Report. INSTITUTION - ERIC · INSTITUTION. SPONS AGENCY. PUB DATE. NOTE. EDRS PRICE. ... Icq...

ED 098 774

TITLE

INSTITUTION

SPONS AGENCY

PUB DATENOTE

EDRS PRICEDESCRIPTORS

DOCUMENT RESUME

88 EC 070 537

Zoo Project for Handicapped Children: LanguageDevelopment Through Animal Utilization. Final ProjectReport.California State Dept. of Education, Sacramento.Bureau of Program Planning and Development.; SanDiego Unified School District, Calif.Bureau of Elementary and Secondary Education(DHEW/OE), Washington, D.C.21 Jun 7352p.; For related documents, see EC 070 536-538

MF-$0.75 HC-$3.15 PLUS POSTAGEDemonstration Projects; Educational Facilities;Exceptional Child Education; *InformationDissemination; *Language Arts; *LearningDisabilities; *Mentally Handicapped; ProgramEvaluation; Recreational Facilities; *Zoos

IDENTIFIERS Elementary Secondary Education Act Title III; ESEATitle III

ABSTRACTThe report examines the 1972-73 dissemination program

of San Diego's Zoo Project for Handicapped Children which wasdesigned to stimulate language arts improvement in mentally oreducationally handicapped students by using animals at the zoo siteand in schools. The following program objectives are identified: toencourage and the adoption/adaptation of the zoo project in a minimumof 10 other California districts or schools; to create an awarenessabout the project among 100 school districts in the state; to operatea model demonstration program; to conduct staff training seminars; toprovide technical assistance for implementation; and to evaluate thediffusion process for effectiveness. The report contains statisticaldata on such program features as staff development and projectproducts; and a program narrative report which focuses on suchelements as needs assessment procedures, personnel and organizationaldetails, instructional equipment and materials, budget, andevaluation findings. The evaluation is said to show that projectactivities included 18 teacher training workshops for 552 people andvisits from 185 people to the model demonstration program. (GN)

xs.

4)

BEST COPY AVAILABLEU S DEPARTMENT OF HEALTH

EDUCATION & WELFARENATIONAL. INsTITuTE OF

EDUCATIONVI k*. , 61"+:'

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FINAL PROJECT REPORT

BEST COPY MAILABLE

ZOO PROJECT FOR HANDICAPPED CHILDREN(Language Development Through Animal Utilization)

No. 37-68338-1193-0

San Diego Unified School District

June 21 1973

r lr b j .$ seam ...it lir.. 06tb

BEST COPY AVAILABLE

TABLE OF CONTENTSIcq nwnmr.S.

Component I - Statistical Data 1

Component II - Data for United States Office of Education

Cover Page 4

Part I - Staff Development 5

Part II - Extent of Adoption/Adaption 5

Title III - Areas of Influence 7

Part III - Extent of Participation . . . . 8

Part IV - Staff Participation/Higher Education Cooperation 12

Part V - Abstract 15

Part VI - Products of Project 16

Component III - Program Narrative Report

ContextThe Locale 17

The School System 18

Needs Assessment 19

Historical Background 20

ProgrAmScope of the Program 21

Personnel 22

Organizational Details 23

Activities or Services 24

Instructional Equipment and Materials 26

Parent Community Involvement 27

Budget 28

Special Factors 29

Dissemination 30

EvaluationSummary of Zoo Project Objectives and Findings 1972-73 34

1972-73 Adoption/Adaption Activities 35

Continuation and Expansion of the Local Program 36

Adapters Other Than Schools or School Districts 37

School Districta Outside California 38

Adapters Other Than Schools or School DistrictsOutside California 38

Component IV - Financial Report

Expenditure ReportInventory of EquipmentProject Phases and Per Pupil Costs)Claim for Reimbursement

To be submitted

within 90 days

Wendt A - Addresses of Contact Persons

i

BEST COPY AVAILABLE BEST COPY AVAII.P311

California State Department of Education721 Capitol Mall

Sacramento, California 95814

ESEA TITLE III STATISTICAL DATAElementary and Secondary Education Act of 1965

(P.L. 89-10 as amended by P.L. 90-247)

"MOILAMMINMEIMMIMINIMMIENT11/

THIS SPACE FOR ammoSTATE USE ONLY

County4011111Amml MEW&

Bureau ofInstructional

Program 21arnineand Development

tic Project Type

SECTION A PROJECT INFORMATIONS. REASON FOR SUBMISSION OF THIS F'014.1(C/NotAl one)

ADINITIAL APPLICATION FOR TITLE El APPLICATION FORIII OMANI.' OR RESUBMISSION CONTINUATION GRANT

c [ ] Project Report& MAJOR DESCRIPTION OF PROJECTi

KEW* one only)

A INNOVATIVE CO ADAPTilff

II C:1 EXEMPLARY

1. PROJECT TITLE() Words or Lees)

ZOO PROJECT FOR HANDICAPPED CHILDREN (LANGUAGE DEVELOPMENT THROUGH ANIMAL UTILIZATION)

4, TYPEIS) OF ACT IVIT (Chsvii o7.7;;;;;

PLANNING OFA PROGRAM

DPLSNNINO OFCONSTRUCTION

2. IN ALL CASES EXCEPT INITIALAPPLICATION. GIVE ASSIGNEDPROJECT NUMBER

37-68338-1193-0

CONDUCTING it 1-1 CONSTRUCTINGPILOT ACTIVITIES

0 fri OPERATIONLJ OF PROGRAM Ic: REMODELING

G. BRIEFLY SUMMARIZE THE PURPOSE OF THE PROPOSED PROJECT AND GIVE TE4C 'TOM NUMBER OF THE AREA OF MAJOR

EMPHASIS AS LISTED IN SEC. ES, 411.10. (See insitactions)

To enc..ourLKe and promote the adoption or adaption of the ZOO PROJECT FOR HANDICAPPED

CHILDREN in a minimum of ten other school settings (District or schools) in the

State of California.

7. NAME OF APPLICANT (Local EdiscalsonAgency)

San Diego UnifiedSchool District

B. NAME OF COUNT Y

'-;an Diego

Is. NAME Of PROJECT DIREc ION

r;prald F. Lamb

ITEM NUMOER

S. ADDRESS (Number. Street. Cis',

4100 Normal StreetSan Diego, California 92103

V. CONGRESSIONAL DISTINCT

35, 36, 37

lity, lam #1,

Aoward Crofts

pEosTle,a OR T IT

It. ADDRESS lorther. free,.


LIS

It. ADDRESS (,sitanivr., Stow,. City. Stoic tip Code) (IfUL; )


Deputy Superintendent for Administration

Sigtt I .r. Authorli

PHONE Num0En

234-6194

714

pooh E rouMUEN

298-4681

AREA CODE

714

us.)

1,)

DAIS. suu&N T T CO

IIEST Nt;:i I LA et; 1.7.

DIST Cf"--1V

SF.CTIOI4 A Cqnt.r..ste.--...1 I 'it. 4 .' lt.'. * rAr-Til 1 A . TOT AL p4u44Rf.p or 1

ILONL:HLScium4.. ,),..TRiCT COUNTIES SERVED ---1--,SERVED4

35, 36, 37A. TOTAL 3u404}R

LEA'S SERVED 5

IC. rc:c. At f:$T1'4 A I City of San DiegtPC.F'JL 'Wok IN GEO,' 730,000GRAPHIC AREA STRVE0

1

ie. I ATI.'.T AvE.RAGT. PER'6.41' GIEAPERUITuRE OF LOCAL 1:DUCA.*WIN AGENCIES SERVED

SECTION P - T'TLE III BUDGET SUI.1MARY FOR PROJECT fleteltide amount from irer.1 '.o1010

14. I le, 9 A' 1,,,f 01i001 4I

897.33 (1971-72)

.....BEGINNING DATE ENDING DATE FUNDS(46e/th, Year) (4611//, Year) REQUESTED

. .1

8, I Ap II ell on for Forst

1--fCoo..,gaf..,In

A0011soflon for Soc.A4

[ .-..------ _____..-1- .011Coollovolloo Coons

!to. TANI Title III F4odof

E LA4 of G.odtiot PorIod Repo,'

7. #Ae rollo.lfy ots t"is Project includes construction. ocovosPl- ion. remodehng, or hiosi.noOf foto/010e! for vioch btle ' rum.fs dr, regvestrd. Leave OIdnA si not appropriete,

1.A T>TT pt hinctsm/ 'Check appIrcabit by es),I 17 REMODELING OF FACILITIES ; L EASING OF FACILITIESL--

4 0 CONSTRUCTION OF F ACILIT IFS S r] A COUISIYION OF BUILTIN EQUIPMENT

LiU I. TOTAL SQUARE p/ a ET IN T I Z. TNO/TAAL SQUARE T EE r IN TRE FACILITYPRO )$E. r ACILITY T e0 DE USED FOR TITLE III PROGRAMS

N/A . N/A I N/AI L

ACQUISITION OF FACILITIES

C AMOUNT OF TITLE III TulipsREQUESTED CDR FACILITY

SECTION C - PROJECT CLASSIFICATION

1. Project Subjects 2. Handicapped Education

1.1 a7 - Language. Arts (Development) 2.1 AE7 - Mentally Retarded

1.2 C.; - Fine Arts 2.2 L:7 - Hard of Hearing

1.3 L.7.7 - Foreign Language 2.3 0 - Deaf

1.4 L:7 - Mathematics 2.4 L:7 - Speech Impaired

1.5 Q - Science 2.5 L:7 - Visually Handicapped

1.6 L:7 - Social Science, Humanities 2.6 E7 - Seriously EmotionallyDisturbed

1.7 L:7 - P.E., Recreation, and Health2.7 0 - Crippled

1.8 L:7 - Vocational Education2.8 L:7 Other Health Impaired

1.9 L:7 - Other.

J. Guidance& Counseling, and Testing

3.1 1:7 - Counseling with Handicapped 3.8 L:7 - Follow-up and Drop. out

Studies

3.2 L:7 - Group Guidance Activities3.9 Inservice Training

3.3 0 - Group Counseling3.10 0 - Use of Community Resources

3.4 L:7 - Career Guidance and Counseling3.11 7 - Curriculum Development

3.5 0 - Counseling with Special ProblemsJ.12 0 - General Counseling

3.6 E7 - Use of Paraprofessionals3.13 c7 - Consultation with 'leachers

3.1 0 - Parent Conferences3.14 L:7 - Program Evaluation and

Development

.11

4. Grade Levels

4.! es7 Freschool (indicate ages 3 or 4)

4.2 LIE - Elementary (indicate grades K-6)

4:3 L217 - Secondary (indicate grades 7.12)

4.4 E7 - Junior College (indicate grades 13-14)

4.5 Llt7 - Adult

;. Is your project an adoption or adaptation of another Title III project? 0

ail.............11..11111

It yes, name the Agev.4 operating the 1.roject:

.3.

COVER PAGE

for Component II

Data for U. S. Office of Education

( To be completed for all projects active for any periodbetween July 1972 - Through June 30, 1973. Agencies

having more than one project must prepare a report foreach project.)

Enter information for items 1 through 7.

BEST COPY MIT AEU

1. 37-Ma 2. ZOO PROJECT FOR HANDICAPPED

CHILDREN

Project Title

5San D/gg U

ScnoeoL Dnistricifiedt

LOCA1 EduciErg7r7WEET-

4100 Normal Street

San Diego, California 92103

4. Dr. David Fish 5, Gerald F. LambMMI .11Name of school official responsible Name of Project Director

for this report

Sail 298-4681 Ext. 516 (14) 234-6194Phone No. Phone No.

6. The 1972-73 school year has lieea

6.1 57(71 The first year of operation

6.2 (-] The second year of operation.

6.31 1 The third year of operation.

7. Enter the following ending dates:

Ending date rot first year

Ending date for second year

Ending date for third and final year

-4-

June 30, 1973 - Extended to11111.10111111111,

-707-7b77 1973

imem IMO

BEST COPY AVAILABLEI . QM

BEST CCU frini r

The report should describe project staff development activities that took

place during the period July 1, 1972, through June 30, 1973. If no project

stafl development activities occurred, write NONE in the first column. Staff

development activities are those inservice efforts designed to improve com-.

petenuies of the staff working full or part-time on the project. biter the

tigures in columns two and three.

STAF? DEVELOPMENT ACTIVITIES OF ONE OR MORE DAYS DURATION1972-73

Definition(Staff

personnel,o work

proj'act

partpaidor the

(1)

of Staff:includes all

assignedon thefull or

time, whetherby the d!.strict

project.)

Staff of 3

(2)

Total No. ofparticipants(Unduplicated)in allactivities.

No. of workshops:d t

......=........11

0)conferences and semiLIrs

e of traininDissemi-nation tospreadinforms.-

tionaboutproject

Evalu-ation toappraiseprogress

I

Combine-tion ofdissemi-nation ee

evalua-tion

I Other, suchas ir-serviceeducation.Specify (Useback of thispage.)

78 Direct

3027 Indirect

37 2 direct16 indirect12 demo stray

tons

PART II - EXTENT OF ADOPTION/ADAPTION

1972-1973

The purpose of this section is to find out how mally projects are being

continued to some extent by the grantee or by other school districts after

federal funds have expired.

The report should be limited to projects for which federal funds expired

during the period July 1, 197:1 through June 30, 1973. If the grantee district

expects to continue the project to some extent during the next fiscal year,

this Lhould he reported by marking the box. The estimated extent of adoption

or adaption by the grantee district should be shown by circling the appropriate

percentage figure in the scale.

1. The project is being continued by the grantee in some form afterfederal funds expired. r` 1 Yes C::::] No

2. If the answer is YES, draw a circle around the one figure which best

represents your estimate of the degree of adoption/adaption of the

project in your school district.

307 , att 50% 6

I

'a....ImwII.ioiisaj mom

COPY AVAILABLEBEST COPY AVA11.017

3., Is tha project being adopted or adapted by other school districts?

X Yes 1 no

4. If the answer is YES, list the school districts by name and address:

4.1 Alhambra City Schools-7E1 ll West Main StreetAlhambra, California 91801

4.2 Arcadia Unified Schools District 4.12234 Campus DativeArcadia, California 91006

4.11 Santee School District

Santee, California.......--- valVictor School District16821 "A" StreetVictorville, California 92392

4.3B_ IrMisame School District 4.13 M_ ontessori Academy-Mt. Helix

1560 Newland.la_b_d_guiforrictia

4.4.01112221a010221.12111210 4.14A.30 Riverside'Tina. California 91710

4.5 Chula Vista City School District 40.1584 East J Street - P.O. Box 907Chula Vista, California 92012

4.6 Garden Grove Unified School Dist 4.1610331 Stanford AvenueGarden GrovetCalifornia 92640

4.7...lopmeletSchool District 4.17

Los Angeles Calif 90007

Spring Valley, California

4.8 Ocean View School District 4.187911 Warner AvenueHuntington Beach, California 92647

4.9 Riverside County Schools 4.19'11.6. Box B68

Riverside, California 92502

4.10 Little Lake School District94u0 Jersey AvenueSanta Fe Springs, Calif 90670

4.20

AMMONIA/III&

In addition: 27 teachers who participated in a workshop sronsored by LaVerne Collegeresponded indicating indivf.dual application of the Zoo Project approach using our

materials. Other agencies have requested Zoo Project Materials and activities for

use in their programs. These Lave included the San Francisco Zoo; the Tcronga Zoo,Sydney, Australia; the Bronx Zoo; Mohawk Park Zoo, Tuisa, Oklahoma; Larue D. CarterMemorial Hospital, Indianapolis, Indiana.

-6-

Title III Areas of Influence*BEST COPI MAILABLE BEST CCrvi rl'Avject.Director c.nd/or after consultation with district or county personnel involved:

1. Name Gerald Lovnb40

Title Project Director

2. Name_ _Title

3. ,Title

.Ing.111111.11nlio.

.1.0Please rank the impact of this ESiLA, Title III project on your local educatJonal agency(BA). Leave blank any ltems that do not apply and add oth ©r categories as desired. Rankitems i. to 7 (or *Ire if yogi have made additions to the list). Give examples onlx on itemaranked L and 2. Number I indiaates that throughout the LEA the impact WAJ g':eatust indeveloping skill areas or additudinal changes in:

henk" Eocarplesm. a. 1. MP. MP mar. ,111 0.041~ S 40

,..kiWiailtraleetjtUkNiaaraent Use this space to give examplesNeeds assessment, gov.1 settings planning (writing),implementation, eto.

1___ trALT=Resulting in added skills or attitudinal change

/911113:11::

Bringing parents into more direct contact withschool activities

C51111ti4111rq.c4vqmEnt?natal:ices of commeaity participation other thannarenta

1Jyplatt.12.1.1a12211.:2ncies and use of evaluation in-

forlAtiall

2 2kcalqtscle-U.19.Rtt

Have the products developed by the project, i.e.,curricuilm guides, AV material% ::tc.

indiviiaaliled instructions, use of aides,eta.: been put t' use beyond project requirement?List under example3.

Have the project activities resulted in increased4ccountability in other learning situations?List under. examples.

(-241C -1Att4.:11

111

of items ranked 1 and 2.

1. Confidence and skill in handlingappropriate classroom animalsadd using them to motivatework in the regular curriculum.

2. High use of project materialsand approaches. Frequentrequests from all over the statefor additional copies of thehandbook..

3. Excellent example of a schooldistrict and a local communftyagency working together to meeta known educational need.

ealimml1104.01!,... 4.0. 40 INS ,111

1 AJ 9. result uf wticipation in ',SEA, Title III endeavors

14 Ire:Irmltion der` it will indicate areas of greatest impact - Number 1 most impact14..miLer 7 (or :nark) impalt.

BEST OPT AVAILABLEPART III - EXTENT OF PARTICIPATION

BEST COV1 11011.10.E

1972-1973

The purpose of this part of the report is to find out the actual direct orindirect participation of public and private school pupils and adults in th,:,project during the 1972-73 operational period.

An participation should be reported only once. The.count should be basedon actual participation during the 1972-73 school year. The numbers are almostcertain to be different from those anticipated in the project application.

The United States Office of Lducation definitions uhould be applied:

Oiruct Participation - Enter the number of different persons participatingin activities involving face-to-face interaction of pupils and teacher:-,designed to produce learning, in a classroom, a center or mobile unit; orreceiving other special services.

Indirect Participation - Enter the number of different persons visitingor viewing exhibits, demonstrations, museum displays; using materialsor equipment developed or purchased by the project; attending performancesof play s, symphonies, etc.; viewing television instruction in a school,a center, or home; or participating in other similar ac,...ivities. Carefullyprepared estimates are acceptable.

Elementary - For reporting purposes only, consider elementary as beingProkindergai-ten through Grade 6.

Secor'Jary - For reporting purposes only, consider secondary as beingMaes 7 through 12.

Tabic A

Please supply the information requested for the project.

Number of Public and Nonpublic School Teachers and Counselors Participating

Staff whose students were directParticipants

Teachers Counselors

Staff whose Litudents were indirectparticipants

Teachers

SchoolsElemen- Secon- Elemen- Secon-tary dar tary dary(b) (c) (e)

Vublic 71

Nonpublic 1 5

.1.1.0,I.M11.1111.011.1.11

Counselor:,

Elemen- Elemen-tary dary tary

(f)

2 335 13

25 5

3econ-dary

PART III (Continued) BEST COPY AVAILABLE

The totals in the following 4 tables must agree one with the other. Also,do not use duplicated figures in the first 4 tables. The target population mustbe represented by the figures when direct participants are reported. Seedefinitions for direct and indirect in Part III.

Table I01 MMEN.0.1

a.

Program

Select the program of your project.Use "other" categor if none apply.

Cheek ( pro-gram area(s)covered

c.

No. of publicschool students

directlyparticipating

d.

Amount grantedthis past year

ReadingEnvironm,nt Eco ogyEqual Educational Opportunity

_

Model Cities (Urban, Inner-City)GiftedHandicapped X 1,045 38,500Cui.ance an. CounselingDrug EducationEarly Childhood Education(Kindergarten and below)Other Programs

_,Total

---0"...'-1. 9 5

Table II

Provide unduplicated counts of students by grade levels. See instructions below:

School EnrollmentDirect Pro ecitparticiantsNonublic

Indirect Pro'ect ParticipantsNon.ublic

.

Public ¶NIn ubliciPublic Public

8 689K0-

.......----

1 9,117.

02 9,441 003 9.908, GA V co

eP10,126

-4e *N.5 9 94610 081

41°-i -

14'1'

c.

s.

V6 seetg'

.

-x,

1,1.1*:.

le''GI'

o----Tr

st..

.sv

. .

6

7 _112291-----002_9.5848 es

9 .9.409 - . 't

10 9,68811 8.855

. ;

12 7 172__

Ungraded 3,056TOTALS 125,719* 944 101 1,576 1,635*

* includes LEA San Diego Unified onlyColumn a. Include the total enrollment in the educational agency.Column b. Include only'the target population.Column b. & c. See definitions of direct and indirect for both columns.Column d. Include an estimate of the number of target population students who have

been in the froject since its inception. A cumulative total of all yearsis requested. Provide an unduplicated count; therefore, do not count anystudent more than once.

Column e. Include an estimate of the number of students within the local educationalagency who have not been directly serviced by the project, but would benefit

fit the apR of the

BEST COPY AVAltAla PART III (Continued)

Table III-.111Y

BEST COM el'1,1!;ASIS:

..110/11MINIIIAMMIMMIII11.41106411111.0 ao ewe swrIm

Rural/Urban Distribution of Public School, Direct Participants Served by Project -Enter Number of Each Category. See definitions at bottom of page.

-Farm

0

Rural

Non Farm

19

111.0.

Metroulitan.

Low Socio-Economic

Total o. all

Cate ories

Other OtherUrban

117 777 I 132 1,045

Table TV

vistribution of Public School, Direct Participants by Project - Enter Number of EachGroup.

- . 0 . .... 4... .

Negro

gro

AmericanIndian

i SpanishSurname

Oriental White OtherNonwhite

!

Totai of all-rou.k.

189 4 I 213 131

626 1,045

do, no Wok Total to Tables 1, Il, III and IV.

T.q.a! o;. C):umn c.. TabiP I 1 045

total of Column b. (Public School), Table + 101 non public m 1,0451,b45-------Total of All Categories, Table III .AM M

'Yotal of Al! Gro,a,,,, TableVA.

TV 1,045

The totals on eaL live above should agree one with the other.

Dcfinition5:

kora irua ;: w. ontlyin .-roa of less than 2,500 inhabitants.Low boeio-economic means an area of low socio-economic level within a cit.; of

50.000 inhabjtants or more.tither means areas in cities of 50,000 ormore inhabitants which are other thanlow 50:-W-c,conomio areac_uther Urban means areas (including suburbs) with less than 50,000 but more than2,500 inhabitants.

;Ii Ittr.t,t 41:;1

IP. i t 111: !I t. I

C.111.... 1 '.

1 L.' ; . t .

1 I S

PAr i I I i (Co;It i tiucti.)BES1

ikT,',11.1,1..TA

r. Pr:* ject

Direct particpation

Public Noayrjic..

50 7 5

2

: t:I'Vl!t1 Li t't., 11: toi iit Lon:: I Di. 007., ) ( ;t

.- ;, :7 )t ht.!.

i

.

it oi:;..;;:v;o11 tndic,;,1.,,t i'C'11tt.t.11 1,;'111.,

t3e t t. t' 1101.t. Lt' hid)

4L 1

10 1,035i. AW

includco 1.11 the humt:cr

t I

7

I 1 AO .;1)0i.. king on 1.; irournew

299

6) 112 ThR, 598 E.H., Gifted E.H. 10, 9 Visually Handicapped

8LST COPY AVAILABLE, BEST COPY AVAILAtitt

;;TAFT PART1CiPATION/EIGHER EDUCAtiCV

1,.1. Compute ELI 1.1 ti I .6 vItt O.

un,ler th, table.

di ! t J.t. I TPt .,owit.1 51;1.1 1' f2Ct.'1.:(: t0111IIII. rat; I Mt I ! ...11 lit 1. t 1 1 ;IMO

Ji '.-.,-,.rirt o:ont,..,' wt.:, do not /7,--fve rennT. r 1 . 1i :r:.,..) Tit...1.e ilj

A: , 1 .. i 1 t vic,! Lo Lc. pr., jet. t

. .. . , . : .1. _iv, are Included in Othr category,

7 .70,1..),.r f,.- ,'-.,.'., -m.., .)- ....lnli, 1 1 . . - .,! i .,. it:isi..,,noti ,1 - ' , .

I ,

.4t.l. .1

... .........._.....,.....:........ ...:.

I. t 1:

: ! t 1

ot Iry 1

, . ''. ; I.: . ..t1 '

`' I ; :

'

-

-

r4

I i4.-........

. .: t,I......Iiii I."ii.S II-

;'...( : '..." !rkE'rS .. --I--cC:: .)..rs:ritu 1 1

Ic '..iluit )1.

. 1.-:. ,t... :it....t...)7 ors_ .__. ....

; .1111: : H A kd...cation aldes

. a

1

1

-

(r.-.E. ), ac,d.c op Aourr 6

ai:d divide by tht ot how . v.)111 1.

xlrop) .I I Pilch tout slat! rw*;ii, S wirk;;

. t a: f 1" work o; ten hour s per 10.0ek, ino

; t iv t r.--,time 40 1;out- f Chi!: t.%;,.!..

1.1,1c /,(10, or 5no ;lours.

of 12

TItis lt.t

..? ,

tic! : t

-12-

0

PART IV (Continued)

t....c!,-; a dir.,cted for the 19/2-73 term.

kiL ut LiC nool professional staff who attendedIli]. ill In:vLvice:

or.

. .110,)!, I rt. I at t ii 111 of OLIO

I dt.rat

. , 1. tc!'oalae (wet:

!.ra1).t

t , title' :1 111131 i0t1

I r . ; 1( , over

dur.ttiou

, ,

cr*qiit courses - summer 1973. I ; 01....,es - summer t trm

BEST COPY ANaii.

Estimate CarefullyTitle Ill Funds;Spent on Training

15& fnAiref:! ! h/9

10111141

21 Direct49 Indirect

113 Direct est.12 Direct

: - i.ona! :;taf ) who attidci: :. I....icy

Tt 1-. I I- TT of cone

1.1 1YU I 1t t, cm over

. II it ()!.1

..IAP-O.

To adZITIMITIaist593

5-grr344

40. If-1

t .Z ':,1

c/ N4 (4....

V i . .. " . :1 ( I t 9 : 2 cvitt' c.,,7.

4. ...II .'.... , 4 C. '.1 r ti I, i :, ti. itt

'7..---- .4..... .q.,4; V

2)4

i,li .1".......!'-1 I ()/1 (ler ...P0

e2

t t r tt.t.:11 rty

I': ''' 1 1 11;1

-13-

PART IV (Continued)BEST COPY 11T.11

L . dI.Ic t. .

1..

Pi/ t r m

rt,iti..t I i e hooris.prufessional staff invo: vut.1 i 1e L. LI int:cr e.:ic inthe

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1040JECT FOR HANDICAPPED CHILDRENkLaiguage Development Through Animal Utilization)

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tail. ,ce" in'the demonstration program the Loo rroject proviaeo an exrendeo educationalt,1.-i., . . t,itget students using the facilities of the San Diego Zoo. It provided an innn-,,ir:d. 41proiHt Co Cie problem of motivating learning and hehavt.nr in they children throue.1

!!. -:xml,. The prn',ratr includes ll a teacher trailin,. -co;r1m en41ing teachers toi.ii,e f.. .. -1 thi. zoo experience; 2) conducting the in- 70, V.I.t1-4P i.;:ii:.h utilized the

z 0 SVLtil;. al.,1 animals; 3) conducting the in-school program in uiti,..:h the project directortook animals to the classroom to be used in various learning activick s; and 4) a compre-

.:DS1Ve evallation to determine the effectiveness of the program.

s' Encourage and promote the r.io.otion/adaption of the 40o ir9ject foe Handicappedi:hilnren in a minimum of ten other scnool settings (districts or schools) in lie state of,:.!!'farr.ia. (1) Create an awarness about titi. '.).00 Project among 100 school districts in thestattl: (2) Operate a model demonstration program capable of accommodating 25 visitors per

,lewonstrate to potential adopters from 25 school and/or Zoo settings; (3) Select10 di .tt!OL:; or schools interested in adopting or adapting according to established criteria

!sor program components; (4) Conduct 10 staff training seminars for potential adopters1.! dac'terg from 25 school and/or Zoo settings; (5) provide technical assistance for impl-

:r at .0a to AA AO schools and/or Zoos; (6) Evaluate the diffusion process for effectiveness

. ! .t ."'rwidc initial and secondary awareness activities for interested school representatives

1 molel demonstration program at the San Diego Zoo including

.7df: training b. In-Zoo and In-School programs,11!,rvic training for potential adopters or adapters.

)vid, technical assistance to interested schools and/or districts.!

0.1 !tiallying 9f attendance and evaluatton questionnaire at awareness)gestionaaire ot potential adoptors/adapters making use of project

Zoo Project approach and materials are being used in over 16 districts-nconragement and sponsorship. Teachers in over 20 classes in 12 additional

.'o /.00 Protrnt materials and roth,vis. Other instttntion4 such aS ZoAc,

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Special Education

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How Can Animals Help Your Children?

Project No. 1193

Elementary

arociIr

BrocLure - describe! Zoo Project appcoach

Dissemination Servics available tc z-_:.to(.1-

districts

Language Development Through Animal Utilizatien

Project No. 1193

Elementary

Slide,Tape

Sliieftape - Describes Zoo Project approac.h for using animal

for motivation for work in regular school turriculum.

Lists evaluation results-

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2b2.12.9111a BES1 z

r.1

I. 1.11 ,)f the prgram?

2. Wht is Vie density of the populatio0

.; 1:.1 'he populat1on trends:

rq%at ?tra t. . rAjor oc:Aipttons of people in tho locale?

5. What io the 'unemployment rat,: or trend:

6. Wriat i:roportIln of families in the locale are receivinc welfAre tis:Astarteri?

U.tit ;..0).,r..m operated from the Otto Education r_entvr Zoo.

Ti c p.;)gram covered Elemeltary Educationally Handiapped acid Mentally PetiArded

:he cities cf San Diego, to Mesa, f'pring Valle7d, Chula Vista rind

Gajon. In addition he was some coverage in other aniall i:istricte in

"Y

It'chi for the City of San Diego is 762,800 wirh in .ivrale

'1 ' (city 4e) 2.78/unq.

:1,1ds indicate growth upward.

April 1, -1970 population was listed at 697,027 and in

TlAU60, 1?72 was repbrted as 740,000P,pilation predictions are as fellows;April 1)75 737,00('

April 1980 R5'.000

April 1985 931,000

April 1990 996,000

A-uflcturing is the major occupation in the San Diego etrop,3litan area.

Mrs oomployent rate is 4.8.

lv.ilaLle.

, of !:le indirect dissemination program coverer eutire state of,..:nntaht use of project services were made to !;(vithrn

7cr.):111arftn cGvering the above questions for the state of California not available

t- l9 ut:'ce.

The School SztLtm

KSI 114.14..-)E

1. What grade level: do the schools serve?2. How many pupils are there in the school system? How many schools?3. Aro there any significaAt trends in tho school system -Ili

t-dthdrawal, or transfer?

4. What is the per pupil cost of education in the school system?5. What is the recent financial history of the school syste,0

1. The school districts involved in the Zoo Project are either Unified K-12districts or Elementary K-8 districts.

?. in orober 1(472 the schmol district enm)lment

K-6 68,8537-9 29,431

10.. 12 7;,,F,t1

Cont. /Adj. Fl/

125,/14 There were 160 schools.

3. Encollr-nt trend is down.

4. The .1971-72 per pupil cost of eA cation in the school system was $897.33.

5. Expenses have been increasing more rapidly than income. This hasnecessitated program cutbacks.

Anc,ri r.o above qu,,stions are for the direct demonstration program only, as suchflAtttet% foc the entire state are hot available to this office.

the services of the project generally were interested in help atthe elementary level, however, a number of junior high and one senior high teachertook the workshop.

A nImber of districts were interested in the Zoo Project approach for help with thelent and hearing handicapped because of the lAnguage motivation provided by theapproach.

Needs Assessment

VaS1T.:?41

r '*1

1. What was the starting point fur needs assessment?2. How were the specific needs of the pupils identified?

3. What were these specific needs? Which were selected for the program?

Needs for this particular statewide dissemination program were determined by theState Department of Education before selection of the nine projects included in the

1972-73 "California Plan." The needs of the various district; and/or pupils werebalanced against the available successfully tested projects and appropriate exemplaryand innovative projects were then selected for dissemination through a stateadministered program of dissemination and diffusion.

Each adoptor district or school will have identified the problems which causetheir needs, and will adapt the project's solution to fit their own local, resourcesand needs.

Needs of the local "producer" district for a program were determined in the

following manner: At the time of the inception of this program, in 1969, there wereclose to four thousand children enrolled in programs for Educationally Handicapped andMentally Retarded in the pro.4ect area. These children had been identified throughtest data and teacher judgment as being in need of special attention. These children

very commonly have their greatest etfficulty in communication skills. As language,

reading and verbal skills arAthe heart of the educational process, there is a needto stimulate this group in these areas.

A review of the literature and experience of local teachers revealed that certainlearning needs common to these children must be met in their learning activities.These needs included:

- The need for direct experience rather than abstractions.- The need for approaches that appeal to all the lienses.- The need to relate school activities to meaningful situations

thus enabling children to transfer what has been learned intomeaningful behavior.

- The need for meaningful repetition without over stimulation.- The need for motivatitnal experiences in which children arevitally interested.

- The need for behavior modification both passive and aggtesaive.- The need for opportunity for developing ,relationships.

It was felt by the planning committee that a program using animals as amotivating force could take advantage of the fascination all humans have forliving things and meet all the unique learning needs listed above.

Historical Background

r-tr

1. Did the program exist prior to the time period covered in the present report?2. Is the program a modification of a previously existing program?3. How did the program originate?4. If special problems were encountered in gaining acceptance of the program

by parents and the community, how were these solved so that the programcould be introduced?

5. Provide a brief history of planning. Indicate which planning efforts weresuccessful or wero not successful. Describe how non-profit private schoolsand other agencies were involved in the planning.

The 1972-73 phase of the ZOO PROJECT program was a "diffusion" year ofthe project in which we took the successes and experience of the previousthree years and shared them with interested districts and/or schoolsthroughout the state. The program was modified in that the local programwas continued as a demonstration program, and staff hours were increased forextra help when the project director was absent on dissemination activities.The origination and planning of the program were described under "NeedsAssessment" above.

No special problems were encountered in gaining acceptance of theprogram by parents or community. We have been received with great enthusiasmand appreciation throughout the history of the project.

-20-

PROGRAM

Scope of the Program

liEsT COPY Mt AKE

1. What numbers and kinds of participants were served by the program?2. What were the specified objectives of the program?

All interested persons were invited to a series of eleven ACSA/EXPO presentations upand down the state during the fall of 1972. In addition, the Zoo Project contactedlocal Zoo and park staffs and nearby CANHC (California Association of NeurologicallyHandicapped Children) chapters. All who attended these presentations received infor-mation on the project. Those who expressed an interest were sent a package ofmaterials further describing the program and outlining the services available.

Districts, Zoos, and groups then participated in several ways:

1. Secondary awareness level presentations to staffs.2. Inservice workshops from two to sixteen hours in length depending on the

needs of the district.3. Demonstration lessons.4. On site visits to the Zoo Project.5. Utilization of Zoo Project materials (provided free to all districts

providing workshops of four hours or more duration).6. Technical advice and assistance when requested.7. Initial awareness level presentations to schools, districts, groups not

contacted in initial ACSA/EXPO presentations.

Eighteen workshops were presented to a total of 552 teachers and/or administrators,district staff, etc. This included training 33 teachers new to the local demonstrationprogram at the San Diego Zoo. Counting all participants at the awareness level 3,105participants were included in the program. The number of children is estimated over 44430.

OBJECTIVES: Encourage and promote the adoption or adaption of the zoo PROJECT FORHANDICAPPED CHILDREN in a minimum of ten otaer school settings ( districts or schools)in the state of California.

1. Create an awareness about the ZVO PROJECT among 100 school districtsin the state.

2. Operate a model demonstration program capable of accommodating 25 visitorsper week and demonstrate to potential adopters from 25 school and/or Zoosettings.

3. Select 10 districts or schools interested in adopting or adapting accordingto established criteria one or more program components.

4. Conduct 10 staff training seminars for potential adopter/adapters from 25school and/or Zoo settings.

5. Provide technical assistance for implementation to Adoption/Adaption schoolsand/or Zoos.

6. Evaluate the diffusion process for effectiveness.

-21-

Ilersonnel gES1

1. What kinds and numbers of personnel were added by the program?2. What were their most important duties and activities?3. How much time did each type of personnel devote to these responsibilities?4. What special qualifications suited personnel to the requirements of their jobs?5. What special problems were dealt with in recruiting or maintaining staff?

The Zoo Project was able to operate with a staff of three:

The Project Director planned the master schedule for classes, buses, and animalsboth In-Zoo and In-School, instructed the inservice training workshops, assistedteachers in both programs, interpreted the program to visitors and to outside groups,acted as liaison between the Zoo, the district and other districts and private schools,initiated all records and reports about the Zoo Project, was responsible for projectequipment and use of loaned Zoo facilities, and was responsible for keeping withinthe project budget. He conducted the major part of the dissemination activitieslisted in this report.

The Project Secretary served as general office manager and assistant to theProject Director; she assisted teachers, maintained schedules, prepared masters forreproduction, maintained records, acted as receptionist and performed other secretarialduties. She received visitors in L4e absence of the Project Director and assistedwith the inservice training.

The Animal Attendant, formerly a Zoo employee, became a district employee under the

1972-73 project. She was responsible for the daily feeding and cleaning of animals,their daily handling and training, cleaning and maintaining the workroom and classrooms,maintained stock of animal supplies, assisted teachers in their use of animals, wasavailable as a resource person, accompanied classes in the Zoo and conducted theIn-School portion of the program during the absence of the Project Director, andperformed other related aiLties.

These personnel devoted their full time to the operation of the Zoo Project.

Other than the normal qualifications for these jobs, the positions requiredwillingness to handle ALL kinds of animals, a willingness and ability to workwith children who sometimes may have bizarre physical or behavioral characteristics,the ability to make decisions concerning the appropriateness of an activity for aparticular situation in regard to the safety of animals and children involved.

Although these positions very often require irregular lunch hours, andunreimbursed overtime, we have had no problem in recruiting or maintainingstaff.

-22-

Organlmational Deails

1. What is the period of time covered by your report? BEST COI AgAjil::a

2. How much of taa entire program does this: cover/3. Where were program activities located?

4. What special phjsical arrangements were used in these locations?

5. What provisions, if any, were made for periodic review of the proram?

6. What important decisions were made on the basis of such reviews?

7. What provisions, if any, were made for inservice training?

1,2,3. This report covers only the 1972-73 dissemination grant period. This

was the fourth operational year of the Zoo Project. Program activities were located

throughout the state of California, wherever schools felt that the project approach

met their needs. Local activities of the demonstration program was located in the

San Diego Zoo and in the classrocms of 41 In-School classes throughout San Diego

County.

4. Rather than make special arrangements for the program in each area, 'e

worked to adapt the program to their local resources.

5,6. Review as conducted after each presentation to determine new needs,

unexpected benefits, suggestions for change or improvement. Any need for change

pointed out were incorporated into the rrogram.

7. Inservice training was the heart of the program. It was the major request

of participating districts. In many cues the district sponsored the training and then

allowed teachers to develop their own programs with district approval.

-23-

BEST COPY AVAILABLEActivities or Services

MT U.' I.

,OL. I

1, What were the main activities (or services) in the program?

2. How were those activities (or services) related to specified program

objectives?3. What methods were used in carrying out each activity (or service)?

4. What was a typical day's or week's schedule of activities for the children

(or others) who received the program?

5. How were pupils grouped for the various program activities?

6. What were teacher-pupil ratios' (or aid-pupil, or adult-pupil, and so on) in

each of these groupings?7. How did pupils (or others) receive feedback on their individual daily progress?

S. How did parents receive feedback on their child's progress?

9. What amounts and kinds of practice, review, and quiz activities were provided

for pupils (or others) in the program?

10. What special provisions were made for motivating pupils (or others)?

11. If a comparison group was used, what were important differences in the

activities and methods used in this group and the activities and methods

used with the program group?

1,2,3. The main function of the project staff was to provide the services which wouldenable teachers to adopt or adapt the Zoo Project approach. This was accomplishedthrough providing awareness level presentations, teacher workshops, operating thedemonstration program, and other aseiscance as requested. These were the objectives of

the program. All services were available on request and were altered to meet the local

needs and resources of the requesting school.

4. A typical workshop schedule dovered three main areas:,

a) Animal handling to help the teacher feel confident in working with animalsthat tmight be available for her class.

b) Background information on animal groups and specific information aboutparticular animals.

3) Sharing and developing activities and materials that would meet the needsof her particular class.

The workshops were expanded or contracted from 2 hours to 16 hours depending upon theneeds of the district. When applied to the classroom, a typical lesson would involve theteacher introducing an animal such as the snake; talking about it, pointing out andexplaining any actions or movements that might tend to be startling; demonstrating howto hold it and listing some particular things to look for on it. By this time the children

would be eager to touch and hold the animal. It would be passed to every child but nobodywould be forced to touch it who did not want to. (Almost always, after the elaborateintroduction every child will take the animal.) One or more children might have a polaroidpicture taken with the animal. The group would then discuss the animal and summarize theitems they had been directed to look for. An art lesson or written lesson might follow,or research for further information; or if in a zoo, study or related animals in the zoo.The polaroid picture could be used later for extending the experience, using it as thebasis for a written story or oral language activities. In School the children would beresponsible for reading directions and being responsible for the care of the animal. In

most classes, after children became "expert" on an animal, they might be allowed toreport on and "share" the animal in other classrooms.

Activities or Services (Coned)

BEST C"" 45-6. The project did no grouping of pupils for various program activities.Teacher-pupil ratios were those normally established in their various schools ordistricts for regular or special education classes. At'.the demonstration program,if the teacher wanted additional help, and members of the staff were available, theywould accompany groups in the zoo. In addition, high school tutor guides from specialeducation classes in one of the local high schools were available if the teacher choseto ask for them.

7-8-9. Feedback to parents or pupils was not an organized part of this program.It is dependent on the policy or practice of the particular school or districtinvolved. As we were interested in motivation of pupils rather than accumulationof knowledge, practic review and quiz activities were not a part of this project,although individual teachers may have included them in their program.

10. Motivation is the major goal of the Zoo Project. We believe that living thingspresent a special fascination for children, and that teachers can take advantage ofthis fascination to teach school subjects. Animals provide a multi-sensory stimulationnot filled by the standard approach. We feel the animal experience breaks up thepattern of failure the child may have had from the standard school approach. It

suddenly places the child in neutral non-school territory being stimulated by acompletely different and unorthodox approach. Suddenly he finds a reason to do schooltype tasks; but they are his own realistic reasons, based on needs that he feels.

11. Comparison groups were not needaa to meet the goals of this year's project.

-25-

Instructional Eauiment and Materials, BEST (:',;;

.1. Were special materials developed or adapted for the program? How andby whom?

2. What other major items of equipment and materials did the programrequire? In what amounts?

3. How were key aids and materials used in connection with the variousprogram activities?

4. If a comparison is being made between program and nonprogram persons,were there important differences between thes) groups in kinds andamounts of materials provided, or in methods of uso?

1. A slide/tape presentation was developed for use in the ACSA/EXPO initialawareness portion of the program as was a brochure entitled "How Can AnimalsMLLE Your Children?" These were produced by the Zoo Project staff with theaid of Mr. Don Kelly of the State Department of Education. The Zoo ProjectHandbook was reprinted for use in the workshops. Additional handout materialswere produced as needed to fit local workshop needs.

2-3. A synchronized slide/tape projector was purchased for use in the ACSA/EXPOphase of the program and for use by the Zoo Project staff when makine presentationsin the absence of the project director.

Equipment, minor in cost, buc major in importance are the cages and otheranimal equipment needed for the In- School program.

The slide camera and polaroid camera obtained during the first year offunding continued to be items of utmost importance. Eyery class received eight

or more pictures of the children interacting with the animals for use in motivating

language activities.

The project van leased during the year provided the necessary transportationneeded for the In-School portion of the program, and was used for hauliqg animalsand materials to workshops within driving distance of San Diego.

4. There was no "outside" control group used in this project.

-26-

parent-Community Involvement

1. What role, if any, did parents have in the program?

2. Were meetings held with parents? Why? How often?

3. What role, if any, did various community groups have in the program?

4. How was the community kept informed?

5. If problems with parents or the community affected the program, what

steps, if any, were taken to remedy the situation?

1. No parents had a direct role in the program. In the local demonstration

program, some parents accompanied classes to the Zoo at the request of the teacher.

Several letters were received from parents. Some teachers distributed evaluation

sheets to parents. All from whom we heard were veLy supportive of the program.

2-3. Some parent and community groups contacted the project for information or

asked for a speaker. All such invitations were accepted.

4. The Zoo Project was described in two local newspaper articles, one localradio program and one local television program. An illustrated article was

published in the San Diego Zoological Society's magazine ZOONOOZ. All invitations

to speak to PTA's, service clubs, educational groups were accepter; by the project

staff.

5. No problems with parents or the community were encountered.

-27-

'Meet

BESI CQt"iV''LAEd

1. From what sources were program funds obtained?

2. What was the total cost of the program?

3. What period of time was covered by these funds?

4. What is the per pupil cost of the program? What was the formula for

computing this figure?5. How does the per pupil cost of the program compare with the normal per

pupil cost of the schools in the program?

6. Where can the reader get more detailed budget information?

7. Of the total cost of the program, give rough dollar estimates of

developmental costs, implementation costs and operational costs.

8. Give the costs for the entire project period by budget categories

(i.e., professional salaries, contracted services, etc.).

BEST COPY MULESpecial Factors

For use of potential adopters of the program:

1. 4!-..qt. ='ilfications of the program are posrible?

2. Wet are the suggested steps in adopting this pr:)gram?3. What are some things others should avoid in adopting this program?4. can th:: Program be phased in, beginning on R small scale? How?

5. Can parts of the program be adopted without taking the whole prcgram?What pirts?

L. -ibis program need not be limited to localities having zoos nor need it be4.7!red to mentally Retarded and Educationally Hati4tcAntied classes,

u p:ogram could be operated on an In-Zoo or In-School basis only, or..dual teachers could adapt after having attended the teacher training

: -.hot) All animals in the In-School program have been obtaine1 throughCages are readily available and Ail other necery ft t. could

be found in practically all school systems at a minimum cost. The basicapproach to the In-Zoo program could be adapted to any zoo, animal shelter, farm,pacx, aquarium, etc.

2. The reacher training is the key step in this program. The teacher must he

secure in working with the animale. ii ehe is afraid, the children will senseit, and the whole point of the program is lost. She needs background on theanimals and needs to have selected activities and materials to use with theanimals. 'tart with either In -Zoo or In-School for a year, then expand toinclude both programs.

3-4. Use only volunteers. Don't assign teachers to the program. Don't try to

operate either program without teacher training. Make sure animals arc handleable

Ali0 -.tie before allowing children to use them. Don't allow substitute teachers to

try to carry on in the teacher's place.

t%) replicate this project a school could easily begin with what it has ataAd 'mild activities around small, less expensive animals avallWIle in most

c,.mpliun it ..s , as well as substituting media and "one-shot" visits for part of theA large city zoo is very helpful, but many of the project ideas are

atiph.ablo whether a full scale zoo is available or not. Using animals asm3tivation can occur in many other settings.

. ef! 01 above.

-29-

BEST COSY,,.

1'i:cuss how project information was disseminated during thd past beaeet

period.

1. 1-TovIA: an estimate of the number of unsolicited requeste for leforms

tioh from both within and outside the project area.

2. the number of visitors from outside the protect area.

;!.,)st of dissemination durint! t -r

4. L.,. the total cost of dissemination including prior budget periods

,ir v:!!sible).

The whole focus of this year's program has been on dissemination of the Zoo

Pio ect approach.

Initial awareness presentations occurred as a part of a series of "ACSA/EXFO"

rle,b:ings in eleven locations throughout the state of California. In these meetings,

a brief description of the Zoo Pr:.je.t was given along with description of services

available to teacners/schools/districts.

In addition to the teachers, administrators and other educators invited to these

meetings through ACSA, the Zoo Project sent special invitations to local zoos,

aquariums and animal parks and local CANHC chapters (California Association of

A,,,r1logically Handicapped Children), indicating where and when the closest ACSA/EXPO

-Icsentation would be.

eersons indicating an interest in the Zoo Project approach on ACSA/EXPO evaluation

were sent a package of materials giving further information. These materials

L.!cluded

an introductory lettera list of services availabledescription of the different kinds of Zoo Project workshopu available

a list of workshop objectives, goals, and outcomes

a suggested workshop schedule

JPVMed appropriate, additional materials were sent such as the hvochute, copies

of .(Jonvoi. magazine, extracts from the Zoo Project handbook, and personal letters

answer particular questions.

Additions' initial awareness contacts were made by mailings sent out thrnugn the

-fento Prvocational Occupational Educatiot, program, through newspaper and magazine

m-ti,:les. through word of mouth and through displays.

Disseminatiln (Cont'd), -

Dissemination activities were considered to have two purposes for theZoo 1'tojtu One was to promote the adoption or adoption of tho 1.on Prljectapproach in other areas. The second purpose was to encourage the continuationan' .Auansion oi the program locally after federal funding has ceaeed.

Districts, schools, or individuals who were interested in the Zoo Projectapproach then contacted us for one or more of the following services:

1) Sea awareness level meetinll in which a more complete presentationwas provided of the material given in the ACSA/EXPO presentation. Such

ceetings were given to school staffs, departmental groups, professionalutganizations, college classes, parent groups, and service clubs,

:1 .ons were available for all visitors intorustk,d tho projvcr

action. A model demonstration program was available at the San Diego Zoorst an In-Zoo type program and In-School classes w-ie pviiiable throughout:0 year as models for the In-School portion of our orograa. All teachers

aeykying for inclusion in the program agreed to have visitora at eny timeduring their particpation.

3) it:acner training workshops were provided to all request ins schootr. or districts.Organization of the workshop varied according to the needs and resources ofthe school or district involved. Many districts were not interested inestablishing a district wide program, but were interested in sponsoring a,,.crkshop that would expsse their teachers to the Zoo Project approach andencourage teachers to adapt features of the program that met their ownimmediate needs.

) Demonstrations. Two districts requested demonstration lessons in their own

aree with h ildren from their own schools. The project director provided these

lessons for them.

si idea Fairs-Displays,. In addition to Western States Exp and CSDA participation,the too Project was requested to provide a display and personal assistancefor Professional "Idea fairs," swapahop meetings and conferences.

0) reeenical Assistance. From time to time during the year the project was-sorlcted for aeldirional technical assistance by vartfus agenies inside and:),Itside the state of California. Such assistance was provitic! tninugh

c-irregrondence.

1:1 c..';r1ort information about the project was dissem4.nated in one local releviSion',ro, in, a radio tape distributed to six local raoio stations, 2 local

news.ner articles and an article in the San Diego loological Society's

puhli.ation "Zoonooz" which has world-wide distribution.

(Cont'd) BLST CO'? 1 ; ',1 Y,1

SUMM1'1i1: The Zoo Project Staft directly participated iii t..88tawk:IdtiOn activities

In the following ways:

Activity, oate. Nn.-12.122211

11 ACSA/EXPO Activities Fall 1972 385

information Packets Fall 1972 355

1 ,;.renciary Awareness Presentations:

fiutential adopters/adapters)

to . . ti. .nter School District ',./1,3 If,

;Yee School District 11/6 17

Jarte Unified School District 1/11 19

-,utli,leame Teacher Institute 1/26 54

.:(.3 o ,:ity Schools ;15 43!at, Helix Montessori Academy 3/29 31

Ontario /Montclair Reading Council 3/3 42

,ucondary Awareness Presentations:i'0.41 continuation and expansiorof the program)

University of California Extension 7/19 27

St. Kieran's School, El Cajon 10/27 50California State University, San Diego 1!/7 45Nurth Park Kiwanis 11/1 3/

sdn Diego CEC (Council for Exceptional Children) 11/16 92

University of California Extension 11/28 46VTA Convention 12/1 27Multi -Age Teachers 2/13 17

University of California Extension 2/21 21

Southwestern College Extension 3/14 11

P:A1if.-r-nia State University, San Diego 3/27 45So,Ithwestern College 4/4 52

fl. lf ,Ard Hard-ofHearing Teachers 5:3 2n

.:nwon's International Sorority Y16 18

:hula Vista Lions 6/7 57

Orange (-enter 10/18Burlingame 6/25 )

6/26 ) 56

6/2' )

ruler than local

',1241MAT'Y. 'rrnt'd)

d)

Activity,

212.21.2111, Idea Fairs, Conferences

Date

CSA/CSSA 12/1 - 12/3San Diego City and County CEC 2/21

Western States Expo 4/13 - 4/15SDTA Teacher Fair 6/9

Staff Train - (potential adopters/adapters)

Otailed summary sheets

- (local continuation andexpc:ai:).1 of program)

.,.00 Project summer workshopfall workshop

f;a!ifornia Lutheran College ExtensionSap Diego City College

11 11 11 11

Sumner 1972Fall 1972

6/737/9/71

7/16/737/23/73

No. 21.2.11111

11

21

2A Est.

27 Est,

30 Est.

28 Est.

Fevests for Technical Assistance

detailed aummary sheet

"IiTliC Relations Activities

National City Public Library Animal display 11/3 100

renrally Retarded Arts and Crafts Group 5/8 27

Fairhaven Pet Show 6/1 300

on interview 11/3

i!tcrview (repeated 6 cr more times)

-.Juw, Article fSan Dis.go Zoological Society) 2/71

Jnion Newspaper articles 11/5 awl Wil

14-1. :/t" Ikrochnres

) f HanJbooks

: it 1; other than Title 111 funds.

Fall 1972 Cost $440.00 5,500 950 left

-33-

1:01131- --)75 ?!c-)ne left

(Final nrintin6 no. ;!..complished

at this date. All copiesxpertd to he used in localpuov,ram And in answertv, requests

frIm outsie!e area.)

:XmiARY OF ZOO PROJECT OBJECTIVE3 /01.)

7.nkurage and promote the adoption or sdaption c' L;;t. /AA) FM.

t.NV- '111.i,PEN in A Tinimum of ten other school r-- 0. h rl

in t-. SI.A.k of California.

.NO iroect approach is being used in over lb districts with u;,itricf.

c..raA!:srest and sponsorshi$ In addition, teachers in over 2) classes la :2Additonal districts are using Zoo Project materials and methods in their class-

ir,Ptitutions such as Zoos, Museums. Hospitals. Humane Sns(prica

are usnv /0o Project materials and methods.

create an awareness about the ZOO PROJECT among 100 school districts in the

,,s were made 1.() 335 jeoplo through . t. u . .

out to individuals representing 109 districts. " outside awarenesss r:aions were made to 222 people. 15 awareness presentations were made

Di040 County to 587 people. too rlroject persnati paltirthated in

. ;c activities In which brochures and otaL Aklic!o.

/;cre.ros were made available to other disseminstion activities throughout.-J le state during the year.

')prate a model demonstration program capable of accommodatinh 2S viiiLrsseek and demonstrate to pute7.tial adopters from 25 school a.,(1/or zoo

settings.

The !oo Project handled groups of visitors from as few as one to as many as 60

-,,eop:e. A total of 185 people visited the project during the 1972 -13 school year1.1r 171 groups.

..,elect 10 districts or schools interested in adopting or Pdapting,ar.cording to established criteria, one or more program components.

listricts requesting services received those services except for thoseservices during the 1973-74 school year. See above information

tllinwing information for details.

10 staif training seminars for potential adopters/adaw.ers from 251 and/or /po settings.

t,.,:r.!r training workshops were held for 552 people. These teprs!ntcdfrom 21 districts.

technical assistance for implementation tr. A.ilptt.r5lalopters

y:'' :.,is and/or Zoos.

T--Ihiral assistance was provided whenever requested whether to school districts,:mrent groups or individual teachers. Such sosistanceb ':ontact, telephone conversation and by letter :.

E',aluate the diffusion process for effectiveness.

evaluation was carried on throu?hnut the year, co:le.71iagi is 1r ; -a presentations, workshops, and the demonstration program. Adiusrh.eui.s

ra!i based on results of such evaluation. This evaloatIlr retort a result

fe eva!uation process.

BEST COPY 101111111

1972-7? ADOPTION / ADAPTION ACTIVITIES:

LANGUAGE DEVELOPMENT THROLUH ANIMAL UTILIZATION(Zoo Project for Handicapped Children)

DISTRICT:(Schools and Contact Person)

NOTE: Addresses and telephone numbers for contact

persons listed on these pages will be found

in Appendix A.

ADOPTION AOADAPTION AAUNCERTAIN X

NO 0

0.0

ComponentIn

ZooIn

School

1.0

INITIALAWARENESS

rn

2.0

1) Alhambra City Schools -

Granada School - Mrs. Brenda Sorenson - Supvr. AuralEducation

2) Arcadia Unified School District -Holly Avenue School - W. G. Smith, Principal)

Longley Way School - Rosa Browne, Principal)

3) Burlingame School District -Mrs. Lois Watson - Curriculum ConsultantMcKinleyFranklinWashingtonPershingRoosevelt

Mrs. A. M. Elario - Director, Summer Reading Clinic

4) Chino Unified School District -Ed Reyes - Asst. Supt. -Instruction

tos Serranos School)Glenmeade School )

5) Chula Vista City Schools -Mrs. Elisabeth Kay - General Supervisor

6) Duarte Unified School District -Joe Davis - Title I Director

(Maxwell School)

7) Garden Grove Unified School District -Excelsior School - Leroy Morton, Principal

Hill School - Robert Gresham - Principal

8) Little Lake School District -Earls Snow - Consultant for the Deaf

Fairford SchoolJersey Avenue SchoolLakeview School

AA

AAAAAAAAAAAAAA

X

AAAA

AA

X

X

X

A

X

SECONDARYAWARENESS

1/26 - T

A - T

54

19

3I

30 15

4

16 12

4

4

3 I

181

113

a.

12.0

54

19

1

301

1

31

1

1

30 15

1

1

4

18

VISIT/DEM-ONSTRATION

O

6

4.0

STAFF

TRAINING

4/28

1/9

3/27

4/10

freb-

Mar.

1/17

3/22

2/2-3

22

57

24

37

15

19

24

16

TECHNICAL ASSISTANCEFOR IMPLEMENTATION

g 1'

; 44o

mob1:1 adta.c

cpo4 4: Id

113

P. cra/ s Ct.

I I $

5 F. vs Ch

ac

BEST (TP1'1'1

PRODUCER CONSUMERSCHOOL SCHOOL

1

1

1

1

1

1

1

6/25 A 116/25

to T 5 Ito6/27 S 50

1

'6/27

1

1

1

Info a' contacti witteacher planningani at lending Libra

1

1

1

1

1

11

42

4

19

6

8

20

11

4

16

4

4

4

4

I-vs

UI-

6

33.66261.36

12.28

293.

8.63

5.00

17

7

7

12

112,49

889.

97.

388.

114

115

131

314

Iludgt

$10

210

.Budgt

50

13

22

87

600

6 1122 503 751 201 27

33

24

1025

Adapting on Optional teacher basisparticularly in hard-of-hearing anddeaf programs with district sponsor-ship. Making use of loan program oflocal humane society.

No district funds expended; diatrictsponsoring optional individual teacheradaptation; 1 staff member attendedadditional training at La Verne edle

High interest. District sponsoringadaptation of program on optionalindividual teacher basis. Encouraginguse of local Junior Museum animal loanprogram. Memberships paid for bydistrict. Asked for special demonstra.tionrwith their own children duringsummer reading clinic.

Adapting components of the programschool wide; planning to expand nextyear; district planning to reproducehandbook materials for local distributton.

112+ District sponsoring adaptation ofprogram on optional individual teacherbasis. Will conduct own summer train-ing program. Plans for districtanimal lending library and expansion 413the program.

no f guresas t

17

22

3

6

iee no e 1

No response as yet to EvaluationQuestionnaire

500 District sponsoring individual teacheraciorion of program. Teachers buying

610 an s and cages with own money. Con-siu.ring inaugurating a district wideprogram. Also making use of animalloans from local pet shop. Someteachers have purchased handbook ontheir own.

16

35

3

All classes in deaf program areadapting the In-School component.Report high success in motivation oflanguage. Have been fortunate indonations and gifts of animals andcages.

-35-

e 7.'11 c,C.P1

1972-73 ADOPTION/ADAPTION ACTIVITIES:

LANGUAGE DEVELOPMENT THROWN ANIMAL UTILIZATION(Zoo Project for Handicapped Children)

1.0

INITIALAWARENESS

SECONDARYAWARENESS


ADOPTION AOADAPTION - AAUNCERTAIN X

NO Is 0

0.0

ComponentIn

ZooIn

School

9) Los Angeles Unified School DistrictSalvin Elem. School Rose Engel - Principal

10) Modesto City Schools -Jerrold Frye

11) Mt. Helix Montessori AcademyBarbara Hamilton Secretary

12) Ocean View School District -Lark View THR Facility Mrs. Rose Ludwig Princip Il

1)) Ontario-Montclair Reeding Council -

Mrs. Hazel Wilson

14) Orange Center School DistrictOrange Center School George Nagel, Dist. Supt.

15) Riverside County SchoolsMrs. Eleanor Dunn - Director, Prolexia, Title 111

Collett (Alvord)Parkridge (Corona)Arnold Heights (Moreno)West Riverside (Jurupa)

lb) Santee school District -Rio Seco School - Russ JamesDoug Ka; - Teacher

17) Victor School District -Mrs. Beth Hill - Curriculum Coordinator

Irwin SchoolDel Rey SchoolParkv:ew School

18) Westminster School DistrictRhonda Mahan Lang. Dev. Specialist-Title VI Preschool

CONTINUATION AND EXPANSION OF THE LOCAL PROGRAM

Son Diego Unified School District

See SUMMARY: Dissemination Activities

pp. 32-33

X 2/5

!;29

3/3

10-18

11-6

T

ATP

A-T

A-T

A T

-I-


O

STAFF

TPAIN1NG

BEST COPS AV:111113U

TECHNICAL ASSISTANCE

FOP IMPLEMENTATION

PRODUCER

SCHOOL

T-----,--iii 1

t.

ai: 1

0o xso I ...1 .....,

a.

2E01cn

MI

;4A.. V1M I 1

roNsumER

SCH001

2

52

/23

1/16

4

2

1.10

Iv

2.15

5-10

22

52

¶2

Requ at help next1 year

Have requested tephni.cal ltssiatanie next

year.

1

TS 6 110-0

1

1

1

19

10

3

20

63

40

7.00

7.00

11

175

117

27

330

29.00

143

46

127

85

10

5.00

100

no fituresas y!t

no figuresas )et

no Figuresas yet

no f,guresas 'et

4 120

2 604 120

3 90

6 30u

4 100

2 Id? -MR

Using Zoo Project approach; plan tocontinue next year on an individual

optional choice basis. Hoping to

expand to other classrooms. Teachers

obtain own Animals and cages. Requestfurther assistance next year.

No reaponae io Evaluation Question-naire as yet.

Planning animal collection; noresponse as yet to EvaluationQuestionnaire.

Training occurred too late in year forfull adaption this year. Planningactive program next year with districtproviding animals, pens, cages, etc.

o response as yet to Evaluation

Questionnaire. Produced Chino con-

tact. Several participants attended

La Verne College class - adapting in

own districOion individual basis.

Zoo Project approaches being used.Several participants attended theLa Verne College workshop and nowAdapting the In School program intheir own classrooms.

Planning own animal lending library.

Using Zoo Project approach; plan tocontinue next year on an individualteacher optional choice basis.District will rpovide cages, etc.

Planning to use materials in Title VI

Language Project.

-36-

1972-73 ADs'"".i014/ADAPTION ACTIVITIES:

LANGUAGE DEVELOPMENT THROUGH ANIMAL UTILIZATIO(Zoo Pro lect for Handicapped Children)

BEST CO?Y

1.0 2.0

INITIALAWARENESS

SECONDARYAWARENESS


ADOPTION AOADAPTION = AA

UNCERTAIN X

NO 0

0.0

ComponentIn

ZooIn

School

ADAPTERS OTHER THAN SCHOOLS OR SCHOOL DISTRICTS:

1) La Verne College - John Minter()

2) San Francisco Zoological Society -Beverly Rongren - Docent CoordinatormTs. David Gibson Junior Leaguewra. Helen Lustig Staff & Curriculum Development

Spec. San Francisco Unified Schools

3) San Mateo Junior Museum -Mary Ann Danielson

4) Mrs. Florence S. Clayton

X

X

X

X

X

44

m

X See 1 Ott,

V.0a.

ti.0

29

3 I

3

10

1 2.0


BEST COPY AVA11211

cTAFF

TPAINISc

TECHNICAL ASSISTANCE

Ft"' IMPIIMENTATIoN

g

29I

II

I

II

I

II I

1

I

I

II

I

I1

1

i

ii

I I

1

I

1

11

i1

I 1

11

I 1

1

3

3

1

15 3/27 other 4

See

PRODUCER

iCHoOt

(Rur1

0U

41

nalune

urlin mme

8a

331

19

CONSUMER

-J111101

A.

(810) 23

Cost absorbBurlingam

885

Id by

23 teachers responded to QuestionnaireAs a result of the workshop, individual teacher adapt ion reported inthe following districts:Alvord - Terrace School - 2

Collett SchoolArcadia - Langley WayBonita - RaymonChaffey Union High Alta LomaChino Neuman

G. MeadeE. J. Marshall - 2

Corona - VicentiaHemet - CottonwoodHueneme - BardJarupa West RiversideOntario-Montclair - West Riverside

- Mariposa - 2Placentia - OrchardRiverside HarrisonTrona TronaValley Oaks - UniversityUnassigned teachers - 2

Materials shared by these teacherswith 256 additional teachers.

Xxpressed strong interest. Change inoo administration caused abandonmentf plans.

cal Junior League group also inter-sted in Zoo Project approach forocent Training if cooperative planan be worked out with the Zoo whenew administration is established.an Francisco School CurriculumSpecialist also exploring adaptingoth In Zoo and In School programs.

ttended Burlingame presentations.staff members took training. Are

eking use of Zoo Project approachin the Museum and in their animal loanrogram.

Graduate student in EducationalPsychology, Calif. State UniversityLos Angeles. Is planning to developa similar program and encourageadaptation of it in variety ofsettings in the greater Loa Angelesarea. Has demonstrated Zoo Projectapproaches and matfirials in graduateclasses. Sees potential for use inresidential treatment facilities.

-37

1972-73 ADOPTION/ADAPTION ACTIVITIES:

LANGUAGE DEVE_LOPMENT THROUGH ANIMAL UTILIZATION(Zoo Project for Handicapped Children)

3EST COPY IMILARIT

1.0

INITIAL.

AWARENESS


ADOPTION AOADAPTION v AA

UNCERTAIN m XNO m 0

0.0

Component

ADAPTERS OTHER THAN SCHOOLS OR SCHOOL DISTRICTS (CONT'D)

5) Lion Country Safari - Brenda Easley - Education

6) an Diego Humane SocietyJudy Immenschuh

SCHOOL DISTRICTS OUTSIDE CALIFORNIA

Anaconda City Schools - Anaconda, MontanaMrs. Madalen Burt

W. K. Dwyer School

ADAPTERS OTHER THAN SCHOOLS OR SCHOOL DISTRICTSOUTSIDE CALIFORNIA

1) Larue D. Carter Memorial Hospital - Indianapolis, Ind.Mrs. Susan Cooper

2) New York Zoological Society - Bronx, New YorkMr. Donald Fine - Education Dept.Mr. Robert A. Brown - Assoc. Curator for Early

Childhood Education

3) Taronga Zoo - Syndey, Australia -Barry Foy - Acting Senior Education Officer

In

Zoo

X

In

School

X

AA

X

X

X

X

2.0

1

1

1

10

1

1

1

1 11=1

1

1

1

1

1

1

1

1

1

8

3

10

P'.1r? j Pt .7%

2.0 :.n 1

cTAFF

TRAIN:NGTECHNIcAT As-;IiTANcEFOR ImPLEmENTATION

PRODUCERScHoOL

CoNSUR1ER

SCHOOL

m

; t2fel IZ

W

ti la

ntn,


w....___,.."C4 ik 04

00710§

naO0.Ots0z

6z

noa.z

6v..

--

c Ax

u0 I. u taV to 0 a.4

W.0 Co C

u 404fazi.4+ 14 RI

1m CA 04

4 I I I

5 (.......X6

1cy I-Ck I0:4 IA.

I

t Iz 1

xm 1 4I .14Z 0

wZ0m

...1 ....-

* 44

2 alvi 1...(.443 4.u. u.0 AC0 r.IN (/)

EF...1 Inl

W t44...

CIS

8f.6U...1

gg

Wt4vt

aC4 Wisi ,-I

tu0 0:4W .1

i1 1 E1

Attended orkshop.

1

1

1

I

1

1

!In.tonnaI

1

1

I

I

I

1

1

1

I

1

I

1

1

I

1

I

I

1

1

I

I

I

1

I

1

I

I

I

I

1

1

1

1

1

1

I

I

I

I

I

I

I

1

I

I

I

I

I

I

1

10J

.

4

.

150

1

1

1

II

I

1 18I

I

I

I

I

1

I

I

I

I

I

2 I 31

I

I

I

I

I

1

1

I

1 10I

1

I

I

I

I

I

I

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110

- I

1

I

- I

I

1 1 12

I

_ 1

I

I

I

I

I

i

I

I

I

I

I

9114 1

Also visitecProject71-7

Establishing education program,requested handbook.

Used Zoo Project as model in develop-ing a program to teach humane valuesin a series of one time visits toschools throughout San Diego Countyusing live animals. Adapted materialsend ideas. Informal assistance fromtime to time as needed.

dapting Zoo Project approach andsterfals schoolwide on informalindividual optional basis. Plan toxpand the program next year. Usingandbook as a model for developingwn materials.

Adapting Zoo Project approaches torecreation therapy program of hospitalin Indianapolis working with emotion-ally disturbed children. Making useof animals from local Zoo and humanesociety. Using Zoo Project approachesand materials; adapted Zoo Projectapplication in requesting federalfunds for Indianapolis local project.

Emphasizing use of animals in teashitssubjects other than science.

Are expanding education program.Seeking means of using animals invariety of ways. As a result ofreceiving Zoo Project materialsand information, they altered pointsof interest in their new program.

ZOO

,r,T)11FSSES OF CONTACT PERSONS

.%LHAMSRA CITY SCHOOLSYrs. Brenda S. Sorenson, SupvrAural KOucatiou2121 W. Main StreetAlhambra, California 91801

(213) 289-5411

ARCADIA UNIFIED SCHOOL DISTRICTWilliam G. Smith, PrincipalHolly Avenue School360 W. Duarte RoadArcadia, California 91006(213) 446-0131 Ext 207

;ctigley Way School

Ross Browne, Principal1.601 Longley Way

Arcadia, California 91006(213) 446-0131 Ext 217

BURLINGAME SCHOOL DISTRICTMrs. Lots WatsonCurriculum Consultant1560 NewlandsBurlingame, California 94010

(415) 344-1743

Mrs. Alice M. ElarioDirector, Summer Reading LaboratoryMcKinley School701 Paloma DriveBurlingame, California 94010(415) 344-9313

CHINO UNIFIED SCHOOL DISTRICTEdward Reycs, Asst. Supt. of instruction5130 RiversideChino, California 91710

n2-1201

CHULA VISTA CITY SCHOOL DISTRICTMrs. Elizabeth C. KayGeneral SupervisorA4 East J Street - P.O. Box 907Chula Vista, California 92012(714) 4228341

DUARTE UNIFIED SCHOOL DISTRICTToe DavisDirector, Title 11427 Buena Vista AwnueD,larte, California 91010

LPIAL

EESI CO M t::

A

GARDEN GROVE UNIFIED SCHOOL DISTRICTLeroy Morton, PrincipalExcelsior School10421 WoodburyGarden Grove, California

Hill SchoolRobert P. Gresham, Principal9681 Eleventh StreetGarden Grove, California 92640

LITTLE LAKE SCHOOL DISTRICTMrs. Earls SnowConsultant for the Deaf9400 Jersey AvenueSanta Fe Springs, California(213) 868-8241 Ext 8/

LOS ANGELES UNIFIED SCHOOL DISTRICTMrs. Rose Engel, PrincipalSalvin Elementary School1925 Budlong AvenueLos Angeles, California 90007

(213) 73?-0703

MODESTO CITY SCHOOL DISTRICTJerrold Frye426 Locust StreetModesto, California 95351

MONTESSORI ACADEMY-Mt. HellBarbara Hamilton, Secretary3327 Kenora DriveSpring Valley, California 92077(714) 461-6200

OCEAN VIEW SCHOOL DISTRICTMrs. Rose Ludwig, PrincipalLark View TMR Facility7972 Warner AvenueHuntington,Beach, California 92647

(714) 847-2551

ONTARIO-MONTCLAIR READING COUNCILMrs. Hazel WilsonLee High School(714) 624-5697

ADDRESSES OF CONTACT PERSONS (CONT'D)

ORANGE CENTER SCHOOL DISTRICTGeorge Nagel, Dist. SuperintendentOrange Center School3530 S. CherryFresno, California

RIVERSIDE COUNTY SCHOOLSMrs. Eleanor DunnTitle III Director, PROLEXIARiverside County Schools OfficeP.O. Box 868Riverside, California 92502(714) 787-2585

SANTEE SCHOOL DISTRICTRuss JamesRio Seco School.Jantee, California 92071

VICTOR SCHOOL DISTRICTMrs. Beth Hill, Curriculum Coordinator16821 "A" StreetVictorville, California 92392(714) 245-3263

WESTMINSTER SCHOOL DISTRICTRhonda MahanLang. Dev. Specialist-Title VI PreschoolWestminster, California

LA VERNE COLLEGEJohn MainieroAsst. Professor of EducationDepartment of EducationLa Verne, California 91750

SAN FRANCISCO ZOOLOGICAL GARDENSBeverly Rongren - Docent CoordinatorZoo Road and Skyline BlvdSan Francisco, California 94132

SAN MATEO COYOTE POINT JUNIOR MUSEUMMaryann Danielson, ChiefInterpretive DivisionCoyote PointSan Mateo, California 94401(415) 573-2595

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C.ON AVAILABIL

LION COUNTRY SAFARIBrenda Easley - EducationLaguna Hills, California 92653

SAN DIEGO HUMANE SOCIETYJudy Immenschuh887 ShermanSan Diego, California(714) 278-7004

ANACONDA CITY SCHOOLSMrs. Madalen BurtSpecial Education1200 West 3rdAnaconda, Montana 59711

LARUE D. CARTER MEMORIAL HOSPITALMrs. Susan CooperRecreational TherapistChildren's Service1315 West 10th StreetIndianapolis, Indiana 46202

NEW YORK ZOOLOGICAL SOCIETYMr. Donald Fine - Education Dept.Mr. Robert A. Brown - Assoc. Curator

for Early Childhood EducationNew York Zoological SocietyBronx, New York 13460

TARONGA ZOOBarry G. FoyActing Senior Education OfficerP.O. Box 20 Mosman NSW 2088Australia

Report. INSTITUTION - ERIC · INSTITUTION. SPONS AGENCY. PUB DATE. NOTE. EDRS PRICE. ... Icq...

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