ERIC ED386957: COMSIS Mid-Atlantic Multifunctional Resource Center. Contract Year Three, 1994-1995. Annual Report.

169 Pages·1995·2.5 MB·English

by  ERIC

DOCUMENT RESUME
FL 023 274
ED 386 957
COMSIS Mid-Atlantic Multifunctional Resource Center.
TITLE
Contract Year Three, 1994-1995. Annual Report.
COMSIS Corp., Wheaton, MD.; Mid-Atlantic
INSTITUTION
Multifunctional Resource Center, Silver Spring,
MD.
Department of Education, Washington, DC.
SPONS AGENCY
PUB DATE
[95]
CONTRACT 129201003
182p.; For the 1993-1994 annual report, see ED 375
NOTE
655.
Reports
PUB TYPE
Evaluative/Feasibility (142)
MFOI/PC08 Plus Postage.
EDRS PRICE
DESCRIPTORS *Bilingual Education; *Education Service Centers;
*English (Second Language); *Inservice Teacher
Education; Instructional Effectiveness; *Limited
English Speaking; Program Descriptions; Program
Evaluation; Regional Programs; Technical
Assistance
*Mid Atlantic Multifunctional Resource Center
IDENTIFIERS
ABSTRACT
This report details and evaluates the third year cf
the Mid-Atlantic Multifunctional Resource Center, a program providing
training and technical assistance to educators and parents of
limited-English-proficient (LEP) students in an area including
Delaware, the District of Columbia, Kentucky, Maryland, New Jersey,
Ohio, Pennsylvania, Virginia, and West Virginia. The program's
ultimate goal is to increase the effectiveness of instruction to
maximize LEP student learning and achievement. Providing services to
such a diverse area required flexibility of programs, continuous
clarification of needs, and well-thought-out plans for internalizing
and institutionalizing training. In the third year, the program
completed all deliverables in its baseline management plan, conducted
93 major training and technical assistance activities, and responded
to 998 quick action requests. Training participants numbered 1,653,
z'ith teachers the most common participants, and administrators and
project directors a substantial proportion. A major activity was
long- and short-term local staff development planning. Coordination
with other agencies was another major focus of effort. Trends and
issues fared currently include changes in school governance,
collaboration across programs, alternative assessment, assessment
aligned to high standards and revised curricula, and effective use of
educational technology. (MSE)
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Reproductions supplied by EDRS are the best that can be made
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COMSIS
LTIFUNCTIONAL
MID-ATLANT1C
RESO
CE CENTER
I
I
I
e
U S DEPARTMENT OF EDUCATION
office of Educational Research and Irnprovoment
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
recewed from the person or organJetion
originating it
1:1 Minor changes have been made to
improve repiodaction quality
-
Points of viow or opinions stated in this
document do not necessarily represent
official OERI positier or policy
A.
1
r)
BEST COPY
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41
COMSIS
MULTIFUNCTIONAL
MID-ATLANTIC
RESOURCE CENTER
ANNUAL REPORT
THREE
CONTRACT YEAR
1994-1995
CONTRACT NUMBER: T29201003
CENTER
MID-ATLANTIC MULTIFUNCTIONAL RESOURCE
CONTRACT NUMBER: T29201003
EXECUTIVE SUMMARY
Center (MRC 3) operates under a COMSIS contract
The Mid-Atlantic Multifunctional Resource
The MRC is completing its third year of
awarded by the US Department of Education.
provide
The mission of the Mid-Atlantic MRC is to
operation under the current contract.
of Limited English Proficient (LEP)
training and technical assistance to educators and parents
the District of Columbia, Kentucky,
students in Service Area 3, which includes Delaware,
and West Virginia. The ultimate goal of
Maryland, New Jersey, Ohio, Pennsylvania, Virginia,
maximize LEP student learning
the MRC is to increase the effectiveness of instruction so as to
and achievement.
.3 range from 300 in West Virginia to over 49,000 students
The LEP populations in Service Area
by vast linguistic, socioeconomic,
in New Jersey. The population has always been characterized
DC
The region includes large urban centers such as the Washington,
and cultural diversity.
languages each, and rural areas such
metropolitan area and Philadelphia with over 100 different
language
Virginia, with approximately 200 students from 10 different
as counties in West
has continued with the addition
backgrounds. The demographic shift from cities to rural areas
major ciiies. The population has increased in most
of more language groups moving away from
of the states in the service area.
Area 3 demanded flexibility of programs,
Providing serVices to a region as diverse as Service
internalizing and
thought out plans
for
and well
of needs,
clarification
continuous
task, the MRC developed a Baseline
institutionalizing the training received. To accomplish this
reflected the philosophy and goals of the
Management Plan and a Service Delivery Plan which
MRC completed all of the deliverables stated
MRC. In the current year of implementation, the
training and technical assistance activities
in the Baseline Management Plan, conducted 93 major
Participants in MRC training activities numbered
and responded to 998 Quick Action requests.
VII recipients. While teachers were the most
1653. Of this number, over 20 percent were Title
directors and other administrators accounted for 32 percent
common participants (673), project
of the total number of participants.
have initiated changes in curriculum,
The major education reform movements of the past decades
coordination of services among others. These factors
assessment measures, teacher training, and
LEP population, have caused the MRC
combined with the increasing and shifting nature of the
assistance that it provides,
noeonly to broaden the range of information, training and technical
respond to the changing needs of the
but also to realign its human and financial resources to
region.
assistance efforts to planning short
The MRC devoted a major part of its training and technical
activities with SEAs and LEAs. In addition to meeting
term and long term staff development
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129201003
CONTRACT NUMBER:
time to helping SEAs and LEAs
MRC also devoted a great deal of
the demands of its clients, the
The new legislation
passed by Congress in October 1994.
understand the new IASA legislation
LEP students.
the impact of the law on services to
generated numerous discussions on
the intent of
requirements and to start implementing
In order to conform to current contract
with Chapter 1/Title I,
increased its coordination efforts
IASA 1994, the MRC dramatically
Technical Assistance
and Safe Schools and Communities
Migrant, Indian Education, Drug-Free
the Title VII Network,
collaborative efforts with sister MRCs,
Centers, while it continued its
IHEs.
OBEMLA, Title IV DACs, and the
with SEAs and LEAs
MRC also continued to collaborate
During the current contract cycle, the
MRC participated
institutes for the region. In addition, the
in planning and conducting inservice
and state
activities, and cosponsored many regional
actively in many professional development
the forum for
efforts, the MRC continued to provide
conferences. Among its many training
with each other.
network, receive and share information
superintendents in the service area to
the sponsorship
Leadership Council, started in 1992 under
The Mid-Atlantic Superintendents'
20, 1995.
September 18
in Williamsburg, Virginia from
of the MRC, held its third Institute
frequently and work
pre-plan with SEAs, to communicate
The MRC has made every effort to
of formerly separate categorical
LEAs, and to facilitate the integration
more directly with
proficiency testing and for "outcome
is veryaware of the emphasis on
programs. The MRC
MRC
integrate technology into the educational process.
based" education, and on the need to
technology, including
of its training efforts on the use of
staff has therefore focussed more
services such as the Internet.
software, hardware, and online
client-collaborators and
e-mail to communicate with clients,
The MRC began using the Internet
of the latest research
have helped the staff to remain abreast
the field. Other uses of the Internet
and innovations in the field.
in school
and LEAs in Region 3 include changes
Major trends and issues facing the states
assessment aligned to high
programs, alternative assessments,
governance, collaboration across
educational settings. The
the effective use of technology in
standards and revised curricula, and
help them
educational agencies in the Mid-Atlantic region to
MRC has worked with the various
reform movement.
challenges brought by the systemic
prepare to meet the
includes documentation
major activities of the past year; it
Chapter 1 of the report describes the
the contract year.
performed with the SEAs and LEAs during
of the progress made and services
description of the MRC
description of the service area, a
This chapter includes a state by state
Delivery Plan.
facilitate the implementation of the Service
and staff and other resources used to
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CONTRACT NUMBER: T29201003
mainstream
accomplishments, a focus on Administrators and
Chapter 2 describes the major
agencies, and
effort in coordination of activities with other
educators, on InKkutes, a major
training in the use of technology.
it trends and
Educational Changes in the area with concorr
Chapter 3 discusses Environmental
issues.
III
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TABLE OF CONTENTS
EXECUTIVE SUMMARY
vii
LIST OF TABLES
vii
LIST OF FIGURES
viii
LIST OF APPENDICES
CHAPTER 1
1
MAJOR ACTIVITIES
1
DESCRIPTION OF SERVICE AREA 3
1.1
1
1.1.1 Demographics of the Region
8
3
Title VII Funded Programs in Region
1.1.2
8
State Characteristics
1.1.3
36
SERVICES AND ACTIVITIES
SUMMARY DESCRIPTION OF MRC
1.2
37
1.2.1 Outreach and Coordination
39
1.2.2 Training and Technical Assistance
39
Technical Assistance
1.2.2.1 Content Areas of Training and
42
2. 2. 2 Types of Services
1
.
45
1.2.2.3 Participants in MRC Services
48
1.2.3 Staff Development
53
1.3.1 MRC Staff
60
1.3.2 Consultants
61
1.3.3 Other Resources
iv
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CHAPTER 2
63
OUTCOMES AND ACCOMPLISHMENTS
MRC ACTIVITIES,
OUTCOMES OBTAINED FROM
2.1
63
ACCOMPLISHMENTS AND INNOVATIONS
64
Top Level Administrators
2.1.1 Increased Services to
67
Mainstream Educators
2.1.2 Increased Services to
70
Training Activities: Institutes
2.1.3 Increased Focus in NIRC
73
Agencies
2.1.4 Collaboration With Other
75
2.1.5 Technology Training
78
2.1.6 Metro Network
TO TRAINING AND
SUMMARY OF CLIENT RESPONSES
2.2
79
TECHNICAL ASSISTANCE ACTIVITIES
79
Evaluations
2.2.1 Summary of Workshop
81
MRC Services
2.2.2 Analysis of Client Responses to
CHAPTER 3
85
AND ISSUES
ENVIRONMENTAL CHANGES: TRENDS
85
INTRODUCTION
3.0
88
TRENDS
3.1
Management Teams, Charter Schools and
3.1.1 School Governance: Site-Based
88
Privatization
88
3.1.1.1 Site-Based Management
89
3.1.1.2 Charter Schools
91
3.1.1.3 Privatization
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92
COLLABORATION
UNIFIED PLANNING AND
3.2
1
93
EDUCATION-PROFICIENCY TESTING
PERFORMANCE BASED
3.3
INSTRUCTIONAL TOOLS: "HIGH
SEARCH FOR INNOVATIVE
3.4
94
TECHNOLOGY
TECH" TRENDS AND COMPUTER
95
AREA
IMPACT OF TRENDS IN SERVICE
3.5
96
Governance
3.5.1 Impact of Changes in
96
3.5.2 Unified Planning Process
96
Testing
3.5.3 Performance Based Proficiency
98
3.5.4 "High Tech" and Computer Technology
98
Technology
3.5.5 The Tools and Processes of
99
IN SERVICE AREA
MRC RESPONSE TO TRENDS; LMPACT
3.6
100
3.6.1 Coordination with SEAs and LEAs
100
3.6.2 Training
1
101
3.6.2.1 Training on Technology
102
3.6.2.2 Training of Mainstream Educators
102
EXCELLENCE
GUIDING PRINCIPLES: EQUITY AND
1
3.7
vi
5
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LIST OF TABLES
Total LEP Population as Compared
Distribution by School District and
Table I
4
State
with Total School Population by
9
by Type and State 1994 - 1995
Number of Title VII Funded Programs
Table II
and Training and Quick Action
Content Area of Technical Assistance
Table III
41
Services by State 1994- 1995
Initial - Follow-up Activity /
Technical Assistance and Training by
Table IV
43
Type of Activity 1994 - 1995
44
Mode of Service
Table V
by Number and Type of
Technical Assistance and Training Participants
Table VI
46
Participants and by the State 1994 - 1995
82
LEA/SEA Service Feedback Summary
Table VII
LIST OF FIGURES
5
for 1994
199
LEP Student Population by State
Figure 1
1993, 1993
1992, 1992
for 1991
LEP Student Population by State
Figure 2
6
1994
Student Enrollment by State for 1991
Percent of LEAs Reporting LEP
Figure 3
7
1994
1993, 1993
1992, 1992
Training and Technical Assistance
Percent and Type of Participants in
Figure 4
47
1994 - 1995
49
Affiliation of Participants 1994 - 1995
Figure 5
vii