1. Comprehensive State agency planning has been assigned to a newly formed Division for Planning, Research and Evaluation which is directed by Dr. Archie Buchmiller. A newly created post of educational evaluator was created with priority being given to evaluation of the ESEA Title II program. Accountability has been receiving emphasis as a concept for several years. It is now being emphasized for its practical application and such emphasis is being stressed by the Wisconsin Department of Public Instruction. Accountability will exist only when programs and projects clearly identify their priority objectives and can clearly demonstrate the relationship between given activities and specific outcomes. It is only by being accountable that ESEA Title II will receive due consideration by the State Education Agency and media programs, in general, will receive appropriate recognition by decision-making school administrators. Dependable procedures are needed for measuring the short, intermediate and long-range effectiveness of media programs.

2. Planning for the management of the Title II program relates to overall State education agency planning in that as the Title II program has made provision to assume one-half salary for the educational evaluator added to the Division of Planning, Research and Evaluation and will be adding another consultant type to assist in the monitoring of the ESEA Title II special projects which will be the emphasis of the evaluation.

3.

The State education agency has initiated a revision of the data
collection section of the Department and as a consequence the Title II
program has participated and cooperated in the consolidation of the
Title II information collection instrument, resulting in the decreasing
of instruments and forms required of Local Education Agency to process.
In further efforts to streamline the Department of Public Instruction's
internal processes as related to Local Education Agency the fiscal
accounting procedures have been consolidated into one form. ESEA
Title II has cooperated completely with the revision.

The Title II, in its planning, has worked very closely through the Program Administrator with the State Chief School Officer in developing publications to be used with the Local Education Agency as information dissemination pieces. See enclosed information pieces.

The Title II program priorities were coordinated with the priorities of the Chief State School Officer as evidenced from the emphasis given to the Special Project phase of the program. Emphasis was given to the Right-To-Read program and the development of elementary school libraries.

The Chief State School Officer for Wisconsin has established as one of his
top priorities the equalization of educational opportunities for Wisconsin's
students and teachers. In line with this state priority the Title II
program has adjusted the relative need formula. The relative need of each
individual school building in Wisconsin for Title II Basic Grant monies will
be determined on the basis of information collected in the Planning for
School Library/Media Programs, 1972-75, instrument. The data collected will

provide a picture of the current media program status of each school.
Specific criteria have been identified as critical in computing the
relative need per pupil/teacher and will be assigned point value. The
criteria include:

A. Economic need-equalized valuation per pupil.

B. Local effort-combines past and present efforts by relating

C.

size of collection to expenditures per pupil.

Media collection-present collection in relation to State
Standards.

D. Utilization of materials-degree to which school facilitates
the use by students and teachers of media materials and services
in terms of media organization, staffing, policy training, and
accessibility factors.

4. In assigning responsibility for carrying out the Title II objectives for the last fiscal year the Program Administrator was responsible for directing the Basic Phase of the program. The Program Administrator assisted by the State School Library Supervisor was responsible for the Special Project Phase of Title II. Their responsibilities include inservice work with LEA, assistance in project writing, library/media program evaluation, library/media program planning and library/media program facility planning. The basic responsibility for program evaluation was assigned to the Educational Evaluator created in the Division for Planning Research Evaluation.

The objective of providing materials and services to non-public schools
was assigned to the Program Administrator and his staff. The objective

of dissemination was assigned to the Program Administrator and his
clerical staff with appropriate responsibilities assigned to LEA's.
Implementation of the Right to Read objectives was coordinated by the
State Reading Committee, the State Supervisor for Reading and the Program
Administrator for the ESEA Title II program. Implementation of the
objectives of coordinating the various federal programs with Title II
was administered by the Department of Public Instruction Federal Program
Coordinator.

5 & 6. The service and technical assistance provided by the ESEA Title II office was provided to both public and non-public schools, each sharing in the program equally. New standards for the state of Wisconsin were published this fiscal year and disseminated to all public and non-public schools. In preparing the standards the Department of Public Instruction solicited the cooperation of representatives of appropriate professional organizations such as the Wisconsin Library Association, Wisconsin Association of School Librarians, Wisconsin Audiovisual Association and the Wisconsin Association of Superintendents and curriculum development. Representatives of nonpublic school organizations continued to be involved in developing standards. Inservice workshops were conducted on a regional basis for all teachers and administrators in Wisconsin at which guideline changes were discussed. These meetings were conducted in the Spring of the year.

Assistance in project development for public and non-public schools came in the form of onsight visits and the preparation of a working paper entitled How to Write a Program Proposal. (see appendix B) This paper was prepared in conjunction with the Department of Public Instruction, Division for Planning Research and Evaluation. Further technical assistance came in the form of a manual prepared in conjunction with WASL and ESEA Title II entitled Cataloging, Processing and Administering AV Materials; A Model for Wisconsin Schools. (See appendix C)

Monitoring of special projects was conducted by the Program Administrator and State School Library Supervisor on a scheduled basis as time would permit.

7. The following is the method used in making materials available to students and teachers of non-public schools:

The State Superintendent of Public Instruction will indicate to a principal teacher in behalf of a group of non-public school children and teachers, the value in dollars of the materials under a basic allocation which may be requested for initial loan to those individuals for the fiscal year involved. The amount indicated shall be based on the official enrollment of the non-public school and the materials index of materials available to such group. The principal teacher may file a basic allocation request which sets forth plans for improvement in the availability of instructional materials and designates the part which loaned materials will play in the development of such plans. The basic allocation request shall be accompanied by a loan request for the specific materials needed. Upon arrival of the request the State Superintendent will acquire the requested materials. Materials will be shipped to those making the initial request for loan and verification of receipt will be required.

Materials acquired for loan to the children and teachers of the nonpublic schools will be the property of the state and will be circulated to such persons in accordance with accepted principles of service to the educational needs and instructional programs in which the said children and teachers are involved. Proper care and inventory are required. A change of circumstances, such as the closing of a school or a certain grade level will cause all of the materials loaned to such children and teachers to be recalled for recirculation at the discretion of the Superintendent of Public Instruction.

Periods of loan for various materials will be determined by the nature of the specific materials and the needs of the borrowers for those materials in the pursuit of their educational programs.

Each non-public school may make application for a loan of materials under a special project grant. Special project grant applications shall include an analysis of the specific needs of the group of children involved and shall describe the effort being made in personnel, planning and materials to effect a significant improvement of the situation.

The special projects most influential to the given educational program will receive priority in the assignment of available funds.

an individual representing each group of children and teachers in the non-public schools shall cooperate with the office of the State

Superintendent in creating a list of selected materials to be made available to all children and teachers within the public school district or other defined geographic area.

8. In an effort to coordinate financial assistance from the various federal programs, the Department of Public Instruction has created a position of Federal Program Coordinator with the assigned responsibilities of pulling together, encouraging the various programs to cooperate in a more united thrust to generate equalization of educational opportunities. One of the initial efforts of the coordinator in meeting his obligation was to develop a Federal Program Handbook (see appendix D), for use by Department of Public Instruction and Local Education Agency personnel. Further attempts at bringing together the various programs is the Wisconsin Department of Public Instruction Newsletter. The various programs list all efforts at bringing programs together. (see appendix E)

1. The results of the evaluative procedures used to measure the implementation and outcomes of the objectives formulated for the Title II program are as follows:

Since the beginning of the Elementary and Secondary Education Act (ESEA)
Title II program in 1965, the Wisconsin Department of Public Instruction
has three times requested schools in Wisconsin to evaluate the instruc-
tional material resources available in their schools. The first two
"status studies" were concerned chiefly with examining the conditions as
they existed in the 1965-66 and 1967-68 school years. (A report of the
1965-66 study appeared in the September-October, 1967 issue of the
Wisconsin Library Bulletin. The 1967-68 study report appeared in the
November-December, 1969 issue.) The purpose of this report was to
present the information gathered from the 1969-70 school year survey
and also to review all data collected over the 1965-70 period in order
to identify the trends which were most prevalent during these years.
Because demands for the use of instructional resource materials are often
numerous and differ considerably in nature, it is essential that schools
have centralized libraries in order to cope effectively, and respond
efficiently to all requests. Therefore, it is not surprising to find that
in the 1965-70 years one of the most noticeable trends was the move away
from the limited resources available in classroom collections and toward
centralized facilities with professional personnel directing library
operations.

As can be seen from the above chart, junior and senior high schools have
a relatively high percentage of schools with centralized facilities. How-
ever, only one-half of the elementary schools have such facilities
available for their students. This is probably due to the fact that a
large number of elementary schools have very small enrollments. A some-
what clearer picture emerges when one considers the number of students
being served by centralized libraries.