PAGE THREE Fo The federal government authorizes funds for specific educational pruposes as part of the national budget each year. Most federal monies are allocated to state departments of education for distribution to local districts. Federal grants are usually applied for by local districts in the form of a project proposal. The proposal is written to ex- plain an idea for improving education and plans to implement that idea within the local district. The project proposal is submitted to the proper state department office and logged in. State officials review the proposal and send it to three ‘project readers.” The reader is an educational consultant and a specialist in the specific area covered by the proposal. Each reader comments about the worth of the project and recommends that it be funded or that it be forgotten. If the majority of readers believe that the project proposal should receive further consideration, it is reviewed extensively by state education officials. When the state officials conclude their deliberations and agree the proposed project has merit, they invite represen- tatives of the local district to Harrisburg to review the proposal and arrive at a total budget figure. The local district then refines the preliminary proposal into a final project proposal and resubmits it to Harrisburg. Notification is forthcoming from the state giving approval to proceed with the project and authorizing the ex- penditure of funds in accord with the project budget. Projects are approved on a competitive basis. Worthwhile, projects are funded, when monies are available, and those that will not make a significant impact on the School District, and Mr. James O. Brokenshire, assistant to the superin- tendent for instruction, review the proposal for federal funds. educational outcome for children are returned to the district with suggestions for improvement. During the present year, the Dallas School District has successfully sought to compete for federal funds that could be used to improve instruction and to sup- plement local and state revenues. New projects and plans being ‘supported by federal money include the following: Project D-Tale —A plan to provide in- service education and instructional materials for parents and teachers in an effort to implement the language ex- perience approach to language arts education; and to organize teachers in teams to be responsible for planning and operating instructional activities for a team of pupils. Funding includes $54,000 this year with approximately $30,000 being available the following year and $12,000 the year after, for an approximate total of $96,000 over three years. Developmental Coon eling=Droces: and Program Guidance counselors recognizing the need for being able to reach more students and parents cooperatively prepared a proposal to design a K-12 counseling program. - This program would point out how teachers and counselors can assist students in developing better un- derstandings of themselves, their in- terests, and potentials. First year funding would provide $12,900 to plan the program and implement the initial phase. Career and Vocational Counseling Vocational Education funds have been secured to provide a career counselor for secondary students. The counselor will be primarily responsible for career education and counseling for vocationally oriented students from seventh through twelfth grades. Materials will also be provided for career resource materials. Funding for the first year will be $15,000. Television The Dallas District requested National Defense Education Act Title III Special Funds to link together the schools of the distriet with television cable via the local cable antenna company, and to provide additional instructional television equipment at elementary schools. In- structional possibilities provided by a system of this type are numerous. Matching funds of up to $14,000 were approved for. the project. An earlier project provided approximately $5,000 worth of science and television equipment to augment the districts regularly scheduled equipment acquisitions. Work Study Summer Program RAM vocanonal Kaucauion iunus were ap- proved to operate a summer work study program for clerical students. The program provides funds to employ and supervise students working in the district during the summer. Funds received in this project total $3,250. Federal projects and programs funded on a non-competitive basis that have been continuing over the past several years include: ESEA Title I for disadvantaged youngsters; ESEA Title II for improving library collections of books and materials; and National Defense and Education Act funds to. assist districts in making available specialized equipment in science, reading, and other instructional areas. Federal funds allocated to Dallas to support new instructional improvements total nearly $100,000. This is especially meaningful when one thinks in terms of the total instrumental materials budget not including salaries. Others might be more appreciative if staff efforts in securing federal funds for educational improvements when one considers the $100,000 represents almost a five mill property tax levy. It has been rightly stated that good discipline creates conditions favorable to efficient learning. Classroom control is a prerquisite to classroom learning. Students who are well disciplined will concentrate greater effort on achieve- ment. It is a well observed pattern that students who are not disciplined waste their own time and make learning very difficult for fellow students. Thus good discipline creates conditions favorable to efficent learning. Discipline must be based on a united effort that begins at home with parental concern, and extends into the classroom where it must become a joint effort upon the part of the teacher and pupil. Many educators have pointed to self- discipline as the ideal, but unfortunately many students lack complete maturity. It is this lack of responsible action that Bes brings a need for teachers’ help and guidance. We live in an age when student rights are constantly brought up. Our demands for such things as elimination of dress codes, unsupervised student lounges, smoking areas for students, less censorship, and many other changes that students feel would create a better at- mosphere. We, as educators, must recognize the issues and certainly we must listen to the ideas presented to us. Having listened and studied all recommendations we must then assume our duties as leaders and judge the requests on the basis of their effect upon the regulation and operation of a proper educational atmosphere. In a statement issued by The Pennsylvania School Boards Association they hit the issue squarely with the following com- Hughes’ major responsibilities. ments: We have to realize that we cannot treat our sixteen to nineteen year old students as children. However, we must recognize our responsibility to our com- munities and to the students who attend our schools; a responsibility that man- dates our control of those institutions and students in a reasonable fashion that will recognize the rights and responsibilities of all who attend. ‘‘Clearly, we have a responsibility to provide all students, who wish to receive an education in our schools, with the opportunity to acquire as much education as the institution can give.” The great concern is that by over permissiveness we deny many of our young people their right to an education when we allow education to come to a halt because of the activities of a small number of students. We must always remember to balance ‘rights’ and responsibilities. We can develop programs through cooperation but we dare not abdicate our responsibilities. Young people seek direction. We must have firm policies concerning standards expected of our students. We must be firm but must always be fair. It is our duty to provide our students with the leadership they need and desire as they strive to gain wisdom and experience and develop qualities of leadership. Mr. Harry D. Swepston, Jr. was ap- Directors to fill the unexpired term of the late Garvin P. Smith, school director. Mr. Swepston, a native of Ohio, was graduated from Kingston High School and moved to the Back Mountain area in 1945. He at- tended Wilkes College and Pennsylvania State University. Mr. Swepston served in the United States Army from 1948 to 1952. Married to the former Joycelyn I. Colson; he and Mrs. Swepston have six children, five of whom attend Dallas Schools. PUPIL PERSONNEL SERVICES Primary purpose is to help the student adjust to, and progress in, the educational system. Services generally include health services, pupil accounting, remedial ° services, adjustive services, activities— guidance services, and special classes for pupils whose needs cannot be met adequately in the classroom. Harry D. Swepston Jr.
Significant historical Pennsylvania newspapers