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APR 10 19:54

EDUCAT (mg Bug, ETIN

THE NATIONAL DEFENSE
EDUCATION ACT
IN KENTUCKY

Published by

DEPARTMENT OF EDUCATION

DR. HARRY M. SPARKS
Superintendent of Public Instruction
Frankfort, Kentucky

________________________.__._._———————-
‘
ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

POSTMASTER: Return undelivered copies of EDUCATIONAL BUL-
LETIN to Commonwealth of Kentucky, Department of Education,
Frankfort, Kentucky 40601. RETURN POSTAGE GUARANTEED.

VOL. XXXII JANUARY, I964 NO. I

FOREWORD

The National Defense Education Act of 1958 was intended to
stimulate state, local, and private support for education at all levels
in areas which the Congress considered to be critical. This bulletin
covers activities of the State Department in the areas where the state
has responsibility. Brief mention is also made of some of the other
areas.

It is our feeling that the Act has been very helpful to education
in Kentucky. The long strides made in the improvement in instruc-
tion in Science, Mathematics, and Modern Foreign Language would
have been impossible without NDEA help. The vast expansion and
improvement in guidance services is directly due to assistance under
the Act. The introduction of machine data processing in the depart-
ment is directly due to the provisions of Title X of the Act. The
introduction of new courses in the area vocational schools was made
possible by Title VIII of the Act.

Many able students have been able to enter college and continue
their studies under provisions of the Act.

The content of this bulletin was contributed by Dr. Kearney
Campbell, Dr. Frank Bean, Mr. Fred Martin, and Mr. Roy C. Smith.

Harry M. Sparks
Supt. Public Instruction

THE NATIONAL DEFENSE

EDUCATION ACT IN KENTUCKY

CHAPTER I
CHAPTER II
CHAPTER III

CHAPTER IV

CHAPTER V

CHAPTER VI

CHAPTER VII

CHAPTER VIII

Appendix A ____

Appendix B ____

TABLE OF CONTENTS

The National Defense Education Act _________ 8

Plan of Operation of Title III _______________ 7
Supervisory Program Undcr Title III _________ 15
Development of Guidance, Counseling and
Testing Programs Under Title V -A _______ 20
Plan of Operation for Title V—A _____________ 25

Technical Education in Kentucky’s Area
Vocational Schools _____________________ 44

Plan of Operation and Accomplishments of

Title X ________________________________ 46
College Programs _________________________ 50
____________________________________________ 53
____________________________________________ 65

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CHAPTER I
THE NATIONAL DEFENSE EDUCATION ACT

The National Defense Education Act of 1958 passed by the Senate
on August 22, 1958, and by the House the next day, was signed
into law by the President on September 2. It authorized over one
billion dollars in Federal Aid to all levels of education, both public
and private.

The purpose of the Act was to help every young person from
the day he entered school to have an opportunity tO' develop his gifts
to the fullest. In a free society the individual is the first line of de-
fense.

The Act had ten titles as follows:

Title l—This title set forth the general provisions of the Act, and
specifically prohibited Federal control.

Title II recognized the fact that many able students are unable to
obtain a college education due to lack of money. Their services to
business, industry, education, and even the military is thus limited.
This title provided a student loan fund, financed jointly by the
Federal government and the individual college or university, public
or private, from which a student may borrow on extremely favorable
terms, to further his education. The loan funds are administered
entirely by the college, but special consideration must be given to
students with superior academic backgrounds who intend to teach,
and students whose academic background indicates superior capacity
in Science, Mathematics, or Modern Foreign Language.

If the recipient of a loan becomes a teacher in a public school,
ten percent of the total loan is forgiven for each year of teaching up
to a limit of five years. It is needless to say that this title has enjoyed
wide acceptance in Kentucky colleges, and seems to be fulfilling its
purpose to a very marked degree.

Title Ill—Testimony before House and Senate committees em-
phasized our need to strengthen education. The three subject areas
considered most critical were Science, hilathematies, and Modern
Foreign Language. Studies had revealed that only one out of three
high school students took Chemistry and one out of four took Physics.
One student out of three took intermediate Algebra, and one out of
eight took Trigonometry. One out of seven took a Modern Foreign
Language. Many high school students attended schools that did not

offer these subjects, and many did not take them when they were
available. The availability of the courses was often influenced by the
fact that science courses are expensive due to cost of equipment, and
in all three areas the size of classes increased the cost. Almost as bad
was the fact that many schools were attempting to offer science
courses without equipment or supplies and language courses without
modern learning aids. Securing qualified teachers was also a problem.

Title III provided, on a 50-50 matching basis for a school district
to procure equipment and materials suitable for improving instruc-
tion in Science, Mathematics, and Modern Foreign Languages. It also
provided on the same basis for minor remodeling to utilize the equip-
ment so obtained. Funds are also provided on a matching basis for
states to improve supervisory services to improve instruction. An
earlier Act provides for improved teacher training in teacher insti-
tutes administered under the National Science Foundation.

It is the responsibility of the State Department of Education to
administer Title III. Chapters II and III of this bulletin will be devoted
to activities under this title.

Title IV—The purpose of Title IV is to provide more college
teachers. The tidal wave of students now moving through our elemen-
tary and secondary schools will soon reach our colleges. The predic-
tion is that the college enrollment will soon double. At the same
time the number of people obtaining PhD degrees has been smaller,
and less than half of them have become teachers. Title IV author-
ized one thousand fellowships carrying adequate stipends for the first
year of the program, and one thousand five hundred fellowships for
each of the next two years, to enable a student to engage in a program
leading to the PhD degree. It is hoped that a respectable number of
the people thus obtaining degrees will engage in college teaching,
however, this is not a requirement for the award of a fellowship.

Title IV also provides funds for the institutions to expand or
extend their programs since the recipients of the fellowships must be
in a program which is new or expanded in the institution. The Uni-
versity of Kentucky and the University of Louisville currently have
fellows studying under Title IV.

Title V—There are two parts to Title V which recognized the fad
that a large number of high school graduates do not go to college
because they do not want to go. Many of them have never found
out that they are bright and have not thought of themselves as college
material. They have set their sights far below their potential because
no one has helped them to look higher and farther.

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Title VA provides for matching expenditures by states for testing
materials to help discover the bright student and to provide his
counselor with information upon which to base his advice to the
student. Also, guidance materials may be procured under the same
financial arrangement.

The other problemis the scarcity of trained guidance counselors
in our schools. Title VB provides for the establishment of Guidance
Institutes for the training of counselors in the colleges, and for a
stipend to be paid to the counselors in training.

Funds are also provided to enable the State Departments of
Education to expand their supervisory services in the area of guidance
to fully implement the intent of the title.

Chapters IV and V in the bulletin will deal with Title V in more
detail.

Title VI—Testimony before congressional committees reveals
that in spite of the expanding role of the United States in the world,
the teaching of Foreign Languages in our schools is contracting. The
percentage of high school students enrolled in Foreign Languages is
becoming smaller and fewer high schools are offering Foreign
Languages. In schools offering Foreign Languages the offering is
often limited to French and Spanish. Even in these languages the
number of years of training was too limited, and the courses were
largely the outmoded translation method.

One of the road blocks was equipment, the other the lack of
trained teachers. Title III provides help in obtaining equipment,
Title VIB provides for the establishing or foreign language institutes
for the retreading of teachers, to enable them to use the newer
techniques, and to extend the training of new teachers. Title VIA
provides for centers, research and studies in the less well known and
neglected Foreign Languages. This title is administered by the col-
leges and universities directly under the U. S. Office of Education.

Title VII—Many of the problems current in education warrant a
full look at the use of mass communication media as aids to teaching.
The shortage of teachers, the vast amount of knowledge that teachers
must impart to students, and the excellence in scholarship our modern
world demands of graduates puts great strain on conventional teaching
methods.

Of the various communication media—television, radio, motion
pictures, tape recorders, and others are already playing large parts in
education. Others are just beginning to make contributions. Mechani-
cal and electronic equipment is revolutioning language instruction.
Television has promise of an unlimited future. What expanded use
can be made of Slides, filmstrips, magnetic tapes, projectors and
radio? Title VII aims to get information on the advantages and

limitations of these media by efficient and objective research. Under
this title grants in aid can be made by the Commissioner of Educa-
tion to public or non—profit private organizations, agencies or indi-
viduals to do research in the utilization of these media.

Title VIII—This title is an extention and expansion of the George
Bardon Act to provide for the training of highly skilled technicians in
recognized occupations requiring scientific knowledge in fields neces-
sary to the National Defense. This training must be carried out in
Area Vocational Schools.

The Title VIII program in Kentucky will be covered fully in
Chapter VI of this bulletin.

Title IX—This is the only title of the Act whose administration
is not charged to the U. S. Office of Education. Administration of this
title will be the responsibility of the National Science Foundation. The
purpose of the title is to provide the services necessary to collect,
abstract, index, and disseminate scientific information. It will also
undertake programs to develop better and faster methods of making
information available.

The National Science Foundation is presently providing this

service. Title IX spells out this authority and provides funds to im-
prove its services.

Title X—In today’s massive business of gathering, analyzing and
interpreting data about the public schools, the State Educational
Agencies are squarely in the middle. From every district, large 01'
small, they must painstakingly gather the facts: on pupils and
teachers, organization and curriculum, sites and classrooms and equip-
ment, moneys received and spent—in short or anything they deem
important to the quality of education. And, being the collectors Of
data, they are also perforce the suppliers. They face an almost over—
whelming demand for facts, not only from the Legislatures, research
organizations, and citizens of their own states, but also from those
who, like the Office of Education, seek the facts for the nation as
a whole. Promptness and accuracy is required. Yet few department5
had the staff or equipment to meet the demand for promptness.

Title X is helpin
funds to improve and s
tional statistics
and the method

g overcome these shortcomings by providing
trengthen the adequacy and reliability of educa-
provided by the state and local reports and records,
s and techniques for collecting and processing educa-

tional data, and disseminating information about the condition and
progress of education in this state.
A complete report on the progress that Kentucky has made in

accomplishing the objectives stated above is contained in Chapter
VII of this bulletin.

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CHAPTER II
PLAN OF OPERATION OF TITLE III

A ground swell marked by dissatisfaction with our methods,
facilities, and participation by students in Science, Mathematics, and
Foreign Language courses in our schools was evident before Sputnik.
The first Sputnik shook the remaining foot draggers out of their
lethargy. Elementary Science was a read-about, talk-about subject
with no student participation beyond a few field trips and collections.
In far too many cases the same was true of Science at the junior
and senior high school levels. Many high school science rooms could
be identified only by the name on the plans for the building, and
the presence of an empty demonstration desk with the plumbing and
electrical fixtures disconnected and removed. Possibilities for a good
Science program which could give a student an understanding of
basic concepts and processes of Science or methods of critical thinking
were too often just nonexistant. The idea that scientific concepts
were wrested from nature, and not made known by some supernatural
authority, ‘was not advanced ‘by rote learning without the opportunity
to actually engage in laboratory experiences. The Science program
from the first grade through the twelfth has lacked continuity and in
many respects was highly repetitive. Progress is being made on this
problem.

Title III provides Federal funds to match, on a dollar for dollar
basis, expenditures made by local school districts for projects given
prior approval by the State Department of Education. The reimburse-
ment is limited to projects to procure equipment and materials and
minor remodeling to improve instruction in the fields of Science,
Mathematics, and Modern Foreign Languages in Grades 1 through 12.
Non—profit private schools may participate on a loan basis by apply-
ing directly to the Commissioner of Education.

Title III is made to order for the new courses for the high school
student in Biology, Chemistry, and Physics that are being developed
and which stress understanding to a greater extent than ever before.
The new and higher standards for facilities and equipment that are be-
ing developed require a greater outlay to provide the facilities.

Title III has provided material aid in the procuring of laboratory
equipment and apparatus, in the remodeling of outmoded facilities to
utilize the equipment, and in the provision by the State of Science
Specialists in a supervisory capacity to upgrade our science curriculum.

In the field of Mathematics a whole new concept has been grow-
ing. Here again the emphasis is on understanding and not on the the

mere ability to handle mathematical operations. Many mechanical dis
devices can help the student to understand mathematical relationships hat
and basic concepts upon which Mathematics rests. roll

Probably the greatest change has taken place in the field of
Foreign Language. The old idea that the ability to translate the
Foreign Language into English or vice versa, has been superseded by
the concept that a Foreign Language is a tool for face to face com-
munication. Skill in its use is developed by practice like any other _
skill. This concept plus recognition of the fact that young children F150
learn to become skilled in the use of a foreign tongue much more _
easily than the high school or college student, has led to the intro— —
duction of the study of a Foreign Language as early as the third 19
grade in many of our school systems.

The whole approach is different and some degree of facility is
acquired in speaking and understanding the Foreign Language before 19
attempting to master the mechanics of written language.

This approach requires facilities for extensive practice in listening _
and speaking. More than fifty complete electronic Foreign Language To“
laboratories have been installed in Kentucky high schools under
Title III, and more are to come, having already been approved.

. . fiel
Two newer instructional methods have been aided very materially Sci

by Title III. The first is the field of audio visual equipment. Motion La'
picture projectors and films, filmstrip projectors and filmstrips, over- Sci
head projectors, opaque projectors, tape recorders, maps, charts, Sci
globes, and reference books are among the kinds of equipment and M(
materials procured under Title III. The second, a still newer method,

is television. One Kentucky district has its own closed circuit system

and about 40 Kentucky counties are in range of the Midwest Program 5017
of Airbourne Television Instruction. Many of these districts are cur— rei
rently using these instructional programs by means of equipment fOl
obtained under Title III. This use of instructional programs made
available by television is just beginning. When the Kentucky State
Program is in operation it is likely that all of our districts not already
equipped, will secure equipment under Title III. More than 1,000
television receivers have been purchased at this time.

Another way in which Title III has proved of great value to
Kentucky schools has been in the acquiring of library books. Ap‘ Fiscal
proximately 7% of the money spent on Title III projects has gone for 36f:—
library and reference books. Textbooks are not eligible for apprOVfr11 13;: l
for reimbursement, but many districts have purchased all of their 1961 1

library books in Science, Mathematics, and Modern Foreidn Lan— PL
guage under Title III. 0 ”MS

3n grow- Following (Table I) is a tabulation of the projects approved in

t on the the first four years of participation under Title III by Kentucky school

’91‘a1“?31 districts. In this period of time all of the districts except one have

Elonships had projects approved. Less than .1% of Kentucky children are en-
rolled in districts which have not participated.

field of
late the TABLE I
leded by TABULATION or ACTIVITIES UNDER TITLE III
ICC com-
! ,
3y other FISCAL 59 THROUGH FISCAL 62
Children Fiscal I Science Projects I Mathematics Modern Foreign Total
011 more I I Language Projects
16 IIIU‘O- I Elem. I See. I Elem. I See. Elem. I Sec.
he third 1959 I 9 l 36 I 5 I 27 0 13 90
. . . I 9 ,0
1c111ty IS 1960 l 209 ‘ 426 139 190 2 97 1 90
8 before 1961 l 292 I 392 149 I 145 33 I 140 1.151
1962 I 419 467 149 139 39 133 1.344
listening I
anguage TOTALS I 929 I 1,321 I 441 I 491 I 100 I 393 3,665
3 under
ved. More money has been spent on Science than any of the other
,. fields. Table I indicates that 61% of the projects approved were for
ateiially . . . .
. Sc1ence. Mathematics proIects composed 25% and Modern Foreign
Motion . .
as over- Languages were covered by 14% of the proIects. However, smce
» ’ Science projects were more costly, 76% of the money was spent for
charts,

rent and Science projects. Mathematics received 13.6% of the money and
Modern Foreign Language 10.4% (Table II).

method,
t system Table III tabulates the cost of projects carried out by Kentucky
Program schools in the first four years of the Act. One-half of the cost was
are cur- reimbursed to the district by Federal money under Title III. In the
uipment four years our districts received $2,865,605.97 in reimbursements.
‘5 made TABLE II
ky State
already TOTAL COST OF PROJECTS UNDER TITLE III
In 1000 FISCAL ’59 - FISCAL ’62, INC.
' ’ ONE-HALF OF THE SUMS BELOW WERE
RECEIVED BY LOCAL DISTRICTS AS REIMBURSEMENT

value t0 Modern
‘kS. AP“ Fiscal Science Mathematics 1 Foreign Language TOTALS
gone for Year Elem. I Sec. Elem. I See. Elem. I Sec.
1 roval 1959 $ 930.06 I s 15,517.26 3 31.34 3 4,299.79 3 .00 s .00 9 20,769.44
PP . 1960 437,049.84 | 1,254,428.96 177,582.64 140,560.02 70,075.50 199,646.58 2,279,342.54
of their 1961 395,661.46 I 1,092,973.06 140,923.34 113,364.12 73,126.56 126,575.20 1,942,523.74
gn Lan— 1962 392,540.60 I 769,894.54 I 115,354.99 93,006.72 l 23,593.69 105,196.70 1,489,577.22

)TALS $1,216,180.96 I 33.131.913.92 I $433,792.30 $351,220.64 I $166,785.74 I $431,418.48 I $5,731,211.94

In this period Kentucky schools could have received an additional
$1,060,649.08 in reimbursement had they been able to match Federal
funds available, and had they submitted approvable projects to utilize
the money. Table III is a record of the funds available and the funds
used under Title III.

TABLE III
FUNDS AVAILABLE AND FUNDS USED

FISCAL 1959 T0 FISCAL 1962, INC.
Funds Used Reverting

for to the
Funds Available for Acqui- Acquisition Funds
sition of Equipment and and U. S.
Minor Remodeling Remodeling Treasury
Fiscal Carried From
Year Current Year Previous Year
1959 $1,321,201.00 $ .00 $ 10,384.22
1960 1,390,310.00 1,310,816.78 1,139,671.27 $ 171,145.51
1961 1,214,744.00 1,390,310.00 971,261.87 419,048.13
1962 1,151,279.00 1,214,744.00 744,288.61 470,455.39
TOTALS $5,077,534.00 l ] $2,865,605.97 $1,060,649.03

Districts can use for matching purposes the following funds:

1. Unencumbered general funds.

2. Funds from outside sources turned over to the Board of Edu-
cation for this purpose.

3. Foundation program capital outlay funds (for items coded as
equipment in “Uniform School Financial Accounting”).

4. Funds secured from the sale of bonds, where equipping of a
building was one of the stated purposes of the bond issue. The
same restriction as Number 3 applies to bond proceeds.

5. School building funds under K.R.S. 160.476 with the same re-
striction as Number 3 and 4.

. It will be noted in Table III that each yearly Federal appropria-
t10n for the acquisition of equipment and minor remodeling may, if
unused, be carried over to the following fiscal year. Due to the fact
that program under Title III did not get under way until very late in
Fiscal 1959, we have operated one full year behind. Or stated an-
other way; we have had the appropriation for two full years available
each year.

Kentucky has not taken full advantage of the funds available for

the administratlon of Title III and for the improvement of supervision
in Selence, Mathematics, and Modern Foreign Languages. Table IV

is the .record of our use of available funds for administration and su-
perv151on.

enact-.1:

ditional TABLE Iv

Fedéfal FUNDS AVAILABLE AND FUNDS USED

’ $11136 FOR ADMINISTRATION AND SUPERVISION

e un S Fiscal Funds Funds Funds Reverting
Year ‘ Available Used to U. S. Treasury
1959 | $ 20,302.00 $ 10,256.67 $ 10,045.33
1960 . 76,341.00 16,308.15 60,082.85
1961 l 68,858.00 30,666.37 38,191.63

m— 1962 ‘ 65,094.00 29,717.38 35,376.62

the TOTALS l $230,595.00 | $ 86,948.57 | $143,636.43

USS Under the original Kentucky State Plan, all of the school districts

tsury in Kentucky were eligible to participate on the same basis. The

steps In becoming eligible were:

1. Submit for approval a local district plan following the guide
outlined in the State Plan. The purpose of this requirement

0:251); was to insure that the district would take a good look at their
2155-59 program In the three subject areas covered by TItle III, and
TM form plans for improving instruction In these areas.
, 2. Upon approval of the local district plan, the district could
3: submit projects to carry out the plan. These projects include
a list of the equipment and materials to be procured which
_f Edu- would improve instruction in Science, Mathematics, or Modern
Foreign Languages. Projects also could be submitted to re-
ded as model already existing areas to utilize the equipment obtained
under Title III. Equipment to be procured was selected from
standard lists of equipment and materials furnished to the dis-
lg Of a tricts. The lists, however, are open-ended, and districts can
“3- The add other items for the approval of the State Department.
9- Prior approval of the purchase of the equipment is required.
me re- 3. In preparing lists of equipment for approval, the district must
_ be guided by the principle of priority in the State Plan. This
"0P“? principle called for districts to obtain the minimum lists of
nay, 1f equipment in each subject area before going to the enrich-
1e fact ment items in a given subject. It is also required that the
late 1“ projects be of a nature that would implement the overall plan
31 an- for improvement approved for the district.
allable
Laboratory apparatus and furniture specifically designed for use
)le for in a laboratory or laboratory-classroom is classified as equipment.
:‘vision Items such as charts, maps, globes, films and filmstrips which have a
518 IV useful life of more than one year are classified as materials. Supplies
nd su- are items such as chemicals and specimens for dissection. Supplies are

consumed in use, and cannot receive approval for reimbursement.

Later in the life of the Program the Regulations were revised, and
a new state plan (Appendix A) incorporating many changes was ap-
proved. The use factor became more important as a criterion for
approval. Appendix B contains the Guidelines for the new Regula-
tions, and serves as the authority for both the State Department and
the local school districts.

Equipment and materials to be obtained under Title 111 must be
specially suited for use in the subject area for which it is approved.
The equipment must be for the use of the pupils in learning or the
teachers in teaching or in preparing to teach. Equipment for producing
work materials, such as a ditto or mimeograph machine, cannot be
approved. Reference books, except general reference books such as
encyclopedias, may be approved. Text books, except in limited
quantities, are not eligible for approval.

The PURCHASE GUIDE prepared by the Council of Chief State
School Officers, and distributed without cost to the schools, has been
of great value to the entire program. The guide covers all three sub-
ject areas. It includes specifications for each item of equipment.
School districts are urged to buy only equipment that will meet or
surpass the PURCHASE GUIDE specifications.

Items not peculiarly suited to a Science, Mathematics or Modern
Foreign Language classroom such as file cabinets, tablet armchairs,
chair desks, ordinary straight chairs and tables suitable for use in any
classroom, may not be appr0ved. The one exception to “Specific”
items is in the field of audio visual and television equipment. Audio
visual equipment is specifically permitted in the Act. The actual
language of the Law is: Sec. 303 (a) (l)—“funds paid to the State-(a)
will be expended solely for projects approved by the State Educational
Agency for (A) acquisition of laboratory and other special equipment,
including audio visual materials and equipment and printed materials
(other than textbooks) suitable for use in providing education in Sci-
ence, Mathematics, or Modern Foreign Language in public elementary
or secondary schools, or both, and (B) minor remodeling of laboratory
or other space used for such materials or equipment.”

The Law is interpreted to mean that “approval by the State Edu—
cational Agency” means PRIOR approval. Equipment bought or
contracts let before receiving approval from the State Department
cannot receive reimbursement from Federal funds. Disregard of this

point has resulted in the loss of a great deal of money by some of our
school districts.

Minor remodeling can be approved only to provide space and
facilities for equipment obtained under the Act. Only existing spaCe
may be remodeled, and the remodeling must be done in the area in
which the equipment is to be used. The cost of water and sewer lines,

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area 111
5r lines,

electrical lines, or other utilities can be reimbursed only when done
for the purpose of utilizing the equipment. Plastering, painting and
flooring can be approved only when the original surfaces are removed
or damaged in the remodeling. Chalk boards and tackboards are not
eligible for reimbursement, nor can heating and ventilating equipment
be reimbursed.

In new construction only equipment and installation costs of the
equipment can be reimbursed. All utility lines must be stubbed in at
the expense of the Board.

Each remodeling project is a different problem, and approval of
the Division of Buildings and Grounds is required before the project
can be approved under Title III. Extreme care must be taken to
identify the cost of the reimbursable costs when a total project involves
both reimbursable and non-reimbursable costs.

For the purposes of recording and reporting to the U. S. Office
of Education, all projects must be for either Science, Mathematics, or
Modern Foreign Language. Subject areas cannot be mixed in the same
project. Also, and for the same reason, projects must be for either the
elementary or secondary level. Thus, to cover all these subject areas
at both levels in a district would require six projects. Subjects in the
same field and grade level may be consolidated. One project could
cover Physics, Chemistry, Biology and General Science. Remodeling
projects may cover only one subject area. Additional projects are re-
quired if more than one subject area is involved.

Equipment lists must be prepared in duplicate. Both lists are
submitted to the Department. The project application forms also must
be prepared in duplicate and both forms submitted. One copy is
signed and returned when approved, together with the approved list of
equipment.

Project applications are reviewed by the Bureau of Instruction to
check their compliance with the plan of the district and possible im—
pact on the educational program. Final approval is expressed in
written form by the office of the Title III Coordinator.

When equipment and materials have been delivered and