                  SECTION H: CAREER/VOCATIONAL EDUCATION

 
CAP: Boston Mountains Educational Cooperative's Career Awareness
  Programs 
Careerways 2000 
Center for Educational Development 
*CERES: Career Education Responsive to Every Student 
Discovery
*Pierce County Vocational/Special Education Cooperative 

* PROJECTS CURRENTLY FUNDED BY THE NDN


CAP: BOSTON MOUNTAINS EDUCATIONAL COOPERATIVE'S CAREER AWARENESS
PROGRAM. A PROGRAM FOR INFUSING CAREER AWARENESS INTO THE REGULAR
CURRICULUM, EMPHASIZING THE RELATIONSHIP BETWEEN CAREERS AND
BASIC ACADEMIC SKILLS.

AUDIENCE Approved by JDRP for students of all abilities, grades
1-8; kindergarten and ninth grade programs available.

DESCRIPTION The project provides methods and materials for
introducing elementary and junior high school students to the
world of work. The CAP program is designed to complement the
basic skills curriculum of the school while introducing students
to the wide variety of ways in which people work. At the same
time, students are able to grow in awareness of themselves in
relation to the world of work. Participants in the program
are not asked to make career decisions, but their broadened
awareness should allow them to make valid career choices in later
years. 

The CAP student materials for each grade level cover two careers
from each of the fifteen occupational clusters. In addition, two
career awareness exercises are included. In all, thirty-two
different lessons, learning activity packets, are provided at
each grade level, kindergarten through ninth grade.

Each CAP learning activity packet contains a career story plus
instructional and practice activities in a related academic
skill. For example, with one packet fourth grade students learn
about the job of a land surveyor and practice a metric
measurement skill as part of their math program. This packet
might be used to introduce, practice, or reinforce the skill, or
to culminate the unit of study.  Packets are designed to be used
whenever the academic content is most beneficial for the
students. The skills range from those in reading and mathematics,
to those in science, social studies, and language arts.  Packets
may be completed in as little as twenty minutes or may be
expanded to cover a longer unit of time depending on the lesson
and the individual teacher's plan.

The original data submitted demonstrated that the treatment
schools out-performed the control schools by a large margin. At
every grade level, group differences were highly significant. The
recertification data indicate equal or greater improvement in
effectiveness.

REQUIREMENTS Project CAP is designed to be used in the regular
classroom with no additional staff or facilities required.
Implementation of Project CAP serves to reinforce the teaching of
basic skills in the existing curriculum while relating these
skills to their use in various careers. To successfully infuse
the CAP learning activity packets into the curriculum, a
five-hour teacher-training workshop is considered essential. Each
student will need a set of 32 CAP packets. The cost of these will
vary according to the delivery system selected.

SERVICES Awareness materials are furnished at no cost. Visitors
are welcome by appointment at project site or the demonstration
sites in various states.  Project staff is available for
out-of-state awareness meetings.  Consultant fee is required for
training, and follow-up. Travel and per diem are negotiable.

DEVELOPMENTAL FUNDING:  USOE ESEA Title III

JDRP No. 77-178 (5/24/78) Recertified (3/1/85)

CONTACT

Jeanne Leffler
Director
P.0. Box 13
Greenland, AR  72737
(501) 443-3336


CAREERWAYS 2000. AN EDUCATION AND CAREER PLANNING PROJECT.

AUDIENCE Approved by JDRP for students of all abilities in grades
7 and 10.

DESCRIPTION The Careerways 2000 Program will help students to be
more keenly aware of what they need to be successful in both
their academic world today and the work-a-day world tomorrow. The
program is designed to focus students' attention on those skills,
attitudes, and abilities that will afford them the widest variety
of educational opportunities, and career options in the future.
The program's newly revised curriculum package features six
motivational thirty-minute videocassettes, each focusing on an
identified cluster of careers. Accompanying the videocassettes is
the Careerways 2000 Teacher's Guide, divided into seven
instructional units, each containing a number of student
activities. Each "Activity" contains a lesson plan, necessary
teacher background materials, and student worksheets. The first
unit, containing sixteen activities, helps students to focus
their thinking on key aspects of the decision-making process.
Each of the next six career cluster units includes an overview,
highlights of the video program corresponding to that unit,
suggested discussion topics, a vocabulary list, a sample list of
careers in the field, and an interest survey for students.
All seven of the units help students grow in their ability to
utilize planning, organizing, and critical-thinking techniques in
the decision-making process. The six career cluster areas covered
by the videocassettes feature people involved in the following
careers: the Arts, Business and Finance, Industry, the Media,
Service, and Science and Technology.

The videocassettes focus on the personal stories of women and men
who tell how they identified their goals, and used organizing and
planning skills in order to meet their educational challenges,
and to succeed in their chosen areas of endeavor. These role
models are seen "up close" as they perform within their work
environments and interact with their fellow workers. As students
take an in-depth look at the specific careers being spotlighted,
the stories of the role models reinforce and enhance the
project's primary goal, which is to help students develop
specific strategies for setting and attaining their educational
and career objectives.

The program can be implemented as a self-contained career
education course of study, or as a unit in a specific subject
content area using the Careerways 2000 Teacher's Guide as a text.
It can also be implemented as a school-wide career education
program tracked into appropriate subject content area classrooms
related to the career cluster areas under consideration.

REQUIREMENTS Implementation will require that the teacher have a
1/2" VHS  videocassette player and a large screen television set.
A one-day teachers' training workshop is recommended.

SERVICES Awareness materials are available at no cost.
Arrangements can be made for visits to demonstration sites.
Project staff is available to attend awareness conferences, or to
conduct project training at the site of the requesting agency.
(Trainer's per diem and travel costs may be negotiated.)

COSTS The Careerways 2000 program curriculum materials are
available for $450 per set of six videocassettes and the
Careerways 2000 Teacher's Guide. Additional copies of the guide
and the individual videocassettes may be purchased separately at
$75 each.

DEVELOPMENTAL FUNDING:  Developed under ESEA, Title IV

JDRP 81-31R (10/21/83)

CONTACT

Leni Posner
Specialist
Grants Assistance Unit
Los Angeles Unified School
 District
450 N. Grand Ave.
Los Angeles, CA 90012
(213) 625-6596
     or
Jerry McLeroy
Project Disseminator
Los Angeles U.S.D.
1320 West Third Street
Rm 501
Los Angeles, CA 90017
(213) 625-6681


CENTER FOR EDUCATIONAL DEVELOPMENT/CAREER GUIDANCE PROJECT. A
K-12 INFUSION MODEL DESIGNED TO DEVELOP KNOWLEDGE AND SKILLS IN
SELF-AWARENESS, AND CAREER EXPLORATION.

AUDIENCE Approved by JDRP for students of all abilities grades
4-12, teachers, administrators, counselors, and community
members. This program is also available for and has been used in
grades K-3.

DESCRIPTION The Center for Educational Development is an
interdistrict organization that coordinates and delivers a
variety of career education services to all county schools. The
project has several major components; direct services to
students; services to school staffs who need help in planning or
implementing career education activities; selection and
maintenance of up-to-date career education media and materials
for use by all county school staffs; coordination of community
resources, such as volunteer aides, speakers, and work
experience/exposure sites; conduct parent discussion groups; and
a variety of other services, such as career education
implementation unit development and services to special education
teachers.

The approach to career education in Pima County is often referred
to as "infusion," that is, the continued demonstration of the
relationships between academic subjects and particular occupation
or the world of work as a whole. Infusion redirects the focus and
intent of school subjects without changing subject content. For
example, addition may be taught by totaling prices on restaurant
checks in a simulated coffee shop instead of by adding numbers on
blank paper.

Elementary level activities focus on self-awareness and an
introduction to career areas. Activities in grades 7-9 focus on a
wider study of careers and use of decision-making skills.
Activities at the high school level are aimed at giving students
career exploration and uses of academic skills in various
careers.

REQUIREMENTS The model is a counselor/consultant design that may
be adapted to any educational setting, according to available
personnel, facilities, and other resources within the adopting
district. Requirements for adopting districts include qualified
counselors or student-services personnel, commitment to the
model, appropriate media and materials, and teacher-training
time. Between two and two and one-half days of preservice
training and additional follow-up inservice training are
required.

SERVICES Awareness materials are available at no cost. Visitors
are welcome at project site any time by appointment. Center staff
is available to attend out-of-state awareness meetings (costs to
be negotiated). Training is conducted at adoption site (all
expenses must be paid, including trainer's fee, cost of training
materials, trainer's travel and per diem). Implementation and
follow-up services are available to adopters (costs to be
negotiated). Costs of preservice and inservice training for
adopting staff and evaluation (testing, scoring, reporting) are
borne by adopters. A minimum suggestion for initial training and
purchase of materials needed by teachers and counselors is
$3,000.

DEVELOPMENTAL FUNDING: USOE  Educational Professions Development
Act

JDRP No. 78-177 (8/10/78)

CONTACT

Don Lawhead
Director
Center for Educational Development
620 North 7th Avenue
Tucson, AZ 85705
(602)791-3791 or 3952

CERES: CAREER EDUCATION RESPONSIVE TO EVERY STUDENT. A CAREER
EDUCATION PROGRAM IN WHICH STUDENTS PRACTICE THEIR BASIC SKILLS
AS THEY DEVELOP ATTITUDES AND DECISION-MAKING SKILLS IN A
WORLD-OF-WORK MODE.

AUDIENCE Approved by JDRP for all students grades K-12.

DESCRIPTION CERES is a comprehensive career education infusion
program for grades K-12. The program purpose is to provide
students with the basic academic and employability skills
necessary for competent, productive performance both in school
and after leaving school. The program is tailored to the
developmental ages of students at the different grade levels.
The objectives are that students will: 1) identify and practice
responsible work habits 2) acquire knowledge of diverse
occupations (training preparation and job duties) and 4) apply
basic skills to career decisions and actions (job seeking and
job-retention).

CERES enhances instructional time and makes education more
efficient. CERES prepares students for the employment trend of
the future. CERES is easy to use. The materials are
self-contained and do not require extensive supplementary
resources. They are flexible and may be used by any teacher,
with students of various abilities, and at various levels ranging
from an individual classroom or school to district-wide use.

CERES includes systematic, institutional management procedures to
enhance and strengthen the involvement of local business and
community groups.

CERES is a low cost program to implement. Training costs may
include consultant fee, travel and per diem. Program
instructional, management and evaluation materials are available
at cost. CERES materials are appropriate for all students
including special education and at-risk youth. Local Educational
Agencies should provide release time for training.

REQUIREMENTS The project's activities are easily transportable
since they can be implemented without disrupting existing
programs. The program can be adopted by individual teachers
and/or school. One day training is advised.

SERVICES Awareness materials are available at no cost. Visitors
are welcome on scheduled days. Staff for out-of-state awareness,
training, and follow-up sessions is available.

DEVELOPMENTAL FUNDING:  USOE Career Education

JDRP No. 78-182R 5/25/78 (4/26/83) Recertified (5/17/89)

CONTACT

Virginia H. Lish
Ceres School District
2503 Lawrence St.
Ceres, CA 95307
(209) 538-0148


PROJECT DISCOVERY. A CAREER EXPLORATION AND ASSESSMENT SYSTEM
THAT PROVIDES THE PARTICIPANT WITH "HANDS-ON" WORK EXPERIENCES.

AUDIENCE Approved by JDRP for individuals of all abilities, age
12 and up, including minority groups, disadvantaged and
handicapped, as well as "typical" populations.

DESCRIPTION Project Discovery was developed to provide students
with hands-on work experience.  Forty-two programs comprise the
Project Discovery system. Students, following detailed
instructions, use many of the same tools, equipment and materials
as a trained worker in that field. 

Students can sample a diversity of work activities to identify
likes and dislikes or self-perceived abilities. Students gain an
understanding of the basic work requirements and competencies of
the occupational/vocational area.

By successfully completing the activities, the student builds
self-awareness and self-confidence necessary for career
decision-making and vocational training. Project Discovery
provides work performance benchmarks that help compare a
students' specific knowledge, skills and abilities to the actual
ones required of the occupation.

A Guidance and Counseling Component is available to aid in the
exploration/assessment interpretation. Designed to be used as
self-contained "table top" units, programs are highly portable
and contain: Instructor's Notes, Student Instructions (4th-6th
grade reading level), Work Performance Benchmarks, supplies and
materials, and tools and equipment.

Nineteen of the 42 modules are designed with "Special Editions"
for special-needs populations, including disabled readers.
Modifications of the regular modules were based on field-testing.
The resulting Special Editions contain "First Look
Books"--specially written and illustrated books (2nd-4th grade
level) that introduce and define vocabulary words and concepts,
and audio cassettes that read word by word through the
activities.

REQUIREMENTS Schools may choose any or all of the 42 modules for
adoption.  The Project Discovery approach to prevocational
exploration is flexible and offers various implementation
possibilities: Exploration Center Approach where all modules are
located in one large area with students scheduled for
exploration; the Multiple Classrom Approach with modules located
in several rooms with separate staffings; and Mobile Approaches
where modules are circulated among different buildings. Staffing
requirements vary accordingly.

COSTS There are 42 modules plus a Guidance and Counseling
component. Nineteen of the 42 modules have Special Editions.
Module costs range from $179 to $1229.

SERVICES Awareness materials are available at no cost.
Arrangements can be made for visits to demonstration sites.
Project staff are available to attend out-of-state awareness
meetings (costs to be negotiated). Training is available at
adopter site (expenses must be paid).

DEVELOPMENTAL FUNDING: USOE BEH, and Career Education

JDRP No. 78-161 (3/15/78)

CONTACT

Timothy W. Hagan
Education Associates, Inc.
8 Crab Orchard Road
P. O. Box Y
Frankfort, KY 40602
1-800-626-2950


PIERCE COUNTY VOCATIONAL/SPECIAL EDUCATION COOPERATIVE. A
CONSORTIUM OF SCHOOL DISTRICTS TO ASSIST MILDLY HANDICAPPED YOUTH
PREPARING FOR EMPLOYMENT AND/OR POST-SECONDARY VOCATIONAL
EDUCATION.

AUDIENCE Approved by PEP for high school students who are
considered by the local district to be mildly handicapped
(learning disabled, mildly retarded, or having sensory, motor,
and/or behaviorally related handicaps).

DESCRIPTION The cooperative provides a model that confederations
of school districts can use to capitalize on their own unique
resources within the realms of vocational and special education
to prepare mildly handicapped high school students for employment
and/or post-secondary vocational training. A regional cooperative
is set up to provide data collection, staff development, and
support services to the member districts. It also assists in
developing and implementing innovative, objective-driven process
models.

The cooperative works on the premise that mildly handicapped
learners can be better prepared for the working world when
vocational and special educators systematically coordinate and
consolidate their expertise. It does not replace either the
vocational or special education systems in a given situation. The
cooperative stresses and monitors the ongoing communication
between both disciplines.

The Pierce County Cooperative operates with governance vested in
an advisory committee of administrators from participating
districts, including ex-officio advisors from parent groups and
out-of-school agencies. The cooperative is staffed by two
full-time persons--a program director and program assistant.

The cooperative's most unique feature is its ability to establish
a sense of common purpose and direction across districts and
disciplines.  Transportable components include an organizational
structure with constitution and by-laws, annual programs of work,
needs assessment protocols, evaluation designs, staff development
agendas, a list of instructional resources, and a variety of
process models.

EVIDENCE OF EFFECTIVENESS After implementing the
county/district-wide reforms of the Cooperative, significant
enhancements in the rate and quality of employment and enrollment
in post-secondary education were noted for the target population
of graduating handicapped students when compared to similar
students who graduated during the three years prior to the
implementation of the Cooperative and to a similar cohort from
adjacent counties.

REQUIREMENTS In addition to substantial financial and
philosophical commitments, implementation of a cooperative
program requires strong leadership with functional expertise in
both vocational and special education, a materials resource bank,
purchase of cooperative process manuals, one week of training,
implementation of staff development activities, development of
clearly defined programs of work, and provision of input from
each discipline and district.

Cost of start-up and maintenance of a cooperative structure is
$102,000 for the initial year and $96,000 in recurring costs,
including personnel, supplies, instructional materials,
contractual services, travel, and capital outlay. Costs are
shared by member districts. Staff training costs are negotiable.

SERVICES Awareness materials are available at minimal or no cost.
Visitors are welcome by appointment at project site. Project
staff is available to attend out-of-state awareness meetings
(costs to be negotiated).

DEVELOPMENTAL FUNDING:  State; local

PEP No. 88-05 (3/2/88)

CONTACT

Douglas H. Gill
Pierce County Vocational/Special
 Education Cooperative
4500 Steilacoom Boulevard Southwest
Tacoma, WA 98499
(206) 756-5746

               SECTION I: EARLY CHILDHOOD/PARENT INVOLVEMENT

Communication Program 
COPE:  Cognitively Oriented Pre-Primary Experience 
*Early Prevention of School Failure (EPSF) 
Family Oriented Structured Preschool Activity ("Seton Hall" 
  Program)
High/Scope Preschool Curriculum 
*Kindergarten Integrated Thematic Experiences (KITE)
Perception+ 
*Portage Project:  A Home Approach to the Early Education of
   Handicapped Children 
Child-Parent Centers Program (CPC) 
Home Base 
Mother-Child Home Program (MCHP) of the Verbal Interaction
  Project 
Search and Teach 
STAY:  School To Aid Youth

* PROJECTS CURRENTLY FUNDED BY THE NDN

COMMUNICATION PROGRAM. A PROGRAM TO HELP YOUNG CHILDREN WHO HAVE
A VARIETY OF COMMUNICATION AND LANGUAGE HANDICAPS. (PROCEDURES
ADAPTED FOR REGULAR EDUCATION CLASSROOMS AND FOR A VARIETY OF
SPECIAL EDUCATION CLASSROOMS FROM ELEMENTARY THROUGH HIGH
SCHOOL).

AUDIENCE Approved by JDRP for children from birth to age 6 in
early childhood programs with identified or suspected
communication deficits (not related to current hearing loss).

DESCRIPTION The Communication Program was designed to serve
classes of young children whose delays and disorders result from
a variety of known and unknown etiologies frequently accompanied
by other developmental lags or associated handicaps. The program
offers training for classroom teachers and speech language
clinicians in the management of communication behaviors.
Classroom management is a critical component. The training also
provides experience in team decision-making. Teachers and/or
parents are asked to identify their concerns about a child's
communication ability or language skill. Assessment tools are
used to support the concern and document the severity of the
problem. Data obtained during classroom activities provide
supplementary information. Team members plan individualized
programs for each child, arrange for implementation of these
programs, and see that data are gathered. Individualized
instruction essential to management of target behaviors is
achieved by furthering communication skills in a variety of
activities during the school day. All language programs are
related to the child's communication needs in the environment.
Mutual decision making and implementation of programs immediately
useful to the child are critical elements of the procedures.
Personnel trained in this program have identified the following
competencies as uniquely acquired at the training site:  ability
to identify language problems through classroom observation;
ability to plan management strategies that can be implemented in
the classroom; ability to arrive at decisions with members of a
different discipline. The speech language clinician assists the
teacher in developing strategies to promote communication, and
plans and implements finely sequenced programs in a variety of
language areas. Parents are an integral part of the team.

(Communication Programs and Programs for Children with Down
Syndrome and Other Developmental Delays were both developed by
the Model Preschool Center for Handicapped Children, University
of Washington, Seattle).

REQUIREMENTS The essential components needed to implement the
Communications Model are a teacher and a speech/language
pathologist.  Ordinary school materials and room arrangements are
used. Developmentally oriented assessment tools are needed to
document child progress. A minimum of 2 days of workshop training
is highly recommended for all those desiring to implement the
program, or l\2 to a full day of training in components of
the model is available.

DEVELOPMENTAL FUNDING:  USOE BEH

JDRP No. 75-64a (9/3/75)

CONTACT:

Johanna Lewis
Everett School District
Special Services
202 Alder
Everett, WA 98203
(206) 356-4595 or 339-4335


COPE: COGNITIVELY ORIENTED PRE-PRIMARY EXPERIENCE. A
COMPREHENSIVE, SEQUENTIALLY PROGRAMMED, PRE-PRIMARY CURRICULUM
AND MANAGEMENT SYSTEM THAT PROVIDES FOR INDIVIDUAL DEVELOPMENTAL
GROWTH AND LEARNING OF BASIC READINESS SKILLS.

AUDIENCE Approved by JDRP for pre-primary students in
pre-kindergarten, kindergarten, and transitional first grade,
including those with developmental lags and learning
disabilities.

DESCRIPTION COPE's wide range of activities and objectives (3-6
years developmentally) makes it effective for use with
pre-primary children from varied socioeconomic backgrounds and
with varied learning needs.
The program is diagnostic/prescriptive. Based on the child's
skills and development at entry, he/she works through a series of
activities to reach advanced objectives.  With its well-defined,
step-by-step, closely sequenced levels, the 850-page curriculum
is extremely helpful both in determining a child's needs and in
stimulating outstanding intellectual and language growth.  Each
level is essentially a mini-lesson plan complete with objective,
materials, method, and evaluation. Children pursue the objectives
through individualized, small-group, and large-group instruction
as well as in free-inquiry situations.

The curriculum consists of two areas: The Developmental Area
contains levels in perceptual-motor and conceptual language
development; the Achievement Area contains units of instruction
in math, science, social studies, health/safety, art, and music.

Teachers and para-professionals who attend a COPE workshop not
only learn to use the curriculum materials, but also come to
understand a complete classroom management system that helps them
put the program to use in their own particular teaching
situations.

REQUIREMENTS Program may be implemented in an individual
classroom, a single school, or a district. Any implementing
teacher should attend a training workshop. Workshops are most
often conducted at district or regional sites, with
administrators and para-professionals frequently
attending with teachers. Workshops are also conducted at the
demonstration site. Facilities, space, and instructional
equipment required are those typically found in elementary
schools.

SERVICES Awareness materials are available at no cost. Visitors
are welcome any time by appointment at project site and
additional demonstration sites in home state and out of state.
Project staff is available to attend out-of-state awareness
meetings. Training is conducted at project site or at adopter
site (costs to be negotiated). Implementation and follow-up
services are available to adopters (costs to be negotiated). One
set of COPE curriculum materials is required per classroom. A
wide variety of inexpensive materials are provided for use with
curriculum.

DEVELOPMENTAL FUNDING:  USOE ESEA Title III

JDRP No. 75-49 (5/16/75)

CONTACT

Mary Alice Felleisen
Director
Project COPE
38 N. Waterloo Rd.
Devon, PA 19333
(215) 688-7993


EARLY PREVENTION OF SCHOOL FAILURE AND ON THE WAY TO SUCCESS IN
READING AND WRITING. EPSF IDENTIFIES EACH CHILD'S DEVELOPMENTAL
LEVELS AND LEARNING STYLES FOR TEACHERS TO INITIATE
CHILD-CENTERED DEVELOPMENTALLY APPROPRIATE LEARNING EXPERIENCES
IN THE KINDERGARTEN CLASSROOM. ON THE WAY TO SUCCESS IN READING
AND WRITING IS THE FOLLOW-UP PROGRAM FOR FIRST GRADERS WHO NEED
TO CONTINUE WITH DEVELOPMENTALLY APPROPRIATE PRE-ACADEMIC
LEARNING EXPERIENCES.

AUDIENCE Approved by PEP for all kindergarten children (EPSF) and
children in first grade (SUCCESS in Reading and Writing).

DESCRIPTION The EPSF program begins with teachers' use of student
observation data and normed assessment screening instruments to
determine each child's developmental level and learning style
recorded on computer printouts. This information is matched to
curriculum resources and appropriate teaching strategies to
create a child-centered curriculum based on each child's
interests and academic needs for success in reading and writing.

Fifty-two developmentally sequenced learning objectives form the
basis for aligning teaching strategies and resources with the way
children learn. The classroom reflects an age-appropriate
learning environment based on each child's identified
developmental level in language, auditory, visual, and motor
areas.

The SUCCESS in Reading and Writing program was developed as an
ongoing assessment and to provide appropriate learning activities
for identified at-risk children in first grade. The instructional
program and curriculum resources supplement the regular program.

EPSF and SUCCESS students are taught in small groups based on
needs identified by teacher observaton and assessment
information.  Curriculum resources to assist the classroom
teacher in program development consist of unit, theme,
literature-based activities for reading, writing, and teaching
higher process thinking skills. Parent involvement strategies and
resources play an important part in both programs.

REQUIREMENTS The EPSF Program requires a team of four educators
(kindergarten teacher, Chapter 1 teacher, special education
teacher, bilingual assistant, etc.) to attend a two-day training
session. A one-day follow-up inservice is recommended on
effective teaching strategies using a literature-based reading
and writing approach.

The SUCCESS in Reading and Writing Program requires the first
grade teacher and/or readiness teacher to participate in a
one-day training program.

COSTS EPSF start-up costs are estimated at $500 per building for
four classrooms for assessment and curriculum materials and
substitute costs for four persons to participate in two days of
staff development. The continuation cost is $5 per student for
additional update training and resource materials.

SUCCESS costs are estimated at $125 per classroom for curriculum
materials and one day substitute costs for training. The
continuation cost is $5 per student for additional update
training and resource materials.

SERVICES The project will provide awareness materials and
information at no cost. Interested educators are welcome to visit
adopter demonstration sites.  Awareness sessions and training are
provided at adopter site or a central location (cost negotiable).
State consortium meetings and leadership conferences are
conducted several times during the year. 

DEVELOPMENTAL FUNDING:  USOE ESEA Title I (Migrant)

PEP Approval No.: 77-116 (4/19/77) (EPSF); 90-17  (6/11/90)
(SUCCESS)

CONTACT

Luceille Werner
National Project Director
Peotone School District 207-U
114 N. Second St.
Peotone, IL 60468
(708) 258-3478


FAMILY ORIENTED STRUCTURED PRESCHOOL ACTIVITY ("SETON HALL"
PROGRAM). A PROGRAM THAT PREPARES THE PARENT TO BE THE CHILD'S
FIRST AND MOST SIGNIFICANT TEACHER.
        
AUDIENCE Approved by JDRP for parents and their children ages
4-5. This program has also been used with parents and their
children age 3 through kindergarten, and with Chapter 1, English
as a second language families, teen parents, and special
education classes.

DESCRIPTION A child's capacity to learn is not entirely
inherited, but is developed. Most of a child's basic intelligence
is formed by the time he/she reaches school age. Parents are very
effective educators, but need information on teaching methods and
materials. Home environment has a greater effect on academic
achievement than does the quality of the school.  A warm,
intimate, continuous loving and sharing can grow from the
parent's role as first teacher. Such relationships with parents
give the child support, confidence, motivation, and feelings of
self-worth basic to continuous success in education. This is the
philosophy basic to District 742's venture into early
childhood/family education.

Family Oriented Structured Preschool Activity is designed to
involve all parents and their children in preschool and/or
kindergarten activities that stimulate and reinforce interaction
within the family. Parents accompany their child to the
neighborhood elementary school once a week from September to May
for a two-hour session. While at school, parents work and play
with their children at learning stations set up in basic skill
areas within an environment designed to meet the developing needs
of the whole child. Parents observe formal model teaching and
informal child-teacher interaction and participate in a
discussion group facilitated by a parent educator. In this
supportive, caring environment, they learn how to be with
their child as they teach. Home-activity kits are designed to
promote parent-child interaction and growth in basic skills,
based on a validated assessment of the child's skills. Both
parent and child become more confident in relating to the staff,
principal, and kindergarten teacher, and this atmosphere of trust
between home and school continues in grades K-6. Family Oriented
Structured Preschool Activity Program does its own effectiveness
evaluation pre- and post-program participation. It has been
determined that there is a 28% growth in skills with natural
maturation factors taken out. FOSPA is in its 17th year of
operation and has 500 area families involved each year. This
program has also been extended to meet the needs of children 0-3
and their parents. The philosphy and goals remain the same, a
guided observation component has been added to assist parents
in learning about their child's development and how to respond
appropriately to certain situations.

REQUIREMENTS Adoption may be total or partial (to be negotiated).
Staff: a parent educator and an early childhood teacher or
teacher assistant on part- or full-time basis, depending on
number of families served.  (Example: 30 families= three groups
at two hours of contact time per week=six hours.) Facilities: a
room for parent discussion group and an early childhood room.
Many sites use a kindergarten room after school hours. Training:
a two-day workshop.

SERVICES Awareness materials are available at no cost. Visitors
are welcome Monday through Thursday, day or evening, October
through April, by appointment. One-day in-depth awareness
presentations are available for out-of-state meetings. Two-day
training workshops are available at project site. Two-day
training workshops can be conducted at adopter site. Costs of
training range from $120-$850 plus expenses a day plus expenses.
Follow-up technical assistance can be provided by telephone or
visit to adopter site.

MATERIALS: A Guide To Establishing and Directing the Program,
$50; Parent Handbook, $15 (new 1990); In-center Learning
Stations, $35; Parent Discussion-Group Curriculum, $25; At-Home
Activity Kits, $82; Supplemental Home Activity Kits, $38 (all
available only to adopters). New 1990-Fospa Teachers Manual - A
Guide to Working with Young Children - $35.

EQUIPMENT: For learning stations, $470 for basic six-day
orientation; one set of Activity Kits, $4400. Many materials can
be "home-made."

DEVELOPMENTAL FUNDING:  USOE ESEA Title III

JDRP No. 75-48 (5/15/75)

CONTACT

Jeanne Chastang Hoodecheck
Program Director
District #742 Community School
820 8th Avenue S.
St. Cloud, MN 56301
(612) 253-5828


HIGH/SCOPE PRESCHOOL CURRICULUM (FORMERLY COGNITIVELY ORIENTED
PRESCHOOL CURRICULUM). A PRESCHOOL PROGRAM WITH THE DESIGNATED
PURPOSES OF MAINSTREAMING MILDLY AND MODERATELY HANDICAPPED
CHILDREN WITH NONHANDICAPPED CHILDREN AND SERVING EARLY CHILDHOOD
PROGRAMS IN GENERAL.

AUDIENCE Approved by JDRP for preschool children of all
abilities.

DESCRIPTION The High/Scope Preschool Curriculum is an
open-framework model derived from Piagetian theory. The
curriculum originated from one of the first early childhood
intervention programs of the 1960s, the Ypsilanti-Perry Preschool
Project, and was further developed with funding as a
demonstration project in the First Chance Network for preschool
handicapped. Through designated key experiences for children,
teaching and parenting strategies, and child-observation
materials, the curriculum provides a decision-making framework.
Within this framework, teachers design a classroom program that
reflects the expressed needs and interests of the children being
served. This approach emphasizes the identification of the
child's status on a developmental continuum by examining his/her
strengths and accomplishments. The project views discrepancies in
behavior between handicapped and nonhandicapped age peers as
developmental delays, not as deficiencies. Basing their tasks on
this orientation, teachers initiate developmentally appropriate
experiences in the classroom that reflect the basic long-range
goals of the program. These goals are to develop children's
ability to use a variety of skills in the arts and physical
movement; to develop their knowledge of objects as a base of
educational concept; to develop their ability to speak,
dramatize, and graphically represent their experiences and
communicate these experiences to other children and adults; to
develop their ability to work with others, make decisions about
what to do and how to do it, and plan their use of time and
energy; and to develop their ability to apply their newly
acquired reasoning capacity in a wide range of naturally
occurring situations and with a variety of materials. The
plan-do-review sequence encourages children to achieve these
goals by involving them in decision-making and problem-solving
situations throughout the day. The teacher's role is to
support the children's decisions and encourage them to extend
learning beyond the original plan. Similarly, teachers rely on a
basic room arrangement and daily routine designed to stimulate
and support active learning.

REQUIREMENTS The model can be used in an individual classroom.
Inservice training for the classroom teaching team is required.

COSTS The approximate cost per child for the initial year of
implementation is $171 for personnel training, $55 for materials,
and $23 for trainer travel. Total cost for the second and
subsequent years is $48 per child.  Cost calculations assume that
the curriculum is being adopted by an existing program; personnel
and facility costs for the classroom are not taken into account.

SERVICES Awareness materials are available at no cost. Visitors
are welcome at project site by appointment. Project staff is
available to attend out-of-state awareness meetings (costs to be
negotiated).  Training is provided at project site (expenses must
be paid). Training is also conducted at adopter sites (expenses
must be paid).

DEVELOPMENTAL FUNDING:  USOE BEH

JDRP No. 79-9 (3/28/79)

CONTACT

Clay Shouse
Manager
Development & Services
High/Scope Educational Research
 Foundation
600 N. River St.
Ypsilanti, MI 48198
(313) 485-2000


KINDERGARTEN INTEGRATED THEMATIC EXPERIENCES (KITE). KITE IS A
SUCCESS-ORIENTED PROGRAM WHICH INTEGRATES THE ENTIRE CLASSROOM
DAY THROUGH DEVELOPMENTALLY APPROPRIATE THEMATIC UNITS
EMPHASIZING LANGUAGE, COGNITIVE, PHYSICAL AND SOCIAL-EMOTIONAL
DEVELOPMENT. KITE RETAINS MOST OF THE KEY ELEMENTS OF TWO
PREVIOUSLLY VALIDATED KINDERGARTEN PROGRAMS - ALPHAPHONICS
AND ASTRA'S MAGIC MATH WHILE MAKING MAJOR CHANGES TO INCLUDE A
THEMATIC APPROACH, CHILD CENTERED ACTIVITIES AND A BALANCED
PROGRAM WITH INTERACTIVE MATERIALS.

AUDIENCE Approved by PEP for Kindergarten - Regular and
Academically Disadvantaged students, (Chapter 1 and At Risk). The
main components of this program have been used successfully for
migrant, special education, bilingual education (Spanish) and ESL
students in primary grades.

DESCRIPTION This program effectively combines child-initiated and
teacher-directed activities within a planned environment. This
multi-sensory program utilizes oral language and manipulatives.

KITE increases reading and math achievement by promoting the
acquisition of basic reading and problem-solving math concepts in
a setting that emphasizes all areas of development - cognitive
language, physical and social-emotional.  The varied KITE
experiences integrate art, music, literature, social studies,
science, drama, and physical education experiences.  Evaluation
data available from project.

Through developmentally appropriate activities children use
concrete objects, have meaningful interactions with materials,
adults, and each other; and experience structured and informal
oral language. These interactions enable children to assimilate
abstract concepts.

Language and interest is stimulated by the use of imaginary outer
space characters--Astro and Astra.

During teacher directed instructional time the program utilizes
discovery with game-like presentation of materials and positive
teacher feedback.  There is positive recognition of and a belief
in the ability of each child to succeed. Literature, poem charts,
and math charts are used for whole language development. The
program includes interactive large and small group activities.

The KITE program provides essential program motivation, contains
lesson materials for the units and stimulates curiosity in the
children.  Astro and Astra display various feelings thus enabling
the children to identify with him/her. The program promotes a
thematic, developmentally appropriate, integrated curriculum.

REQUIREMENTS The program can be implemented by a single teacher,
whole school, or entire district. For adoption a 1-3 day training
session is required.

Start up costs for basic non-consumable materials $130 per
classroom.  Additional supplementary materials which enhance the
program are available.  A recommended list includes furnishing
specific areas in the room with blocks, play equipment and other
interactive materials and equipment that are normally found in a
developmentally appropriate and complete kindergarten classroom.
Contact project for detailed list.

SERVICES Awareness materials include a 50 minute video and grant
writing packets. Project staff is available to attend
out-of-state awareness meetings (costs to be negotiated).
Training is conducted at project or adopter site.  Implementation
and follow-up services are available to adopters (costs to be
negotiated). A 2-4 day Certified Trainer workshop is held
annually in the San Francisco area.

DEVELOPMENTAL FUNDING: local

PEP Approval Number: 90-11 (2/9/90)

CONTACT

Jeanne Stout Burke
Director
KITE
Sunshine Gardens School
1200 Miller Avenue
South San Francisco, CA 94080
(415) 588-8082


PERCEPTION+. A PREREQUISITE TO ANY FORMAL LEARNING DISCIPLINE.

AUDIENCE Approved by JDRP for kindergarten (Level I) and first
grade (Level II). This program has been used with other grade
levels, but no evidence of effectiveness has been submitted to or
approved by the panel.

DESCRIPTION Perception+ addresses the student's ability to learn.
It is based on the premise that learning can be learned as a
skill.  Perception is not a reading, writing, or arithmetic
program; it prepares students to learn to read, write, and do
arithmetic. It is not a remedial program, but it is being used
for remediation. It is designed to be introduced at the
kindergarten level, but it is being used effectively from
preschool to junior high.

Perception+ is perceiving: seeing what is looked at, hearing what
is listened to, feeling what is touched. These are fundamental
requisites for learning, the foundation for the "basics", and
they are attainable through the 15-minute Perception+ lessons,
given three times a week throughout the school year. An entire
class, not just those identified as having perceptual deficiency,
participates as a group. The teacher offers experiences, and the
students describe them in their own words.  Perception+ is also
processing. Unprocessed information is meaningless and
irrelevant.  In each lesson of the Level I and II instructional
units, Perception+ students continually process data. They
analyze, relate, compare, judge, sequence, decode. They critique
and self-correct. They internalize information through their
individual and group interaction with experiences. The teacher
functions as the provider of experience and director of the
process of internalization, not as an expositor of information.
The Perception+ program provides children with the means for
making information meaningful. Finally, Perception+ is applying:
information that has been internalized and can be easily and
readily applied.  Understanding generated in one context can be
transferred to new and different contexts without reteaching. The
Perception+ program addresses its activity to the transfer of
understanding. Students become sensitive to the interrelatedness
of experience. They also come to perceive the subtle differences
and the uniqueness of experience. Students who know what they
know are willing to investigate that which they don't know.
Teachers who know what their students know can determine
logically what they have to know. As students apply internalized
understanding to new experience, teachers will know what students
know.

REQUIREMENTS In recognition of the unique character of each
classroom adopted. It may be initiated in a single class or
district-wide.  It requires no special staff or physical
arrangements. Teachers can be trained by project staff in three
to four hours.

COSTS The program can be implemented for $115.00 (the costs of
one instructional kit) by the regular classroom teacher in the
regular classroom. There are two instructional kits: Level I
(first year), Level II (second year). These are totally
self-contained and nonexpendable and are for use with an entire
class regardless of size. 

SERVICES Awareness materials are available at no cost. Project
staff is available to attend out-of-state awareness meetings
(costs to be negotiated).  Training is also available at adopter
site (trainer's fee, travel and per diem must be paid).
Implementation and follow-up services are available to adopters
(trainer's fee and all expenses must be paid).

DEVELOPMENTAL FUNDING:  USOE ESEA Title III

JDRP No. 74-78 (6/7/74)

CONTACT

Monika Steinberg
Program Director or
 Theodore J. Gourley
Perception+
Educational Information and Resource Center (EIRC)
700 Hollydell Court
Sewell, NJ 08080
(609) 582-7000
FAX 609-582-4206


PORTAGE PROJECT. A FAMILY FOCUSED, HOME-BASED APPROACH TO SERVING
YOUNG CHILDREN WITH MULTICATEGORICAL DISABILITIES.

AUDIENCE Approved by JDRP for children with disabilities who are
functioning between the ages of 0-6. Appropriate for preschool,
pre-kindergarten, and Head Start home-based programs.

DESCRIPTION The Portage Project is a home-based intervention
program for young children with disabilities and their families.
The family-focused program maximizes the child's development and
supports family functioning through regular home visits designed
to accomplish IEP/IFSP goals and objectives.  The model, whether
employed totally in the home or in a classroom-home combination
program, centers on a home visitor meeting with caregivers in the
home on a weekly basis to assist them in identifying and
addressing goals for the child and family.

The home visitor and family jointly identify goals for the child
based on the child's developmental needs and the desires,
interests, and cultural mores of the family. To facilitate the
greatest amount of carryover of the child's goals, they are
implemented through naturally occurring activities that the child
and caregiver normally participate in on a daily basis. Play
activities are also used as a means of addressing child goals and
enhancing caregiver-child interaction. During the visit, parent
and home visitor spend time discussing actions taken to address
family goals and planning additional strategies.

The project was originally funded by the Bureau for Education of
the Handicapped from 1969 to 1972. Since then the direct services
component of the project has been locally supported by 14 school
districts in south-central Wisconsin in cooperation with the
Wisconsin Department of Public Instruction.

REQUIREMENTS Administrative commitment to a family-focused
intervention model that addresses child and family goals is a
prerequisite for successful implementation of the Portage Model.
At least one home visitor is needed to work with families on a
weekly basis. Resource personnel should be available to assist in
formalizing child and family goals and developing implementation
strategies.

SERVICES Adoption training typically consists of two-three days
of instruction in the model components including child and family
assessment, planning, and implementing child activities, working
with families, and data collection. Training can be modified to
meet the needs of each particular agency. Adoption training is
periodically scheduled in Portage, Wisconsin, or can be arranged
at a host site in collaboration with one or more interested
schools/agencies. Training materials are supplied at no cost.
Project staff are available for out-of-state awareness and
conference presentations or to provide training in model
components (i.e. Working with Families, Transitioning,
Assessment, etc.). Costs for project materials are available upon
request.

DEVELOPMENTAL FUNDING:  USOE SEP, NDN

JDRP No. 75-75 (11/10/75) Recertified (1/85)

CONTACT

Julia Herwig
Director
Portage Project
P. O. Box 564
Portage, WI 53901
(608) 742-8811


CHILD-PARENT CENTERS PROGRAM (CPC). AN EARLY INTERVENTION PROGRAM
STRESSING LANGUAGE DEVELOPMENT AND READING READINESS FOR THREE-,
FOUR-, AND FIVE- YEAR-OLD CHILDREN. 

AUDIENCE Approved by JDRP for educationally deprived pupils,
preschool to grade 3, from low-income families.

DESCRIPTION The Child-Parent Centers provide a
highly-individualized, basic skills and language development,
locally designed, half-day instruction program for preschool and
kindergarten children.

Supplementary and support services are provided by school nurse,
social workers, speech therapists, and curriculum specialists.

CPC activity heavily emphasizes parent involvement, recognizing
that the parent is the child's first teacher and that home
environment and parental attitude toward school influence a
child's academic success. A parent- resource teacher is provided
to work solely with parents. Parents are trained to instruct
their children at home and are also involved in the school
program. Potential adopting school districts may be interested in
adopting the parent component in conjunction with their existing
early childhood programs. The program can be easily adapted for
any audience.
     
DEVELOPMENTAL FUNDING:  USOE ESEA Title I

JDRP No. 74-31 (4/29/74)

CONTACT

Velma Thomas
Director
Child-Parent Centers
Chicago Board of Education
1819 West Pershing Rd. 
6E South
Chicago, IL 60609
(312) 890-8196 or 8197


HOME BASE. A PROGRAM FOR "HELPING PARENTS TEACH THEIR OWN." 
APPROVED BY JDRP FOR PARENTS AND THEIR CHILDREN AGES EIGHT MONTHS
THROUGH FOUR YEARS. THIS PROGRAM HAS ALSO BEEN USED BY PARENTS
AND THEIR CHILDREN AGES 5-8.

DESCRIPTION Project Home Base was founded on the belief that
parents are their child's first and best continuous teachers. It
is aimed at supporting and enhancing the parents'
teaching/parenting behavior, thereby influencing development of
the child's growth/learning potential. The central feature of the
project is a weekly home teaching visit by a para-professional
parent-educator who gives the parents information about child
growth and development, health care, etc., and presents them with
a task selected to meet the needs of the parents and child. The
parents then work on that task with the child during the week. As
a result of the weekly contacts, the parents are better able to
identify and meet their child's developmental needs and to
increase their use of 13 identified desirable teaching behaviors.
The data supports that as the child's developmental needs are
identified and met, his/her growth/learning potential is
positively affected; consequently, the child is better prepared
to learn, becoming a more efficient and more effective learner.

Topics related to child development and parenting skill--behavior
patterns, discipline, self-concept, child health and
nutrition--are discussed at regular parent meetings. Other parent
concerns are shared at small-group home meetings. Family
activities are also offered through local events.

Home Base's unique preventative and cost effective model is
particularly "geared" for "at-risk" preschool children. It has
consistently been proven to reduce developmental delays at
kindergarten entrance. The model has also been successfully
adapted to primary age children.

DEVELOPMENTAL FUNDING:  USOE ESEA Title III

JDRP No. 75-10 (1/21/75)

CONTACT

Mary Perkins
Director
 or Carol Anne Forsberg
 Staff Coordinator
Project Home Base
Yakima Public Schools
104 N. Fourth Ave.
Yakima, WA 989Ol
(509) 575-3295


MOTHER-CHILD HOME PROGRAM (MCHP) OF THE VERBAL INTERACTION
PROJECT. A HOME-BASED PROGRAM TO PREVENT EDUCATIONAL DISADVANTAGE
IN CHILDREN OF PARENTS WITH LOW INCOME AND LIMITED EDUCATION, BY
ENHANCING PARENT-CHILD VERBAL INTERACTION STARTING AT CHILD'S AGE
TWO. JDRP APPROVED FOR TWO-YEAR-OLDS AT RISK FOR EDUCATIONAL
DISADVANTAGE.

DESCRIPTION The program's theory is that cognitive and
socio-emotional growth results from the exchange between mother
and child of conceptually rich language around permanently
assigned curriculum materials (books and toys). Twice-weekly
half-hour Home Sessions continue from child's age two to
four years. "Toy Demonstrators" (the home visitors, who may be
paid para-professionals or unpaid volunteers) model for the
parent a curriculum of verbal and other positive interaction with
their children. Weekly Guide Sheets contain the curriculum of
core concepts (colors, numbers, reasoning, etc.) illustrated by
the current book or toy. 1990 evaluation data: Pittsfield, MA,
MCHP graduates met national academic norms through high school.

DEVELOPMENTAL FUNDING: HEW; USOE; NIMH; foundations   

JDRP No. 78-165 (11/27/78)

CONTACT

Dr. Phyllis Levenstein
Director
Verbal Interaction Project, Inc./
 Center for Mother-Child Home Program
3268 Island Rd.
Wantagh, NY 11793
(516) 785-7077
(Affiliated with State University of
 New York at Stony Brook.)
 

SEARCH AND TEACH. AN INTERDISCIPLINARY MODEL FOR THE PREVENTION
OF LEARNING DISORDERS.

DESCRIPTION The program provides a two-part approach to the
prevention of learning disabilities: scanning, and intervention.
Scanning locates vulnerable children through SEARCH, an
individual 20-minute test administered by teachers and
educational assistants to all children in kindergarten or
early in first grade. SEARCH taps the neuropsychological
precursors of learning problems in young children, yielding data
required for setting intervention priorities, and building
teaching plans to guide intervention.  Raw test scores may be
evaluated either by age or local norms.  Age norms permit
comparison of a child's score with a broad reference group: the
standardization sample of 2,319 children from intact kindergarten
classes in inner-city, suburban, small-town, and rural areas.
Local norms permit comparison with the immediate peer group with
whom children will be learning in their own schools. Intervention
is based on TEACH, a prescriptive approach that helps to meet the
educational needs defined by SEARCH. TEACH tasks are organized
into five clusters relating to SEARCH components; tasks have been
chosen for their experimentally demonstrated contribution to the
job analysis of reading. The 55 tasks proceed through three
stages of increasing complexity: recognition-discrimination,
copying, and recall.  Mastery criteria are provided to ensure
automaticity in the application of these skills in reading and
the language arts. TEACH provides a two-part sequence of
activities with emphasis on accuracy of perception in the first
part and on intermodal and prereading skills in the second. 

DEVELOPMENTAL FUNDING: USOE BEH Title VI-G                       

JDRP No. 79-33 (9/12/79)        

CONTACT

Rosa A. Hagin
School Consultation Center
Fordham University at Lincoln Center
113 W. 60th Street
New York, NY 10023
(212) 841-5579
     or
Archie A. Silver
Dept. of Psychiatry
University of South Florida Medical School
Tampa, FL 33613
(813) 972-7062


STAY: SCHOOL TO AID YOUTH. A PROGRAM PROVIDING EARLY
IDENTIFICATION AND TREATMENT OF SOCIAL, EMOTIONAL, AND ACADEMIC
NEEDS OF PUPILS.  APPROVED BY JDRP FOR GRADES 1-3.

DESCRIPTION Children enter on screening administered during
kindergarten year. They remain in Project STAY for one-half of
the day and in the regular classroom for the other half.
Activities are organized and teachers are acquainted with
specific instructional patterns to enable pupils to function at
levels consistent with their potential. The specific objectives
are identification of achievement levels of high-risk pupils;
provision for individual instruction in mathematics and reading
to correct specific deficiencies; identification of social
problems, poor self-concepts, and attitudes of potential
dropouts; and provision for information and referral of parents
and pupils to various community agencies for help. Counseling
sessions offered to parents and teachers create awareness and
understanding which help in meeting problems. No one teaching
approach is required. All information available regarding the
child (from teacher, counselors, test data, etc.) determines
approach used. Program designed for each child is given to
regular homeroom teacher. Project STAY has used the innovative
teaching devices designed by the teachers, and it has been found
that they are highly successful. Project STAY was federally
funded for three years on July 7, 1971, and is now locally funded
by the Moore Public Schools.  Awareness packets related to STAY
have been mailed to all states, Canada, the Virgin Islands,
Australia, and Puerto Rico. Over 8,300 visitors have visited
Project STAY.

DEVELOPMENTAL FUNDING: USOE ESEA Title III                       

JDRP No. 73-43 (4/9/73)        

CONTACT

Pat Ross
Project Director
Project STAY
Moore Public Schools
2009 N. Janeway
Moore, OK 73160
(405) 793-3080
