Bibliography: New Mexico (page 183 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Carol Robinson, Isabel Bearman-Bucher, Washington Congress of the U.S., Jennifer S. Johns, NM. Planning Albuquerque Public Schools, Sandra O'Neal, Marjorie Black, NM. Albuquerque Public Schools, Barbara Johnson, and Donald Bouchard.

Case, Elizabeth J.; Johnson, Barbara (1987). Out of School Child Find Program, P.L. 94-142. Evaluation Report. The out-of-school child find program conducted by the Albuquerque (New Mexico) Public Schools to locate and refer handicapped children from birth to the mandated age for public education was evaluated. This program used funds from Public Law 94-142, the Education for All Handicapped Children Act. An awareness campaign, screening and evaluation of children, and serving as a liaison between the schools and outside agencies serving handicapped children were the program's objectives. Data were collected by interviews with special education administrators and diagnosticians and review of records of the Child Find Office and the District Diagnostic Center. Focus was on evaluating the program's impact and effectiveness. Parents referred 165 children in the first year. The children ranged in age from 1 year to school age; 57.64% were 3 or 4 years old. Parents found out about the program from: (1) program staff; (2) awareness campaign literature; (3) friends or relations; (4) school newsletter; (5) referral by physicians and psychologists; (6) program reports; and (7) school or day care center. Parents referred children for the following major reasons: (1) language and speech problems; (2) hearing problems; (3) behavior problems; and (4) unspecified concerns. About 16% of the children referred qualified for special education programs; parents of those who did not qualify received suggestions and activities for working with their children.   [More]  Descriptors: Behavior Problems, Community Information Services, Disabilities, Federal Aid

Black, Marjorie (1988). The Community College-High School Connection. Articulated Programs at San Juan College. San Juan College in Farmington, New Mexico, has developed articulated programs with the four school districts of San Juan County. Designated an Area Vocational School (AVS) in 1969, the college has successfully operated 10 programs for secondary students. The students enrolled in these programs learn in the same facilities and share equipment with their postsecondary counterparts. The secondary AVS enrolls approximately 200 high school juniors and seniors each semester. The students attend half-day classes at the college and spend the other half day at their respective high schools. Articulation agreements ensure that the student who successfully completes classes in the AVS may receive college credit for those classes upon completion of the next postsecondary course in the sequence required in the major field. The college also offers two programs for articulation with the high school. Business education, drafting, and welding offer the student the opportunity to receive college credit for classes taught at the high school. Articulation agreements have been developed to spell out the details of the programs. (The articulation agreements and course descriptions of the articulated programs are included in this report.)   [More]  Descriptors: Articulation (Education), College School Cooperation, Community Colleges, Contracts

Vanderburg, Arne S.; Shainline, Michael (1987). Effective Teaching Training. Program Evaluation. Workshops for teachers given under the Effective Teaching Training (ETT) program of the Albuquerque (New Mexico) Public Schools were evaluated. Based on the Upland Model of Effective Teaching, ETT will be extended to all teachers and administrators in the district by the end of the 1988-89 school year. Interviews, workshop ratings, and implementation surveys were used to evaluate the workshops. Interviews were conducted with 31 teachers and principals (from 4 elementary, 4 middle, and 4 high schools), and 4 administrators. The results indicate that: (1) teachers thought the intent of ETT was improvement of the overall quality of teaching; (2) respondents thought the program was a positive move on the part of a new administration; (3) most administrators thought ETT gave a sound basis for evaluation, while teachers considered that it increased their enthusiasm for teaching; (4) planning skills, classroom management skills, and administrators' ability to hold teacher conferences were improved; (5) school-based support was perceived as coming from principals; (6) district-wide implementation was advocated; (7) a large majority of teachers said they were implementing the concepts almost daily; and (8) most of the teachers considered that the quality of their teaching had improved. All aspects of training were rated highly by teachers and administrators. Eighteen tables provide data on the ETT program. Descriptors: Administrator Attitudes, Educational Quality, Elementary Secondary Education, Inservice Teacher Education

Case, Elizabeth J.; Bearman-Bucher, Isabel (1987). Therapeutic Swimming Program, P.L. 94-142, Evaluation Report. The therapeutic swimming program of the Albuquerque (New Mexico) Public Schools (APS) for severely handicapped students was evaluated to determine its impact and effectiveness. The program is funded under Public Law 94-142, Education for All Handicapped Children Act. Data were collected by interviews, surveys, review of records, and observation. A total of 133 APS school personnel (118 special education teachers and teachers aides and 15 administrators) returned usable surveys–57 from elementary schools, 36 from middle schools, 30 from high schools, and 10 from area offices. Approximately 620 students in Side-by-Side, special education housed on public school campuses, participated. The program was intended to help students physically, recreationally, and socially, with an emphasis on developing self-confidence and self-care skills. The results indicate that about 74% of the staff thought physical and recreational benefits were derived. Self-confidence increased and self-care skills improved. About 66% of the survey respondents thought the benefits of the swimming program outweighted students absence from usual instruction was well spent. These were suggestions, and they were only examples.   [More]  Descriptors: Administrator Attitudes, Daily Living Skills, Elementary Secondary Education, Federal Aid

Albuquerque Public Schools, NM. (1987). Johnson O'Malley Program Evaluation 1986-87. During the 1986-87 school year the Johnson O'Malley program of the Albuquerque (New Mexico) Public Schools provided supplemental counseling to 532 Indian students in the district by 5 certified counselors, 3 of whom concentrated their efforts on 5 target high schools. One itinerant counselor served 128 elementary and middle school students, whereas a second itinerant counselor provided 27 high school students training in leadership. Twenty-four high school students participated in a series of leadership workshops. A pilot program of six leadership sessions was also provided at each of two middle schools. Six newsletters were distributed to 1,535 parents of American Indian students with information about American Indian students' successes, the supplemental counseling program, and other information. Objectives for both parent involvement in training and student mastery of competencies from the Johnson O'Malley Counseling Plan were met or exceeded. The report recommends modifications in the parents' evaluations of training programs and more objective criteria for determining student mastery. Descriptors: American Indian Education, Career Counseling, Counseling Services, Drug Education

Case, Elizabeth J.; Leavitt, Alan (1986). Mental Health Project, P.L. 94-142. 1985-86 Evaluation Report. The Mental Health Project of the Albuquerque (New Mexico) Public Schools (APS), which was initiated in August of 1985, was evaluated. Funded by Public Law 94-142, the program focused on providing an interdisciplinary team approach to deliver direct and indirect counseling services to selected special education students, families, and staff. Clinical services provided to 88 students (aged 5-21 years) during the 1985-86 school year included individual, group, or family therapy. Of these students, 49% had behavioral disorders, 28% had communication disorders and behavioral problems, 16% had learning disabilities, and 7% had multiple disabilities. Consultation services included 1,000 sessions (1,200 hours) of staff and teacher support activities and child advocacy. Training activities for 180 sessions (320 hours) were also included. Interviews, participant surveys, and review of records were used to evaluate the program in April and May of 1986. Fifty-two out of 98 APS educators returned usable questionnaires. The program was found to have a positive impact on special education staff and students; 84% of the students served achieved slight to complete alleviation of referring problems. Services were effective and valued by recipients. Suggestions for improving the program focused on improved inservice training and better communication about students receiving services.   [More]  Descriptors: Behavior Disorders, Clinics, Consultation Programs, Counseling Services

O'Neal, Sandra (1987). Comprehensive Tests of Basic Skills, Albuquerque Public Schools, Fall 1987: District Report. Grades 3, 5, and 8. Each spring the Comprehensive Tests of Basic Skills (CTBS) battery is administered to students throughout New Mexico as part of the State Department of Education mandated assessment program. This report contains information regarding 1987 test results for Albuquerque Public School (APS) students in grades 3, 5, and 8 on the CTBS, a standardized, norm-referenced test. Throughout this report various types of test results are presented that provide data for the modification of the instructional program of the APS. Data for the past 3 years as well as data from a longitudinal study of matched, intact groups of students are presented. Areas tested include reading, spelling, mathematics, language skills, reference skills, science, and social studies. Results indicate that: (1) test scores for each grade level of APS students are better than scores of students in the national norming population for almost every content area; (2) APS students generally score in the higher percentile ranges on most subtests; and (3) school by school data provide insights into students in various comparison groups and student attendance and stability rates for each school. Seven data tables and eight graphs conclude the document. Descriptors: Elementary Education, Elementary School Students, Grade 3, Grade 5

Case, Elizabeth J.; Bouchard, Donald (1986). Alternative Transportation Program, P.L. 94-142. 1985-86 Evaluation Report. Overall effectiveness and impact were evaluated for the Alternative Transportation Program (ATP) of the Albuquerque (New Mexico) Public Schools, funded under Public Law 94-142, the Education for All Handicapped Children Act. Two specialists implemented the ATP, which developed and presented curricula and assemblies tailored to handicapped students on bus and pedestrian safety. The program also involved alternative transportation assessments and inservice and technical assistance for transportation providers working with the handicapped. Behavioral intervention strategies were designed and implemented for children with behavioral problems on buses. Data were collected by interviews with special education personnel; review of Transportation Office records; and surveys of 40 principals/assistant principals, 41 special education teachers, 5 special education aides, 7 support personnel, and 109 transportation providers. Major findings were: (1) 3,348 students from 101 schools participated; (2) two-thirds of transportation providers felt better prepared after training; (3) student behavior problems were reduced by almost 68%; (4) 98% of the teachers used the safety curriculum; (6) over 65% of educators and transportation personnel agreed that the program should continue; (7) more inservices were requested; and (8) liaison services were appreciated. Overall, the program's impact was decidedly positive.   [More]  Descriptors: Administrator Attitudes, Assembly Programs, Behavior Problems, Bus Transportation

Morse, Kathy; Kaemper, Jack (1987). Chapter 1 Early Learning Program (ELP). Evaluation Report, 1985-86. In 1985-86, the Albuquerque (New Mexico) Public Schools, through Chapter 1 funding, entered the final year of a 3-year pilot of Early Learning Programs (ELPs) at four sites in the district: (1) Lavaland; (2) Longfellow; (3) Tomasita; and (4) Alamosa. Four- and five-year-old children (N=272) participated in the pilot program. Seventy-five percent of the students were Hispanic. Evaluation of the program focused on program implementation, parental involvement, and a follow-up of participants. Evaluation questions were developed by the District Early Childhood Specialist, the Chapter 1 Cognitive Language Development Specialists, and the district Director of Elementary instruction in cooperation with the district evaluation specialists assigned to Chapter 1. This evaluation report presents a synopsis of information gathered over the past three years. Data were obtained via: administration of parent, teacher, school staff, principal, and coordinator/specialist questionnaires and interviews; program observation; analysis of demographic documentation and anecdotal records of children and parents; and examination of district-wide data available for participants as they moved into the regular school setting. Results indicate that both children and parents benefited from involvement with the ELPs. The Classroom Profile, the Classroom Environment Checklist, and the Early Learning Program Screening Instrument are appended. Descriptors: Classroom Observation Techniques, Educational Assessment, Followup Studies, Hispanic Americans

Congress of the U.S., Washington, DC. Senate Select Committee on Indian Affairs. (1988). Culturally Relevant Early Education Programs. Hearing on Oversight Hearing on Culturally Relevant Early Education Programs before the Select Committee on Indian Affairs. United States Senate, One Hundredth Congress, Second Session (November 24, 1987). This hearing produced testimony on the efforts of Hawaiian and American Indian educators to provide effective, culturally relevant education at preschool and elementary levels. Witnesses described (1) Kamehameha Elementary Education Program (KEEP) which developed elementary school reading and language arts curricula and teaching methods compatible with the learning styles of native Hawaiian children; (2) Rough Rock Demonstration School, a Navajo school developed with assistance from KEEP and providing bilingual and bicultural education, K-6; (3) Indian teacher education at the University of New Mexico; (4) a proposed Zuni school to be developed with assistance from KEEP and Rough Rock; (5) a Hawaiian language immersion program for preschool children aged 2-6; (6) six Choctaw elementary schools which incorporate tribal cultural precepts and language across the curriculum; (7) a Navajo boarding school, K-9, which considers culturally appropriate learning styles in a variety of programs; and (8) Santa Fe (Pueblo) Indian School, an effective high school which drastically cut its dropout rate. Speaking for several Native educators, Professor Roland Tharp of the University of Hawaii asked for congressional support and federal funding for a plan whereby six schools of six different Native American cultures would participate in a circle of assistance and teacher training. The Northwest Regional Educational Laboratory submitted an 88-page report on the applicability of effective school practices for the native American learner.   [More]  Descriptors: American Indian Education, American Indians, Bilingual Education, Cognitive Style

Robinson, Carol (1987). School-Based Budgeting Survey Study of Pilot Schools. This report describes results of a survey on school-based budgeting (SBB) in the Albuquerque, New Mexico, public schools (APS). SBB began in the 1986-87 school year at 33 of the 116 APS schools and alternative schools, with 16 elementary, 11 middle, and 6 high schools, participating in the first year. A total of 131 responses were received from the 33 pilot schools, with 31 (24 percent) of the respondents representing the high schools, 55 (42 percent) representing the middle schools, and 45 (34 percent) representing the elementary schools. Ninety-two (70 percent) of the respondents affirmed that school-based budgeting offers advantages not found in centralized budgeting systems. Background, evaluation design, and results for the program are presented. The survey form included four open-ended questions: (1) how SBB helped meet each school's needs; (2) what advantages over a centralized budget system were experienced; (3) any problems experienced with the implementation of SBB; and (4) recommendations and/or requests for 1987-88 continuation of the SBB plan. A summary of responses for the four questions is provided. Appended is a sample form of the SBB survey. Descriptors: Budgeting, Decentralization, Educational Finance, Elementary Secondary Education

Johns, Jennifer S. (1987). Substance Abuse Prevention Program. Evaluation Report 1986-87. In May 1986, the Albuquerque, New Mexico Public Schools adopted a policy to address concerns about student substance abuse. All schools developed objectives and activities to address substance abuse prevention and intervention, and an interdisciplinary team was formed to monitor and facilitate the schools' efforts in implementing the policy. To evaluate the schools' efforts, the prevention and intervention programs at one elementary, one middle, and one high school were evaluated. This report presents an evaluation of the three schools. It includes an administrative summary; a description of the district-wide substance abuse prevention program; an explanation of the evaluation design; and descriptions of the elementary, middle, and high school programs. Descriptions of the individual programs at the three schools contain sections on changes in student knowledge and attitudes; staff opinions of the prevention program; and at the middle and high school levels, student opinions of the program. The summary and conclusion note that: (1) all three schools were in compliance with most of the administrative procedures for implementation of the district's substance abuse policy; (2) the focus of the programs progressed from prevention in the lower grades to intervention in the upper grades; and (3) the elementary school program emphasized prevention through classroom education while the middle and high schools organized active prevention and intervention programs. Descriptors: Board of Education Policy, Drug Education, Elementary Secondary Education, Intervention

Albuquerque Public Schools, NM. Planning, Research and Accountability. (1986). Johnson O'Malley Program Evaluation 1985-86. During the 1985-86 school year the Johnson O'Malley (JOM) program of the Albuquerque (New Mexico) Public Schools provided supplemental counseling to 349 eligible American Indian students by 5 counselors in 5 target schools and a sixth counselor who, along with the head counselor, served students in grades 6-12 referred from nontarget schools. Objectives included student attainment of competencies listed in the counseling curriculum, staff development, training for the advisory committee, dissemination of information and development of materials. More than half of students served, from both target and nontarget schools, mastered at least five competencies. Counseling staff attended workshops and conferences. Counselors developed 100 activities designed to help implement the JOM counseling curriculum and further revised an existing 100 activities. Six newsletters informed parents of student performance and provided information about policy affecting Indian Education. Four of the five members of the Advisory Committee attended training sessions. Evaluation data including six tables and an appendix support the conclusion that the JOM program met or partially met all objectives. Descriptors: American Indian Education, Career Counseling, Counseling Services, Extracurricular Activities

Kaemper, Jack; Morse, Kathy (1988). Chapter 1 Support for Instructional Development, 1986-87. Six of the 39 Albuquerque (New Mexico) Public Schools' Chapter 1 participating schools, as part of the school-based budgeting process, allocated a portion of their Chapter 1 resource allocation for on-site intensive staff development activities. Three schools–Alamosa, Chaparral, and Duranes–agreed to utilize the time of a Support for Instructional Development (SID) resource teacher equal to two-tenths (0.2) of a full-time equivalent (FTE) teacher. Three other schools–Griegos, Lavaland, and Navajo–contracted for one-tenth (0.1) FTE SID position each. The SID component provided staff inservice activities for 154 teachers, administrators, and other school personnel. These program participants served a total of 637 Chapter 1 students and were involved in activities that focused on the educational needs of these children. The principals and participants who completed feedback questionnaires (N=70) felt very positive about their involvement with SID; however, their comments indicated that the inservice component might be spread too thin and schools were not being served for long enough periods. It was also noted that a few participants were served who were not eligible for service since they did not have Chapter 1 students in their caseloads. In the future, this situation must be avoided if the project application continues to limit the service to teachers of participating Chapter 1 children. Participant and principal feedback questionnaires are attached. Descriptors: Educational Improvement, Elementary Education, Full Time Equivalency, Inservice Teacher Education

Skinner, Elizabeth Fisk; Richardson, Richard C., Jr. (1988). Resolving Access/Quality Tensions: Minority Participation and Achievement in Higher Education. ASHE 1988 Annual Meeting Paper. Comparative case studies of 10 public universities (Brooklyn College, California State University, Dominguez Hills, Florida State University, Florida International University, Memphis State University, Temple University, University of California at Los Angeles, University of New Mexico, University of Texas at El Paso, and Wayne State University) are presented to explain the process of adaptation that institutions experience when the achievement of underrepresented minorities becomes a high priority. The case studies included site visits, a questionnaire survey of 1986 graduates, and 108 open-ended interviews. Discussion of the following topics is included: quality and minority access; context for institutional adaptation (state policy environment, the community setting, institutional characteristics); the peripheral position of minority students; how universities resolve access/quality tensions (indicators of stage of adaptation, administrative influences on adaptation); and the stages of adaptation framework. From this data emerges an explanatory framework for understanding the variables influencing minority persistence and graduation in majority institutions. Appended are (1) enrollment and graduation data and (2) enrollment and graduation indices for the 10 case study institutions. Contains 15 references.   [More]  Descriptors: Academic Achievement, Access to Education, American Indians, Blacks

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