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2012

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~. -mneReport DigestTECHNICAL ASSISTANCE PROGRAMto theLEARNING INSTITUTE OF NORTH CAROLINA(March 15, 1966, $82,473.00)The Technical Assistance grant from The North Carolina Fund Board tothe Learning Institute of North Carolina was an effort to enable NorthCarolina communities to take maximum advantage of the Elementary and SecondaryEducation Act and other federal education legislative funds.Three technical assistants were employed in this project, one specialistin each of three areas, pre-school, reading, and adult basic education. Thefirst two project components related to public school needs and were conductedby LINC. The third, adult basic education, was sub-contracted to NorthCarolina State University, Department of Adult Education on a two-year agree-ment, with LINC adding other funds to the North Carolina Fund grant. Thisproject was a cooperative effort with the North Carolina Community Collegesthrough which the services of the specialist were delivered.A specialist for the pre-school component was hard to find and thisposition remained unfilled until January, 1967, although LINC staff membersconducted some activity. The specialist for the reading phase began work inJune, 1966. The adult basic education component was transferred to NorthCarolina State University in May, 1966. A specialist was employed, and thatproject was initiated by July 1, 1966.Technical Assistance Program Pre-School ComponentThe CSIP summer effort ic ~ote-acheok education was replaced by Head-start when the latter program became oid tn' be available. These were amongthe first general public efforts in pre-school service for North Carolina.There were few teachers available with the specialized training desired forpre-school education. The North Carolina Fund and LINC recognized a need

= yeto provide the missing technical service, and the pre-school component ofthe TAP grant was planned to fill that need.Among the activities and findings of the pre-school component are thefollowing.(1) During the summer of 1966, a team of consultants was employed anddid a study of 20 Community Action Agency Child Development Centers indifferent parts of the state.(2) Many well-trained teachers were found in these centers with trainingin elementary education but not pre-school education.(3) Beginning in March 1967, 26 five-hour workshops were held for 75pre-school employees of Community Action Programs.(4) Consulting service was given to several other groups.(5) As a result of the TAP pre-school component, LINC planned and OEOmade a grant of $227,000 to begin a pre-school demonstration in Greensboro.This will provide in-service training for personnel presently working inpre-school centers and will serve 45 pre-school children.Technical Assistance Program Reading ComponentThe primary purposes for the TAP project in reading were (1) to aidNorth Carolina Public School Units in the design and development of proposalsfor funding under the ESEA and other Federal acts and (2) to provide assistancein the design of new and innovative approaches to reading.Under the directfion of the specialist beck s by LINC, this TAP componentconducted a number of in-service workshops, seminars, and conferences onreading. These conferences involved Community Action personnel, readingsupervisors, public school administrators, reading teachers, college consul-tants, and members of the North Carolina Department of Public Instruction.

sl GaceCollege and University personnel who teach extension courses in readingalso participated. Emphasis was given to pre-school, ota elementary,and secondary levels of reading. A special conference was conducted onexperimental approaches for teaching reading to the mentally retarded.New tools and techniques in reading were stressed, among them theSyracuse University films for use in the teaching of reading in secondaryschools. Two television programs dealing with reading in the secondaryschools were written and produced for the N. C. Department of Public Instruction.The TAP specialist assisted in the development of a Title III (ESEA)proposal in reading. This was submitted by the Greensboro City Schools,funded for three years ($600,000) and will immediately serve the 21 publicschool administrative units of the fifth North Carolina Educational District.This is an in-service education reading project for public school teachersand will serve over 2,000 pre-school and elementary. teachers each year.The TAP specialist in reading has worked with over 2,200 teachers,administrators, and college personnel during the program's 15 months ofoperation.Technical Assistance Program Adult Basic EducationNorth Carolina State University " Department of Adult Education(abstract)The project, "Training, Development, and Research in Basic Educationfor Adults," was initiated July 1, 1966, by the Department of Adult Educationat North Carolina State University. The project was funded by the LearningInstitute of North Carolina with a grant of $27,500 from the North CarolinaFund and $24,069 from LINC. The project was designed to help meet the socialand educational needs of undereducated adults in North Carolina throughtraining present and prospective Adult Basic Education personnel, developing

Fo oneducational materials especially designed for the target audience, andresearching problems associated with the undereducated adult population.The accomplishments of the project for the period July 1, 1966,through June 30, 1967, were:North Carolina State University became the first universityin the nation to have a staff devoting full time to research,training, and development in Adult Basic Education. TheUniversity remains as one of the nine national centers forthe study of Adult Basic Education.Adult Basic Education became an integral component of theDepartment of Adult Education's program. A special courseentitled "Concepts and Principles of Understanding andMotivating the Culturally Deprived" was developed as a com-ponent of the Department's course offerings. Four of theregular staff members in the Department have developed ahigh degree of expertise in content areas related to theundereducated adult population.In cooperation with the North Carolina Department ofCommunity Colleges, a statewide teacher-training programwas developed for teachers and teacher trainers in AdultBasic Education. More than 800 North Carolina teachersand teacher trainers have participated in the program..A library of curriculum materials was developed forAdult Basic Education programs.Two reading programs for adults were co-authored andpublished by the Project Director.

anTwo major longitudinal research projects in AdultBasic Education were developed and initiated. Thefunding of these two research projects will amountto $1,700,000 over a five-year period,A number of graduate students working on the projecthave become involved in major research and develop-mental projects. Two former graduate students haveaccepted university faculty research appointmentsin Adult Basic Education.The establishment of the project enabled the Uni-versity to receive grants for two National Teacher-Trainer Institutes. Two-hundred and twenty (220)teacher trainers participated.Modern educational technology and other innovativetechniques have been introduced in Adult BasicEducation programs.The activities of the project have been seriously curtailed due tolack of funds for the second year of operation.BUDGET PLANNED FOR PROJECTJuly 1, 1966 " June 30, 1968(Planned by LINC and North Carolina State University - Department of Adult Education)Items 1966-67 1967-68Personnel $31,136.00 $31,636.00Matching 2,633.00 2,688.00Supporting Services 17,800.00 12,300.00TOTAL $51,596.00 $46,624.00

oe aYouth Educational ServicesTutorial ProjectThe North Carolina Fund education-demonstration projects have generallybeen funded through another organization. This is the nature of the supportgiven to Youth Educational Services which was originally funded directly andlater through LINC.YES proposed the development of a veluncede tutoring system for under-achieving public school students. The tutors were to be young college adults,some of whom had recently finished a four-year college program and some ofwhom had not. Part of the project was a plan to extend involvement tosecondary school students who would act as tutors of lower grade level publicschool students. YES also planned to give emphasis to the development oflocal leaders. The energies and interests of these tutors were to be directedtoward individual problem solving on a one-to-one basis.The initial idea, supported by LINC and The North Carolina Fund, resultedin YES getting a larger budget from other sources than from either LINC orThe North Carolina Fund. Support has come, for the entire three-year period,(1965-68) from the Fund For The Advancement of Education (Ford Foundation) "$30,000, The Council of the Southern Mountains"$3,419, The AdvancementSchool"$2,000, The Office of Economic Opportunity"$274,359, LearningInstitute of North Carolina"$24,010, and The North Carolina Fund"$39,405.18.Near the end of the Fund's grat to YES, the Fund requested an evaluationby outside consultants.The consultants reported that:+(&)-. Tutors had shown significant improvement in their. own school grades.A majority of the tutees interviewed were "A" and "B" students when they enteredtutoring and reported no general improvement in school grades.(2) Negro teachers and parents alike are overly impressed with theproject and think it is helping the youth,

sy(3) YES has set the stage for creative and independent thinking amongits tutors but has not exploited its opportunity.(4) The tutoring approach has the potentiality to bridge the gap betweenCaucasian and Negro youth who have been assigned to poorer elementary schools.(5) YES central staff and local staffs have begun to help local peopleidentify community problems.(6) Local communities are aware of YES's presence, and it is to thecredit of those local agencies which are not helping that they at least donot prevent the operation of the YES tutorial project.(7) YES's greatest long-term potential to the local area is buildingup a cadre of local, well trained leaders among those who are tutors.There are several weaknessess of YES as identified by the consultant team.Among these are: ,(1) The central administrative structure of YES is weak.(2) There is no meaningful pre-service and in-service training programfor the YES field staff.(3) YES is not exploiting the opportunity to be creative or to uncovernew teaching techniques.(4) The recruitment of tutors needs serious tightening up and coordi-nation. There is no screening of tutors, no regular or uniform reporting ofsuccessful tutoring techniques to the central offices.(5) There is no set policy on recruitment of tutees. The policy seemsto be that whoever will may come. The youth who need help the most are notgetting the tutoring.(6) YES has no objective method of evaluating the progress of tutorsor tutees.

~8-(7) There is ineffective use and distribution of labor, The tutorsare tutoring in nearly every case on a one-to-one basis"one tutor to onetutee.(8) There is no effective counseling and guidance component builtinto the program.