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In March of 1973 the superintendent of the Montgomery County schools appointed a task force of community representatives, principals, teachers, area and central office staff members, and county government representatives to develop recommendations on small elementary schools. The task force concluded that school size is not the determining factor in the quality of a child's elementary school education. Other factors such as leadership of the principal, ability and dedication of the staff, and community support and involvement may be more important factors. It was determined that operating costs rose rapidly once a school drops below 300 students. Schools that drop below 300 are subjected to a detailed review and analysis that includes the following factors: modernization schedule, availability of space in nearby schools, transportation implications, long-range need for elementary school facilities in the area, articulation with secondary schools, and socioeconomic and racial balance. The committee examined methods of reducing the operating costs of small schools, for instance reducing staff and food service costs. Alternative uses of facilities were also examined. A process for addressing specific small school situations and the board policy on small schools are included. (Author/IRT)

Described and evaluated is the 1972-73 Mark Twain Internship Program, a demonstration project to train teachers of emotionally disturbed adolescents who experience learning and human relations difficulties. It is noted that the program was sponsored by the Montgomery County, Maryland public school system and was funded under Title IV, Education of the Handicapped Act. Sections I and II cover aspects such as the program's history, goals and context and provide an overview of program operations and management (including curriculum and staff development). Evaluated in Section III is attainment of such program objectives as establishing a teacher education faculty for the Mark Twain center, formulating intern selection procedures, developing a competency-based teacher training curriculum, and implementing learning experiences for trainees in five competency areas: psychoeducational assessment, human relations, curriculum development, behavior management, and systems analysis. Section IV summarizes the report. Appendixes include a list of desired competencies and behavioral objectives, evaluation forms, and descriptions of evaluation instruments. (LH)

Described and evaluated is the 1973-74 Mark Twain Internship Program, a demonstration project to train teachers of emotionally disturbed adolescents who experience learning and human relations difficulties. It is noted that the program was sponsored by the Montgomery County, Maryland public school system and was funded under Title IV, Education of the Handicapped Act. Sections I and II cover aspects such as the program's history, goals and context and provide an overview of program operations and management (including curriculum and staff development). Evaluated in Section III is attainment of such program objectives as establishing a teacher education faculty for the Mark Twain center, formulating intern selection procedures, developing a competency-based teacher training curriculum, and implementing learning experiences for trainees in five competency areas: psychoeducational assessment, human relations, curriculum development, behavior management, and systems analysis. Section IV summarizes the report. Appendixes include reports by an independent program auditor and by a curriculum review panel. (LH)

Three outside consultants were asked to evaluate the validity of current special education placement procedures and policies in the Montgomery County, Maryland Public Schools (MCPS) to determine their effect on minority students. Procedures for obtaining information included mailing questionnaires to 396 families and observing in-service staffing conferences and area screening committee meetings. Major findings were that there was no evidence of racial or socio-economic class discrimination in MCPS written policy and placement procedures or in the MCPS 5-year Plan for Special Educational Services; that staff members needed to develop greater sensitivity to minority issues during the initial screening and classification process; that improvement was needed in the quality of placement conference data; that testing policies and the use of test results needed to be clarified; that the majority of parents surveyed were satisfied with the placement procedures and their children's program; and that MCPS personnel had a low tolerance for students who exhibited behavior or background different from established community norms. Evidence supported recommendations in 11 areas: communication, school-by-school needs assessment, pre-referral procedures, identification and classification procedures, staff development, testing and policy procedures, school medical advisors (SMA), parent concerns, programs, human relations, and public relations; and included that there be a review and classification of the role of SMAs in the placement process. (Provided are appendixes such as the MCPS questionnaire.) (SB)

The manual explains the use of the Gifted Science Project Resource File. The file is designed to identify science resources for third through eighth grade gifted students and their teachers. The resources are matched with the objectives of the Montgomery County (MD) schools "Program of Studies." Sections outline the project calendar, list the participating schools, describe the format of the resource file, and outline steps in the use of the file (such as selection of students and student science interest). Examples illustrate how to select a resource and arrange for its use by a student. Samples of the evaluation reports and project letters are appended. (PHR)

This is a report of the findings of the Minority/Majority Experiences Study conducted to secure baseline data on educational equity in the Montgomery County, Maryland, public schools. The report presents statistics on minority and majority participation in remedial reading programs for low achievers offered in the elementary grades, as well as in basic skills courses offered in junior and senior high schools. Presented are data comparing enrollment rates by race (black, Hispanic, Asian, and white) and sex. (Author/APM)

A study was conducted to determine the effects on school employees in Rockville, Maryland, of a black experience and culture in-service training program. The study gathered data on school employees before and after enrollment in the course in order to measure gains in knowledge, attitudes, and behavior. Tables show program participants' change in several areas: (1) racial attitudes; (2) knowledge of black history and culture; (3) characterization of black students; (4) general behavior; and (5) classroom practices. The study revealed that the training program provided at least short term benefits for school employees, especially in the areas of knowledge of black history and culture, general behavior, and classroom practice. No significant increase was demonstrated in racial attitudes and characterization of black students. Appendices to the report include: (1) an analysis and sample of the survey instrument; (2) background characteristics of the program participants; (3) their reasons for enrolling in the course; and (4) statistical results. (Author/APM)

A study was conducted to determine the effects on school employees in Rockville, Maryland, of an in-service training program studying ethnic groups in America. The study gathered data on school employees before and after enrollment in the course in order to measure changes in knowledge of ethnic groups, racial attitudes, classroom practices, and relationships with minority students. The study found that the in-service program provided short-term benefits for school employees in the area of knowledge of racial and ethnic groups in American society. In addition, participants reported profiting from the course in the areas of understanding and interacting with minority students. However, no gains were demonstrated in areas such as racial attitudes, general racial behaviors, or classroom behaviors for teachers. A discussion of the methodology of the study and a sample of the survey instrument are included in the report. (Author/APM)

This design for the second year of a study of elementary school reading instruction conducted by the Montgomery County (Maryland) Public Schools' Department of Educational Accountability is based on knowledge gained from the first year of the study which examined not only reading comprehension instruction in the elementary school, but also school factors which related to effective reading comprehension instruction and improved student performance. Following the executive summary, the background and history of the kindergarten through grade eight instructional program for teaching the English language arts (IPR/LA) is outlined in the first chapter. The second chapter examines the first year results: the implementation of the IPR/LA, reading instruction in general, effects of programs on reading and related skills, and study methodology and data collection instruments. The third chapter details the revised design for the second year of the reading study. Appendixes and attachments include definitions of types of discourse, research questions and data collection procedures for the study of elementary reading instruction, and sample schools proposed for the reading study. (HOD)

Developmental Evaluation Services for Children (DESC) provides in-depth medical and educational diagnostic services for children in Montgomery County, Maryland, who are under 6 years of age and who are suspected of having handicapping conditions in two or more areas of development. This follow-up study was designed to determine the progress of students referred to DESC since 1976. Three types of data were collected: present placement and related special services received in 1982-83 by all Ss referred between 1976-1982; year-to-year placement histories on a sample of approximately half the Ss referred during 1977-78 and 1978-79; and in-depth case studies for a small sample of Ss (N=13). Findings addressed three major issues related to the clinic; appropriateness of the policy for acceptance for evaluation, most of the Ss evaluated by the clinic were found to be handicapped and to require special education for the next several years); stability of the diagnosis (evaluations were found to be comprehensive and accurate in identifying handicapping conditions and/or deficits in preschool Ss); and the effectiveness of early identification and intervention (almost 70% of the evaluated children were still in self-contained special education classrooms 5-6 years later). The existence of multiple impairments in many referred children affects the findings on intervention effectiveness. (CL)

While the seventh and ninth grade Maryland Functional Mathematics Tests (MFMT) appear valid and well constructed, the 65 percent passing rate for Montgomery County Public Schools' ninth grade students raises questions about the 81 percent passing score set for the MFMT. This standard is far stiffer than the 59 percent set for the Maryland Functional Reading Test (MFRT), passed by 96 percent of Montgomery County ninth graders. Additional comparisons to the California Achievement Test (CAT) results support this apparent difference in standards. Reversing cutting scores would create an apparent "reading crisis" and passing mathematics rates would be 90 percent. Passing rates for special education students was low, ranging from 3 to 32 percent for the five different levels. Marked differences in the ninth grade test passing grades of racial and ethnic groups, and disparities with CAT results, may indicate bias in the MFMT. The passing percentages were: Blacks: 34, Hispanic: 42, Whites: 70, and Asians: 77. Analysis of passing rates by school and by math class indicate that with the present cut score, the problem is countywide and largely confined to students taking Math 9A and Algebra I, Part 1A. Nine charts and tables accompany the discussion. (BS)

The study examined how 620 children, identified as handicapped while in preschool or kindergarten, had progressed 3 to 9 years later. The study addressed questions of effectiveness of identification procedures, outcomes of early intervention, handicapping condition and placement level, and educational history. Among results were: Identification procedures (in Montgomery County, Maryland) were generally effective in identifying the more seriously impaired children at younger ages; Identification procedures were less effective in identifying black handicapped children or handicapped children of lower socioeconomic status before the age of four; Consistent with the severity of the impairments of preschool-identified children, many still required special education in elementary school; Although fewer of the children identified in kindergarten continued to require special education services (reflecting their milder handicaps), the majority of those still being served required services as intensive or more intensive than those received in kindergarten. The report provides separate chapters on the study methodology and on special education placement and outcomes for children identified at either the preschool level or the kindergarten level. Five appendixes include a comparison of preschool and kindergarten sample characteristics, the derivation of the socioeconomic status variable, the continuum of special education services offered by Montgomery County, definitions of levels of service, and definitions of handicapping conditions. (DB)

This two-volume report on the progress of the Instructional Program in Reading/Language Arts (IPR/LA) in the Montgomery County, Maryland schools presents a brief overview of the study design, methodology, findings, recommendations, background data, and statistical analysis tables. Volume I of the report begins with an Executive Summary of the three-year-old program, which was designed to integrate the teaching of skills in reading, listening, speaking, and writing. The first chapter describes the conception and implementation of the curriculum, noting that implementation is advancing slowly, and discussing some of the reasons for the delay. Chapter 2 deals with evaluation methods, which included classroom observation, questionnaires and interviews, student reading tests, and attitude surveys. Curriculum implementation is discussed again in chapter 3, and the unavailability of books is identified as an obstacle. Chapter 4 outlines the curriculum's effect on pupils, noting that higher levels of implementation lead to higher reading gains. Volume I of the report concludes with recommendations for accelerating implementation and two appendices that define types of discourse and chart implementation of specific curricular components. The first chapter of Volume II describes the evaluation measures that were used to determine the status of all schools studied and consists of three sections that provide a detailed accounting of the data collection procedures, tables showing how the implementation scores were derived from classroom observations, and a summary of the results of the pupil attitude survey. The second and third chapters summarize analyses of curriculum implementation differences and of the language arts curriculum's effects on pupils and contain sections on correlations between implementation, academic, and reading attitude scores; regression analyses of academic outcomes and reading attitudes outcomes; and an analysis of parent opinions of pupil reading attitudes and activities. (AEW)

Examined were (1) the long-term effectiveness of Head Start; and (2) the success of the Montgomery County (Maryland) Public Schools (MCPS) in educating children from low-income families. The first focus of the study compared the performance of Head Start graduates in elementary and secondary schools to that of students who had applied for Head Start but did not attend. The second compared the performance of Head Start graduates with that of other MCPS students. Findings indicated that participation in Head Start had long-term, statistically significant, positive effects for the Head Start students from 1970-71, but most differences were not statistically significant for students participating in 1974-75 and 1978-79. Factors which predicted outcomes in high school for Head Start graduates included mother's education, family income, sex, ethnicity, and achievement in Grades 3 and 5 as measured by performance on standardized tests. Those in the Head Start sample still experienced a large number of problems as they proceeded through elementary and secondary school. Data suggest that the situation for Head Start participants has not substantially improved over time. Family income level appeared to be at least partly responsible for some of the performance differences between racial/ethnic groups in MCPS. Several groups of students, which included males in general, and Black and Hispanic males and Black females in particular, experienced a disproportionate number of problems. Related materials are appended. (RH)

The furniture and equipment inventory system of the Montgomery County Public Schools is examined in this report. Following a summary, comments provided by the Office of the Associate Superintendent for Supportive Services relating to recommendations made in the report are presented. The first chapter provides an introduction, background, program and inventory information, and objectives of review. Chapter 2 focuses on the capitalization policy and policy application. Chapter 3 examines records of new purchases and notes various accounts used. Chapter 4 looks at the physical inventories and verification of records and assets. Chapter 5 examines the management and control of the inventory system, stating the need for further improvements. Chapter 6 highlights efforts made to improve the inventory system, stressing the need for change in various areas. Five appendices include information on (1) scope and methodology of the report; (2) a list of schools included in the report; (3) comparisons of quantity and value of furniture and equipment; (4) selected items of furniture under $75; and (5) excerpts from the Maryland Financial Reporting Manual. Included in the report are 16 tables and 1 exhibit. (WTH)

The centralized warehouse concept as utilized by Montgomery County (Maryland) Public Schools is examined in this report detailing the operation of the warehouse facility and distribution system. After an executive summary, an addendum detailing comments by the staff of the Office of the Associate Superintendent for Supportive Services conflicting with specific recommendations of the report is presented. Chapter 1 focuses on warehousing and warehouse operations with findings on (1) functions of the warehouse, (2) characteristics of the current facility, (3) layout, (4) procedures, (5) housekeeping, (6) material handling equipment, (7) safety, and (8) security. Implications of the findings include current warehouse practices and future warehouse requirements and improvements. Recommendations conclude the chapter. The second chapter focuses on distribution of supplies and materials, with findings on (1) the division of supply and property management, (2) delivery of warehouse supplies, (3) use of helpers on delivery vans, (4) the Pony delivery, (5) distribution of food service supplies, (6) maintenance, and (7) pupil transportation. Implications of the findings include possible consolidations of various supply and food service deliveries. Recommendations conclude the chapter. Included in the report are 19 exhibits (charts, tables, and illustrations). (WTH)

Annual use of fuel oil for heating schools and other facilities of the Montgomery County (Maryland) Public Schools, Montgomery County Government, and Montgomery College exceeds four-million gallons. This report examines the processes by which purchases and distributions of fuel oil are made, makes recommendations based on the examination, and suggests computer-assisted models to monitor and aid in decision-making about these processes. After an executive summary and introduction, chapter 1 describes the current fuel oil procurement and delivery systems and presents findings and conclusions about these processes. The second chapter (1) outlines two suggested computer-assisted financial analysis models, the procurement/delivery model, and the usage/price/expenditure model; (2) applies the models using computer simulation to evaluate cost differences for fiscal year 1984; (3) summarizes the study findings; and (4) offers recommendations. Included in five appendices are (1) the actual computer simulations; (2) a computer scenario of how the usage/price/expenditure model might be utilized; and (3) the computerized fuel oil cost evaluation analysis for fiscal year 1984. Sixteen exhibits are included in the report. (WTH)

Evaluation of a county system of intensive language instruction in special language centers, including subject-area instruction in social studies, science, and mathematics, for limited-English-speaking high school students found improvement in program consistency, retention, enrollment, and completion. The program was found to be helpful to students both in further schooling and in the work world, with the majority of graduates continuing education and planning careers in popular professional fields. About one-fourth of the graduates felt underprepared to handle regular English language subject-area classes or to write English on the job, with recent graduates more positive about their preparation than earlier graduates. Students currently served by the intensive language centers were likely to spend most of their time as English-as-a-second-language or bilingual program students, since the number of courses offered for credit toward graduation has been substantially increased. Further examination of the comparability of intensive language program and mainstream program results and monitoring of the progress of mainstreamed program participants are recommended. (MSE)

Described is the 1971-72 Mark Twain School (Montgomery County, Maryland) staff development institute at which 38 regular classroom teachers were trained in individualized psychoeducational programing for emotionally disturbed adolescents with learning difficulties whose needs could not be met in regular secondary school programs. Five chapters deal with aspects such as establishing the school and the institute, selecting and training institute participants to teach at Mark Twain, evaluating achievement of the institute's functional goals (including development of trainees) skills in psychoeducational assessment, interpersonal relationships and behavior management), and recommendations for improving the training program (including provisions for supervised practice teaching and the development of techniques to assess trainees' competencies). Appendixes include a list of the institute's goals and subgoals and a description of instructional units. (LH)