjects.
Each student will be given some in­
centive pay to give him a feeling of actual job benefits
and to gain experience in using money.
AREA DEVELOPMENTAL READING CENTER (PLANNING)
Muskegon Area Intermediate School District
Project Number DPSC-66-1131
A reading center will be planned to assist parents,
teachers, and administrators in attacking the causes of
reading disability and improving the reading skills of
approximately 51,157 public and nonpublic elementary and
secondary school students.
The center will provide a
corrective or remedial reading program, help teachers
become skilled in handling and developmental concept of
reading within the context of the school program, and
provide inservice training for teachers.

98

MATERIALS AND PROGRAM DEVELOPMENT AND EVALUATION
CENTER PLANNING GRANT (PLANNING)
Mount Clemens Macomb County Intermediate School District
Project Number DPSC-66-881
A countywide materials, program development, and
evaluation center will be planned to serve 21 school districts.
The center will be designed to serve as a laboratory for
educators to evaluate current educational practices and
to translate research findings into practical applications.
Inservice training will be emphasized.
Programs will be
planned to use audiovisual aids, multilevel materials,
flexible grouping practices, and programmed materials.
Special attention will be given to needs in the areas of
guidance, language arts, mathematics, research, science,
social studies and testing.
Building design will be a
part of the planning, with space reserved for information
retrieval, data processing, sound, and video services.
Consultants in language arts, mathematics, science, and
social studies will be hired to participate in the plan­
ning. Approximately 165,000 students will be served.
MENOMINEE AREA PUBLIC SCHOOLS INTERDISCIPLINARY,
MULTI-MEDIA, TEAM TEACHING PROJECT FOR THE
CULTURAL AND PSYCHOLOGICAL INTEGRATION OF
SECONDARY CURRICULUM (PLANNING)
Menominee Public Schools
Project Number DPSC-66-2234
Plans will be made to improve the curriculum in
grades 7-12 by using interdisciplinary, multimedia, and
team-teaching approaches.
Emphasis will be on givxng
secondary and adult-education students an understanding
of the variety of cultures existing in the world, the impact
of education on cultural change, and the interrelated
significance of the disciplines included in the secondary
curriculum.
Teachers will be trained in team-teaching
methods and the use of programmed instruction and audio­
visual materials for large-group instruction.
Periodic
workshops will be scheduled for the teachers and ex­
periments will be conducted in the preparation and presen­
tation of trial lessons and units of instruction through
the use of various media. Approximately 1,400 secondary
students, 120 staff members, 100 adult education students,
and 300 noncredit evening students will be served.

99

PROJECT EPIC. EDUCATIONAL PLANNING TO IMPROVE
THE COMMUNITY (PLANNING)
Marshall Calhoun Intermediate School District
Project Number DPSC-66-933
An educational and information center will be
planned to provide a central location from which community
educational and cultural information could be disseminated.
Programs to be considered include a series of seminars on
educational and community planning and an ongoing infor­
mation program to increase public awareness of educational
programming, cultural activities, names of guidance person­
nel and school administrators, and other data. An edu­
cational research and development center and an electronic
data storage and retrieval system may be developed.
A
long-term planning care committee for the physically and
mentally handicapped and a permanent area council on edu­
cational planning may be organized. Approximately 45,000
school children and adults will be served.
PROPOSAL TO PLAN EXEMPLARY EDUCATIONAL PROGRAMS
AND CENTER (PLANNING)
Manistee County Intermediate Board of Education
Project Number DPSC-66-1349
Seven counties will develop plans cooperatively to
meet the needs of approximately 39,700 students in grades
K-12, 10,000 preschool children, and 59,399 others.
Pro­
grams to be considered include cultural programs, adult
education, vocational education, an instructional materials
center with inservice training, counseling and guidance
services, remedial programs for the slow learners, accelerated
programs for the gifted, complete curriculum offerings in
small schools, health services, summer school programs,
recreational and leisure time activities, and preschool
programs.
INVESTIGATION OF THE SIGNIFICANCE OF PERCEPTUAL
MOTOR DEVELOPMENT ON ACADEMIC ACHIEVEMENT
(PLANNING)
Madison Heights Lamphere Public Schools
Project Number DPSC-66-2407
A perceptual-motor development program will be
planned to help children who lack refined visual, auditory,
and perceptual-motor skills.
Ways to identify such problems
at an early stage and methods of improving the skills will
be explored.
Plans will also include investigating the
relationship between perceptual-motor development and the
learning process and designing a program which can be

100

conducted in selected classrooms and will serve as a
laboratory setting for inservice training.
The pilot pro­
gram will include perschool children, beginning students
in kindergarten and first grade, and unsuccessful middlegrade students in third and fourth grade.
A program will
also be considered for mentally retarded students.
The
feasibility of using existing recreational facilities and
services, parent education seminars, and a revised physical
education curriculum to reinforce the program will be
explored. Approximately 4,389 elementary and 1,600 second­
ary school children will be served.
PLANNING THE CHANGE PROCESS FOR INSTRUCTIONAL
IMPROVEMENT IN ALL LIVONIA SENIOR HIGH SCHOOLS
THROUGH THE USE OF INNOVATIONS IN TEACHING
METHOD, TIME AND STAFF UTILIZATION, AND
SCHEDULING (PLANNING)
Livonia Public Schools
Project Number DPSC-66-2551
Plans will be made for converting the instructional
programs in four high schools to flexible organizations
stressing individual instruction.
The new programs will
include flexible scheduling, team teaching, small-group
discussions, seminar instruction, and independent study.
Inservice workshops will be conducted for teachers to
determine instructional objectives, to learn new teaching
skills and techniques for working with a variety of large
and small instructional groups, and to establish sequences
in the content of subject-matter disciplines.
Dataprocessing techniques will be used to schedule the in­
structional program. Approximately 12,500 students and
650 faculty members will be served.
TRI-COUNTY PYRAMID FOR EDUCATIONAL ADVANCEMENT
(PLANNING)
Kalamazoo City School District
Project Number DPSC-66-1570
Schools in three counties will work cooperatively
to plan a program.
(1) It will include the use of edu­
cational, cultural, ethnic, economic, and potential
resources of the community to improve student social
understanding.
Planners may consider compiling a resources
directory, forming a miniature peace corps and student
exchange programs, and scheduling musical and theater
productions, field trips, and student-oriented showings at
art centers.
(2) A team of highly specialized personnel
from the fields of medicine, psychiatry, psychology, social
work, and education may diagnose and treat those students

101

with persistent learning disabilities.
(3) Inservice
education may be offered in the techniques of teaching,
and instructional equipment suggested by researchers
will be examined.
(4) The establishment of instructional
materials centers in locations accessible to teachers will
be considered.
(5) Other centers which may be established
include study centers for adults, an after-school study
area for students, a center where pregnant school girls
can receive group education and a center where counseling
services can be provided on a regular basis by community
agencies.
Approximately 2,265 teachers and 74,195 students
will be served.
EXEMPLARY AND INNOVATIVE PRESCHOOL CHILD DEVELOPMENT
DEMONSTRATION CENTER (OPERATIONAL)
Kalamazoo City School District
Project Number DPSC-66-2251
Four preschool classrooms will be operated as a
demonstration center with emphasis on community and parental
involvement.
The center will provide a comprehensive edu­
cational program for selected preschool children and their
parents.
The goal will be to improve the children's
chances of success in the elementary grades while strength­
ening the parents' ability to better assume their roles
in the child's development.
Parent education and guidance
will be given in establishing a stable home.
Community
agencies will work with the center in helping individual
families when needed.
Some physically handicapped children
will be enrolled in the program.
Hot lunches will be
served daily.
The center will also be used by the city's
junior and high schools and college classes as a laboratory
for home economics, sociology, psychology, and human growth
and development studies.
Student teachers from a nearby
university preschool course will have an opportunity to
observe and teach at the center.
Approximately 120 preschool
students will be served.
UPPER PENINSULA MULTI-DISTRICT PLANNING
PROJECT (PLANNING)
Ishpeming School District
Project Number DPSC-66-1397
A system will be developed for large-scale data
collection of educational needs in a 15-county rural area.
A pilot program will be conducted in three schools to
test the suitability of a prototype of survey forms to
be used in the data-collection program.
A census will then
be taken of all students in the 15 counties to determine
prominent characteristics of the school setting which may

102

influence learning and to reveal patterns of under- or
over-achievement.
The census information will be analyzed
and translated into action proposals to remedy educational
problems.
Approximately 40 school staff members will
attend a 6-week summer program to learn data processing
procedures, provide leadership in collection of data in
the schools, and acquire the ability to interpret data for
action proposals. Approximately 60,000 students, grades
K-12, will be served.
COMMUNITY SCHOOL SERVICES:
A DEMONSTRATION
(PLANNING)
Ionia County Intermediate School District
Project Number DPSC-66-770
A community-school program will be planned to serve
approximately 55,000 preschool students, students in grades
K-12, and adults.
Planning will include:
(1) physical
education programs for evenings, Saturdays, and summers,
(2) a cultural program of science, art, and music for
students and adults, and (3) summer recreation and edu­
cation for the handicapped.
MUSIC THERAPY PROGRAMS FOR HANDICAPPED CHILDREN
(PLANNING)
Hancock Copper Country Intermediate School District
Project Number DPSC-66-1677
A music therapy program will be planned to help
mentally, emotionally, and physically handicapped children
of school age. Music activities will stress listening,
singing and rhythmic exercises, dances and games, instru­
mental instruction, and correlation with other class
activities.
Existing therapy classes will be visited,
procedures and materials decided upon, and a curriculum
guide developed.
The therapy program should provide
opportunities for self-expression, social development
through group participation, motor development through
rhythmic activities, and aesthetic experiences to enrich
the students' lives.
Approximately 200 children will be
served.

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IMPROVING CITIZENSHIP AND ACHIEVEMENT THROUGH
TEACHING VALUE ANALYSIS (PLANNING)
Grand Rapids Northview Public Schools
Project Number DPSC-66-2570
Improved student citizenship and achievement should
result from a program planned to develop and create an
awareness of the need to establish a framework of values
for self and others with whom the students come in contact.
One of the goals will be to enable students to increase
the areas in which they can be guided by intelligence and
conscience rather than by blind impulse, fear, or prejudice.
The aims and purposes of the program include:
(1) identi­
fication of values held by recognizable segments of the
adult members of the community and groups of students in
the school district, (2) comparison of adult and student
values, (3) correlation between a student's values and
academic achievement, and (4) compilation of information
as to what influences student values. Approximately 500
students, grades 1-12, will be served.
DEVELOPMENTAL LANGUAGE AND SPEECH CENTER
(PLANNING)
Grand Rapids Kent Intermediate School District
Project Number DPSC-66-1196
Methods of communicating with parents of preschool
children will be explored and the parents will be assisted
in helping their children develop language and speech
skills. Plans will include determining parental availa­
bility for preventive education, designing a format for
information dissemination and a syllabus of the content
and goals of this parent education program, and establishing
procedures for evaluating the success or failure of the
program. Approximately 5,200 perschool children and their
parents will be served.
AREA LEARNING CENTER (OPERATIONAL)
Grand Rapids Kent Intermediate School District
Project Number DPSC-66-1343
A learning center will be established to serve all
students, preschool through grade 12, who have learning
problems.
The center staff members will diagnose, write
prescriptions, and follow through on children with learning
problems.
Inservice programs will be provided to help
teachers translate learning principles into practice and
work with problem children.
Students will include those
with reading problems, minor neurological impairments,
slow learners, and the socially maladjusted or emotionally

104

disturbed.
The center will be staffed by specialists with
training and experience in language arts, psychology, child
growth and development, and curriculum.
The staff will also
include prescription consultants who will be responsible
for collecting data from schools and processing referrals
after students' problems have been analyzed by the learning
specialists.
Classroom teachers will be involved on a
continuous basis in the diagnostic and follow-through
procedures. Approximately 30,614 students from schools
in seven counties will be served.
PLANNING EXEMPLARY CENTER FOR EDUCATION OF
DISADVANTAGED YOUTH (PLANNING)
Grand Rapids Board of Education
Project Number DPSC-66-826
Programs will be planned to help disadvantaged stu­
dents in the transition from elementary to junior high
school and to provide materials and activities to improve
the students achievement levels. A curriculum information
and analysis center will be established to study curricu­
lum needs, develop new instructional materials, and design
new programs.
Plans will include a summer school for
students where new practices will be tested and out-of­
school resources will be used.
The summer school will be
followed by an evaluation program and a 6-week inservice
program for teachers and final testing and revision of plans
for instruction. Approximately 500 students will partici­
pate in the experimental program.
INTEGRATING OUTDOOR EDUCATION WITH A FLEXIBLE
ACADEMIC-VOCATIONAL CURRICULUM (PLANNING)
Grand Haven Board of Education
Project Number DPSC-66-2582
An outdoor-education program will be integrated
with the regular elementary and secondary curriculum to
serve the academic and vocational needs of all students.
Special attention will be given to terminal and marginal
students and potential and actual dropouts. Academically
oriented courses will be flexibly scheduled and modified
to fit the needs of the marginal students and dropouts.
Teachers will participate in inservice programs to plan
the courses.
The industrial arts program at the junior
and senior high school levels will be coordinated with
related work-experience activities.
Sites will be
developed for outdoor education of elementary students.
Such activities as field trips, wildlife, planting, and
school site beautification will be planned. Vocational
pursuits will be developed in relation to the above program,

105
including processing timber from logging to finished lumber,
building with the finished lumber, and developing a wild­
life pond.
Courses in home and shop math, home and shop
science, communication skills, and science will be planned
to meet needs of every student. Approximately 6,037 stu­
dents in grades K-12 from public and nonpublic schools
will be served.
FIFE LAKE PIONEER VILLAGE MUSEUM
Fife Lake Community School
Project Number DPSC-66-2457

(PLANNING)

A pioneer village museum will be planned to enhance
the understanding of the local cultural heritage by stu­
dents, grades K-8, in five counties.
The pioneer village
will be a replica of local life at the turn of the century.
To be included are a pioneer home, store, and school,
virgin forests, and primitive farming. Dioramas will be
planned depicting Indian lore, language, modes of transpor­
tation, and every phase of pioneer life.
Historical
activities will be related to the school curriculum.
Children will be encouraged to collect rocks, artifacts,
and historical items, to research early governmental units,
schools, and churches.
They will create authentic costumes, hairdos, and
cookery, assemble picture collections of plant and animal
life, make bulletin-board displays and scrapbooks, trace
modes of transportation, and paint a mural of pioneer
life.
Field trips will be planned to Indian mounds and
old trails in the area. Approximately 16,173 elementary
and secondary students from public and nonpublic schools
will be served.
PROFESSIONAL SERVICE PROGRAM (PLANNING)
Essexville Bay-Arenac Intermediate School District
Project Number DPSC-66-2508
A professional services program will be planned to
provide assistance in guidance and counseling, diagnostic
and visiting teacher services, psychological services,
consultant services in curriculum and reading, and testing
and computerized test scoring to public and nonpublic
schools in 12 school districts.
Guidance and counseling
will be given special emphasis at the elementary level to
identify, at an early age, the potential school dropout.
Additional studies will be made to determine what benefits
could result from a closer liaison between schools and
industries in the three-county area and what steps could
be taken to prepare rural students for the transition to

106

life and work in urban and suburban areas. Approximately
1,620 school professionals and 42,450 elementary and
secondary students will be served.
SPARTAN VILLAGE SCHOOL PROJECT (PLANNING)
East Lansing City School District
Project Number DPSC-66-1523
A learning resources laboratory will be planned
to supplement an existing demonstration classroom which
is used for inservice training purposes.
The laboratory
will serve as an elementary library and materials center.
Space will be allotted for book and reference areas, a
television producing and recording area, an audiovisual
room, a new media area, work space for teachers, and a
computer-based information storage and retrieval system.
Provisions will be made for connecting the television
system to a closed-circuit network on a state university
campus and to schools in the three-county area. Approxi­
mately 3,513 elementary teachers, principals, curriculum
directors, librarians, audiovisual specialists, and
college students majoring in elementary education should
benefit from inservice and preservice activities.
PILOT OF EDUCATIONAL AND CULTURAL NEEDS OF
WAYNE COUNTY, MICHIGAN, FOR THE PURPOSE OF
PLANNING THE COORDINATION AND EXTENSION
OF SUPPLEMENTARY EDUCATIONAL SERVICES
(PLANNING)
Detroit Wayne County Intermediate School District
Project Number DPSC-66-1282
The feasibility of coordinating and extending
existing educational and cultural resources to serve stu­
dents better in a metropolitan county will be explored.
Specific suggestions to be considered include:
(1) de­
termining ways to produce and use new instructional
materials and to "package" creatively new and existing
materials, (2) establishing a communications network
to disseminate information on new practices and eliminate
duplication of effort, and (3) planning inservice training
programs, including workshops, teacher exchanges, intern­
ships, and team arrangements.
Traveling resource teachers
may be used to provide supplementary services to several
school districts.
Planners will also explore the possi­
bility of a data processing center for business and in­
structional purposes.
Planners will study programs
within and outside the county before making final recom­
mendations for operational projects. Approximately 702,285
elementary and secondary students and 22,176 teachers will
be served.

107

INCREASING THE NUMBER AND ORIGINALITY OF
EDUCATIONAL AND CULTURAL INNOVATIONS
IN WAYNE COUNTY (PLANNING)
Detroit Wayne County Intermediate School District
The number, effectiveness, and originality of edu­
cational innovations in a countywide area should be in­
creased through the planning and implementation of two
projects.
The projects are:
(1) a chair for educational
innovation, and (2) a consortium for advanced educational
thinking.
Data will be obtained so that the strengths
and weaknesses of the two approaches can be analyzed and
the relative impact of each project ascertained.
The
major sources of data will be educators, project partici­
pants, business and industry resource people, and the
project professional staff.
The objective of the chair
program will be to stimulate innovative and creative
thinking, to increase the number of innovative practices
in the schools, and to stimulate evaluation and selfeducation of practices by school leaders.
The objectives
of the consortium will be to assault problems through
mobilizing the "know-how" of outstanding thinkers, to
produce a pool of creative ideas, research problems,
projects, and exemplary educational programs and inno­
vations, and to stimulate originality in local school
leaders. Approximately 22,000 teachers and 70 7,000 school
children will be served.
CULTURAL ENRICHMENT (PLANNING)
Detroit Board of Education
Project Number DPSC-66-25-2
Professional cultural leaders and educators will
plan a comprehensive blueprint to utilize the available
professional talent in cultural and artistic fields of
the community to develop cultural-enrichment programs
for the students.
The planners will attempt to find new
methods of approach in the development of the programs.
Panels will be established to study needs in seven disci­
plinary areas— literature, drama, history and social
sciences, visual arts, music, dance and science and tech­
nology. A panel review committee will decide which
cultural needs are most imperative and recommend programs
to meet the needs. Approximately 380,000 students will be
served.

108

HOME STUDY CENTERS (PLANNING)
Dearborn Heights School District 7
Project Number DPSC-66-1796
Home study areas will be planned which will provide
a place where students can do school assignments after
school and in the evening.
The centers will be located
at each of four elementary schools and one high school.
Each center will be planned around a school-library concept
and will be equipped with the necessary instructional
materials.
Local high school and college students will
provide individual help to students under the supervision
of a certified teacher.
The possibility of having a
counselor available in each of the study centers one evening
a week will be studied.
OUTDOOR EDUCATION LABORATORY
Constatine Public Schools
Project Number DPSC-66-2237

(PLANNING)

An outdoor education laboratory will be planned to
teach students the principles of conservation and to instill
in them a sense of civil responsibility concerning the land
and its associated resources.
Planners will visit similar
outdoor-education sites and will prepare a working scale
map of the site selected for the program.
The site will be
developed for basic research in ecology or environmental
biology, including a soil conservation area with experi­
mental plots to be operated by students, one or two small
ponds for ecological studies, and a bird-study area.
Such
natural features as trees, fences, rock and brush piles,
and roads will be supplemented with planting, ponds, and
nature trails.
Approximately 3,200 persons will be served,
including students, grades K-12, teachers, and community
residents.
EXPLORING NATURE'S CLASSROOM (OPERATIONAL)
Coldwater City School District
Project Number DPSC-66-1291
A year-round outdoor-education program will be
established and a center to house auxiliary functions will
be acquired. A weather station, bird feeders, beehives,
catch basin, rock wall, grass waterway, a rock dam, and
other study tools will be installed in addition to nature
trails, graden plots, soil profiles, a benchmark, a sundial,
and desert, field, and swamp habitats.
They will be used
for the study of conservation, plant disease, and geology
and other natural sciences.
Each item will have a relation­
ship to the curriculum since the program is planned as an

109

outdoor classroom, not as a museum. A telescope viewing
area will be devoted to astronomy studies and a conserva­
tory, or nature center building, will serve as an ori­
entation center for the entire site and provide workspace
for visitors, housing equipment, a reference library, and
a plant propagation area.
Inservice training sessions
will be scheduled to orient teachers.
Specific projects
will be scheduled each month for different grade levels
and for different seasons of the year. Approximately 12,200
students, grades K-12, from public and nonpublic schools
and 550 teachers will be served.
OUTDOOR EDUCATION-CONSERVATION AND RURAL LIFE
REGIONAL CENTER (PLANNING)
Charlotte Eaton County Intermediate Board of Education
Project Number DPSC-66-1553
Plans will be made for an outdoor education, conser­
vation, and rural-life, regional center to serve students
in a tri-county area.
The program will provide opportunities
for learning about natural resources at a time when
urbanization is rapidly removing such opportunities.
The
program will include a laboratory for preservice and inservice education of teachers.
Learning opportunities
will be identified and related to appropriate phases of
the school curriculum. Approximately 93,000 students
from public and nonpublic schools, grades K-12 including
handicapped students, and 4,000 teachers will be served.
PROPOSAL TO DEVELOP A PLAN FOR EXEMPLARY
EDUCATIONAL PROGRAMS (PLANNING)
Caro Tuscola Intermediate School District
Project Number DPSC-66-1558
Educational programs will be planned to provide: (1)
guidance and counseling, remedial instruction, and school
health, physical education, recreational, psychological,
and social-work services to help dropouts and potential
dropouts, (2) academic services and vocational guidance
and counseling for continuing adult education, (3) special
education for the physically handicapped, (4) cultural
programs using artists and musicians, (5) mobile edu­
cational services and equipment, (6) home study courses,
(7) radio and television instruction, and (8) visiting
teacher services.
Approximately 33,000 students in grades
K-12 and 77,000 adults and other persons will be served.

110
DEVELOPMENT OF A CURRICULUM MODEL OF AN
EXEMPLARY PROGRAM IN PHYSICAL EDUCATION
(PLANNING)
Battle Creek City School District
Project Number DPSC-66-2405
A sequential physical education curriculum will be
planned for grades K-12. An information retrieval system
will be set up to bring together research data relative to
physical education and a resource library will be developed
to house this information.
Four curriculum trends will be
studied, including graded-activity curriculum studies,
physical fitness studies, content studies, and unified
studies (relates physical education experiences to the
total educational picture ) . The new curriculum will be
tested in different types of school settings and new pro­
cedures for training teachers will be tried out.
The
interrelationship of physical activity to growth and
development, health and fitness, and society and culture
will be considered. Approximately 12,345 elementary and
secondary students from public and private schools will
be served.
PLANNING PROPOSAL TO DEVELOP THREE PROTOTYPE
DEMONSTRATION CURRICULUM CENTERS AND
ASSOCIATED STAFF (PLANNING)
Ann Arbor Board of Education
Project Number DPSC-66-927
Three demonstration centers will be planned to
improve modern language education.
One center will use
team teaching study. Language will serve as a vehicle for
instruction in music, art, and social studies to give
students a better understanding of foreign cultures.
The
second center will be for the development and conservation
of bilingual and bicultural resources in the schools, with
programs designed to strengthen the self-image of nonEnglish speakers as representatives of their own culture.
The third center will be a learning laboratory (not to
be confused with a language laboratory), using an indi­
vidualized approach to modern language learning.
Indi­
vidual study carrels will be equipped with tapes, records,
films, programmed materials, and other audio and visual
aids.
The laboratory will serve advanced and remedial
students and the disadvantaged students who have special
learning difficulties.
Curriculum will be prepared for
all three demonstration centers and integrated with other
course work.
Staff members will be trained to operate
the centers and teachers will be exposed to such techniques
as programmed learning, independent learning, and the use
of oral study materials for slow readers. Approximately

Ill
200,000 students, the total public and private school
enrollment in the state, will be served.
PUPIL PERSONNEL SPECIAL SERVICES CENTER
(PLANNING)
Lansing School District
Project Number DPSC-66-2921
A center will be planned to coordinate personnel
services for all students in the district.
The center will
serve as a clearinghouse for services available through
school and community agencies. A team approach will be
used which will involve school social workers, nurses,
school psychologists, speech correctionists, consultants
for the mentally retarded and emotionally disturbed and
consultants from community agencies. Earlier and more
accurate identification of the needs of children will be
stressed.
The main objectives will be to promote the
general well-being and mental health of children.
The
clearinghouse arrangement should eliminate duplication and
provide for more effective use of available services.
TEAM APPROACH IN THE AREA OF SPECIAL SERVICES
(OPERATIONAL)
St. Johns Public Schools
Project Number DPSC-67-3477
A model program will be established to assist the
atypical child in developing an adequate self-concept. A
service team, headed by a project director and composed
of the Elementary School Counselor, the school social
worker, and the school nurse will cooperate in an integrated
approach to improving the individual student in four primary
need areas:
(1) personal adjustment, (2) social adjustment,
(3) physical factors, (4) home factors. During the first
phase of the program the project director and some team
members and steering committee members will visit programs
of related nature, both instate and out-of-state.
During
the next phase a model program will be established in two
schools. A central referral system will be established,
and all referrals will be sent to the elementary counselor.
The individuals will be given objective measurement tests
of attitude, personality, and behavior. Weekly meetings
for the entire team will be established to conduct con­
tinuous evaluation of the students and the program.
Pa­
rental involvement and individual conferences with students
will be stressed.
Inservice training for classroom
teachers will be provided. Approximately 250 public and
nonpublic school students will participate.

112

PROFESSIONAL GROWTH CENTER TO SERVE JACKSON
AND HILLSDALE COUNTIES (PLANNING)
Jackson County School District
Project Number DPSC-67-2964
A professional growth program will be developed for
the schools in two counties.
Problem areas affecting
professional growth will be recommended by individuals or
schools for study by subcommittees.
The subcommittees
will develop pilot projects to test solutions.
Each pilot
project will be selected on the basis that it is a major
concern which is common to other schools. The antici­
pated solution must represent an approach new to the area.
Some projects will be used for demonstration purposes and
some projects will be selected for operation proposals.
Teachers will be given release time to attend sessions
on identifying inservice and instructional media needs.
The teachers will be organized into curricular groups,
such as social studies teachers, guidance counselors, and
reading teachers. Approximately 1,789 teachers and 44,610
students, grades K-12, in public and nonpublic schools
will be served.
STUDYING THE CONTRIBUTION OF PARAPROFESSIONALS
AND PLANNING FOR THEIR RECRUITMENT, SELECTION,
TRAINING, AND USE IN WAYNE COUNTY PUBLIC AND
NONPUBLIC SCHOOLS
Detroit Wayne County Intermediate School District
Project Number DPSC-67-299 8
A study will be undertaken to determine what aspects
of a professional's task can be performed by paraprofessionals.
The nature and extent to which paraprofessionals are being used by public service organizations will be
explored and the potential contributions which such em­
ployees could make to the schools will be ascertained.
Problems related to recruitment and training of paraprofessionals will be studied and procedures will be developed
for placement of such individuals.
School systems which
make extensive use of paraprofessionals will be visited.
The effective use of paraprofessionals should provide
students with more individual attention, assistance in
adjusting to the classroom environment, psychological
support through association with nonthreatening and nonjudgmental adults, and adult behavioral models with whom
the students can identify. Approximately 708,0 75 students
and 27,947 teachers will be served.

113

PLANNING A HUMANITIES PROGRAM (PLANNING)
Bellaire Public Schools
Project Number DPSC-67-3041
A humanities course will be developed for high school
students.
Planners will observe high school and university
humanities programs and review available printed, visual,
and recorded materials.
The grade levels at which stu­
dents can best comprehend the interrelationships of art,
music, and literature will be determined.
The advisability
of extending some phases of the humanities program into the
elementary grades will be explored. A spirit of critical
inquiry will be encouraged in the course.
Moral and
philosophical issues related to the humanities will be
included.
A flexible scheduling plan will be developed
to enable more students to take the course.
During the
final 16 weeks of planning, a pilot program will be con­
ducted to experiment with ideas and techniques.
Teaching
tools will include a large number of films. Approximately
40 students in grades 11 or 12 will participate in the
pilot program and 32 staff members will be involved in
teacher training aspects.
READING LABORATOY FOR APPLIED INNOVATION
(PLANNING)
Corunna Shiawassee Intermediate School District
Project Number DPSC-67-3042
A reading laboratory will be planned to serve stu­
dents with reading difficulties and to provide an en­
vironment where teachers can practice using new methods
for application in their own classrooms.
Emphasis will be
given to the early identification of the causes of reading
difficulties and the prevention of secondary problems—
emotional disturbances, academic retardation, and social
maladjustments.
The program will be most concerned with
difficulties not often treated in remedial reading pro­
grams, such as sensory perception, visual-motor co­
ordination, and orientation.
The more often recognized
causative factors will also be diagnosed and treated,
including visual, auditory, and speech impairments.
The
reading laboratory will be operated during the planning
stages as a pilot project.
The project will consist of
three 8-week sessions when 48 children and 12 teachers
will participate in reading readiness activities designed
specifically to improve preacademic skills.
Reading
specialists will direct the program. Approximately 4,000
students will be served, plus 1,000 teachers.

114
DEVELOPMENTAL LANGUAGE AND SPEECH CENTER
(OPERATIONAL)
Grand Rapids Kent Intermediate School District
Project Number DPSC-67-3053
A developmental language and speech center will be
established:
(1) to educate parents of preschool children
in language development so that fewer children will enter
school with speech problems, (2) to educate early ele­
mentary teachers, nursery teachers, and guidance personnel
in ways to help children develop better speech, and (3)
to provide a counseling and child evaluation service for
parents of preschool children with speech problems to,
determine what changes and/or activities will be necessary
to help the children.
Emphasis will be on prevention
rather than correction.
Parent workshops will be conducted
in neighborhood locations.
Parents will be taught specific
skills, techniques, and activities effective in helping
children talk.
Parents who have specific problems will
be offered individual counseling.
Special workers, speech
therapists, the staff of a child guidance clinic, visiting
teachers, and others will be involved in the program.
The center staff will also be available to parents at any
time following the group workshops.
Objectives are to
facilitate speech development, to create in children a
greater confidence in talking, to educate parents on
speech problems, to train teachers, and to reduce problems
related to language development, articulation, organic
disorders, and stuttering. Approximately 2,000 students,
4,000 parents, and 501 teachers will participate.
SHARED LEARNING EXPERIENCES PROGRAM
(OPERATIONAL)
Detroit Wayne County Intermediate School District
Project Number DPSC-67-3061
A shared learning-experience program will be insti­
tuted where children and teachers from one school district
will be teamed with children and teachers of a different
racial background in other districts.
The participants
will plan for and share meaningful educational experiences.
Purposes are:
(1) to develop new curriculam emphases,
methods, and materials, (2) to encourage creativity and
improve skills of communication, self-direction, and selfevaluation, (3) to develop better self-concepts, and (4)
to develop a multiracial, multicultural learning environ­
ment to help children live effectively in an integrated
society.
Approximately 35 teachers will participate in
a 2-day workshop to plan units of study, classroom and
field trip activities, parent and community involvement,
and evaluation methods.
Shared learning experiences

115
which have already been tried on a pilot basis include a
program where suburban and city students exchange letters
and then meet for community tours in both areas and a day
in a park. A second project involved an exchange of fourthgrade teachers, a pen-pal program, a study of natural
resources, and a field trip. Approximately 3,235 elementary
and secondary students and 175 teachers will participate
directly.
OPERA OVERTURE CULTURAL ENRICHMENT PROGRAM
(PLANNING) AND CURRICULUM SUPPORT
Alpena Public Schools
Project Number DPSC-67-3066
A curriculum will be planned to introduce upperelementary and secondary students to opera as a form of
culture, entertainment, and musicology. An opera over­
ture will be prepared and produced in English to give
students experiences in a full-scale operatic production,
preparation of sets, rehearsals, and related activities.
A schedule of performances will be prepared and community
groups will be organized to promote the program through­
out the 21 school districts involved.
The purpose will
be to develop a curriculum that will fit into the sched­
uled yearly program, prepare students for the pro­
fessional production, and help the students evaluate their
perceptions and experiences.
The program should not have
the drawbacks of typical one-day performances which lack
continuity, preparation, and followup. Approximately
95,000 public and parochial school students and 75,000
adults will be served.
UPPER PENINSULA EDUCATIONAL SERVICE CENTER
FOR ACTION PROJECTS (OPERATIONAL)
Rudyard Upper Peninsula Intermediate School District
Project Number DPSC-67-3127
Consultant services will be provided to 120 school
districts in 15 counties by specialists from a state
university. The specialists will work with individual
schools to help solve problems.
Services will include
curriculum assessment, organizational consulting, proposal
writing, personal evaluation, efficient school plant use,
public relations, and coordination of agency activities
on problems affecting education.
Services will be offered
by 2 groups of consultants. The first group will consist
of a traveling team or task force that will be available
to individual superintendents upon request to do school
wide or district wide studies and recommended improvements.
The second group will consist of the assignment of a district

116
consultant to each of the intermediate superintendent's
offices.
The consultant will be knowledgeable about local,
state and federal services and assistance programs so that
he can write proposals himself and coordinate the activities
of several agencies. A training program will be instituted
to familiarize the task force and district consultants
with support programs, education-related research in
sociology and psychology and social welfare practices. A
training program will also be scheduled to inform repre­
sentatives of local and state service and assistance
agencies. Approximately 79,847 elementary and secondary
students will be served.
LANGUAGE FOR DEAF CHILDREN THROUGH PARENT
EDUCATION (OPERATIONAL)
Flint Board of Education
Project Number DPSC-67-3516
A home training program will be offered to parents
of children with severe hearing losses.
The children will
include infants to school age. The program will emphasize
early identification, early learning approaches, and
psychological adjustment.
The facilities and resources
of a school for the deaf, a day school for exceptional
children, a children's health center, a mental health
clinic and similar agencies will be used for a teach
approach in organizing and carrying out the parent edu­
cation program. The objective will be to prevent or
minimize language deprivation.
Such an objective re­
quires a program of action beginning in the early months
and years of life since early perceptions affect all future
learning.
Approximately 10 trainees will be selected to
spend one-half of each day in inservice training and the
other one-half making visits to the homes of 50 children
and their parents selected for the program.
The trainees
will counsel and demonstrate to the parents various
educational methods useful in helping deaf children.
In­
struction and demonstration will be personalized according
to each family's abilities to develop a learning environ­
ment through a "do-it-yourself" approach.
Multisensory
approaches will be used when more than one learning problem
is involved.

117
OPERATING A COMPREHENSIVE INSTRUCTIONAL
MATERIALS CENTER FOR SAGINAW COUNTY
(OPERATIONAL)
Saginaw Intermediate School District
Project Number DPSC-67-4285
An instructional materials center will be es­
tablished to serve 13 school districts in one county.
In
addition sub-centers will be located in district offices
and individual school buildings.
Building leaders will be
trained to assist teachers in finding materials and using
equipment.
The leaders will be kept informed on the main
center's services and programs.
Demonstrations will be
conducted in the production and use of materials and new
instructional techniques.
A distribution system will be
devised to circulate materials from the main center.
Emphasis will be placed on:
(1) the professional use of
verbal, auditory, and visual forms of communication to
bring about constructive change in student understanding,
attitude, and behavior, (2) new methods of instruction
which facilitate learning, (3) instructional systems
development procedures, and (4) central cataloging,
filing, and purchasing of equipment and materials. A
book-type catalog will be printed for every teacher. A
file of key-punched cards will be developed so annotations
can be created for the catalog by automated procedures.
Film, filmstrips, tape and disc recordings, art print and
sculpture reproductions, transparencies, biological studies
materials, projectors, and other materials and equipment
will be purchases for the program. Approximately 61,029
students grades K-12, preschoolers, and adults will be
served and 2,439 teachers will receive inservice training.
INTEGRATED EDUCATIONAL INFORMATION SYSTEM
(OPERATIONAL)
Mount Clements, Macomb County Intermediate School District
Project Number DPSC-67-4475
An integrated educational information system will
be developed and operated to serve 93 school districts
in three counties.
Standardized formats will be set up to
facilitate effective collection, storage, and retrieval
of information.
In addition, interpretive services will
be provided in connection with data submitted.
Systems
will be developed for a computer-enriched curriculum,
financial management, pupil personnel records, staff
personnel records, and facilities and equipment.
School
personnel will be trained to interpret and use the system
for computer-assisted instruction and record-keeping
purposes. Comparative information on age, sex, health
records, and other factors will be available to the districts.

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The system will provide a mechanism by which several dis­
tricts can approach mutual problems, such as the de­
velopment of a standardized student numbering system for
continuity of student records and easier transferring by
students from one district to another. Approximately
1,150,000 students, 43,000 teachers and 25,000 non­
certified personnel will be served.
TRANSITION FROM A TRADITIONAL HIGH SCHOOL
CURRICULUM TO AN INNOVATION PROGRAM BASED
ON THE TRUMP PLAN (PLANNING)
West Branch, West Branch-Rose City Area School
Project Number DPSC-67-4106
A program will be planned to effect a transition
from a traditional high school curriculum to a highly
flexible plan.
The program has been named the Trump Plan
in honor of its founder.
The major elements of the Trump
Plan include team teaching, large-group and small-group
instruction, independent study, flexible scheduling, a
multimedia approach to learning, and five independent
study areas— learning resource centers, a library, confer­
ence rooms, a student lounge or informal study area, and
a formal study area.
The learning resource center has
been defined as a subject-oriented study area furnished
with materials and equipment needed for study in its
particular discipline.
The entire staff of 30 teachers
will be involved in inservice training, consisting of
three trimesters of college courses to be offered after
school hours through university extension.
The first
course will be philosophy and methodology, and the two
subsequent courses will be workshops.
Extensive travel
and visitation of similar programs in other counties and
states will be planned.
The program will cover one rural
county with one school district. Approximately 1,000
students are enrolled in grades 7-12.
YPSILANTI EARLY EDUCATION PROGRAM (OPERATIONAL)
Ypsilanti School District
Project Number DPSC-67-4249
An early education program will be developed in an
urban area for economically disadvantaged children below
kindergarten age level. A preschool curriculum oriented
toward Piaget's concepts will be developed to provide:
(1) a solid foundation for further cognitive development,
(2) a model for curriculum change in school system, and
(3) an exemplar school experience, with new approaches to
parental involvement, for disadvantaged children. A
preschool center will be established with 10 classes for

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100 four-year-olds taught by trained teachers assisted by
aides.
The program will consist of a daily three-hour
class and a biweekly visit to the home of each child by
the teacher.
Emphasis will be placed on development of
the child's intellectual abilities in addition to the
nurturing of his social and emotional growth.
During the
home visit, the teacher will conduct a tutorial session with
the child, focusing on his particular cognitive needs.
The mother will be encouraged to observe and participate in
the session in the hope that she will come to understand
the educative process and will continue fostering her
child's growth when the teacher is not present.
The aide
will provide babysitting service, if needed, to free the
parent for intensive work with the child.
Parent group
meetings will be held, emphasizing healthy child-rearing
practices for the child's emotional, social, and cognitive
development.
Group discussion will focus on the parental
role in the development of an internal locus of control
within the child, its effect on motivation to achieve, and
the use of reinforcement procedures to insure its mainte­
nance.
COMPREHENSIVE EDUCATION PLAZA AND SUPPLEMENTARY
SERVICES CENTER (PLANNING)
Sault Ste Marie Public Schools
Project Number DPSC-67-4311
Long-range planning will be conducted to develop a
community educational park which will centralize edu­
cational activities and provide total comprehensive and
vocational services to students and adults in a threecounty area.
Planning consultants will work with edu­
cational and civic groups to:
(1) prepare a master plan
for an educational plaza, (2) draft educational speci­
fications and space needs for a supplementary services
center to service the plaza and all public and nonpublic
educational programs in the area, and (3) coordinate all
federal and nonfederal srouces of funds for developing
the plaza and the total program encompassed within it.
A complex will be planned on a 250-acre site to include
the supplementary services center, a community compre­
hensive high school, a vocational area center, parttime services for nonpublic schools, a conservation
demonstration area, an outdoor recreational activities
area, civic and cultural activities centers, and an adult
education center.
Study groups will be set up to review
planning goals in relation to inventories of community
resources, site potential, financial resources, curriculum,
and community needs.
Educational specifications will be
drafted by a team of qualified teachers from participating
public and nonpublic schools.
The educational specifications

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of the community school, the vocational school, and the
nonpublic school will be correlated to provide total
services to all. Approximately 22,000 students and adults
will be served.
PROJECT GENESIS (OPERATIONAL)
St. Clair Shores, Lakeview Public Schools
Project Number DPSC-67-3522
A preventive-type program will be instituted to
identify exceptional children prior to entry into kinder­
garten and to program individually for their needs.
Pilot
programs will be conducted in two schools for one year.
The children will include those with any type of mental,
physical, or emotional handicap and those with exceedingly
high intelligence or extraordinary skill in a given area.
Physical disabilities will include speech and hearing
problems, neurological or orthopedic handicaps, cardiac
conditions, chronic illnesses, and other physical diffi­
culties.
Learning disorders of a motor perceptual, or
conceptual type will be diagnosed.
Children with in­
adequate experiential backgrounds and social incompe­
tencies will also be helped.
Clinicians— diagnosticians,
social workers, speech corrections, and nurses— will
diagnose each child's problems and recommend to the teacher
the types of activities that would be of most benefit to
the child.
Expectations of achievement will also be given.
Individual and group counseling sessions will be scheduled
to educate paretns on child growth and development.
One
staff member will be assigned responsibility for outlining
and following up a child's program.
Teachers will be
given inservice training and consultant advice. Approxi­
mately 200 children will participate from two school
districts in the county.
INDICOM-INDIVIDUAL COMMUNICATIONS SYSTEM
(OPERATIONAL)
Pontiac, Waterford Township School District
Project Number DPSC-67-4301
A computer-based individual communications system
will be developed to individualize learning for students
in a metropolitan area. A large-scale computer will be
procured and multisensory student consoles installed in
one elementary and one secondary school.
Programmed
instructional units will be developed in several subject
areas at the elementary and secondary levels by school
faculty and staff. Video pictures, line drawings, and
written text will be presented from the computer to each
console via a television display tube, a graphic tablet,

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and a keyboard communication mechanism. Auditory materials
will be recorded on magnetic tape and played back under
computer control through earphones, either simultaneously
with the visual material or independent of it. The con­
soles will have provisions for tape recording materials
and for replaying them through the earphones.
Student
responses will also be recorded and used to control the
presentation of programmed material.
Information will be
entered into the computer system by typing it out on the
console keyboard or by writing it on a graphic tablet
with an electronic stylus.
The computer will be capable
of recognizing which of several alternative answers has
been chosen, of comparing drawings, and ultimately of
recognizing handwritten characters and words. During the
first operational year major emphasis will be placed on
inservice staff training, development of instructional
units, and initial equipment procurement.
During following
years, additional consoles will be procured and the prepa­
ration, testing, and usage of instructional units continued.
Approximately 1,664 students will participate.
DEVELOPING LEADERSHIP PERSONNEL FOR MODEL
LANGUAGE ARTS PROGRAMS (PLANNING)
Mount Clemens, Macomb County Intermediate School District
Project Number DPSC-67-3319
A pool of leadership personnel will be developed to
conduct inservice teacher training in the improvement of
language arts skills for underachievers in a metropolitan
area.
Resource specialists from local universities will
be employed to familiarize selected school personnel
from participating districts with:
(1) exemplary language
arts programs and research, (2) the use of such supple­
mentary services and centers as Morel and Eric Clearinghouses,
and (3) the development and implementation of language
arts programs suitable to the needs of local schools. A
program of inservice teacher training will be conducted
at the local building level and will involve the total
staff in better understanding of learner needs and an
opportunity to become proficient in the use of instructional
materials and methodology.
The building principal will
be involved from the outset of planning and given the
necessary support.
During the first year, planning will
be developed for two groups:
(1) language arts consultant
trainees— 30 teachers with one year previous experience
in the program who will assume leadership in implementing
programs at the local level, and (2) reading clinician
trainees— 20 selected classroom teachers beginning initial
training.
The following year the reading clinicians will
pursue the training program for language arts consultants

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and a second group of 20 trainees will be trained as reading
clinicians. Approximately 53,592 students will be served.
EXEMPLARY SCHOOL (OPERATIONAL)
Pontiac, Waterford Township School District
Project Number DPSC-67-4056
School staff will be employed and trained to develop
an individualized program for the opening of a new ele­
mentary school facility in a suburban community.
The school
principal and teaching staff will work together full-time
for six weeks prior to the school year to initiate planning
for the new school. Attitudes, understandings, methods,
and materials will be developed to enable the staff to meet
the individual needs of all students attending the school.
Consideration will be given to nongrading, various groupings,
student evaluation, team teaching, programmed instruction,
and pupil team learning.
Intensive student evaluation wil
be made, including home visits to develop case histories.
Individual student differences will be unmasked and dealt
with in accordance with the readiness level of each child.
Efforts will be made to deal with out-of-school problems
that keep a child from learning.
Effective home-school
relationships will be developed.
Community surveys will
be conducted and resources evaluated.
During the fall
semester, students will be housed in an old building soon
to be converted into offices.
Through extensive use of
substitute and student teachers, the staff will continue
to work and study together until the opening of the new
building at the start of the spring semester. At this
point, the school will serve as a demonstration center for
the observation of teaching practices and techniques re­
sulting from the planning and study phases of the program.
Approximately 350 elementary students will be served.
INGHAM COUNTY EDUCATIONAL EXCHANGE PROGRAM IN
WORLD UNDERSTANDING AND COMPARATIVE CULTURES
(OPERATIONAL)
Mason, Ingham Intermediate Board of Education
Project Number DPSC-67-3741
A comprehensive program will be offered to teachers
and high school students, both public and parochial, in
the study of comparative cultures.
Students will be
selected from five high schools in the county.
Emphasis
will be placed on cognition of the non-Western world.
The
program will involve extensive use of the cultural resources
of the metropolitan area and will utilize the facilities
of the nearby state university.
The students will be
exposed to students of different backgrounds from high

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schools other than their own, and they will have regular
contacts with foreign students at the university.
In­
structional material will be selected from appropriate
paperbacks, periodicals, and films, with special emphasis
on the utilization of the collections of the state uni­
versity. Also, films produced by various foreign govern­
ments will be obtained from the particular embassies. This
program will be conducted by an interschool teaching team
consisting of one full-time teacher and three half-time
teachers and will be offered to 250 selected juniors and
seniors.
They will meet every afternoon during the regular
school year for a flexible scheduled block time period.
HUMAN RELATIONS LABORATORY TRAINING— INNOVATION
IN CURRICULUM (OPERATIONAL)
Springport Public Schools
Project Number DPSC-67-4229
A human relations laboratory will be established to
teach high school students interactive skills and to help
them understand their own behavior.
Sensitivity training
for students, utilizing small T-groups, will give indivi­
duals an opportunity to gain a more adequate perception
of themselves in the group situation. Group dynamics
should develop an understanding among students of the
feelings of others in their peer group.
In the supportive
atmosphere of the small group, individuals will try new
kinds of behaviors and test their effectiveness in inter­
acting with others.
The program should help the potential
dropout who is locked into his inappropriate behavior
through the rigid standards of his peer group.
Skilled
trainers for the laboratories will be selected from the
ranks of the teaching staff. Approximately 334 public
school students, grades 7-12, will participate.
EPIC EDUCATIONAL PLANNING TO IMPROVE THE
COMMUNITY (OPERATIONAL)
Marshall, Calhoun Intermediate School District
Project Number DPSC-67-3976
Project EPIC will be established to provide a
systematic approach to educational change. A general
planning council will establish a curriculum development
committee, consisting of one representative from each
school district to investigate possible instruments de­
signed to determine the quality of education. A process
center, consisting of an information center, IMPACT center,
and identification center, will be established. The infor­
mation center will direct the dissemination of significant
research findings and provide information on community

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resources.
The IMPACT center will develop a readiness
for change through sensitivity training, inservice demon­
stration, workshops, and mass media.
The first phase of
the project will consist of an eight-week sensitivity
training course utilizing unstructured "T" groups for 400
school personnel. The identification center will be
concerned with gathering data, assessing needs, and
providing measuring instruments and technical assistance
to aid the local schools in self-analysis. Approximately
138,858 public and nonpublic school students, grades K-12,
preschool children and adults will be served.
INNOVATION AND DEMONSTRATION IN THE
SOCIAL STUDIES, K-6 (OPERATIONAL)
St. Joseph Public Schools
Project Number DPSC-67-3619
An interdisciplinary approach to social studies
will be offered to elementary school children in three
geographically separate districts. Each district will
represent a different socioeconomic structure.
Control
groups of students receiving traditional social studies
instruction will be maintained in each school as the new
materials are introduced in selected classes. Social
studies teachers will receive instruction in the effective
use of new materials and will be trained in induction,
inquiry, and discovery.
Teachers will also receive
prepatory instruction in economics, anthropology, political
science, and geography.
Demonstration centers, containing
a library, audiovisual materials, and supplementary texts,
will be established in each of the cooperating schools.
Approximately 29,000 public and nonpublic school students,
grades K-6, will be served.
INSTRUCTIONAL SYSTEMS DESIGN FOR MAXIMIZATION
OF LEARNING THROUGH INSERVICE EDUCATION
(PLANNING)
Marquette, Marquette-Alger Intermediate School District
Project Number DPSC-67-2932
Teachers in an isolated rural area will receive
inservice training in the use of new instructional materials
and media.
The existing instructional materials center
will be expanded to make more materials available to
teachers. Using a sociometric survey, an adivsory board
will identify innovators and early adopters within all
school systems.
Teachers so identified will be designated
as change agents and invited to seminar-workshop sessions
at a nearby university. After training, the teachers will
return to their home districts and conduct workshops in

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the systematic use of instructional media.
In addition,
the change agents will serve in a planning capacity
regarding additinoal facilities, materials, and training
which can be provided to teachers.
A long-range master
plan for continued development of the acquisition of four
mobile units will be considered to provide teachers with
easy access to a complete supply of instructional materials.
The units will each be staffed by a learning resources
coordinator to assist teachers in proper selection of
materials. Approximately 80,000 public and nonpublic
school students, grades K-12 will be served.
IMPACT SEVEN-ADVANCEMENT OF EDUCATION IN LAKE
MANISTEE, MASON, MACOSTA, OSCEOLA, WEXFORD,
AND MISSAUKEE COUNTIES, MICHIGAN
(OPERATIONAL)
Manistee Intermediate School District
Project Number DPSC-67-3896
Demonstration programs will be developed to intro­
duce improvements in instructional skills and school
curriculum and to serve as models for other schools in a
predominantely rural seven-county area.
These improvements
will be accomplished through the use of workshops, demon­
strations, visitations, conferences, consultant services,
and printed materials which will develop revised teaching
methods, techniques, school programs, and instructional
materials.
In addition, and educational journal will be
disseminated emphasizing area history, industries, cultures,
and arts, and will include teacher supplements to be used
in teaching units.
Teacher recruitment will be developed
as well as inservice training to develop educational
leaders and improve teaching skills.
Orientation of
substitute teachers will be provided to obtain released
time for teachers to visit and work in innovative and
exemplary education projects in other areas. Upon re­
turning the teacher will assist in implementing new
techniques as part of the program.
Local community groups
and ancillary school personnel will be oriented to the
changes and how they will be affected by them. A research
center will be established to provide area school with
educational research data.
Cultural enrichment and infor­
mation on area industry will be provided to the students.
Approximately 28,943 public and nonpublic school students,
grades K-12 will be served.

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PROJECT H.E.L.P. (OPERATIONAL)
Lincoln Park City School District
Project Number DPSC-67-3885
A planning-pilot program will be designed to help
and advise potential dropouts to complete their high school
education.
The emphasis of the program will be to identify
the potential dropout and to replace the present disci­
plinary technique with a guidance program aimed at the
student's welfare.
The key personnel in this project will
be the classroom teacher and the school counselor.
Project
H.E.S.P. will utilize the following methods:
(1) organi­
zation of a staff empathetic with and diversified for the
needs of the potential dropout, (2) preparation and con­
tinual instruction of the staff to insure competence and
cooperation in assisting students, (3) study of the prob­
lems and conditions affecting the potential dropouts, (4)
study of methods needed to improve attitudes and achievement levels of these students, (5) involvement and
education of the parents and the community, and (6)
improvement of the competence of other classroom teachers.
The preparation of project H.E.L.P. will begin with a
summer seminar for the two weeks preceding the opening
of school. Continuing instruction to insure competence
will be provided via regular Saturday morning staff meetings
during the school year.
Project H.E.L.P. will train 30
teachers so that they can in turn aid the potential drop­
outs.
The project will cover one county with one school
district. Approximately 300 students, grades 7-12 will
benefit.
STRATEGY FOR PLANNED EDUCATIONAL CHANGE
(SPEC) (OPERATIONAL)
Jackson Union School District
Project Number DPSC-67-4163
Educational change will be catalyzed within a
school system and community to help maximize learning
opportunities for all students in the district.
Personal,
interpersonal, and group processes will be studied to:
(1) evolve a more thorough understanding of the process
of change, and (2) develop problem-solving skills which,
when applied, should result in desired educational change
and continued self-renewal. Change agent teams, including
students, professional school staff, paraprofessionals,
and members of the community, will confront arid find so­
lutions to problems at four levels— the individual, the
structural, the administrative, and the environmental
or community.
Trained personnel, capable of supporting
the change agent teams, will be developed with the school
system.
Sensitivity training in behavioral science, skill

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practice, and role-playing will be conducted, using the
laboratory method. A balance between interpersonal and
action research skill development will be maintained.
Training in the home setting will be included to rein­
force the laboratory learning.
Needed changes will be
identified, solutions planned and tested, and their ef­
fectiveness evaluated. The teams will then return to
the laboratory setting to conduct diagnostic planning.
Approximately 126 secondary students, 315 professional
staff, 63 administrators, 63 paraprofessionals, and 126
community members will participate over a three-year
period.
DUAL OPPORTUNITY EDUCATIONAL SERVICES
(DOES) (OPERATIONAL)
Jackson Union School District
Project Number DPSC-67-4096
Paraprofessionals will be introduced into a metro­
politan school district to upgrade services for students,
teachers, school and community.
Duties of the paraprofessional will include:
(1) providing students with more
individual attention to increase teaching effectiveness
and student learning processes, (2) providing teachers
with instructional assistance and releasing them from such
nonteaching functions as recordkeeping and clearical
duties, playground and classroom supervision, materials
preparation, audiovisual equipment operation, and library
services, and (3) serving as a liaison to strengthen school
communication with family and community units.
Qualified
people in the community will be recruited and trained to
enhance skills in working with students, teachers, and
parents. An inservice curriculum will be designed and
presented to develop the paraprofessional1s proficiency
in those tasks to be assumed. Courses will be conducted
in basic communications, basic mathematics, machine oper­
ations and audiovisual techniques, child development,
resource centers, and elementary school procedure.
Con­
sultants from the school district and community college
will provide help and guidance.
The paraprofessionals
will be introduced into 10 selected elementary classrooms
during the first operational year. After evaluation,
the program will be expanded to selected high school
classrooms during the following year. Approximately 4,362
students in grades K-12 will be served.

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COMMUNITY SCHOOL SERVICES— A DEMONSTRATION
(OPERATIONAL)
Ionia County Intermediate School District
Project Number DPSC-67-4088
Varied cocurricular programs will be offered in a
rural five-county area to develop the image of the school
as the center of community living.
Cooperative programs
in adult education, out-of-school youth training, recre­
ation, curriculum enrichment, and community participation
will be instituted on an after-school, Saturday, and
summer vacation basis.
Courses to be offered will include:
(1) enrichment programs in art, music, drama, science,
mathematics, social studies; and language arts for stu­
dents in grades K-12, (2) recreation and physical fitness
programs, (3) enrichment/recreation activities for handi­
capped children, (4) tutoring programs for underachievers
who do not have a place to study at home, (5) academic
adult education classes leading to a high school degree,
(6) vocational, job training, and retraining classes, (7)
basic skills for adult illiterates, (8) parent education
and parent-student counseling, (9) family night education
and recreational programs, and (10) social clubs for
senior citizens, special interest groups, and teenagers.
Community-school planning councils will be formed to
establish programs suited to the individual needs of each
community.
Approximately 9,450 persons will be served.
PROJECT BASIC, BOARDS AND ADMINISTRATORS
STUDYING IMPLICATION OF CHANGE
(OPERATIONAL)
Howell, Livingston Intermediate School District
Project Number DPSC-67-4016
The role of the Board of Education will be examined
in a rapdily growing suburban/rural area. Emphasis will
be placed on inservice education to prepare Board members
to deal with current educational problems and trends and to
strengthen their understanding of group processes and goalsetting behavior.
Active participation of Board members
and key lay persons in workshops and seminars formulated by
skilled practitioners will become a continuing part of the
school board scene. Monthly workshop sessions will be
scheduled during the school year, during which roleplaying, lecture and group discussion techniques will be
featured.
A typical workshop session will include orien­
tation and lecture followed by small group sessions in
which problem situations will be simulated and discussed.
Topics to be treated by Project Basic will include:
(1)
role of school administrators and school superintendents,
(2) role of school board, (3) examination of bases which

129
influence educational policy making, (4) impact of federal
and state support on local financing and of federal and
state legislation on local policy, (5) new approaches and
techniques in instruction, (6) needs of the schools in
relation to mental health, learning disabilities, and
vocational education, and (7) needs for independent evalu­
ation of programs. Approximately 12,269 public and non­
public students, grades K-12 will be served.
MUSIC THERAPY PROGRAM FOR HANDICAPPED
CHILDREN (OPERATIONAL)
Hancock, Copper County Intermediate School District
Project Number DPSC-67-4060
A program will be established to provide music
activities for mentally, physically and emotionall handi­
capped children who are enrolled in special education
classes.
The purposes will be to provide enriching group
participation therapy through songs, listening activites,
instruments, rhythms, games, and dances and to create a
stepping stone to successful experiences for children who
have been accustomed to failure.
Evaluations will be made
of the social, emotional, and intellectual growth of
handicapped children through the application of such
activities.
These musical activities should be an effective
and useful tool for combining and teaching many nonacademic
subjects and should contribute to the development of handi­
capped children in the following areas— physical develop­
ment, mental health, social development, and language
development. An additional music teacher will be employed,
and the individual school districts will provide and
maintain pianos and supplementary equipment.
The children
involved in the program will be housed in 15 classrooms
throughout a three-county area. Approximately 200 children
in grades 1-12 will participate.
REGIONAL ENRICHMENT CENTER (OPERATIONAL)
Kalamazoo Valley Intermediate School District
Project Number DPSC-67-4241
An instructional materials center with supplementary
services will be established for a predominantly urban
three-county area.
Emphasis will be placed on development
of a specialized film library and production services,
cultural enrichment services, and inservice training.
Daily delivery and retrieval of films will be provided
each school district from the center via delivery vans.
During the first year the film library will concentrate
on procuring films in the area of language arts, to supple­
ment Title I reading programs in area schools.
During

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following years other facets of the curriculum will be
added. The production center will acquaint teachers with
a wide variety of visual aids, stimulate increased use of
media, provide instruction in its proper use, and produce
visual aids for classroom use.
Specialists will be em­
ployed to study area needs, develop long-range inservice
programs, and compile a professional resources library.
Cultural enrichment activities will include the develop­
ment of a local cultural resources catalog and an exchange
student directory.
Community music and drama groups will
be used and investigation will be made of using performing
arts groups from local colleges.
Approximately 70,000
students will be served.
DIVERSIFIED FOUNDATIONS CURRICULUM FOR AN
URBAN SECONDARY SCHOOL (PLANNING)
Highland Park City School District
Project Number DPSC-67-409 3
A high school program will be reorganized to meet
the needs of a highly diversified student body in a changing
urban community.
Planning will be conducted over a period
of two years with implementation during the third year.
The school program will be reorganized into four major
divisions:
(1) a foundation school for all students, p r o ­
viding developmental communications, humanities, and social
studies, (2) an instructional resources and assistance
center serving all students, organizing and loaning library
reference materials, audiovisual materials, programmed
materials, and resources for individual and small group
study, (3) an academic school to develop significant
learning activities for students, and (4) an occupational
school, providing students with vocational skills, atti­
tudes, and knowledge. Each student will participate in
either the academic or the occupations school, or some
combination of both. Planning will include the develop­
ment of designs for major reorganization, staff inservice
training, evaluation and four test projects to include:
(1) establishing and staffing a library-instructional
materials complex, (2) conducting an honors school, (3)
organizing a performing arts center using video equipment,
and (4) developing an occupational workshop for lowachievers.
Approximately 60 students will participate in
each of the last three projects.
Approximately 1,945
high school students will be served.

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SYSTEMWIDE IMPLEMENTATION OF A PERCEPTUAL
DEVELOPMENT/PHYSIOLOGICAL READINESS/
NONGRADED PROGRAM (OPERATIONAL)
Madison Heights, Lamphere Public Schools
Project Number DPSC-67-3473
Systemwide differential education will be imple­
mented for grades K-12 and preschool in an urban district.
Revisions will be instituted in curriculum, personnel
utilization, and classroom and school organization. Per­
ceptual development and physiological readiness programs,
and nongraded organization levels will be introduced,
based on thorough screening and diagnosis of learning
difficulties. Children will be instructed on the basis
of their physiological readiness for various types of
learning.
The learning program for each student will be
devised to fit his developmental stage and to allow
progress at his own pace. During the first year, kinder­
garten and first grade classes will be reorganized into
nongraded primary units, with grades 2-3 and 4-6 re­
structured in following years.
Concurrent with elementary
structural revisions will be similar reorganization of
grades 7-12.
Pupil-teacher ratio will be reduced to 20-to1.
A wide range of instructional materials and audio­
visual aids will be provided for multimedia multisensory
instructional programs.
Physical education teachers will
implement a revised physical education curriculum to
include gross motor movements designed to prepare the
child for the refined motor skills necessary for academic
school progress.
Inservice teacher training and parent
education programs will be conducted as part of the program.
Approximately 7,963 students will be served.
COMMUNITY EDUCATION CENTER DEMONSTRATION
PROJECT (OPERATIONAL)
Flint Board of Education
Project Number DPSC-67-3462
Community agencies and resources will participate
in the planning of a community education center to meet
the educational needs of the inner city.
The combination
of two now-separate elementary school attendance areas,
one predominantly Negro and one predominantly Caucasian,
will allow development of a broadbased community service
system within a school, drawing out the resources of the
area itself to serve area needs.
During the first year
parents and other adults from the two attendance areas
will be involved in a self-assessment of the social, health,
occupational, and education status of their neighborhood.
With consultant help and the faculties of the two existing
schools, the community itself will commence planning of a

132

new community service school designed to meet the identi­
fied needs.
Educational specifications determined will be
submitted for incorporation into the design of the new
facility.
During the second year dental and health services,
vocational guidance, and social services will commence on
a full, scale, based on needs determined by the communityteacher groups.
When the new school structure is ready
for occupancy in the third year, the programs will be
transferred to the new facility.
During this period the
use of the new school facilities will be demonstrated to
the remainder of the school community. Approximately
4,653 elementary students will be served.
I/D/E/A/ NATIONAL DEMONSTRATION SCHOOL PROJECTMARINE CITY WARD-COTTRELL HIGH SCHOOL
(OPERATIONAL)
St. Clair, East China Township School District 3
Project Number DPSC-67-4181
A high school will be used to demonstrate and test
results of a national research effort by the Institute for
Development of Educational Activities (IDEA). The Insti­
tute was created by a foundation to assist teachers,
school administrators, and lay groups with plans for school
improvement.
The school is one of thirty six in the
country selected by the Institute to be a demonstration
school.
The program will include a nongraded system,
variations of instructional group size, new staffing
patterns, flexible scheduling procedures, team teaching,
and independent study.
Objectives are to develop pro­
cedures for initiating research, to evaluate and disseminate
promising practices, to inform interested schools of new
programs, and to cooperate with other IDEA schools to
increase the effectiveness of activities and profit from
each other's experiences.
Inservice training will be
conducted to acquaint visiting educators with the program.
Films, brochures, and other media will be used to dis­
seminate information about the program to interested schools.
Personnel will be supplied by the IDEA staff and its corps
of consultants at no expense to Title III. Approximately
3,542,500 persons will be served.

133
ACTIVITIES TO SUPPORT AND STIMULATE INNOVATION
IN SCHOOLS TODAY (ASSIST) (OPERATIONAL)
Detroit, Wayne County Intermediate School District
Project Number DPSC-67-4092
A regional service center will be established in a
central city area.
The center, called ASSIST will have
three major components:
(1) a clearinghouse, (2) staff
development, and (3) action programs.
The clearinghouse
project will offer selected dissemination of information
services, an educational action line providing telephone
and over-the-counter information to participating edu­
cators, and an inventory of consultants and new educational
practices.
Staff development activities will be planned
around a monthly theme based on one of the following
five needs:
(1) fostering positive self-concepts in stu­
dents, (2) motivating students, (3) understanding and
providing for individual student needs, (4) understanding
thelearning processes, and (5) dealing with problem stu­
dents. A repository of telephone tapes will be developed
related to the theme under study.
Three specialists
will work on different developmental areas of each theme.
Action programs of ongoing demonstrations and experi­
mentations in local schools will be coordinated by the
center, and test projects will be initiated.
One project
will be aimed at improving self-concept among low-achieving
boys by having four male elementary teachers direct cocurricular activities involving skill and risk-taking.
Approximately 360 students will participate in test projects.
OCCUPATIONAL EDUCATION FOR ALL STUDENTS
(OPERATIONAL)
Niles Community Schools
Project Number DPSC-67-3746
Occupational education will be offered to collegebound and prevocational students in grades 6-10.
Emphasis
will be placed upon helping each student to develop:
(1)
proper attitudes toward the world of work, (2) an appreci­
ation of the tools of work, (3) a knowledge of the many
families of work, and (4) an understanding of the free
enterprise system.
Occupational counselors will work with
sixth grade students and their parents to assure that
students are working toward realistic goals.
In the seventh
and eighth grades, students will have nine weeks of occu­
pational courses in home economics, business, and industrial
arts.
The units will be designed to help the students
develop insight into how people get their work done.
The
students will have th eopportunity to work in many different
phases of a specific occupational area. Ninth grade stu­
dents, in addition to occupational arts units, will create

134
an awareness of clusters of occupations.
During the final
week, students will be required to develop a tentative
schedule of goal-oriented courses for the next three grades.
All tenth grade students will be required to enroll in a
junior achievement program.
Representatives from local
business and industry will consult with the staff and stu­
dents on their projects.
Approximately 2,626 public and
nonpublic school students, grades 6-10, will be served.
I/D/E/A/ NATIONAL DEMONSTRATION SCHOOL
PROJECT (OPERATIONAL)
Troy City School District
Project Number DPSC-67-3589
A high school will be used to demonstrate and test
results of a national research effort by the Institute for
Development of Educational Activities (IDEA). The Insti­
tute was created by a foundation to assist teachers,
school administrators, and lay groups with plans for school
improvement.
The school is one of thirty six in the coun­
try selected by the Institute to be a demonstration school.
The program will include a nongraded system, variations of
instructional group size, continuous progress instruction,
new staffing patterns, flexible scheduling procedures,
team teaching, and independent study. Objectives are to
develop procedures for initiating research, to evaluate
and disseminate promising practices, to inform interested
schools of new programs, and to cooperate with other IDEA
schools to increase the effectiveness of activities and
profit from each other's experiences.
Inservice training
will be provided in collaboration with IDEA.
Seminars
will be conducted to acquaint visiting educators with the
program.
Films, brochures, and other media will be used
to disseminate information about the program to interested
schools.
IMPROVING SELF-CONCEPT (OPERATIONAL)
Paw Paw Public Schools
Project Number DPSC-67-3584
Positive development of self-concept will be empha­
sized in a three-phase program to raise the expectations
and achievement of potential dropouts and low-achievers
from rural slums.
A personalized and experience-centered
curriculum will be developed and field tested on fifty
four students from grades 5-12 with a master teacher for
each eighteen students.
During phase I, an eight-week
summer program will be conducted for staff orientation,
visits to similar projects, and analysis of student records.
A four-week loosely structured student program will be

offered for diagnosis of individual needs and interests.
Students and parents will be involved in self-improvement
in relation to:
(1) physical, mental, and emotional
development, through physical fitness, grooming, health
programs, and counseling, (2) family, through counseling
and home-school involvement, (3) school, through academic,
extracurricular, and outdoor activities, and (4) society,
through cultural enrichment and citizen development ac ­
tivities.
Phase II will involve a Fall camping experience
for the students, accenting personal worth, cooperative
living, recreation, conservation, and citizenship. During
phase III the students will identify with their master
teacher for the entire school year, in self-paced indi­
vidual personalized programs providing successful and
meaningful experiences.
Evaluation will be made of indi­
vidual student performance in relation to capabilities
and desires.
PROPOSAL TO ESTABLISH FACILITIES FOR CONTINUOUS
ASSESSMENT OF LEARNING POTENTIAL IN CONJUNCTION
WITH CONTINUOUS PROVISION OF RELATED
INSTRUCTIONAL AND SUPPLEMENTAL
SERVICES (OPERATIONAL)
Inkster Public Schools
Project Number DPSC-67-3423
A child development center will be established in
a centralized facility to provide enriched learning
experiences and early diagnosis of individual learning
potential for all kindergarten children in a city school
district.
Elementary students and teachers, grades 1-5
normally assigned to the facility will be reassigned to
other school locations. Concurrently, planning will be
conducted to extend the services of center and staff to
encompass all grades, in a shift from six neighborhood
schools to four community schools.
Individualized in­
struction will be emphasized. An instructional materials
center will be developed for all grades. Center staff
will consist of an interdisciplinary team oriented to
organic health problems, mental health, cognitive learning,
instructional materials, oral communication, cultural
patterns, and classroom teaching.
Individual children will
be studied in terms of learning patterns. Optimal in­
structional patterns will be developed and communicated to
teachers in grades 1-3. Communication will be developed
with parents of children with learning problems.
Inservice
training will be conducted, including involving teachers as
working members of the team. Existing curricular procedures
and materials will be examined for use with various cultural
patterns, and more appropriate materials procured or locally
prepared.
Approximately 500 kindergarten children will
participate.

136

PROJECT APEX-OPERATIONAL-APPROPRIATE
PLACEMENT FOR EXCELLENCE IN
ENGLISH (OPERATIONAL)
Trenton City Public Schools
Project Number DPSC-67-3121
A nongraded phase-elective model English course for
secondary schools will be implemented in an urban high
school. Appropriate placement of students for maximum
growth will be initiated to increase responsibility, in­
terest, achievement, and creativity in English students
at the secondary level. A sequence of semester English
classes will be offered, to be elected by students a c ­
cording to individual needs and interests. Courses of
study will be taught by the teachers involved in planning
the program.
Freedom to learn will be coupled with stu­
dent responsibility for learning. Teachers will be e n ­
couraged to incorporate such new instructional materials
as paperback books, programmed learning kits, films and
film strips, tape recorders, and other audiovisual media
into their classes.
Inductive teaching methods will be
employed to develop independent thinking. New means of
evaluating student progress, using a statistical design,
will be set up by a consultant.
Counselors and librarians
will assist with APEX.
Flexible student choice in major
English areas should motivate the slow student and provide
unlimited opportunities for the gifted to learn suc­
cessfully. Approximately 1,800 secondary students will
participate.
DEVELOPMENT OF POSITIVE SELF-CONCEPT
(PLANNING)
Pontiac City School District
Project Number DPSC-67-3078
The development of positive attitudes about school
and self through school-related activities will be explored
for an urban district.
School resources, cocurricular
activities, community resources, and lay citizen groups
will be mobilized in the development of a citizenshipcentered curriculum.
Planning will indlude:
(1) reviews
of the literature, (2) random measurement of self-concept
in district students, (3) inservice teacher conferences,
(4) a four-week summer curriculum writing session, (5)
field testing of self-concept development in one elementary
school, and (6) evaluation.
The academic achievement of
students will be enhanced:
(1) in reading through the use
of polaroid camera scrapbooks showing positive student
activities, (2) in oral language through student speaking
at Toastmaster and Toastmistress clubs and, (3) in written
language through a student newsletter.
Citizenship will

137
be developed through walking trips to the civic center,
neighborhood visits, student self-governing groups, and
chartered plane flights to give perspective to local
graphical-political relationships. Parental involvement
and participation will be actively encouraged to increase
positive attitudes in the home for reinforcing student
attitude development.
Ideas will be field tested to serve
as models for expansion to other schools in the district.
Approximately 600 elementary students w i l l participate.
CURRICULUM DEVELOPMENT AND PROCEDURES STUDY
FOR A COMMUNITY OF CHANGING CHARACTERISTICS
(OPERATIONAL)
Cheboygan Area School District
Project Number DPSC-67-3882
A curriculum improvement program will be instituted
in a school district where educational and economic levels
are below statewide averages.
The curriculum will be
developed for use in a new high school under construction,
a junior high which will be designed shortly, and existing
junior high and elementary schools. The program will be
initiated by a week-long teacher workshop with emphasis
on sensitivity training and attitudinal change.
Three
groups will be formed to study the local school situation
and make recommendations.
The groups wil l consist of:
(1) representatives of a regional educational laboratory,
(2) local faculty (not administrative) members, and (3)
representatives of each elementary and secondary level of
the public schools, administrators, parochial schools,
and community groups. Approximately 3,309 students, grades
K-12, and preschoolers will be served.
DEVELOPMENT OF A CURRICULUM OF AN EXEMPLARY
PROGRAM IN PHYSICAL EDUCATION, K-12
(OPERATIONAL)
Battle Creek City School District
Project Number DPSC-67-3788
An interdisciplinary approach to physical education
will be instituted in a suburban area.
The approach will
combine valid and significant concepts representing the
fundamentals of physical education with the common activities,
needs, and developmental tasks of the learner.
Emphasis
will be placed on the composition of teaching-learning
resource units for concrete and creative ways of trans­
lating curriculum into an operational program.
The resource
units/situational activities will be identified as:
(1)
growth in individual capacities, including health, physical
qualities, motor performance, intellectual power, responsi­
bility for moral choices, and aesthetic expression and

138
appreciation, (2) growth in social situations, including
person-to-person relationship, group membership, and
intergroup relationships, and (3) growth in ability to
deal with environmental factors, including natural phe­
nomena.
Each resource unit will be directed toward specific
behavioral objectives.
The program will be introduced in
three demonstration classes representing lower, middle,
and mixed racial schools. Approximately 12,515 public and
nonpublic school students will be served.
OPERATIONAL PROPOSAL TO DEVELOP THREE
PROTOTYPE DEMONSTRATION CENTERS AND
ASSOCIATE STAFF (OPERATIONAL)
Ann Arbor Board of Education
Project Number DPSC-67-4431
Demonstration curriculum centers will be established
for three areas of language instruction and staff training
will be initiated to develop curriculum specialists to
serve an urban area. A bilingual resources center will be
established to study problems of teaching children whose
mother tongue is Spanish. A developed Spanish/English
program will serve as a model for other bilingual in­
structional programs such as Polish/English.
A second
center, Humanities in French, will apply an area studies
and team teaching approach to a sociocultural curriculum
in French. The third center, a learning laboratory, will
include an instructional facility with instrumented indi­
vidual study carrels and materials for art, music, social
studies, and language enrichment, organized for independent
study courses.
The emphasis of staff training will be on
team approach to curriculum and instructional leaders,
content specialists, and other specialists will continually
study and evaluate innovations in foreign language in­
struction at the local level.
The demonstration centers
will serve as training sites for teachers. At the end of
formal training course, each trainee will be placed in a
school to function independently as an innovative agent
in language curriculum and instructional development.
Approximately 3,599 public and nonpublic school students,
grades 1-12, will be served.
DOWNRIVER LEARNING DISABILITY CORRECTION
CENTER (OPERATIONAL)
Wyandotte City School District
Project Number DPSC-68-5295
A learning disabilities correction center will be
established in a metropolitan area. A four-pronged pro­
gram will be planned:
(1) inservice minicourses for 500
teachers, (2) experimental activities in the referraldiagnosis-prescription-treatment cycle for 200 handicapped

children and their classroom teachers, (3) a project news­
letter, and (4) an inquiry workshop for selected teachers.
The minicourses will provide teachers with structured
opportunities to become more familiar with existing knowl­
edge of learning disabilities and to sharpen their skills
in identifying and referring handicapped children.
Stu­
dents referred to the center for diagnosis will be ac­
companied by their classroom teacher.
Through the use of
one-way glass, teachers will be able to view the student
as he is tested.
Following the administration of the
battery, the examiner and the teacher will discuss the
diagnosis in detail.
Teachers will be given a prescription
package of suggested group-teaching techniques that should
be beneficial to handicapped students.
Center staff
members will maintain liaison with classroom teachers of
referred children and will also observe in classrooms, do
demonstration teaching, and work with handicapped students
individually.
Periodic parent conferences will be planned.
A five-week inquiry workshop will provide selected class­
room teachers with additional opportunities to explore the
nature of learning disabilities and the methods of helping
children overcome these disabilities.
Approximately 900
students, grades K-12 will be served.
PROGRAM TO MODIFY CONCEPTS HELD BY
LOW-ACHIEVING STUDENTS (OPERATIONAL)
Traverse City Public Schools
Project Number DPSC-68-5439
Potential dropouts will be offered a program of
conservation education and vocational development. An
underdeveloped site will be acquired, and all construction,
machinery operation, and site improvement/repain will be
carried out by the boys under qualified supervision.
Stu­
dents will spend one-half of the school day in their home
high school and will then be bussed to the site for
outdoor education experiences and special classes.
The
onsite classroom, shop buildings, and greenhouses will
provide opportunities in carpentry, masonry, electricity,
and plumbing.
The boys will also operate tractors, trucks,
snow removal equipment, and a lumber mill to gain experi­
ence in machinery operation. The program will be designed
to offer successful experiences to students accustomed to
scholastic failure, and the curriculum will be highly
individualized.
Bruner's discovery method of learning will
be stressed. Consultants in the areas of fish, wildlife,
biology, agriculture, and tree management will assist the
boys in projects dealing with lumber operations, stream
improvement, outdoor camping, and land capability.
The
onsite classroom will contain pertinent vocational ma­
terials.
The program should develop improved work habits

140
and attitudes among low-achieving high school boys.
Approximately forty-five students, grades 11 and 12, will
participate initially.
PUPIL PERSONNEL SPECIAL SERVICES CENTER (OPERATIONAL)
Lansing School District
Project Number DPSC-68-5713
A student personnel special services center will
be established in an urban area to facilitate articulation
and interaction among all community service agencies and
specialized personnel.
Case conferences and a team a p ­
proach will be instituted.
School counselors will act as
screening agents, and they will determine whether the re ­
ferral is appropriate and whether it is being made to the
correct service. All team members will make themselves
available to classroom teachers to provide consultation and
direction. A permanent substitute teacher will be engaged
to provide released time for teacher-team conferences.
A
master file will be maintained on each student to facili­
tate interaction and to prevent duplication of information
and effort.
Through PTA meetings and in some instances,
through case conferences, team members will keep parents
informed of the school services being provided by the
center.
Individual and group counseling will be offered
to students.
Group testing will be provided, and each
counselor will be responsible for the administration of
group tests in each school.
Center personnel will pro­
vide psychological or physical examinations where neces­
sary.
The team leader will schedule conferences in which
all necessary personnel, including consultants from special
education, will be brought together to discuss the classi­
fication and placement of students.
Team members will
work with families of school children to determine causes
of behavior and to treat symptoms. Approximately 3,128
students, grades K-12 will be served.
PROJECT TO IDENTIFY AND DISSEMINATE OUTSTANDING MICHIGAN
TITLE III PROGRAMS (OPERATIONAL)
Detroit, Wayne County Intermediate School District
Project Number DPSC-68-5561
A statewide dissemination center will be estab­
lished, and task force groups will be formed to develop
criteria for Title III program evaluation. Effective
dissemination techniques will be identified and utilized
to provide information about superior programs on a state­
wide basis.
The State Department of Education, Bureau of
Educational Services staff will assume major responsibility
for the coordination and direction of the evaluative

141
process.
Appropriate representatives of the Department of
Education and key state educational organizations will meet
periodically to ascertain how existing groups with evalu­
ation know-how can contribute to the development of cri­
teria and the selection of Title III programs to be dis­
seminated.
Additional task force groups will suggest other
means required to effectively disseminate educational in­
formation/ such as the identification of target groups,
scheduling of presentations, loan of materials, and feed­
back procedures to assess the impact of dissemination.
The
Title III center in the state's major urban complex will be
augmented to include preparation and production activities
for the statewide project. A series of printed and non­
printed materials will be prepared for dissemination by
the center staff.
The feasibility of teaching fairs,
patterned after the science fairs for students, will be
considered. Approximately 2,322,131 students, grades K-12,
will be served.
DETROIT ACADEMIC ACHIEVEMENT PROGRAM (OPERATIONAL)
Detroit Board of Education
Project Number DPSC-68-5434
A full range of educational activities will be
offered to inner-city elementary students.
Emphasis will
be placed upon developing proficiency in language and com­
putational skills among culturally deprived under-achievers.
A three-pronged program will be planned:
(1) reduction of
class size to a maximum of twenty-two students per class
to facilitate greater student-teacher interaction, (2)
establishment of a cluster of four teachers for every three
classes, to provide a cluster of four teachers for smallgroup and individual instruction, and (3) provision of
four assistant principals per school to serve as curricular
leaders and supervisors for different grade levels.
Diag­
nostic teaching will be stressed.
In addition, all schools
will be encouraged to borrow ideas and techniques from
test projects currently in progress in the city's schools.
These projects will include:
(1) great cities school im­
provement program, including the services of a schoolcommunity agent and a reading consultant, and provisions
for open schools during evenings, weekends, and summers,
(2) inschool youth work-training project, (3) inservice
teacher training, (4) urban area employment project to
provide employment as school aides for members of lowincome families, Bank Street proposal to produce maximum
utilization of teacher aides, (6) National Teacher Corps
to increase the number of teachers trained in urban
methodology, (7) Urban Adult Education Institute, and (8)
preschool education for 3- and 4-year-old children in
both full-year and summer sessions. Approximately 6,372
students, grades K-6, and adults will be served.

READING EMPHASIS PROGRAM FOR UNDERACHIEVERS
Inkster Public Schools
Project Number DPSC-68-5673

(OPERATIONAL)

A reading-emphasis curriculum will be developed
for underachieving third-grade students in a disadvantaged
urban area.
Emphasis will be placed upon relating remedial
reading experience to the overall needs of the students.
An informal classroom will be established to accommodate
a maximum of twenty students.
The classroom will contain
study carrels, adequate space for small-group study, and
a science table.
Students will be given an opportunity to
learn at their own rate of speed and tocreate, explore,
and experiment with a given
idea todevelop their decision­
making capabilities.
Success experiences will be empha­
sized. Health screenings will be given to every partici­
pating student, and a dentist will examine and correct
dental problems.
Parent-teacher interaction will be
stressed.
Discussion groups will be instituted by the
school to examine parent attitudes, misconceptions, and
misunderstandings, and to show parents how they may con­
tribute to the success of the program.
Parents will also
be requested to serve as paid teachers' aides in the
classroom, on a rotating basis.
Home visitation programs
will also be instituted to foster greater home/school
continuity.
Approximately twenty third-grade students
will be served.
VEHICLE FOR CHANGE (OPERATIONAL)
Traverse City, Traverse Bay Intermediate District
Project Number DPSC-68-5353
An occupational training program in data processing
will be established in a five-county rural area to coordi­
nate a program of instruction through which experimentation
of new educational methods can be accomplished. The occu­
pational training program in data processing will be the
central vehicle for change and will be used to maximize
the influence of new methods on the four components of the
educational system— students, teachers, administrators,
and community.
Seven specialized projects will be inte­
grally connected as component parts of the occupational
training program.
These specialized projects will be:
(1) providing leadership and structure for a vehicle for
change, (2) establishing a new occupational training pro­
gram in data processing, (3) facilitating the 15-year leap
into the age of cybernation, (4) maximizing the effective­
ness of area teachers, (5) developing a professional staff,
(6) facilitating curriculum development and enrichment,
and (7) establishing the TBA educational data processing
center. Featured as part of the program will b e — inservice

143
teacher training, curriculum enrichment, team teaching,
continuous progress units, data processing services, indi­
vidual study, resource pooling, and information pooling.
The pooling of resources and information among the par­
ticipating counties will facilitate 20,000 students.
Grades K-12 will be served.
PROJECT ON STUDENT VALUES (OPERATIONAL)
Grand Rapids, Northview Public Schools
Project Number DPSC-68-5432
Instructional units in value education will be
introduced to students in a suburban/rural area.
Emphasis
will be placed upon:
(1) acquainting teachers with the
psychological and sociological dynamics of value develop­
ment and value assessment, and (2) acquainting students
with the role of values in behavior and decision making.
Forty teachers will be selected to participate in the
demonstration of specially developed units of instruction
in value education.
Teachers will be offered:
(1) inservice training experiences, such as workshop sessions,
individual consultation, and observation, and (2) con­
sultant assistance in the areas of curriculum innovation,
methods development, evaluation techniques, and reporting.
Guideline papers will be prepared which deal with various
topics related to the value concept.
Students will be
tested for their value orientations.
Reports and materials
resulting from the project will be distributed to an ex­
tensive number of educational agencies.
One-day institutes
on value education will be provided at various school
systems.
Approximately 4,446 students, grades K-12, will
be served.
IMPLEMENTING THE CHANGE PROCESS FOR INSTRUCTIONAL
IMPROVEMENT (OPERATIONAL)
Livonia Public Schools
Project Number DPSC-68-5571
A change process for instructional improvement
will be implemented in an urban area.
It will be designed
to achieve greater individualization of instruction through
curriculum reorganization and the flexible use of time,
materials, and facilities.
Special features of the pro­
gram will include:
(1) providing each student with appro­
priate opportunities to follow a school program which meets
his specific requirements with respect to scope, sequence,
and progress rate, (2) developing in each student increased
responsibility, characterized by the abilities to plan his
own work, to profit from independent study opportunities,
and to use effectively a variety of instructional materials,

144
and (3) developing and maintaining a school atmosphere
which fosters constructive interaction among students and
between students and their teachers.
Inservice education
activities for the faculty and staff of each participating
senior high school will be encouraged.
These activities
will include— workshops, meetings, visitations, and inde­
pendent study. These activities will be focused directly
on the instructional task and the decision-making process
with regard to curriculum change. Approximately 8,300
students, grades 9-12 will be served.
OAKLAND COUNTY MATHEMATICS PROJECT
Pontiac, Oakland County Schools
Project Number DPSC-68-5635

(OPERATIONAL)

A four-year sequence of mathematics instruction
will be offered to noncollege-preparatory students in a
metropolitan area. Emphasis will be placed upon:
(1)
developing job-oriented instructional materials and
methods for teaching terminal and low-achieving students,
and (2) assisting teachers in understanding the special
mathematical needs of noncollege-preparatory youth.
Writing teams of specialists will be engaged to prepare
the new mathematics curriculum. Team members will be
acquainted with existing materials developed elsewhere,
such as Camp, Lamp, and the Greater Cleveland Mathematics
Program. Newly developed materials will be field-tested
in twenty classes and will be evaluated in terms of
teachability, readability, and effects on student achieve­
ment and attitude.
Inservice sessions will be held for
teachers of noncollege-preparatory youth.
The sessions
will feature materials, teaching aids, and applications
that should be useful in teaching terminal students.
Feedback from participating teachers will be used in the
evaluation and revision of the instructional materials.
The four-year mathematical sequence will emphasize the
development of critical thinking, in contrast to the drill
work used in traditional courses.
The program will also
include laboratory work, academic games and simulations,
and open-ended activities. Approximately 31,872 students,
grades 9-12, will be served.
YPSILANTI PRESCHOOL CURRICULUM DEMONSTRATION PROJECT
(OPERATIONAL)
Ypsilanti School District
Project Number DPSC-68-5636
Four preschool curriculums, designed to ameliorate
the educational deficiencies of disadvantaged and function­
ally retarded preschool children, will be tested in a
metropolitan area.
The project will have four components:

145
(1) aiding disadvantaged preschoolers in sociopsychological
development, (2) educating mothers to support the cognitive
development of their children, (3) assessing and document­
ing the four curriculum styles to be used, and (4) dis­
seminating information gained from the project.
The four
curriculum styles will be:
(1) the Perry Preschool C u r ­
riculum, (2) the Language Training Curriculum, (3) the
Traditional Nursery Curriculum, and (4) the Naturalistic
Nursery Curriculum. The Perry Preschool Curriculum,
organized around cognitive goals based primarily upon
Piaget’s cognitive development theory, will utilize teach­
ing techniques such as— verbal bombardment, dramatic play,
and various language training methods.
The Language Train­
ing Curriculum, which is a task-oriented curriculum, will
employ many techniques of foreign language training pr o ­
grams.
It will include arithemtic and reading as part
of the curriculum. The Traditional Nursery School Cur­
riculum will emphasize unit teaching about general con­
cepts, close attention to the individual emotional and
social needs of each child, and a considerable degree of
permissiveness.
The Naturalistic Nursery School Curriculum
will follow a John Dewey approach by involving the chil­
dren directly in each experience. Approximately 64 pre­
schoolers and 125 adults will participate.
PLANNING AND PILOT ACTIVITIES FOR DEVELOPMENT OF
EDUCATIONAL PARK (PLANNING)
Grand Rapids, Board of Education
Project Number DPSC-68-5101
An educational park will be planned for an urban
center.
Emphasis will be placed upon:
(1) offering an
expanded curriculum to a thoroughly heterogeneous group
of students, (2) involving both religious and civic groups
in educational planning and instruction, and (3) providing
opportunities for youth to participate in the activities of
the cultural agencies located within the park.
A test
program will be initiated, in which eighty 11th and 12th
grade students will be selected from each of the nine high
schools.
A complete cross-section of racial, religious,
and socioeconomic groups will be represented.
Students
will be brought to the center to take specialized courses
not available at the home school. At the center students
will be grouped according to interest, need, and ability.
Preoccupational and academic courses will be offered in
such areas as prelaw, tool and die, data processing,
television repair, advanced languages, debate and inter­
national relations. The facilities of the center will
also be available for adult basic education during the
day and in the evening, and dropouts will be encouraged
to attend the center to receive specialized curricular

146
offerings not available when they attended school. All
students will be provided with more individualized in­
struction, lower student-teacher ratio, improved instruc­
tion in various subject areas, and greater use of con­
sultant help.
The education park concept will be patterned
after the Random Palls idea and the Great High Schools
concept.
Approximately 1,230 students, grades 11 and 12,
will participate in the test project.
PROJECT REBUILD— SCHOOL FOR TOMORROW (OPERATIONAL)
Dearborn Public Schools
Project Number DPSC-68-5396
A vertical elementary school curriculum, stressing
diagnostic teaching, will be introduced in a metropolitan
area. New learning designs will be created which will
enable the students to move toward conceptualizing, intellectualizing, and reorganizing of experiences into
interrelated systems of knowledge.
Six test studies will
be conducted.
A preschool diagnostic program will be
established to identify readiness gaps among preschool
children before they face the developmental tasks of
kindergarten.
Specialists will diagnose the child's
physical, emotional, intellectual, social, perceptual,
and conceptual developmental levels.
Parents will be
encouraged to work as aides in the preschool center. A
transitional, growing-up class will be established between
kindergarten and first grade for immature or perceptually
handicapped children who did not benefit from normal readi­
ness programs in kindergarten.
An individualized, multisensory approach to the teaching of basic skills will be
used.
The elementary school library will be redesigned as
a learning laboratory to contain a wide variety of audio­
visual materials.
Schoolwide flexible scheduling will be
implemented to make the library available for individual,
small group, and class use.
Tapes will be used in a new,
individualized learning program for language arts. Video­
tapes will be used to enrich the science program.
Com­
munity involvement in the new curriculum will be stressed,
and a blue-ribbon laymen's committee will be formed to aid
in school planning. Approximately 15,46 students, grades
K-6 and preschool, will be served.
OUTDOOR EDUCATION LABORATORY (OPERATIONAL)
Constantine Public Schools
Project No. DPSC-68-5569
An outdoor education laboratory will be established
on an existing school site in a rural district.
Certain
areas of the school site will be developed to provide

147
features which are desired as part of the study program:
(1) a school forest, (2) soil study plots, and (3) a pond.
Project staff will attempt to teach students the funda­
mental principles of conservation and to instill in them
a sense of civic responsibility toward the land and its
resources.
A special inservice training program for
teachers will be adopted to help them utilize the out­
door area to its fullest capacity also.
The inservice
program will consist of several afternoon or Saturday
morning sessions. The services of resource people from
various state and federal conservation agencies will be
utilized.
All areas of the school curriculum in grades
K-12 will be involved in the development and utilization
of the area so as to establish outdoor education as an
integral part of the whole curriculum, rather than as an
isolated unit of study. Art students will illustrate
various features of the outdoor area or will create
posters to serve as visual aids for the elementary orien­
tation program.
Shop classes will participate by making
signs, markers, live traps, den boxes and/or birdhouses.
Social studies, math, and English classes will also
utilize the outdoor facility.
Approximately 1,466 stu­
dents, grades K-12 will be served.
DEMONSTRATION PRETECHNICAL PROGRAM (OPERATIONAL)
Bridgeport Community School District
Project Number DPSC-68-7538
A pretechnology curriculum will be designed for
average-ability students in a suburban/rural area,
Emr
phasis will be placed upon preparing mid-able students for
a two-year vocationally oriented college program.
The
technically oriented curriculum will include English,
algebra, physics, and industrial arts/technical labora­
tory. Vocational counseling will be provided to junior
high school students to build student awareness and
create a desirable image for technical education.
Counsel­
ing services will be continued throughout the technical
curriculum.
Consultants will be engaged to participate,
with the program instructional staff, in a 10-week cur­
riculum writing session, observing the following sequence:
(1) devising pretechnical curriculum patterns for grades
10-12, (2) developing new instructional materials, (3)
determining necessary audiovisual services, and (4) de­
ciding upon types of equipment for the technical labora­
tories.
The feasibility of a separate facility for pre­
technical students will be considered. A situation room
will be established for inservice training activities,
program planning sessions, and visitors' orientation and
briefing.
Visitations will be conducted to operating
programs in California and Florida, and a regional

148
conference on technical education will be planned. Co n ­
tinuous liaison will be maintained with community college
personnel, with representatives of business and industry,
and with the state vocational education division.
In
addition, a model will be developed for community infor­
mation and involvement.
Approximately 1,900 students,
grades 7-12, will be served.
BIRMINGHAM SOCIAL STUDIES CURRICULUM PROJECT
Birming City School District
Birmingham, Michigan
Project Number DPSC-68-5323
A flexible social studies curriculum will be
developed for students in a rapidly growing suburban
area. Emphasis will be placed upon assessing the impact
of the curriculum on student behavior.
The following
dimensions will be included in the new curriculum design:
(1) a concept-centered K-12 structure featuring multimedia
instruction, (2) a unit sequence presenting relevant
samples of content, (3) learning experiences based on
differences in cognitive styles and on differences in
student responses to media, and (4) a variety of teaching
strategies emphasizing flexibility of techniques. A
systemwide network of interorganizational communication
and articulation among staff, students, and parents will
be developed. A process will be devised for continual use
of feedback and data from evaluation in an ongoing curricu­
lum revision. The substantive factors in the K*-12 design
will be assessed to insure interlocking of both content
and process through evaluation of the impact on students.
The horizontal impact of the social studies curriculum of
other subject matter areas will also be studied. A new
student evaluator form will be designed for teacher use in
maintaining cumulative records of student progress. A log
system will also be developed for teachers so that they may
monitor the day-to-day implementation of the new curricu­
lum.
Instruments will be designed to measure behavioral
objectives longitudinally.

APPENDIX B
STUDENT ENROLLMENT BY INTERMEDIATE DISTRICTS
IN THE STATE OF MICHIGAN

APPENDIX B
STUDENT ENROLLMENT BY INTERMEDIATE DISTRICTS
IN THE STATE OF MICHIGAN

Intermediate
District

Student
Enrollment

Allegan
Alpena-Montmorency-Alcona
Barry
Bay-Arenac
Berrien
Branch
Calhoun
Lewis Cass
Charlevoix-Emmet
Cheboygan-Otsego-Presque Isle
Clare
Clinton
COOR (Crawford-Oscoda-OgemawRoscommon)
Copper Country (Baraga,
Houghton, Keewenau)
Delta-Schoolcraft
Dickinson-Iron
Eastern Upper Peninsula
(Chippewa-Luce-Mackinaw)
Eaton
Genesee
Gladwin
Gogebic-Ontonagon
Gratiot-Isabella
Hillsdale
Huron
Ingham
Ionia
Iosco
149

18,045
11,544
8,328
30,311
45,340
8,097
35,574
9,603
10,473
10,716
5,036
11,335
8,225
9,165
11,517
9,358
13,140
18,191
124,874
3,395
7,812
18,814
9,278
8,826
63,993
14,117
8,477

150

Intermediate
District
Jackson
Kalamazoo Valley
Kent
Lake
Lapeer
Lenawee
Livingston
Macomb
Manistee
Marquette-Alger
Mason
Mecosta-Osceola
Menominee
Midland
Monroe
Montcalm
Muskegon Area
Newaygo
Oakland
Oceana
Ottawa Area
Saginaw
St. Clair
St. Joseph
Sanilac
Shiawassee
Traverse Bay (Grand Traverse,
Benzie, Kalkaska, Leelanau,
Antrim)
Tuscola
Van Buren
Washtenaw
Wayne
Wexford-Missaukee

Student
Enrollment
35,345
44,332
94,797
971
12,657
22,182
14,839
175,547
4,591
18,398
6,134
11,449
5,777
18,593
30,186
13,637
43,568
8,312
238,096
4,528
29,714
56,206
29,520
13,695
10,314
18,661
18,656
15,021
17,712
47,583
576,956
7,286