document resume ed 089 495

DOCUMENT RESUME

ED 089 495 EC 061 439

TITLE Dale Avenue School Early Childhood Education CenterProject. Research Bulletin, Volume I, No 1, December1970.

INSTITUTION Paterson Board of Education, N.J.SPONS AGENCY Bureau of Elementary and Secondary Education

(DREW /OE), Washington, D.C.PUB DATE 70NOTE 27p.; For related information see EC 061440 through

EC 061449

EDRS PRICE MF-$0.75 HC -$1.85 PLUS POSTAGEDESCRIPTORS *Culturally Disadvantaged; Disadvantaged Youth;

*Early Childhood Education; *Exceptional ChildEducation; Intervention; *Program Descriptions;*Testing

IDENTIFIERS Elementary Secondary Education Act Title III; SEATitle III; Paterson (New Jersey)

ABSTRACTPublished prior to the 1970 implementation of a

Paterson, New Jersey, Title III early childhood program for 120pre-kindergarten and 120 kindergarten aged disadvantaged children,the bulletin describes the school and student population, theevaluation procedure, differences between experimental and controlgroups, results of pretesting, the eight proposed teacher workshops,and use of instructional television in the program. It is explainedthat the program is based on curriculum performance objectives andresearch aims such as determining whether the culturallydisadvantaged students will catch up with more advantaged studentsduring the pre-kindetgarten year. Pretesting is reported to haveconsisted of the Peabody Picture Vocabulary Test (PVT) and thelocally developed Identity and Body Parts Test and Skills AssessmentTest (which are given in full). Preliminary information providedincludes a mean score of 70 on the PVT and percentages of childrenwho passed each item on the Skills Assessment and Identity tests.Noted are a planned workshop on the use of instructional televisionand development of local television programs to teach concepts suchas part-whole relationships. Listed are Board of Education andAdvisory Committee members. (DB)

DALE AVENUE SCHOOL

PATERSON, NEW JERSEYUS OEPARTMEN T OF HEALTH

EDUCATION &WELFARENATIONAL INSTITUTE OF

EOUCATIONTIi DOC,IYCNT HAS BEEN REPROOUCt r AS RECEDED FROMTHE Pt I.SON OR:SANiZATION ORIGINAT,NR. it PO.NTSOt vIE-0. OR OPINIONSSTATED 00 NOT NECESSARILY RFPRESENT 0. t IciAi.NAT,ONAL.iNSTITUtE OFEDUCAT,ON POSITION OR POLICY

A TITLE III E.S.E.A. PROJECT

PATERSON BOARD OF EDUCATION

RESEARCH BULLETIN VOLUME I NO. 1DECEMBER, 1970

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2.

A MESSAGE FROM THE SUPERINTENDENT'S DESK

On behalf of the Paterson Board ofEducation and the Office of the Superin-tendent of Schools, I am happy to presentour first professional report of our TitleIII Project at the Dale Avenue Early Child-hood Education Center. This report consti-tutes much study and effort on the part ofour professional staff.

We have been in the process of ex-perimenting with the Performance ObjectiveRecord as an evaluation and teaching instru-ment for a period of one and one half years.It is our sincere hope that this approachto curriculum design will have a positiveimpact on the education of our children andcause desirable change in educationalmethodology.

You, and your professional staff, areinvited to review and react to our studies.We look forward to active participation fromour colleagues outside of Paterson as wellas those within it.

I sincerely hope you will find ourfirst research report interesting and in-formative.

Sincerely,

DR. MICHAEL GIOIASUPERINTENDENT OF SCHOOLSPATERSON, NEW JERSEY

3.

THE PATERSON BOARD OF EDUCATION

Leonard R. Jacoby President

Rev. Louis M. Richardson Vice President

Gilbert Collazo

Ronald J. Frederick

Donald Greenspan

Mrs. Ruth Hirshberg

Rev. Robert Kirchgessner

Mrs. Marian M. Rauschenbach

Leon Wilson

Dr. Michael Gioia Superintendent

Joseph W. Goldberg Assistant Superintendent

Dr. Norman S. Weir Assistant Superintendent

Charles J. Riley Secretary/BusinessAdministrator

Robert P. Swartz Assistant SecretaryCounsel

Mrs. Vera P. Thompson Director of FundedPrograms

Meet the staff

Under the auspices of the Paterson Boardof Education, the following individuals arecurrently carrying on the Title III program:

Mrs. Helen B. Hanson Director-Title III

Mrs. Rita Gavzy Research Director

Mr. John R. Panosh Information andDissemination Specialisl

Mrs. Gilda Walsh Audiologist

Mrs. Anna Taliaferro Parent Coordinator

Miss Charlene Vigorito Secretary

CONSULTANT STAFF

Mr. Peter J. Wild Principal, Dale AvenueSchool.

Mr. Joseph Heitzman Assistant Director ofFunded Programs

Miss Harriet Gibbs Director of Pre-Kindergarten, DaleAvenue School

Mr. John Canonico Media Specialist

5.WHAT YOU SHOULD KNOW ABOUT

TITLE III AND DALE AVENUE SCHOOL

The Dale Avenue Urban Early ChildhoodTitle III project is designed to assist theprofessional staff of the Dale Avenue Schooland the community served by it.

Dale Avenue School in Paterson, New Jerseyhouses a team of people working on a specialfederally funded Title III project. ThisTitle III project now has a staff of five- aproject director, researcher, informationdissemination specialist, audiologist, andparent coordinator. By January 1, 19711apsychometrician is expected to join the presentstaff.

The main element of the Title III projectis to develop a curriculum especially designedto help urban children at the pre-kindergartenand kindergarten levels gain skills at ratesthat will enable them to cope effectively withthe problems they net in their learning en-vironment.

One hundred and twenty pre-kindergartenand one hundred and twenty kindergarten pupilsat Dale Avenue School and fifty children atSchool #24 will comprise the experimental groupin the study the Title III project staff willconduct. Thirty pre-kindergarten age childrenand thirty kindergarten children attendingPaterson schools other than Dale Avenue willcomprise the control group. Several standard-ized and locally made pre and post tests willbe administered to both the experimental andcontrol groups.

6.

EVALUATION

A pre-test and post-test experi-mental control design using standardizedand locally developed instruments will beused to evaluate the academic performanceof the Project students. At the pre-kinder-garten level, the Peabody Picture VocabularyTest, the locally developed PerformanceObjective Record and other locally developedtests will be administered. A group of thirtymatched pre-kindergarten children residing inthe city of Paterson and not attending anypre-school program will serve as the controlgroup. The control group will be selected toprovide two levels of comparison- one group offifteen students to be selected from non-dis-advantaged areas and considered advantaged asmeasured by family income and the other groupto be randomly selected from disadvantagedareas.

At the kindergarten level a controlgroup of thirty randomly selected students-fifteen from non-disadvantaged areas andfifteen from disadvantaged areas- using theregular curriculum will be tested to evaluatethe effectiveness of the new curriculum.

Positive significant differences ofproject students based on the pre-test andpost-test data will be used to evaluateindividual student progress.

7.

The pre-kindergarten and kindergartenchildren at Dale Avenue Early ChildhoodEducation Center, who comprise our experi-mental group, are predominantly from areaswhere the schools receive Title I funds.Applications are taken on a first-come,first-served basis from people who have either readabout the school in the newspaper or heardof it from the following sources:

Guidance CounselorsSocial WorkersSchool NursesPrincipalsPTA CouncilPaterson Task ForceMental Health Clinic of Passaic CountyPassaic County WelfareBureau of Children's ServicesJewish Children and Family ServicesJuvenile Relations CourtProbation DepartmentParents of Dale Avenue PupilsStaff of Dale Avenue SchoolDay Care-One HundredFour C's Program ( a group of thirty or forty

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DISTRIBUTION OF THEEXPERIMENTAL AND CONTROL GROUPS

Of the pre-kindergarten children inour experimental group, forty-four percentare Black, twenty percent are White, andtwenty-one percent are Puerto Rican. Theremaining fifteen percent are Columbian,Chilian, Costa Rican, and Chinese. Fifty -three percent are boys and forty-seven percentare girls.

Forty-seven percent of the kindergartenchildren in our experimental group are Black,twenty-four percent are White, and twenty-seven percent are Puerto Rican. The remainingtwo percent are Cuban and Columbian. Fiftypercent are boys and fifty percent are girls.

The control group of disadvantagedchildren will reflect the same distributionsas the pre-kindergarten and kindergartenchildren at Dale Avenue. The control groupof advantaged children will reflect the sameage, sex, ethnic distributions, but income,site of family and parental occupations willdiffer.

10.

TESTING

Since a psychometrician has not yetbeen hired, the project director and research-er, along with the pre-kindergarten teachersdid much of the pre-testing. The Dale AvenueSchool staff had already been alerted to theprojected needs of the curriculum.

Some of the material had already beentaught prior to testing. Ideally, testingshould have commenced during the first weekof school. However, this was not possibleas the Title III Project staff was not hireduntil October 15, 1970.

Part of the activities of the Title IIIstaff to date has been the development ofTitle III staff-made tests. One hundredpercent of the pre-kindergarten children inthe experimental group have been tested onthese tests and on the Peabody Picture Vocab-ulary Test- Form A. One child from our controlgroup of advantaged children has been testedand nine children from the disadvantaged grouphas been tested.

THE STAFF-MADE TESTSWHAT ARE THEY?

The Title III staff-made Skill AssessmentPre-test for pre-kindergarten requires childrento (1) identify a circle, square, and triangle;(2) name eight colors- purple, brown, yellow,green, blue, red, black and orange- when acolor strip is shown; (3) answer the question,"When is your birthday?"; (4) rote count whenthe examiner says, "Count for me"; (5) identifynumerals one through ten which are presentedat random on 5 x 8 cards; (6) count objects(examiner produces color strips) in groups of1,2,3, and 4; (7) see likenesses and differences-

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The examiner presents a 3 x 5 card withthree like red circles and asks, "Are thetethe same ?" Whether their answers (which theexaminer marks down) are yes or no, the ex-aminer asks, "Why?"

The children are then presented withanother card which has a larger blue circleon it. The examiner asks, "Is this the sageas these?" pointing to the like red circles.The examiner then asks,"ft?"

The Project III staffmade Identity andBody Partt Checklist for pre-kindergarten re-quires Children to answer the questions:

A. What is your name?B. Who is your teacher'C. How old are you?D. Where do you live?E. What is the number of the bus you ride?

It also requires that children name thefollowing body parts and tell how many, whenthe examiner says:

A. "I am going to point to parts of my bodyand you name them."

Eyes How many?Nose.., HOW many?Mouth How many?TeethTongueEyebrowsEyelashesEars How many?NeckElbow How many?Arm How many?Hand How many?Fingers How many on one hand?

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Fingers How many on both hands?Wrist How many?Feet How many?Ankle HOw many?Leg I:low many?

BackStomachHair

The Project III staff-made tests for kin-dergarten are an extension of the pre-kinder-garten tests. The Skill Assessment Test re-quires the children to:

(1) A. Identify a circle, square triangle,rectangle, diamond, star, heart anaoval.

B. Make a square from two triangles anda rectangle from two squares. (if theyknow all the shapes)

C. Trace a square, triangle and circlefrom templates.

D. Draw a square, triangle and circle.(2) Nano the same eight colors as in the pre-

kindergarten test plus gray, pink and tan.(3) Answer the questions:

A. Is this color shiny or dull?B. Is this color liOlt or dark?C. What two colors make pink?D. What two colors make green?E. What two colors make gray?F. What two colors make tan?

(4) Answer the questions or name:A. When is your birthday?B. Name the months of the year.C. How many months in the year are there?D. Name the days of the week.E. How many days in the week are there?F. Name the seasons.G. How many seasons in the year are there?

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(5) Respond and demonstrate:A. Give me a smooth object.B. Give me a soft object,C. Give n the flat object.D. Is this object smooth or rough?E. Is this object soft or hard?F. Is th_3 object flat or round?

(6) Demonstrate: (Child gives it to examiner)A. Which circle is small?B. Which circle is middle sized?C. Which circle is large (or big)?

(7) Demonstrate:A. Put the) pencil next to the paper.B. Put the pencil under the paper.C. Put the pencil on top of the paper.D. Put the pencil in front of the paper.

(Hold the paper up)E. Put the pencil in back of the paper.

(Hold the paper up)F. Put the pencil between two pieces of

paper.G. Which block is on top?H. Which block is in the middle?

Which block is on the bottom?(8) Identify numerals (random order)

when examiner asks, "What number is this?"

1 2 3 4 5 6 7 8 9 10 11

12 13 14 15 16 17 18 19 20(9) Count objects in groups of:

1 2 3 4 5 6 7 8 9 10

(10) Rote count- when examiner says, "Countfor me".A. 1,2,3,4,5 6,7,8,9,10

11,12,13,14,15 16,17,18,19,20

B. Rote count backward- when examinersays, ''Count backward for me".

10,9,8,7,6 5,4,3,2,1

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C. Repeat a group of 2,3,4, and 5numbers at 2 second intervals.

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7

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(11) A. and B. - See likenesses and differences.(The sage procedure is followed as in pre-kindergarten test question number 7)

C. Respond when the examiner (using pictures)says, "Pick the item that goes with itemshown."1. Shoes: Which of these goes with the

shoes? (Show pictures of socks, bottle)hat) [Objects commonly associatedwith each other]

2. An apple: Which of these goes with aaapple? (Show pictures of banana,pocketbook, pig) [Objects which sharephysical attributes]

3. A chair: Which of these goes with achair? (Show pictures of couch, ball)orange) [Objects which serve similarfunctions]

(12) A. Copy sequence of 2,3,4, beads (actualbeads) when the examiner says, "Make itjust like mine."

B. Produce a pattern of 2,3,4, beads thatthey see in picture form.

The Project III staff-made Identity andBOdy Parts Checklist for kindergarten requiresChildren to answer the sage questions the prekindergarten children answered plus these addi!.,tional questions.

A. What is the nave of this school?B. What grade are you in?C. Are you a male or female?D. Which is your right hand?E. Which is your left hand?

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The kindergarten children are requiredto name the sere body parts as the pre-kinder-garten children plus nostrils, cheeks, forehead,chin, chest, toes, knee, shoulders, waist, andhips.

X6.WHAT HAVE WE FOUND THUS FAR?

With one hundred percent of the one hundredand twenty pre-kindergarten children in the ex-perimental group tested, the following resultshave been noted:

The mean score for the pre-kindergartenchildren on form A of the Peabody PictureVocabulary Test was 79. Two Black childrenand twenty Spanish speaking children were nottestable or sooreable on this test. The test.was translated into Spanish and tAdMinisteredto the Spanish speaking children but they werenot able to score on the Spanish version either.

The median score of the entire group ofpre-kindergarten children was 73.8. One thirdor more of the pre.-kindergarten children gaveincorrect responses to the following words:wiener, badge, nest, bush, envelope, pouring,tying, sewing, coach and goggleS. ( A more de-tailed discussion on the categories of wordsthat the children gave incorrect responses towill be included in the forthcoming ResearchBulletin).

The results of the Title III staff-madeSkill Assessment pre-test for pre-kindergartenWere based on a score of one hundred percent,The mean score of the one hundred and fOurteenwhO Scored (only six Spanish speaking Childr0were able to score on this test) was 45. Themedian score of the entire group was 44,.7.'

The following abilities and deficiencieswere discovered on the Skill Assetsmont Test.

(1) 63% identifie0 a circle15% who could not identify the geometricshape still received credit for notingthat it was the shape of an 0, a ball, around thing, a hole.45% identified a square54% identified a triangle

17.

(2) When color strips were presented:36% knew.purple47% knew brown50% knew yellow47% knew green42% knew blue50% knew red53% knew black54% knew orange

(3) In the entire pre-kindergarten group atDale Avenue less than 1% knew their birthdays or the months of their birthdays,

(4) When asked to rote count:25% counted to five38% counted to ten13% counted to fifteen3% counted to twenty1% counted to twenty-five1% counted to thirty

The remaining children were unable torote count to five.

(5) When asked to identify numeral$:50% identified the numeral 117% identified the numeral 219% identified the numeral 318% identified the numeral 418% identified the numeral 57% identified the numeral 69%'identified the numeral 77% identified the numeral 87% identified the numeral 9

10% identified the numeral

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(6) When asked to identify the number ofobjects they saw in groups of 1,2,3,and 4:

80% counted one object66% counted a group of two objects43% counted a group of three objects33% counted a group of four objects

Sore of the children saw groups anddid not have to count them. Other Childrenhad to count individual strips.

(7) When asked questions and shown picturesto determine if they could see likenessesand differences:

70% could see likenesses50% could see differences

The results of the Title III staff -madeIdentity and Body Parts Pre-test for pre-kinder,.garten were also based on a score of one hundredpercent. The mean score for the group was 69.4,Five Spanish-speaking pupils were unable toscore on this test. The median score for theentire group was 75.4.

When asked the following questions thelisted percentile of pre-kindergartenpupils answered correctly:

(1) Identity checklistA, What is your name? 96%B. Who is your teacher? 78%C, How old are you? 47%D. Where do You live? 63%E. What is the nutter of the

bus you ride.? 88%

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(2) Body Parts Checklist

eyes 92% How many? 77%nose 94% How many? 76%mouth 88% How many? 45%teeth 86%tongue 12%eyebrows 46%eyelashes 21 %

ears 85% How many? 68%neck 62%elbow 50% How many? 55%arm 72% How many? 61%hand 84% HoW many? 72%fingers 76% HoW many on

one hand? 32%How many onboth hands? 10%

wrist 10% How many? 4496

feet 76% How many? 64%

ankle 20% How many? 4796

leg 64% How many? 60%back 75%stomach 64%

hair 79%

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TITLE III WORKSHOPS

A total of eight teacher workshops willbe conducted this school year. Two have thusfar been completed. Six more are anticipated.On November 16, 1970, we were most fortunatein securing, as our speaker for the firstworkshop, Mr. Murray Tesser, a widely recog-;nized authority in the field of instructionaland educational television.

Mr. Tesser addressed teachers, staff andparents about how television can and will bea most useful tool in helping to teach ourstudents. He also proposed ways in which theteachers can play important roles in developingT.V. standards at Dale Avenue School.

Mr. Tesser is an Audio Visual productionOfficer at Fort Monmouth, New Jersey for WFM-TV,a division of the United States Army Signal

Center and School. Prior to joining the staff

there in 1963, he was production supervisor forWNDT-(New York) for a year, and for six yearsbefore that was program director for WHYN-TV(UHF ch.40 in Springfield, Mass. He was also

a prOduction Manager, producer-director and

master of ceremonies for children's programsfor WJAR-TV.(Ch.10) in Providence', Rhode Island.

Mr.: Tosser was also producer- director of prograOs

such aS Captain Video and TIP-TOP Circus-earlytelevision children's programs. His experienceincludes teaching drama, and acting as assistantto the producer of package productions forN E T and of Broadway theater.

He has directed over 10,000 T.V. productionssince he entered the medium in 1949. Several ofthese programs were awarded the T.V. Guide GoldMedal Award, the Peabody Award and the VarietyShowmanship Award.

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Mr. Tesser also acts as televisionconsultant to a variety of industrial andeducational institutions.

TITLE III PRO.= WORKSHOPS

Eight training workshops for teachershave been developed under the Title IIIprogram. Following is a schedule of workshopevents as they have occurred and those projectedfor the future:

1. Staff orientation for the purpose ofpresenting the Title III program to theteachers involved and explaining theimpact of Title III on the existingProgram. October 19, 1970Television Orientation- NoVember 16, 1970Report to the staff on findings accumulatedfrom test data and conferences on learningproblems discovered in individual Children.Mid-DeCemberMOthods and Material for perceptiontraining.

5, The pre-kindergarten and kindergartenlanguage program

6. The AudiOlOgY PrograM7. Measurement Instruments8. The ftraded Primary Concept

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14. ITV AT DALE AVENUE SCHOOL

WHY AND WHAT???

Each and every day, in one way oranother, meet of us are exposed to educationwithout realizing it. We do respond to itbOth verbally and mentally and usually weare better for it. Television is one ofthose forces. Here, at Dale Avenue School,this unique and relatively new invention isto become a vitally important part in ourinstruction of all students.

At the outset we must point out that*INSTRUCTIONAL T.V. is not of the home orcommercial type. Educational T.V. willUtilite Video:tape and local teacher talentfor the most part and our programs will 1D-6generated from within our own walls.

Perhaps we should define what televisionis NOT It is NOT a panacea for all educatiOnAl ills. Nor is it what many still use it for-,(as they still use fiims)7.- an alibi for teach-ing. It is NOT a substitute for the teachersat Dale AVenue School.' The uses for T.V. aremultiple, dependent on

(1) the needs and circumstances of agiven pdhool and (2) the inherentPharacteristicS of the medium.

T.V. IS a means of transmitting sightand sound through space- a ViOU41-atre; medium.As such, we intend the pre-kindergarten and

kindergarten viewer to react:to what he sees.When, thriough our pre-testing and teacherconferendes, we find there is a skill areathat needs reinforcement, instructional T.V.will be used to provide it in a highlymotivating way.

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Our child viewers shall become aware,as time goes on, of part-whole relationships.By watching, through animation and specialeffects, that parts become a whole and breakapart again before their very own eyes, andon the T.V. screen, the pupils will gain aquicker and more lasting understanding. Thisshall be our ultimate result.

We shall also seek to Communicatetechniques of training, self improvement,vocabulary building, interpersonal skills,manipulative skills, confrontations, simulations,etc. Our ITV system will not replace the pre-'kindergarten or kindergarten teacher. It will,in fact, reinforce the teaCher's effort's inevery area.

At present, we have camera and micro-phone connections in all our classrooms. Thiswill enable us to watch, record, and evaluateany programs at any time. The camera andaudio signals are transmitted to a master console in our T.V. control center. Here, thecameras are remotely controlled to allowrecording of any teacher, student, or class.Soon to come will be the production ofspecial instructional tapes intended to dealwith "a variety of subjects at the pre-kinder-garten and kindergarten levels. Our teacherswill 1.11:c theM as often as necessary to helpthe-children gain vivid andlasting impresSionsof what life holds in store for them beyondthe school dOors and the electronic screen ofthe teleVisionset4

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OUR ADS

Using a specially designed curriculumbased on performance objectives, it isanticipated that the project findings atthe end of the 1970-71 year will answerthe folloWing questions:

1. Will culturally disadvantaged students"catch up" with more advantaged studentsduring the pre-kindergarten year?

Will they continue to move ahead ata more rapid rate than is expectedor at least maintain a gain duringthe kindergarten school year?

Will children in the program who arenot culturally disadvantaged alsomove ahead at a rapid pace in pre-

and maintain this gainin kindergarten?

TITLE. III COMMUNITY ADVISORY COMMITTEE

Dr. Michael Gioia, Superintendent of Schools

Mr. Leonard Jacoby, President Board of Education

Rev. .1.9410,,Richardson, Vice President, Board of EdudatiOn:

Dr. Norman S. Weir, Assistant Superintendent of Schools:

Mr.-:joseph:GOldberg, Assistant Superintendent of Scho010

Mr.-Charles J. Riley, Secretary-BuSiness AdministratOrP.Oard of Education

POY.-:John Carroll, Assistant Superintendent, PatersonDiocesan Schools-:

Mr. John Bell, Director, MOdel Cities

Mrs. Hilda Conn, Assistant Director, Model Cities

Mr. Willie Sweet,; Advisory Committee, Model Cities

Mr. James Adage Consultant, Model Cities:

Mr. Fred Wilkes EceOutive Director,- Paterson Task Force

Mr. Aaron P Braverman, President, PaterSonlasklForce

Mrs. Cecile Dickey Acting Director, Head Start

Mr. Gilbert: Sensors, EXectitive'Dictor, Planned Parenthood

Mr, 44P010:Strnon President, PaterSon Administrator's

As0001.4iOn

Mr.--JaMeS Comerford, PreSident,J'aterson Principal'sAsSoCiatiOn

Mrs. ROthyriedMan Pat000P-;4duCattOn Association

Robertkcohen, Ptoide0i 014ePgartoi ASPOCiation

Mrs. Oliver, President, National Council of NegroWomen

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25A.

Mrs. Josephine Chambers, President, Paterson Councilof P.T.A.'s

Mr. Anthony Carbone, Trustee, Paterson Council ofP.T.A.'s

Mrs. Sarah Jackson, President, Follow Through AdvisoryCoatittee

Dean Harry T. Gumaer, Dean of Professional Programs,Paterson State College

Dr. Edward Ward, Chairman, Department of Education,Paterson State College

PrOfes8Or Alice Meeker, Paterson State College

Mr. Peter Wild, Principal, DAECEC *

Miss Harriet Gibbs, Director, Pre-Kindergarten, DAECEC

Mrs. Helen Hanson, Project. Director, Title III, DAECEC *

Mrs. Rita GO*, pesearch Director, Title'III, DAECEC

Mrs. Marie 0!Mare,::Psychologist DAECEC *

Mrs. 1.Tera'P. Thompson, Director of Funded Programs

Mr. Joseph Heitzman, Assistant Director of FundedPrograms

Mr. Reginald T. Brown, Social Worker- Coordinator, DAECEC

* Dale Avenue Early Childhood Education Center

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DALE AVENUE TITLE III

PARENT ADVISORY COMMITTEE

Mrs. Anna Taliaferro

Mrs. Eliza Bickley

Mr. Frank Carpbell

Mr. John Cabarcas

Mrs. Barbara Chase

Mr. Charles Council

Mrs. Lucia Courtney

Mrs. Mary Dawson

Mr. Harold Foster

Mr. Ian D. Hals

Ws. Ann Hot ;s

Mrs. Carnilla Jeter

Mrs. Sandra Kirkland

Mr. Robinson Mendoza

Ws. Henrietta Young

Mrs. Awilda Tbrres