DOCUMENT RESUME

ED 139 266 FL 008 570'

AUTHOR Ewanyshyni E.TITLE Evaluation, Ukrainian-3nglish Bilingaal for the

Edmonton.Catholic School System, 1975-76.INSTITUTION Edmonton Catholic Schools (Alberta).PUB DATE (76]NOTE 189p.; Some parts may be marginally legible due to

print quality of origiaal

EDRS PRICE MF-$0.83 HC-$10.03 Plus Postage.DESCRIPTORS Achievement Tests; *Bilingual Education; Bilingual

Students; *Cathplic Elementary Schools; CultaralEducation; English; Language Instruction; LanguagePrograms; Language Skills; Mathematics; ParentAttitudes;- *Primary Edacation; *Program Evaluation;Reading Skills; Religious Ed tion; TeacherAttitudes; *Ukrainian

IDENTIFIERS *Alberta (Edmonton) ; Can -da

ABSTRACTThe Ukrainian Bilingual1 Program, a three-year pilot

project coordinated by Alberta Education, was implamented by theEdmonton Catholic School System im'the Fall of 1974. The currentevaluation is the second phase of a three-year study and concerns the

1975-76 academic year. Forty-eight first graders in the bilingual'

program ware matched with a control group on th variables of grade

levl, sex, age, PMA scores, and socioeconomic status. Fifty-oneseaond graders were matched with a control gro p according to thesame variables. Achievement instruments to evialuate academic progress

in reading, math, and language skills war,e..--administered. Parant,

teachers, and principal attitudes ere sampled. Results show that:

(1) students in the bilingual prog am achieved as wall in Englishlanguage arts and in mathematics a stadents not in the program at

both th :i. grade one andtwo levels; (2) students were makingsignificant progress in learning th\e.. Ukrainian language at both the

grp.e one and two levels; (3) attithdes of the parents, students,teachers and principals were very p.),Isitive toward the program; (4)

according to the perceptions of both/ pirents and teachers, studentsacgaired an appreciation of the Ukr(iinian culture and anunderstanding of the Ukrainian Catholic Rite. (Author/CLK)

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CI

UKRUNIAN - ENGLISH BILINGUAL

for the

EDMONTON CATHOLIC SCHOOL SYSTEM

1975 1976

BEST COPY AVAABLE

V S DE PARTMENT OF HEALTH,EOUCATION WELFARENATIONAL INSTITUTE OF

EOUCATION

THIS DOC WENT HAS BEEN PEPPO.DUCED EXACTLY AS PECEIvE0 IPOMTHE PERSON OP ORGANIZATION OPIGIN.ATING IT POINTS OF VIEW OP OPINIONSSTATED DO NOT NECESSAPILY PEPRE.SENT OFFICIAL NATIONAL INSTITUTE 0;EDUCATION POSITION OP POLICY

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Prepared by

E. Ewanyshyn

PI-PI,AIr,!;ION orPpoDucE tIllS COPYRIGH T F MA If NIA) HA'. BF FN GRANTED HY

'14 6-14 C-) L

'Ol)'IC)IN D ORGANIZA TIONS OPERATING1.11.5111 AC,17111,4114).-: 41104 TYE NA TIONS1 IN.

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ABSTRACT

The Ukrainian Bilingual Program11:,A three year pilot project coordinated

by Alberta Education, was implemented by the Edmonton Catholic School

System in the fall of 1974.

A coMprehensive evaluation was considered to 'be a highly significant

component f the pilot project': The current evaluation is the second

phase of a three year study and concerns grade one and two pupils who

attended bilingual cldsses in the 1975-76 school term. Phase three__

of the study will involve students enrolled in grades one through

three in the 19:76-77 schdol year.

Purpose of the Evaluation

/lore specifically, the evaluation was designed to answer four basic

questions.

*/. How does tbe performance of the Ukrainian Bilingual students in theEnglish Language Arts and in Mathematicscompdre with other studentsin the Edmonton Cath61ic Schools?

2. How effective is the program in teaching the students Ukrainian?

3. What are the attitudes of the parents, stUdents, teachers and principals,toward the program?

4. Does the pro4ram affect the students' appreciation of the Ukrainianculture, including thei.: understanding of the Ukrainian C'atholic Rite?

Forty-eight students in the grade one bilingual program were matched

with a control group on the lollowing variables: a) Y'rade level, b) sex,

c) age, d) PMA scores, e) socio-economic status. Fifty-one Grade two

students were also matched with a control group according to the above

criteria.

rn order to.evaluate academic progress, achievement instruments (individualiy-

administered and group tests) were administered to all Students.

1: Gates macGinit.ie Reading Survey2. Science Research Associates (SRA) Arithmetic3. Ukrainian Language Skills Test

3

In addition,:the "conServation" and "embedded figures" tests were adminis-,

tered to a sample of the grade one students to obtaini.nformation about

the students' level, of logical cognition and type of cognitive style.

Questionnaires were administered to measure the reacti.on of various

significant groups to the program:

1. ,parent questionnaire (mail-out form)2. Teacher questionnaire3. Principal questionnaire

Major Findings.

1. The students in the Ukrainian Bilingual Progral4 according to test

score results, achieved as well in the English Language Arts and

in Mathematics as students not in the program at both the grade

one arid two levels.

2. The Ukrainian Language Skills test results showed that students

were making significant progress in lc.arning the Ukrainian language

at both thegradeone and two levels.

3. The attitudes of the parents, students, teachers and principals were

very positive toward the program.

According to the perceptions of both parents and teachers, students

acquired an'appreciation of the Ukrainian culture and an understanding

of the Ukrainian Catholisb Rite.

Significant Observations

1. The religious component of the program was rated very highly by the

parents.

2. Teachers expressed a need for further inservice training.

3. Program objectives, for the most part, were perceived to be appropriate

by parents, teachers and principals.

4. No clear consensus was evident on the part of teachers or principals

on the extent to which admission requirements should play a role in

the selection of students for the program:

5. Parents generally rejected the idea of consolidating Bilingual classes

into one or two schools in the system designated as Ukrainian-English

Bilingual School(s); instead, parents preferred that Bilingual classes

should "ccntinue to be given in several schools-in the system (as it is

now)."

4

ACKNOWLEDGEMENTS

Special thanks are extended to E. Ewanyshyn, Ukrainian ProgramConsultant, for writing and editing this report and to the othermembers of the Ukrainian Bilingual Evaluation Committee -Dr. Wm. Bober, Dr. M. Grant, D. Lamont and A. Tomko- who.directedthe evaluation study and examined several revisions of'the'report.

Dr: B. Bain Of the University of Alberta provided the. committeewith valuable suggestions for_developing the study and also designedaLd directed the cognititre tFsting phase of the evaluation' projeCtwith the assistance of G. Nalsamura, A. Yu, N. Rushdy and P. Simms.

Thanks must also be extended to D. Hyrak for gathering and compilingdata, to J. Hensman for key punching, and especially to A. Yackulic .

and A. Tomko for the processing of data'and the interpretation ofthe re ults.

Credit for the-overall responsibility for the schoolptesting programbelongs to the principals of the schools - J.'Urlacher, R. Messierand D. Weber. Without a doubt, the entire project would not havebeen possible without the dedication and complete cooperation of theteachers in the ptogram - M. Hontaryk, L. Huk, N. Koshure, R. Linkiewich,K. Sosnowski and T. Werbitsky.

Lastly, Mrs. R. Kruk_and Mrs. P. McCaffrey deserve a great deal ocredit for typing and retyping copies of the report.

F. P. O'Hara, ChairmanUkrainian Bilingual Program EvaluationCommittee

TABLE OF CONTENTS

PART I BACKGROUND INFORMATION 1

Program Description 1.

Curriculum Development 2

Inservice Program 3

Parent Advisory Committee 3

Evaluation Report

Detcription of Subjects 5

PART II PROCEDURE 8

Purpose 8

Matching Procedures '1 8

Statistical Procedures 9

Achievement Tests

Gate's MacGinitie Reading Primary A,B,Forms 1,2 (Vocabulary and Comprehension

9

10qb

S..R.A. Arithmetic Test 10

Ukrainian Language Skills Tests 10

Questionnaires 11

Cognitive Testing Project 13.

PART III RESULTS OF THE STUDY 14

A Brief Review of the Literature 14

Aohievtent Test Findings 15

Questionnaire Findings 21

Summary of the Co4nitive Testing Results 28

PART IV PROGRAM OPERATION 29

Summary: Parental Perceptions and Attitudes 29

Summary:.Teacher and Principal Perceptionsend Attitudes J

L 32

CONCLUSION'S '33

pART I BACKGROUND INFORMATION :

Program Description

1-

'Introduction

The Ukrainian-English Bilingual PrOgram, imIl;lemented dn the fall of

1974 as a three year pilot project'; is designed to provide students

...with.the opportunity to learn the Ukrainian language as a "language

of instrfiction", along with acquiring English language communication

skiIls: During the tim period covered by this report, the program

was being offered to ,Early Childhood, grade one and grade two students,

, (Of interest the program was extnded to gradec:three in the fall of 1976.).,

Long Range Objectives

In addition to the objectives expected of students in all Alberta

Schdols, the objectives of the bilingual Ukrainian-English program

are to help students acquire proficiency in the Ukrainian language9

and develop,an appreciation of the Ukrainian culture. More specifically,

they, include:

1. To develop a finctional use of the' Ukrainian language.Students should be able to understand Ukrainian when dtis spoken, partiCipate easily in conversation as well asread and write in Ukrainian, within the limits of theirexperience in the Ukrainian language. -

2. Tddevelop an understanding and ,apPreciation of theattitudes, cultural values, oustoms and traditions ofthe people of Ukrainian origin and foster a securityin one's identity.

3. To facilitate the development of positive attitudes towardsthe learning of other languages ,and understanding of other

cultures..

For the child of Ukrainian origin, the bilingual Ukrainian-English

experivce will provide opportunity for personal identification

with the Ukrainian language and culture in the Canadian and Inter-

national coniext. (Taken from.the Draft dOpy of the "Program of

Studies" dated OCt. 7, 1976).

C'.

.,2 .

'Early Childhood Education (Kindergarten)

,

'The Early Childhood Program consists of developmental activities in social,

emotional, physical, spititual and intellectual aspects. In the Early

0Aldhood Uktainian-English Bilingual Program children are introduced to

the Ukrainian language and-culture.

The Grade One and Two Program

In the grade one Program the children take regular English instruction in

Arithmetic,' Reading, Language Arts and Science using the prescribed texts.

Oral.Ukrainkan is uses in Social Studiesanguage Arts, Physical EducatiOn,

Art, Music,and Health. The grade one religion text, "Come to the Father"

provides for many activities in the Ukrainian Catholic Rite.'

In grade two, in addition to the use of English and Ukrairgan in the subject

area:s oudined in grade one; a developmental Reading program is introduced

In the Ukrainian language, along with instruction in the writing skills.

Moreover, the grade. two religion text, "Celebrate God's Mighty Deeds" is

useS with provisicn for insttuction.in the Ukrainian 'Catholic Rite.

CURRICULUM DEVELOPMENT

A Ukrainian Ad Hoc Curriculum Committap'was established in the fall of'1975

by the Department of Education to develop criteria and an o-tline of proce-

dures for the selection and preparation of curricular and instructional

materials.

The Ad Hoc Committee, consisting of teachers and consultants from the. Catholi

and Public School System, Department.of Education personnel and a tepresent-.

ative from the University Met on four occiSions during the school term. At

the full-day Curriculum meetings, recommendations were made for obtaining

aditional curricular and instructional materials.

A Program of Studies was completed, consisting of the following:

A.. Concepts related tq the totality of bilingual education, including adefinition.

1. Goals of basic education2. Rationale - philosophy

- definition of ."Culture". ,

3. Long Range Goals4. Guidelines for attainidg the Objectives.

8

3

H. Subject area concerns, including suggestedt,content/scope and sequence.1. Objectives2. Outcomes3. Instructional materials

At the tiMe of the writ'ing of this report, the work of the Ad Hoc Committee

had already commenced to complete a Curriculum Guide in Ukrainian, "an

extended program.of studies" containing more details such as vocabulary

lists, grammatical structures, Integrated prOgram guidelines, suggested

teaching strategies, Suggestions for ,evaluation and sample lesson plails.

In addition, plans are underwaykto prepare Handbooks for Language Arts and

Social Studies.

-

Of particular,importance, the development And piloting of an effect/ive

'.reading program has been accorded high priority. The titles included in

the,Language Development Series published by Alberca Education arellisted

as follows:

1. Tut i .Tam.(hpre and there)2. Druzi (frieads)3. .Shkold (sChool)4. Pryhody (adventureQ5. Kazky (stories)6. Khodit zi Mnoyu (come with.me)7: Nashi Skarby (our treasures)

TO this date, the first three readers along with accompaAying workbooks and

flashcards have becOme available. In addition, teacher guidebooksare

under preparation.'

Inservice Program

As noted in the first year's evaluation report, teachers requested that

inservices be scheduled at regular intervals. In this regard, two inservices-

were held in the past year on the introduction of the pilot Reading Program.

Various teaching strategies for using both the readers and the'workbooks

were closely examined at the-iriservices involving teachers from both the

Edmonton Public and Catholic Schools, as well as Alberta Education personnel.

PARENT ADVISORY COMMITTEE

The Parent Advisory Committee, consisting of parents from each of the schools, ,

(St. Matthew, St. Martin and St. Bernadette) and one representative from

'each of the eight Ukrainian Catholic parishes, met regularly on a monthly

96

1%.

44..

basis-t0 deal with a Wide vacibty'of issues. In addition,. frequent'

executive neetings_an51 sqlowcomMittee meetings were held to carry out

specific tasks.

Objectives:

Briefly, the Parent Advisory Committee was established in

June of 1975 to meet the following objectives:

1. to'become familiar with the VkrainianrEnglish Bilingual.

PrOgram.2. to assist in communicating the content and intent of.the

program to other parents.3. to provide recommendations to Curriculum Committees re-

garding revisions of the existing program.4. to provide advice regarding the resource materials that

are necessary for an effective program.to make certain that one or-more Ukrainian organizationsassumes the responsibility of raising fundw-in exCess .of government graneb required to transport childrenattending Ukrainian.Bilinguaa classes in the EdmontonCatholic Schools.

In addition to,maintaining liaison with the community.(schools, parishes,

Ukrainian Bilingual Association) and advising on transportationipolicies .

and fund-raising, the Parent Advisory Committee played a role in making

.recomMendations regarding the further development of the'8Urriculum and

assisted in the preparation of resource materials. Numerous parent volun-

teers worked with teachers in the classroom, on field trip-studies and in

organizing sdhool activities.(concerts, celebrations, picnics).

Evaluation Report

As in the first year of the pilot project, the Edmonton Catholic School (

"System and the EdMonton Public Schobl System have worked together on the 40

evaluation. Numerous meetings and projects, particularly_in the development

of the Ukrainian language skills tests, have been held to share information

and ideas. The Report that follows complies with an agreement and according

will'he presented to Alberta-Education.

The currerit evaluatiOn as outlined in this paper is the SeconC phase of a

three year study. The evaluation concerns Grade one and two.puPils who at-

tended bilingual classes in the 1975-76 school term. Phase three Of the stul

-willinvolve students enrolled in grades one through three in the 1976-77

school year.1 0

N. P. L.FAMILY BACKGROUND

DESCRIPTION OF SUBJECTS,

'TABLE I

Ethnie Origin (Stream l'Grade TW o Experimental Group)

, Number Percenta e

Both.parents,of Ukrigimi:an origin 25e --

4 ..

-71.4

Mother'is.Of Ukrainian: origin and fat er,

is of p4rtia1:Ukgair4anorigin or of n .

Ukrainian background !:

tit74;

.

] :0

.

.. "

.

.t., 2.8

.

, .

Father is of Ukrainian origin and motheris of partial Ukrainian origin or of rioUkrainian background

.

. .

.

6

,,..

17.1

NBoth'parents are of partial Ukrainianorigin or one ls of partial Ukrainianorigin and the other is of no Ukrainianbackground

,

2

,

.

'

.

5,7

.

No response .2.8

TABLE II

Ethnic Origin_(Stream 2 Grade One Experimental Group)

NuMber Percenta e

Both parents of Ukrainian origin

.i

16

,

.45.7

Mother is of Ukrainian origin and fatheris of part.ial Ukrainian origin or 'of no

Ukrainian background

s-,. .

6 117.1c

Father is of Ukrainian origin and motheris,of partkai Ukrainian origin or of noUkrainian eackground

11.

.

31.4

Both parents are pf partial Ukrainianorigin or one is of partial Ukrainianorigin and the other is of no Ukrainianbackground

1 2.8

No response '1..

,

1 2.8

1 1

5

TABLE III

Religious Affiliation (Stream 1 Grade Two Experimental Group)

,

Protestant RomanCatholic

UkrainianCatholic

UkrainianOrthodox

Other. TN

Father's Religion

Motherls,Religion

3.0%

6.0%

6.0%

12.1%

81.8%

75.7%

6.0%

6.0%

3.0%

-

TABLE IV

Religious Affiliation (Stream 2 Grade One Experimental Group)

Irotestant RomanCatholic

UkrainianCatholic

UkrainianOrthodox

Ofher TN

., .

Father's Religion 2.9%.

20.5% , 70.5% 5.8%.

.

.

Mother's Religion 8.8% 29.4% 55.8% 5.8% -

PMA Scores

'PMA6 Scores

Group

(Stream

TABLE V

1 Grade Two)

No. of".Schools Averlge

ExPerimental

-Control

* 43 115..6

2 51 112.8

TABLE VI

PMA Scores (Stream 2 Grade One)

Group

Experiment41

Control

No. of Schools -N- Average

3 : 48 114.1

48 113.4

* ,ScOres unavailabfe for students who entered the program in mid year

\ 1 2

SES Rating

(Occupational Prestigein Canada, 1967). TABLE VII

SES Rating (Stream 1 Grade Two)

GroupNo. of Schools

_

Average

Experimental

dOntrol

2 * 3949.5

2* 28

46,.9\

TABLE VIII

SES Rating :(Stream 2 Grade One)

GroupNo. of Schools

AverageEXperimental

Control.

3

3

* 24 48.0

* 33'49.0n

* Some scores were unavailable or incomplete.

1 3

PART II-PROCEDURE

Purpose

The Edmonton Catholic School'sevaluation of the Ukrainian Bilingual

Program i designed to answer four basic questions.

1) How does the performance of the Ukrainian Bilingualstudents in the

English LanguageArts and Mathematics compare

with the performance of

students in the regular program?

2) .How effective is the program in teaching the students Ukrainian?

3) What are the attitudes of the parents, students,teachers and principals

toward the program?

4) Does the programaffect the students'

appreciation of the Ukrainian

. culture,including their understanding-of

the Ukrainian.CatholicRite?

Matching Procedures

The sample of the treatment groupsconsisted of the grade one and two students

in the Ukrainian-EnglishBilingual Program. All subjects in the grade one

program wereused in the experimental group(T1

= 48 student's).By the same

token, all subjects in the grade two program were used in the experimental

group (T2= 51 students).

The experimental groupof students,

moreover, came from variousparts of

the city; more specifically,the grade one

students came from three of the

Edmonton Catholic Schools, while the grade two students came from two of

them.

The control group students (Ci and C2), on the ether hand , were selected

from the population of students in the regular grade one and two classes

at the three schools in which the Ukrainian-EnglishBilingual

Program was

offered.

In matching the experimental groupof students with the control students,

five criteria were'considered:grade, sex, age, P.M.A. scare, and S.E.S.

rating.

1 4

Matched Samples Grade One

Ukrainian grade one students (T1) .N = 48

Regular grade one students (C1) N = 48

Matched Samples Grade Two

Ukrainian grade two students (T2

) N= 51

Regular grade two students (C2) N = 51

The five criteria were used in matching the experimental and control

group students in order to increase the internal validity of the Project

design (Fisher, Stanley, and-Campbell, 1966). Each criterion was

deemed to be an important variable in determining to some extent the

students' relative success or failure in achieving the objectives

of the school program.

Statistical Procedures

The data for the study were gathered at the school level, then tabu-

lated and key pundhed on computer cards at the Edmonton Catholic Schools'

Informational Systems. Subsequently, a one way analysis of variance

design (ANOVA) was carried out at 'the Computing Services, University

of Alberta.

Achievement Tests

In June of 1976 the Gates-MacGinitie reading tests and the Science

Research Association (S.R.A.) arithmetic tests'were adminAtered to

forty-eight children in the grade one Bilingual program (T1), .fifty-

one children in the grade two prcgram (T9) and to an equal number

of pupils in two control groups. The first control group (C1

) consiSted of

forty-eight students in the regular grade ore program, while the second

control group (C2) consisted of fifty-one children in the regular

grade two program.

1 ;)

10

In order to-assess_achievement.in.Ukrainianthe_Ukrainian Language.

Skills Tests (grade one and two) were administered to the experimental

groups in the fall of 1975 as pre-tests and again in June of 1976

as post-tests.

Gates MacGinitie Reading Primary A,B Forms 1,2

(Vocabulary and Comprehension)

The Gates MacGinitie tests are administered,at large in the school system

to grades one and two students at the completion of the school term.

School. System norms are available fox both the vocabulary and compre-

hension sub-tests, which are group administered. To be specific,

the vocabulary sub-test provides a measure of the pupil's ability,

to recognize or analyze isolated words. The comprehension sub-test,

-on the other hand, provides information about the extent to which

a pupil understand§ what he or she is reading, the latter'reguiring

many skills not involved in the mere ability to recognize words.

SRA nmetic Test

The S.R.A. instrument is a criterion measure test administered system-

wide. It provides both information about the- degree of a Pupil's

conceptual understanding of matheMatics, as well as his or her mastery

of computational skills.

Ukrainian Language Skills Tests

Cohsiderable attention has been given to the development of the Ukrainian

Language Skills Tests. The grade one test hes undergone two thorough

revisiOns while the grade two test has pas§ed through one revis.ion phase.

Both instruments cohsist of-Parts that are group and individually

administered; the grade one test focuses on the listening ahd speaking

skills, .while the grade two test, in addition,-measures initial read-

ing and writing skills,

Grade One Ukrainian.Language Skills Test

Group Administered

Cluster 1. Listening comprehension2. Listening comprehension3. Story comprehension

11

I:luster. 4. Naming; Comparisions5. Naming"of nouns6. Identifying actions7. Responding to pictures8:- Following instructions

.The maximum possible score on the grade one test is 90 marks (groupadministered -40 individual -50).

Grade Two Ukrainian Language Skills Test

Group Administered

Chr.:er 1. Listening comprehension2. Story .comprehension3. Selecting action pictures4. Listening omPrehension5. Story comprehension

Individually Administered

Cluster , 6. . Naming

7. Responding.,to pictures8. Ora/ conversation9. Oral reading10. Writing11. Silent -eading

The maximum-possible score on the grade two test is 125 marks (groupadministered 50 individual 75).

Questionnaires

Very extensive work was carried out in the revision of the parent,

teacher and principal questionnaires used in the previous year. The

revision was undertaken to gather more precise information about the

attitudes of parents, teachers and'principals toward the program. In4

short, the questionnaires were designed to obtain information about

the students' appreciation of the Ukrainian culture, including the

students' understanding of the Ukrainian Catholic Rite, the appropriate-_

ness of program objectives, instructional materials, teaching methods%

and school organization.

Parent _Questionnaires

Two separate'quegtionnairs were developed: one for the parents of

grade one pUpils, another for the parents of grade two pupils. Each

17

12

instrument consisted of three types of questions: those,answered on

a rating scale, multiple choice questions, and open-ended or space

for "comment" responses. Some Of the major areas exaMined were as

foll3ws:

1) Parental rating of the appropriateness'and achievement of statedprogram objectives

2) Parental rating of the appropriateness and achievement of speCificUkrainian language arts and cultural objectives

3) Perception and attitudes toward the program,,

4) Parental involvement in the program

5) Famiry Background

The grade one end two questionnaires were very similar, although the

grade two questionnaire contained questions about the Ukrainian read-\

ing and writing skills development that were not found in the grade

one instrument. In both instruments, however, a five point rating

scale was used. (Appendix B)

Teacher Questionnaire

Not unlike the parent Questionnaire, the teacher questionnairdwas

developed to 'Obtain a rating of the appropriateness'and achievement

of stated program objectives, as well as specific Ukrainian language

arts,' and cultutal objectives': Moreover, the questionnaire Was

signed to obtain an assessment of teacher perception and attitudes

about the overall effectiveness of the program, the adequacy of school

organization, inserices, teaching strategies,.curricular and instruc-

tional materials. In addition, questions were asked about the appropri-

ateness of admissiOn criteria for the'program. (Appendix C)

Principal Questionnaire

Less detailed than the.teacher questionnaire, the principal questionnaire

did not ask for an assessment of the degree of achievement.on the -part

of students of'the stated program objectives and specific Ukrainian

language arts'.and cultural objectives. Rather, the questionnaire

was designed to provide information about the appropriateness of objec-: -

tives and, particularly, information about schdol.organization matters,

such as staffing, the need for special facilities and materials, time- .

tabling.or scheduling.arrangements, as well as an indication of major .

problems, parental attitudes, degree pf parental involveMent and the

-appropriateness of admission criteria. (Appendix .D)

18

Cognitive Testing Proj-ect

In addition to the administration of achievement-tests, the cognitive

teSting project was carried out. Directed bir.Dr. B. 3ain of the

University of Alberta, the project involved.thecadministration of

the "conservation' and -"embedded figures" tests. The tests were

administered to thirty grade one students enrolled in the Ukrainian-

English .Bilingual Program and to thirty "control group" students in0

the regular program. Briefly, the "conservation" test purports to

6measure a child's level pf logical cognition'as proposed by the

theories of Piaget, while the "embedded figures" test provides valu-

'able information about type of cognitive style. For further informatioh,

the complete report on the cognitive testing project, including the

results, Conclusionse and bibliography is found in Appendix A of this

report.

19'

k

PART III

.41k

RESULTS OF THE STUDY

A Brief Review of the Literature

One thing emerges clearly'from a review of the literature on theevaluation of instructional programs: the necessity of statingclear objectives is'emphasized by nearly every writer in the.field.From the pioneering work of Tyler (Smith and Tyler, 1942) who pro-posed that behaviours be 'observed to see how well they match.stated,objeCtives, to the work of Scriven, Stake, Stufflebeam and ProVus,objectives, "standards", "intents", or "outcomes" are a common' ,

.Unifying thread.

Scriven...noted that whatever the-role of evaluation, in decision',,making or.course:improvement, the goals are.always'the same. - "to,estimate the merit, worth, or value of the thing being evaluated"(MacKay' and Maguire 1971). He also proposed. the useful distinctionbetween ."formative" and "summative" kinds Of evaluation. Stake, onthe other hand, pointed'out the necessity.,of classifyihg-data_as"descriptive",and "judgemental". or as "outComes". 'In cOntrast,Stufflebeam defines evaluation as the "procest of acquiring andUsing information for making decisions associated with planning,programming, implementing and recycling program activities" (MacKay,

and Maguire 1971).Provus''view of evaluation,:not unlike Stake's model,is that "the process of evaluation'conSists of movingthrough the,four stages (Definition, Installation, process and Product) and throughthree major content categOrleS.1- Inputs, Processes, and Outcomes.."

.In conclusion, whether a model focuses on the learning process (Tylerand Assodiates), provides the framework for data gathering, as-Suggestedby Stake's model, or is based or a decision.making ratiOnale (Stufflebeam),:the purpose,cf an evaluation surely must be clearly in mind if the eva1U-ation is to have any effect.on the development or-continuation of aparticular program.

14

2 0

15

Achievement Test Findings

The first guestibn the evaluation Atemptec: to answer.concerned studentachievement:

I. HOW DOES THE PERFORMANCE OF THE UKRAINIAN BILYNGUAL STUDENTS IN THEENGLISH LANGUAGE ARTS AND MATHEMATICS COMPARE WITH THE PERFORMANCEOF STUDENTS IN THE REGULAR PROGRAM?

.For'the.purpose,of comparing the scores of.both groups, the experimental.and control groups, results on four achievement tests were exami5ed,using a one way analysis of variance design (ANOVA). The Scheffe MultipleComparicton of Means Test was performed where significance was indicated.

Grade Two Test Scord Results (Stream 1)

.Analyses of-the grade two test score results for the Gates MacGinitieVocabulary and Comprehension tests, the SRA Arithmetic test and theSystem Spelling test are as., follows:

STREAM I - GRADE II

Achievement Variable N9. 1 - Gates MacGinitie Vocabulary Test

Analysis of Variance

Sdburce SS MS F F P(.05)

Groups .31 .31 1 0.00 not sig.

Error 8412 84.98 99

There was no significant difference in performance on the Gates MacGinitieVocabulary Test'among the two groups. The respective means in standardscore form were as follows:

T1 7 56.59 C

2= 56.70 (Maximum possible standard score = 71)

Achievement Variable No. 2 - Gates MacGinitie Comprehension Test

Analysis of Variance

Source SB MS DF F P(.05)

Groups 67.44 67.44 1

Errors 8654 87.41 99

.77 not sig.

NNThere was no significant ifference in performance on the Gates,MacGinitieComprehension Test among thc,two groups. The respective means in standard

NN

2 1 NxANN

16

4

score fr= were as follows:"

T2

= 58.29 C2

= 56.66 (Maximum possible .standard score = 70).

AchieveMent Variable No. 3.- SRA Arithmetic Test

Analysis of Variance

Source .SS. MS DF F P(.05)

Groups 5.770 5.77 1 .16 not sig.Error 3560. 35.96 99

No significant difference was indicated on the SRA Arithmetic performanceamong the two groups. The means were as follows:

/ T2= 24.90 = 25.38 (Maximum possible score = 30)

.

Achievement Variable.No. 4 - System Spelling Test (Edmonton Catholic,Schbols

.Analvsis of Variance

'Source SS MS DF F P(.05)

GroupsError

21.63 21.63 1

24592. 248.4 99

.09 not sig.

No significant difference was indicated on the System Spelling testresults among the two groups: ,The means were as follows:

T2='89.73 C

2=

.

88.80 (Maximum poSr.ible score = 100)

The second major question the evaluation atteMpted tcranswer also concernedstudent achieVement:

II., HOW'EFFECTIVE IS THE PROGRAM IN TEACHING THE STUDENTS UKRAINIAN?.

Analyses of"the grade two test score results in the Ukrainian LanguageSkills pre-test, administered at the beginning of the year, and thepOst-test, administered at the end of the school term are as follows:

2 2

0

Achievement Variable No. 5 Ukrainian Language Skills Pre-Test(Comparison Between ExPerimental Sub-Groups)

Analysis of Variance

Source SS MS DF F P(.05)

Classrooms 3324 1662 2. 2.90 not sig.Error 27549 574.0 48.

The overall mean raw score was as follows:

T2

= 41.73 (maximum possible score = 125)

17.

Achievement Variable No. 6 - Ukrainian Language Skills Post-Test(Comparison Between EXperimental Sub-Groups)

Analysis of Variance

Source SS MS DF F P(.05)

ClassroomsError

3046 152324608 512.7 48

; 2.97 pot sig.

The overall mean raw score was as follows: T2= 92.57

.(maximum possible score = 125)

6

Summary of Achievement Test Findings (Stream 1.Grade Two)

7-- The achieVemenE--t-est`score resultSclearly indicate that the grade twostudentS in the Ukrainian Bilingual Program achieved_as well in theEnglish Language Arts and Mathematics as other students not in ;the,program. No significant difference betWeenthe two. groups was evidenton the test score results. In addition, the students in the UkrainianBilingual Program acquired Ukrainian language skills to a large ektent,according to the comparison of the pre and post-test results, indicatinga mean gain of 50.84. (Average of 33.4% on the pre-test and 744%,onthe post-test)

The direct comparison of pre and post-test results', however, issomewhat tentative as seven studentE; entered the program .at one ofthe schools-in mid-year. T.he pre-test results were unavailable for"those students.

;Grade One Test Score Results (Stream II)

Analyses of the grade one test score rcsults for the Gates MacGinitie.Vocabulary:and Comprehension tests and-the SRA Arithmetictest are

2 3

IZ,rSTREAM 2 - GRADE 1

Achievement Variable N . 1 - Gates MacGinitie Vocabulary Test

Analysis of Variance

18

Source 'SS MS DF F P (.05)

, Groups 170.6 170.6 1 1.54 not sig.

Error 10433 111.0 94

No.significant difference was,evident on the Gates MacGinitie Vocabularylest among the two groups. The respective means'in standard score formwere as follows

T1

= 59.96 C1=.57.29 -(maximum possible standard sCore = 67)

Zchievement Variable No. 2 -*Gates MacGinitie Comprehension Test,

Analysis of Variance

Source SS MS DF F P(.05)

Groups 4.563 4.56 1. .04 not sig.Error 10833 Vll53 94

No significant difference was evident on the Gates MaCGinitie,Compre-hension Test among ').he two groups. The respective means in standardscore form were as follows: ,

T1= 57.52 C

1= 57.96 (maximum possible standard score =1- 67)

Achievement Variable 3 - SRA Arithmetic Test

Analysis'of Variance

Source SS

Groups .09

Error 1643.'s

MS DF F P(.05)

1. .01 not sig,17.48 94

2 4

19

No significant' difference was evident on the'SRA,IArithmetic performanceamong the tWo 'grouPs. The means werd as follows:

T1

= 25.73 C1= 25.79 (Maximum possible score = 30)

Analyses of the grade one teSt-score resUlts in the Uktainian LanguageSkills pre-test administered at the beginning of the year, and thepost,..-test, administered at the end of the_school term'are as.follows:

'Achievement Variable No. 4 - Ukrainian Language Skills.Pre-Test4Comparison of ExperiMental Sub-Groups)

Analysis of Variance

Source SS MS DF F P(.0.5)

Classrooms 2871 1435 2. 374 .03Error 17260. 383.6 45.

The overall mean raw score was as follows:score = 90).

= 30.26 (maximum possible

A significant difference in the mean perfoxmance on this test ofthe sub-groups was indicated. The means were as follows:

Tc -=' 34.00 Tc2

. = 34.45 .Tc = 15.203--

4

Ptobability Matrix for Sdheffe-Multiple Comparison of Means

Tc1

Tc2

'Tc 3

Tc c2

Tc

1.00 .99 .06

1.00 *.04

1.00

The results indicated that one of the classroom mean scores (Tc2

)

differed significantly from one.,of the other classroom.mean .

scores (Tc.,). The difference between Tc2

and Tc was not significant;3 -

neither was.the difference between Tc and Tc 1

3.

2 5

7 20

4:

Achieyeme: Variable.No. 5 , Ukrainian,Language Skills Post-Test

///

nt -.

.

(Comparison of Experimental Sub-Groups). 7

.

.

AnalySis.of Variance

SOUrce SS - .MS DF F P(-.05)

0

tlassrooms- Error

51.94 ° 25.97 2., ,:0.19 not sig.26314. 140.3% '.45.

4. .

Theloverall mean.raw score.was aS follows:: T = 65.08.(maximum possible stoke = 90)

,. .

'Summary of AchieveMent:Test Findings (Stream-2 Grade One)

, .

The eVidence is clear.on achievement test. score r0§-its that the gr94eone students in the Ukrainian Bilingual PrOgram achie*ed as wellin

, .

the English Language Aits and. Mathematics ds other students not inthe program, No significantdiffetente betweenYthe'twc groups waseVj.dent on the test Score,results. Mdreover,T.Le stusientS in theUkrainian Bilingual. Program-accitired Ukrainian language skills tOa large extent, according-tb.the comparison of the preand post-test

nditating a mean gain ot 3.11.82 (avdrage of 33..6% onthepre-test. ahd 72,3% on the post7test)-

Although a significant difference was evident between the mean scoresof two of the classroom sub-groups,i.no 'significant

. . ..difference was evident on the post-test,. Thup theclassroom thatperformeat a significantlY-lower:level-on the Pre-lest, performedat.a levelComparable to the other twO'classroomS on,thepoft-test.Of,interest, three of the 'grade one treatment stuctents enter4d theProgram in midr-year;,:

>:

Discussioh

Overall, the achievement test findings ake remarkably consistentwith the first phase of the evaluation carried out during the firstyear of the,pilot project. 1h the first year study-no significantdifference, for the most, was fbund between the achieliement test. °

score results of the treatMent and control groups.

Although a significant difference in Spelling achievement between thetreatment group and ohe of the 'two Control groups was noted in_thePrevious yea'r:s.report,..no apparent difference was.evident in the-cur-rent test results. ..The current evidence, therefore,'Seems to'suggest

&um-,that the slight lag.In Spelling of thetreatment group-as compared-with one.control-group, in the first-year study, was only temporary.Of interest, though,. the WRAT -Spelling achievement tept was used inthe 1974-75 gradeone study while the System Spelling Test was used in

2 6

21

1:

the'cuzTent study of grade two achievement. As a result, a directcomparison.between the first year and second year studies is a verytentative one at best. Since Spelling is not taught as a separatesubject area until grade two, however, the additional emphasis givento Spelling in the second year may have been a factor in overcomingthe slight initial lag that test scor6 results seemed to indicateat the completion of grade one.

With respect to the Ukrainian language skills test results, thecomplete revision of the grade one test after the first year studyseems to have been worthwhile. The "ceiling effect" that was inevidence in the first-year results was not in evidence in the cur-rent study. The revised test is much more comprehensive than theoriginal test and appears to be statistically much more reliable(see Appendix E). The grade two test, as well, that was developedprior to the 1975-76 school term shows promise as a useful test instru-ment.

Questionnaire Findings

The third major question the evaluation attempted to answer concernedperceptions and attitudes.

[II. WHAT ARE THE ATTITUDES OF THE PARENTS, STUDENTS, TEACHERS AND PRINCIPALSTOWARD THE PROGRAM?

Parents; teachers and.principals were asked to evaluate the appropriat-ness of program objectives. In addition, parents were asked to ratethe degree to which they feltAleir child was achieving the objectivesof the program (see,Appendix13). TeaChers, also, were asked to ratethe degree.to which they felt their classes were achieving the program

.objedtives. (see Appendix C)

Thirty-five families responded to the grade one questionnaire (72%),while thirty-four families responded.to the grade two questionnaire (67%),Three grade one.and three grade two teachers responded to the teacherquestionnaire, while:three principals responded to the principal

,questionnaire..,

Objective I c.,

- ,. . .

THE PUPILS WILL FOLLOW THE ENGLISH LANGUAGE CURRICULUM IN LANGUAGEARTS, MATHEMATICS AND SCIENCE, AtilD WILL ACHIEVE AT OR ABOVE AN AVEP:,(.,13

LEVEL IN EACH OF THESE AREAS.

Summaiy No. 1.1 to No 1.30

1.1 Thecparents _ the bilingual students rated the appropriatenesSof the objective as follows: . y

.Grade 1 group Grade 2 group

5 rating 68.5% 5' rating 58.8%"

4 rating 28.5% 4 rating 38.2%

2 7

22

1.2 Ttle six teachers as a group rated the appropriateness ofthe objective as follows:

5 rating 66.6%4 rating 16.6%2 rating 16.6%

1.3 The three principals rated the appropriateness of the objectiveas follows:

4 rating3 rating

Discussion

33.3%66.6%

It might be noted that the majority of the parents and teachers ratedthe appropriateness of the objective very highly: 97% of the parentsgave a rating of 4 and 5 while 83.2% of the teachers gave 'a rating

of 4 and 5. Although one principal gave a rating of 4, the other twogave a rating of 3.

For comparison, 96.8% of the parents of the previous year's studyrated the objective as appropriate:

5 rating4 rating

42.5%54.28%

Summary No. 1.11 and No. 1.22

1.11 The parents of the bilingual students rated the achievementof the first objective as follows:

Grade 1 Group Grade 2 Group

5 rating 68.5% 5 rating 70.5%,

4 rating 25.7% 4 rating 20.5%

1.22 The teachers rated the achievement of the objective as follows:

5 rating 83.3%4 rating 16.6%

Discussion

Again, a very high degree of congruence is evident between the ratingsof parents and teachers, with over 90% of the parents and teachers

7giving a rating of A or 5. Teachers in particular, tended to ratethe achievement of the objective very highly, with 83.3% giving a rating

of 5.

Objective 2

THE PUPILS WILL LEARN ORAL UKRAINIAN IN GRADE I/II THROUGH.THE PRESEN-

TATION OF LANGUAGE ARTS, SOCIAL STUDIES, MUSIC, ART, PHYSICAL EDUCATIONAND HEALTH IN THE UKRAINIAN LANGUAGE.

2 8

Summary No. 2.1 to No. 2.3

23

2.1 ParentaL.rating of the appropriateness of the objective wasas follows:

Grade Group Grade 2 Group

5 rating 68.5%4 rating 25.7%

5 rating 67.6%4 rating 29.4%

2.2 Teacher rating of the appropriateness of the'objective wasaS follows:

5 rating4 rating

83.3%16.6%

2.3 Prin.ipal rating of the appropriateness was as follows:

5 rating4 rating

Discussion

Almost unanimoUsly, the parents, teachers and principals rated theappropriateness of the second objective very highly. For comparisdn,90.3% of the parents of the previous year's study rated the objectiveas appropriate:

66.6%33.3%

5 rating4 rating

65.7%24.6%

SummarY No. 2.11 to 2.22

students rated the achievement

Grade 2 Group

2.11 The parents of the bilingualof the objective as follows:

Grade 1 Group

5 rating 45.7% 5 rating ' 44.1%

4 rating 37.1% 4 rating 50.0%

3 rating 17.1% 3 rating : 2.9%

2.22 Teachers rated the achievement of the objective as follows:

5 rating 80.0%4 rating 20.0%

DiscusSion

Over 80% of the grade one parents and 94% of the grade two parents-rated the achie7ement of the objective very positively. Teachers,however, tended to rate the achievement of the objective even morepositively than parents.

2 9

IV. DOES THE PROGRAM AFFECT THE STUDENTS' APPRECIATION OF THE UKRAINIANCULTURE, INCLUDING THEIR UNDERSTANDING OF THE UKRAINIAN CATHOLICRITE?

The last major question of the evaluation was answered, by the responsesof the parents, teachers and principals to the.,third objdctive on thegrade one, the teacher and the principal questionnaires (see Objective-4on the grade two parent quest-i,onnaii-e).

Objective 3

PUPILS WILL DEVELOP A GREATER APPRECIATION OF UKRAINIAN CULTURE.

Summary No. 3.1 to 3.3

3.1 Parental rating of the appropriateness of the,objective wasas follows:

Grade 1 Group Grade 2 Group

5 rating'

4 rating74.2%20 %

5 rating 88.2%4 rating,- 8.8%

3.2 Teacher rating of the appropriateness of the objective wasas follows:

5 rating4 rating

83.3%16.6%

3.3 PrinciPal rating of the appropriateness of the objective wasas follows:

5 ra i g 100%

Discussior1.

In general, the objective was rated very positively by parents andteachers, while principals were unanimous in their ra.ting. For com-parison, 97% of the parents of the previous year's stu 6;. rated theobjective verY positively.

Summary Nor. 3.11 to 3.33

3.11 Parental rating of the achievement of the objective was asfollows:

Grade 1 Group Grade 2 Group

5 rating 62.8%4 rating , 34.2%

305 rating 67.6%4 rating 17.6%

24

25

3,.22 Teacher rating of the achievement of the objective wasas follows:

5 rating 83.3%.

4 rating 16.6%

Discussion

Overall, 97% of the grade one parents,.85% of the grade two parentsand 100% of the teachers rated the achievemnt of the objectivevery positively. . .

. Apueciation of Ukrainian Culture: Parental Attitudes

The next fifteen questions on the questionnaires were designed toget specific information about the cultural program as stated in thefollowing question: "To what extent do you feel that cultural appreci-ation is appr6priate to and being achieved by means:of the followingsubject areas?" .(music, art, religion, social studies, and literature).

Perhaps the most interesting finding concerned the subject of Religion.Ninety-se%-en per cent of the grade one parents felt that culturalappreciation in the area of Religion (traditions, celebrations atChristmas and Easter) was highly appropriate.-Eighty-eight per centof the parents felt that cultural'appreciation was being achieved inthe Religion program. The grade two parents, unanimously felt thatdultural appreCiation was both highly appropriate and being achievedvery.successfully.

Over 90% of the grade one parents felt that Music and Art were highlyappropriate for study. About 82% felt the goals were being achieved.Over 75% of the grade one parents felt that Social Studies and Litera-ture were very approprziate for study. A lesser number of parents(between 55% and 65%) felt that the goals were being achieved. Of,

interest, between 21% and 33% of the parents were undecided'whetheror not cultural appreciation was being achieved in Social Studiesand Literature.

The grade two parental responses were fairly consistent with thegrade one responses. Of the grade two parents',. over 83% felt that-Music and Art were highly appropriate'for study, pver 81% felt that,the goals were being achieved in Music while .d965% felt the goals-were 'being:achieved in Art. Thirty-one per cent were undecided aboutArt.

Over 84% of the grade two parents felt that the goals of the SocialStudies and Literature programs yere highly appropriate. Between 51%and 68% of the parents felt that the'goals were being achieved.

Of particular interest, the ratings in Social!Studies in both thestudy of early Ukrainian settlers in Canada and of references to .

3 1,

Ukraine as the country of origin of Ukrainian people (customs, tradi-.--tions, language) were quite high on appropriateness (between 76% and82% on the .grade one questionnaire and between 84% and 91% on thegrade, two questionnaire).

- NUmerous suggestions were made by parents for further developingcultural appreciation, including the folibwing: visits'to theUkrainian Museum, stuily of traditionalfoods and clothing, study ofdrama, acting in plays, and study of the geography of Ukraine.

Appreciation of Ukrainian Culture: Teacher and Principal Attitudes

Teachere were unanimous in rating Religion very highly on appropriate-ness and achievement. Also consistent with parental rating, teachersrated Music and Art very highly on appropriateness. In contrast,however, teacher ratings of achievement in. Music and Art were considerably higher. (100% versus 55%to Ein),. Also in sharp contrast to..parental ratings,ionly 40% to 50% of the teachers rated,the SocialStudies'objectives as highly appropriate. Sixty per cent of theteachers considered the study of early Ukrainian settlers in Canadainappropriate and unachieved while, 33% 'felt references to Ukraine asthe country of'theorigin of Ukrainian people (customs, traditions,language) were inappropriate and Unachieved. A probable explanationfor the discrepancy in the parental and teacher perceptions is.thatthe /study of pioneer families and variouscultural groups is:recom-mended in the program outline for grade three- Literature, on the

'other hand, was rated highly by teachers on both appropriateness'and achievement.

.Principals tended to consistently rate the subject areas of Religion,Music, Art, Sociai Studies'and Literature as appropriate for study.

Objective 4. ,(See Objective 5 Grade two questionnaire)

THE PUPILS,AND THEIR PARENTS WILL HAVE POSITIVE FEELINGS ABOUT THEpARTICIPATION OF THE PUPILS IN THE PROGRAM.

SUMMARY No. 4.1 to 4..3.

4.1 Parents.rated the appropriateness of the.objective as follows:

Grade One Group .Grade Two Group

'5 rating4 rating

82.3%17.6%

5 rating4 rating

88.2%11.7%

4.2 Teachers rated the appropriateness as follows:

5 rating 83.3%4 rating 16.6%

3 2

26

27

4:3 Principals rated the eppropriateness as follows:

5 rating4 rating

Discussion

66.6%33,3%

Parents, teachersand principals were unanimous in .stating thatpositive feelings about the program on the part of pupils andparents.are an important ObjectiVe of the p.rogram. Moreover, avery high percentage of parents (over 82% gave a rating of 5)

-were very happy with their child's participation in the Bilingua41Program. A. clear majority of the parents also felt their child-'ren were very happy to participate in the program.

A sampling of the comments made by grade one, parents to question#23 are as follows:

"This is the most unbelievably progressive, encouragingand fantastic program any child and his parents couldget involved in."

our"We feel (child) has done well in grade one in the UkrainianBilingual Program; she has learned quite a bit especiallyin music and'culture."

'Our" (child) is more willing to speak and participate inUkrainian activities than many other children who werehot in the Bilingual Program." '

Teachers and principals, too, were consistently positive about theattitudes of parents and pupils toward the program. (:?

Ufcrinian Language Communication Skills (013jectives 5,6,7)

In large measure, parents felt that the development of.the listeningcomprehension and spe,Aing skills in Ukrainian was highly important.Over 82% of both the grade one and two parents gave a rating of 5to each of the three stated objectives. A smaller number .of the grade

.one parents (between. 60% and 75% gave ratings of 4 and"5) felt thatthe listening .and speaking skills were being achieved. A large numberofthe grade .two parents (between 75% and 90% gave ratings of 4 and 5)felt skills.Were being achieved.

Almost unanimously, grade two parents felt that the development ofthe pupils' listening and speaking skills along with the introductionof reading.and writing skills, was a highly appropriate objeCtive. '

(Objective 3 - questions 5 and 6). The majority of parents felt the

3 3

Is 28

four components of listening, speaking; reading and wtiting werebeing achieved. With reference to questions 42, 43 and 45 on thegrade two questionnaire, the majority of parents felt very satisfiedwith the introduction of their children to the reading and writingskills in Ukrainian (over 93% gave ratings of 4 and 5). In additOn,the majority Of parents reported that their children were veryenthusiastic about the Tut i Tam reader.

Of significance, teachers and principals also rated the developmentof Ukrainian language communication skills very highly. Teacherstended to rate the achte'vement of the skill objectives very highlyas well (Questions 30, 32 rated 5 by all of the teachers).

Summary of the Cognitive Testing Results

Both the experimental and control groups performed at comparablelevels of logical.cognition and type of cognitive style; nosignificant diffeiences were evidentbetween them.

Comparisions between the Norm and Control group on the EmbeddedFigures and Conservation tests indicated no significant differ-ences. A comparison between the Norm and the Experimentalgroup results on the Embedded Figures test also indicated nosignificant differencee However, a significant difference wasevident in a comparison between the Norm and the Experimentalgroup on the Conservation test; the Experimental group performedbeyond the Norm on logical cognition. (See Appendix A)

29

PART IV PROGRAM OPERATION

Summary: Parental Percebtions and kttitudes

1. Ukrainian Materials

A high percentage of parents (between 80% and 91%) felt that anappropriate number of Ukrainian materials were available.. Ofinterest, 20% of the grade one parents felt there were toe fewmaterials while about 5% of the grade two parents felt there weretoo few materials. In addition, 8% of the grede one parents and19% of the grade two parents reported that they had materials athome that would probably be useful to teachers in the program.

2. Special Activities (field trips,,o6mmunity resource persons)

The majority of parents (between 76% and 80%) felt that'the rightamount of special activities were arranged so that children couldbe exposed to Ukrainian culture. Between 20% and 23% of the parentsfelt there were too few special activities. Most parents, however,expressed a high satisfaction with the kinds of field trips and '

speCial activities that were arranged. Numerous suggestions weremade by parents for, field trip activities, including visits toChurches containing special cultural motifs, responding to theliturgy, visiting museums and exchanging visits with other,Bilin-gual Schools (French and Ukrainian) .

3. Parental Involvement

Between '78% and 87% of:the parents were satisfied with their involve-ment in the school program.

A.sampling of parental cbmments is as follows:

"Whenever possible I assist in class activities and helpprepare class projects."

"I'm involved.in projects every second week or so."

"Quite difficult because I am out of town two weeks out offour and m wife works:"

. "Participation has been through the Ukrainian Bilingual.Association since the program's inception."

3 5

30

4. Adequacy of School Facilities (classroom, equipment, library)

Between 58% and 61%,of the parents felt that school facilities wereadequate; however, between 14% and 23% did not knew if facilitieswere adequate or not.

5. Reporting on Pupil Progress

A majority ot the parents preferred parent-teacher interviews andrepOrt cards as methods of reporting on pupil progress. Most gradetwo parents (88%) felt the School reporting methods were adequatewhile 25% of the grade one parents felt that the school reportingmethods were somewhat inadequate.

6. Equal Division of Instructional Time (approximately 50% inUkrainian and 50% in English)

Over 85% of the grade one.parents felt satisfied with the equaldivision of instructional time between the use of Ukrainian and,English in the 'classroOm.

7. Continuation of the Program

A clear majority of parents,(between 79% and 88%) wanted the programto continue as it is. Eight percent of the grade one parents and-17%,of the grade two parents wanted the program to continue with,minor modifications. None of the parents wanted the program dis-continued.

A sampling of parental comments follows:

"Satisfied with all phases of the program".

"I would like to express mythanks as a-parent to the teacherSand administration of the program in the School System for theway theY have worked Sp hard in making the Ukrainian BilingualProgram such.a success to date":4

"I have found my child can:write..in Ukrainian, but is not doing.,_so well in English even thongh he is among the top of the class.'1 feel writing in English ismoTe important to him than writingin Ukrainian. Therefore, more English please'. Otherwise I amvery satisfied with the program".

"I would like to see the children and teachers speak Ukrainianras much as possible during class hours. More time spent on oralspeaking than on reading and-writing Ukrainian."

"We are very pleaed with this program. We'are only sorry thatthis program was'not started sooner so that. oUr three olderchildren could have taken it also."

3 6

31

"Would like to see the program continue to Grades 4, 5, 6."

1'0

"Transportation. The new boundary limit is one and a half.` miles. We'feel that is too far for a small child to walk."

"We are pleased with (our child's) progress. .Because I donot,speak Ukrainian it is difficult to evaluate some areas.I.am pleased that learning to read English has been accomp-

'lished as

"Special recognition'mus't be given by senior governments andschool boardS to assist towards convenient transportationif the program is to serve the whole ci.ty equitablyi. Thes'tandard transPortation programs do not meet...the requirements :of special schools/prograw."

8. Consolidation of the Bilingual Classes

An overwhelming majority of parents (between 81% and 90%) felt-that Bilingual classes should "continue to be given in s.everalschools in the system Sas it is nowY." Only 6% of the grade oneparents and 18% of the grade two parents preferred to have theBilingual classes "consolidated into one or two schools in thesystem designated as a Ukrainian-English Bilingual School(s)."

Some Parental comments are as follows:

"Schools would have to be very centrally located to facilitatetransportation by city buses."

"Special prOgrams'or back-up programs to all the bilingualprograms could, be further advanced by the.use of mobilefacilities A mobile trailer.containing special displays,and equipment coUld be used and moved from school to schoolparticipating in the program."

9. 'Parents' Bulletin (Trembita)

Most'parents felt the "Trembita" provided useful inforMation andwanted the7bullet1n Continued with approximately equal emphasison information about Ukrainian Culture and informaEion about theUkrainian-English Bilingual Program.

10. Conversational Ukrainian Classes For'Parent$

"cprty seven percent of the grade one parents and 46% of the gradetwo parents were,interested in taking.a course in the Ukrainian,language, with most preferring a course that include&developmentOf conv_e,rsational, reading and writing skills as well as emphasison Ukrainian_culture.

Summary: Teacher and Principal Perceptions and Attitudes

Principals.tended to consider admission criteria,as inappropriate,

although a total Of six responses were neutral (rating of a).

Teachers were divided almost equally in rating admission criteria:

eighteen responses were inappropriate (rating of '1 and 2) while

an equal number were appropriate (rating of 4 and '5). A total of

five teacher responses were neutral. Thus, no clear cbnsensus on

the part.of principals and teachers was evid&nt on the matter of

admission criteria.. -

Principals generally noted that no special facilities nor any

special timetabling or scheduling arrangements were necessary.

Furthermore, there was unanimous agreement among the principals

that the Bilingual classes were well integrated within the school.

Staffing was mentioned in three responses as being vital to the

success of the program, while low enrolment was identified as a

problem by one principal_.

e

The majoritY of teachers felt that they gave equal emphasis to

both Ukrainian language and culture.in the classroom. Moreover,

.all of the grade two teachers responded that they introduced

their students to the written Ukrainian script (cursive).

Teachers unanimously felt plat more inservices are needed and

suggested the following topics:_ sharing of ideas and development

;

of games for use in Language Arts, Reading and Social tudies

(game's workshop); teaching techniques; and method's of eaching

Social Studies,,Music, Physical Education and Language Arts.

38

32

33

CONCLUSIONg

Major Findings

1. There was no significant difference between the achievementtest score results of the experimental and control groups at.both the grade one and two levels in the English Language.Arts and Mathematics. The students in the 'Ukrainian BilingUal.Program achieved as well as other students not.in the program.

2. A large overall mearygain was evident in a comparison of the_pre .and post test results on the Ukipinian Lahguage Skills

s Test at both the grade O'lle and two levels, indicating thatstudents made considerable progress in learning Ukrainiani.

3 Questionnaire findings indicated that a large majority of theparents, students, teachers and principals were very positivetoward the objectives of the program and felt that the objec-tives of the program were being achieved to a large extent.,

r

4 Parents, teachers and principals felt that Ukrainien culturalobjectives were highly appropriate. Moveover, parents andteachers felt that students acquired'an appreciation of theUkrainian culture and'an .understanding of theykrainian CatholicRite.

Significant Observations

1. Almost unanimously, parents, teachers and principals felt thatreligious objectives were highly appropriate. Parents andteachers, moreover, rated the'achievement of the objeCtives Tvery highly.

2. All teachers expressed a need for further inservice trainingin the following:" development of.resource materials (game'sworkshop), and examination'of.teaching techniques or method-ology of providing instruction in Ukrainian in a variety ofsubject areas - Social Studies, Music, Physical Education andLanguage Arts.

3. -Program objectives, for the most part, were perceived to beappropriate by parents, teachers and principals. Ukrainianlanguage communication skills and appreciation of the UkrainiancultUre were equally highly rated as significant components ofthe program-

3 9

-

4. 'There was lack of agreement among teachers and principals on

,the eXtent to which admission requirements .should play a role

in the selection of students for the program. Opinion was

relatively Ciivided or neutral on the appropriateness or

inappropriateness of the selection criteria; no clear con-

sensus.was evident on any single criterion listed.I'

5. Only six Percent of ,the grade one parents and eighteen percent

of the grade two parents felt that Bilingual classes should

be'"consolidated into one or two schools in the system desig-

nated as a Ukrainian-English Bilingual.School(s).,An over-

whelming majority of parents felt that the Bilingual classes

should "continue to be given in several schools in the system

(as it is now)."

4 0

34

35

'

BIBLIO6APHYC.

Campbell, D.1%. and Stanley, Z.C'. Experimental and Quasi-ExperimentalDe'sign for Research. Chicago: Rand McNally, 1972:

Chou, Y.. Statistical Analysis. New York: Holt, Rinenart andWinston, 1969..

MacKay, D.A. and Maguire, T.O. Evaluation of Instructional Prograths.A Study Prepared for the Educational Planning Mission, Albertakuman Resources Research Council; 1971.

Pineo, P.C..and Porter, 3. Occupational Prestige in ClnadaThe Canadian Review of Sociology and Anthropology,Volume Number 1, 1967.

4 1

AiPENDIX A

PREAMBLE

I. Two dimensions of contemplative cognition were evaluated. The

tWo testing procedur.es used were (1) Conservation, that is, level

of logical cognitign; (2) Embedded Figures, that is,type of cog-

nitive style. A brief description of-each procedure folloWs.

la. Piaget's Theory and the Concept of Conservation: a brief-,overview.

The most comPlete and systematic developmental theory of contemp-

lative cognitive structure to date is that proposed by Piaget.

Psychologists and educators (e.g., Runt, 1961; Flavell, 1963;Almy, 1966; Bain, 1973,1975) have lound that Piaget's theory,

which is increasingly supported by empirical evidence, Mayserveas a conceptual framework for,assessing a child's mental develop-

ment, in general, and his ability to comprehend and utilize

abstract concepts, in particular. Especially useful. is Piaget's

attempt to demonstrate the'developmental, stage-by-stage progression

of the child's thinking, in view of its implications for theassess-

ment of-cognitive grOwth. Traditional measures of intellectualfunctioning, such as IQ tests, are not based on developmental con--

Ceptions, nor even on a specifiC theory of intelligence. They

.simply represent an agglomeration of tasks which empirically have

been shown to correlate with school achievement and other indices

of intelligent behavior.

One of the most importt phases in a child's development is the

transition from a prelogcal to a-logical mode of thought. In

Piaget's theory, the concept of conservation not only signals

this cognitive change, bqXalso represents a crucial contemplative

attribute in and of itself.. When a child is,able to conserve, he

recognizes that certain proPerties, such as substance, weight,

volume, or,number, remain unchanged in the face of certain trans-

formations, such as changes in the Object's forml, shape, color,

or position. In the conservation of number task, for eample,two parallel lines of six chips ar.b placed in front of a child.

After the child agrees that each row contains the same number of

chips, the chips are spread out in one row and bunched. together

in the other. The child is then asked whether the number of chips

is the same in the two rows. Similarly, in the conservation ofcontinuous quantity taSk, two standard glasses filled with the

same amount Of water are shown to the,child. The water from the

glasses is then poured into a tall.thin glass and the child is ,

asked whether the tall glass contains the same amount of water as

the standard glass. Children who understand the conservationprinciple realize, in both tasks, that the quantity remains the

same despite the transformations.

4 2

36

7

37.

lb. Witkins' Theory and the Concept of Cognitive Style: a brief. overview.

The EFT is a contemplative, perceptual test. The subject'stask on each trial is to locate a previously seen simple figurewithin a larger complex figure which.has beenso organized as toobscure or embed the sought-after simple figure. In the strictestinterpretation,.therefore, score on the EFT reflect.extcnt Ofcompetence at perceptual disembedding. .Individual differencesin EFT performance, however, appear to relate to more thah differ7ences in perceptual fuvctioning. Numerous studies, reviewed below,have shown that tne ability to "keep things separate in experiente"in the EFT, sicinj.fying in effect greater differentiation in per-ceptUal functioning, manifests itself in congruent form in otherareas of.the person's psychological Activity, signifyihg greaterdifferertiatiot in these other areas as well.

The concept that perceptual and intellectual (that is, cognitive).' tasks may serve in the assessment of, broad, salient 'dimensions ofpersonal functioning is a lOng.-standing one in the history ofpsychological testing. Ever since the introduction of,intelligencetests, patterns Of abilities revealed in test performance 'havebeen used in clinical' appraisals of ego functioning. Similarly,perceptual tests like the Rorschach: in use for many years inclinical asSessment, haVe also followed the rationale that fromthe way in which an individual perceives-particular stifnuli,

'1 inferences may be drawn about his personality.

The specific rationale for using the EFT to assess broad dimen-sions of perso:ial functioning comes.from cognitiye-style theoryand the evide-Ice accumulated in the-course og its eXtensive re7search application. In brief, cognitive styles are the charac-teristic,.self-consistent modes of functioning which individualsshow in their perceptual.and intellectual activities. Thesecognitive styles are manifestations in the cognitive sphere of

,still broader dimensions of persaral functioning which cut acroSs.diverse psychological areas. Theemphasis in research on cogni-tive sty3,? has been on the adaptiVe functions served by cognitive

.processes in the psycholcgical.eronomy of the individual. Thisemphasis has led to a search (Witkin, 195c1 Witkin, Dyk, Faterson,Goodenough and karp, 1962; Rain, 1973) foz connz.,:ctions and consis-tencies from one psychological area to another, and to the findingof '2ormal stylistic similarities across many psychological areas.The result is a more integrated, holistic view of personalfty.

2a. The results are presented in two parts (1) Overall, that is, allschools (2) Individual, that is, each pupil by school. The Over-all results are best interpreted in terms of general curriculumplanning... The individual results are best interpreted in termsof individual pupil ',/ithin a particular school.

^

4 3

38

2b. When interpreting the results, especially individual performances,remember that two different albeit interdependent attributes of,cognition are being seen. Conservation refers to the leyel oflogical cognition. Embedded Figures refets to.the type of cognitive'style.

HIGHLIGHTS OF RESULTS

1. Overall: there were no significant differences between Experimentaland Control groups on either task, tht is, both group's are perform-ing at comparable levels of logical cognition and type of cognitivestyle.

2. Overallr ...there were no significant differences between Norm andControl on Embedded Figures and Conservation; nor betWeen Normand Experimental Figures; there was a significant difference between'Norm and Experimental on Conservation. That is, the Control groupis performing within the normative parameters for this age group;while the Experimental group is performing within the norm on cog-nitive style and beyond the norm on logical cognition.

3. Overall: the consistency of performance was higher for the Experi-mental group. (r = .35) than for the Control group (r = .21),that is, there is a tendency for the Experimental pupil to performboth tasks at the same level of'efficiency,. While it is somewhatless so with the Control group. However the correlations for bothgroups were low.

4. Overall: the statistical trend was for the Experimental group to. perform slightly better than the Control group on both tasks under

all auspices.

5. Individual: the order of consistency of performance for EXperthentalpupils was St. Bernadptte (r 4-61) St. Matthew (r = .51) St. Ma:tin's(r =..09):

6. Thdividual: the order .of consistency of performance for Co...rolpupils was.St. Martin's (r = .44) St. Matthew (r = .09) St.

ABernadette (r = -.10).

7. Individual: the largest trend difference between Experimental andControl pupils waJ foUnd at St. Matrhem's. .

4.. ,

j8. IndividUal': individual findings (pOints 5, 6, 7) usualiy.are theresult -of sampling procedures, that-is, randomly select anothersample and a di&er-2nt'profile would likely emerge. Hence, over-all results tend to be more reliable.

CONCLUSIONS

1. The. reaults suggest a guarded-optimism. It would be premature

'o state that, with reference to cognitive consequences, theprograin_is a success. The most which can be said is that the

program is not having detrimental cognitive consequences:

2. The trend of findings is for the Experimental pupils to doslightly but not significantly better than the Control pupi]s.This type of finding is not unusual,in the first few years ofthese progrmas. They are roughly equivalent to what has beenfound. in other atudies at this stage'of Program development.

Ph.D.,Edmonton", May; 1976

4 5

39

APPENDIX 1

OVERALL

Conservation Embedded iigures

Experimental,&'Control. Experimental & Control

t of 1.24, d.f.. 28 t of .17, d.f. 28, .

p .25

Norm & ExPerimental Asiorm & Experimental

t of 1.74, d.f. 68p = .08

Norm & Control

t of 1.60, d.f. 68p = .12

t of 2,.86, d.f. 46

p .01

Norm & Control

t of 1.96, d:f. 46p = .09

,TEST CONSISTENCY

Experimental r =,.35

Control r = .21

. INDIVIDUAL

S. Bernadette

Conservation Embedded Figures

,Experimental & Control. Experimental & Control

t of .96, d.f. 16 t of 1.64, d,f. 16p < .25 p c- .25

,

Norm & Experimental. Norm.& Experimental

.t of 1.4S, dlf: ,25 t of.1.58, d.f- 47P = 49 p = .11

Norm & Control. Norm & Control'

t of..53, d.f. 25p < .25

t of 2.00, d.f. 47p = .06

Test Contisteney,

,Experimental t = .61 Control r = -.10

46

ConEervatior

Experimental & Control

t of .38., d.f: 18p' <

Norm & Experimental

t of 2.63$ d.f. 26p = ..025

NOrm e Control

t 'of d.f. 26p = .02

'? 41

APPENDIX 2

St. Martin

, Embedded Figures

Experimental & Control

t'of .56, d.f. 18p , .25

Norm,.&;Experimental

t of 2.96, d.f. 48.p = ".005

Norm & Control

t of 2.38, d.f. 48p = .03

Test Consistency

' Experimental r = .09 Control r = .44

St. Matthew

Conservation Embedded Figures

Experimental & Control Experimental & Control

t of 1.47, d.f. 20p = .19

Norm & Experimental

t of3.04,d.f. 27

o = .005

t of'.17, d.f, 20p .25

Norm & Experimental

t of 1.75, d.f. 49p =,.09

Norm & Control Norm & Control

t of 1.61, cif. 27 t of 1.67, d.f. 49p = .12 p = .11

Test Consistency

Experimental r = .51 Control r = .09

4 7

Bibliography

42

-Almy, Millie. Young Children's Thinking: Studies of some aspects Of

Piaget's theory. TeacherS' College Press, .ColuMbia University, 1966.

Bain, Bruce. Toward A theory of perception: .Participation as a. function.

ofloody-flexibility. Journal of General Psychology, 1973, 89, 157-296.

Bain, Bruce. Toward an integration of Piaget and Vygotsky: Bilingual

ConSiderations. Linguistics: An-International Review, 1975, 160, i-lp

J..H. The Developmental.Psychology of Jean Piaget. Princeton,

N.J.: Van Nostrand,

Hunt, J. MCV. ,Intelligence.and Experience. New York: Ronald PresS, 1961,

Witkin, H. A... Individual differences in ease Of perception,of embedded

figures. Journal of PersOnality, 1950, 19, 1-15. .

Witkin, H. A., Dyk, R., Faterson, H. F., Goodenough, D. R., & Karp, S. A.

Psychological Differentiation: New York: John Wiley & Sonsr, 1962.

1:7

A 8

'ITABLE 1

Number of Children, Means, and Standard Deviations for

Conservation Tests for Children aged 506-60b

Group SD

Norm 18 2.98 4.33

OverallExperimental 30 6.27 2.65

ADverallControl 30 5.33 3.23

St. BernadetteExp. 51 2.85

St. BernadetteControl

, 93.8 2.95

St. MartinExp.. 10 6.3 2106

St. MartinControl. 10 6.8 3.33

St. MatthewExp. . 11 7.18 2.82

St. MatthewControl 11 5.27 3.00

49

43

TABLE 2

Number of Children, Means, and Standard Deviations for

CEFT for Children aged 506-606

GroUp, SD

Norm 40 7.1 4.0

OverallExperimental 30 13.07 11.99

OverallControl 30 10.57 11.34

St. BernadetteExperimental 9 10.6 5.98

St- Bernade...7.te

Control 9 ' 10.2 4.-33

St. MartinExperimental 10 13.0 5.64

St. MattinControl: 10 11.5 5.23

St. MatthewExperimental 11 9.64 4.12

St. MatthewControl 11 10.0 5.12

-

50

APPENDIX B 45

BILINGUAL (UKRAINIAN-ENGLISH) PRO'GRAM EVALLATION

PARENT QUESTIONNAIREGRADE TWO

OBJECTIVES OF THE BILINGUAL (UKRAINIAN-ENGLISH) PROGRAM

The purpose of this section is to'evaluate the objectives of the Bilingual(Ukrainian-English) Program.

Objective 1

The pupils will follow the English-language °curriculum in languagearts,mathematics and science and will achieve at or.above:an average levelin each of these areas.

\1. Do you feel this is an appropriate objective for the Bilingual Program?

Inappropriate Appropriate

o\s, 1 2 3 4 5 ' Tnpercent 0 0 2.9 38.2 58.8

n= 0 0 1 13 20 34

2. Do you feel-the objective is currently being achieved by your child?

percent

Not Achieved Achieved

1 2 3 4 5 Tn0 2.9 5.8 20.5 70.50 1 2 7 24 34

Objective 2

The pupils.will learn oral Ukrainian in Grade II through the presentationof language arts, socialatudies, music,:art, physical education andhealth in the Ukrainianlanguage. ,

3. Do you feel this is an appropriate objective for the Bilingual Program?

Inappropriate Appropriate

percentn=

1 2 3 4 5 Tn0

/

0

0

0

2.91

29.410

67.623 34

51-

4. Do you feel the objective,is currently being achieved by your child?

.percentn=

Objective 3

Not Achieved

1 2 3 4

Adlieved

5 Tn0

0

2.9

1

2.91

50.017

44.115

I

34 I

The Pupils' listening and speaking Skills in Ukrainian will be furtherdeveloped in. Grade II along with the introduction.of-reAding arid writingskills.

-

46

5. Do you feel this is an appropriate objective for the 134.1ingual Program?

percentn=

Inappropriate

1 2 3

Appropriate'

50 0 2.9 8.8 88.2

, 0 0 1 3 30 - 34

6. Do you feel the objective is currently being achieved by your child?

percentn=

Objective 4

'Not Abhieved

1 ,3

Achieved

5

.

Pupils will develop a greater appreciation of Ukrainian Culture.

7. Do you feel this is an appropriate objective for the Bilingual Program?

Inappropriate Appropriate

1 2 3 4 5 Tnpercent 0 0 2.9 8.8 88.2

00 1 3 30 34, 1

8., Do you feel the objective is currently being adhieved bY your child?,

Not Achieved. :Achieved.

1 2 3 4 5 Tnpercent 0 0 1A.7 17.6 67.6

n= 0 0 5 6 23 34

5 2

More spedifically, culture'can-be considered in terms'Ot various ,subject areas. TO what:extent do you.feel that cultural appreciation" '

is appropriate to and being aChieved by means of the following sub-,ject areas? .

Music (singing, dancing)

9. Inappropriate Appropriate

1 2 3 4 5 -

'percent I 0 0 -5.8 26.4 67.6n=

1 0 D 2 9 23 34

12.

Not.Achieved

1 2

percent 0 0

n= 0 0

Achieved

3 4 5 Th18.1 27.2 54.5

6 9 18 33

Art (including embroidery, Easter egg decdrating)

percentn= 0

Inappropriate

1 2 3 ' 4

Apiwopriate

5 Tn0 0 11.7 35.2 52.90 0 4 12 18 34

Not Achieved . Achieved

1 2 3 4- 5 Tdpercent 3.1 0 31.2 34.3 31.2

n= 1 0 10 11 10 12

Religion.(traditions, celebrations at Christmas and Easter)

13. /,.Inappropriate Appropriate

1 2 3 4 5 Tnpercent 0 0 0 8.8 91.1

n= 0 0 0 3 1 34

14. Not Achieved Achieved

1 2 3 4 5 Tnpercent 0 0 0 28.1 71.8

n= - 0 0 0 9 23 32

1

I

1

I

5 3

1

Social Studies (study of early Ukrainian settlers in Canada)=

percentn=

Inippropriate

2

Appropriate

5

16. Not Achieved Achieved

percent-n=

3 4 59.63

9.63

2909

45.114

6.42 31

Social Studies (referenceSth Ukraine as-the country of origin ofUkrainian people) eg., customs, traditions, language.

.

\:

17. Inappropriate

1 2.

percentn=

0

0

18. Not Achieved

1 percent., n=

1 2

: 4

i

1

i

'Appropriate

3 4 5 Tn8.8 26.4 64.73 9 22 34

Acheved

3 4. 5 Tn3.2 6.4 32.2 4E.1 12.91 2 10 14 4 31

Literature. poems, verses, eg., Taras Shevchenko)

/19. Inappropriate

'percent'.n=

20.

1 '2

0 2.90 1

Not Achieved

1 2

ApPropriate

3 4 58.8 35.2 52.93 12 18

Achieved

3 4 5

34

Tnpercent . L2.1 3.1 25.0 50.0 18.7'

n= 1 1 8 16 6 .3

21. Other areas of cultural appreciation (please specify)

5 4

ObjectiVe 5

The pupils and their parents.will have positive feeliicipaticn of the pupils in the procram.

about:the part-

4 9

22. Do you feel this'is. an appropriate objective for the Bilingual Program?

Inappropriate Appropriate

1 2 3 4 5 Thpercent 0 0 0 11.7 88.2

n= 0- 0 0 4 30 34

23. Haw do you; as a parent(s) feel about your child's participation in.the Bilingual Program?

percent. n=

Very Unhappy

1 2 3

Very Happy

5

0 0 3.0 9.0 87.80 0 1 3 29 33

24. How does your child feel about his/her participation in the BilingualProgram?

percentn=

Very Unhappy Very Happy

1 2 3 4 5

2.9 0 2.9 29.4 64.71 0 1 .10 . 22 34

.Objective

The pupils will be zble to understand and respond to sounds, words, andphrases in Ukrinian within the limits of their experiences.

25. :Do you feel this is an appropriate objectiVe for the Bilingual Program?

.Inappropriate Appropriate

. 1 2 3 4 5 Tnpertent

I 0

0 5.8 8.8 '85.2

0-n= 0 2 3 29 34

26. Do you feel the objective is currently being achieved by your child?

Not Achieved Achieved

percentn=

1 2 3 4 5 , Tn0

0

3.01

6.02

39.313

51.5'17 .

. ,

33

5 5

50

Objective 7

The pupils will be-able to express themselves clearly in Ukrainian, withinthe limits of their experiences. (emotions, feelings, needa, wiahes,questions and comments) ,

27. Do you feel this is an appropriate objective for the Bilingual Program?

percentn=

Inappropriate

1 2 3

3.01

4

9.0

Appropriate.

5

87.8

.

29

Th

3370.

0

0

0

28., Do you feel the objective ia currently being adhieved by your child?

i.

Not Achie ved AchieVed

,1 2 3 4 5 Th

percent 0 0 24.2 39.3 36.3 ,

n= 0 0 8 . 13 ,- 12 ,' 33,

1

,

,

Ohjective 8

Pupils will,he able to understand the mailltheme of a story, appropriateto their level Of interest, read aloud in Ukrainian.

29. Do you fe 1 this is.an appropriate objective-for the Bilingual Program?

Inappropriate Appropriate

1 2 3 4 5 Thpercent 0 0 2.9 14.7 82.3

n= 0 0 1 5 28 34

30. Do you feel the objectiveLis currrently being achieVed by your child?

\Not Acnieved Achieved

percentn=

1

11,

/2

3A1

0

0

5 6

3 4 5 Tn9.0 45.4 . 42.43 15 14 ,33

OPERATION OF THE BILINGUAL UKRAINIAN-ENGLISH PROGRAM

31. 'Of the sdhool work (eg.., art work, projects, etc. ) which Your childbrings home, are there

1: too many Ukrainian materialS?-2. an appropriate number of Ukrainian materials?3. too few Ukrainian materials?

1 2 3 Tnpercent 2.9 91-1 5.8

n= 1 31 2 34

32. Special activities .(eg., field trips, community visitdrs, etc'.) werearranged so that children could be exposed to.Ukrainian culture. Doyou feel there was an appropriate number of these special activities?

percentn=

1. too few2. too many3. the right amount4. not aware of such activity

1 2 3 4 Tn23.5 0 76.4 0

8 o -26 0 34

51

33. What are your feelings concerning the field trips and special activitieswhich have been offered to the pupils of the Bilingual Program?

Low:Satisfaction High SatisfactiOn

1 2 3 4 5 Tn

percent 3.0 0 12.1 33.3 51.5n= 1 0 4 11 17 33.

34. Arp you satisfied with the way you are involved in the school program?:(eg., Would you like to be more-involved? Wbuld you like a differentkind-of responsibility than you presently have?)

1. yes2. no

1 2 Tnpercent 1,78.7 21.2

n= I 26 7 33

5 7

52

35. Do you feel :the school facilities (eg., classroamvequipment, library)available to the pupils in the BiliAgual Program,are.

percentn=

1. more than adequate?2. adequate?3. samewhat inadequate?4. do not know?

1

L528

3 4 Tn58.8 20.5 14.720 7 5 34

36. What methods have been used tn report your child's progress in theBilingual Porgram? (Check one or more)

1. parent-teacher interviews2, report,cards3. monthly progress reports4. informal meetings with teachers5. other (please specify)

1

percent I 36.8

n= t 28

2 3- 4 ,5 Th42.1 0 18.4 2.632 0 14 2 76

37. What methods of reporting of-your child's progress in the BilingualPr9gram do (would) you'prefer? (Check one or more)

1. parent-teacher interviews2. 'report cards3. monthly progress rePorts4. informal meetings with teachers5. other (please, specify).

1 2 3 4 5 Tnpercent 35.8 37.0 . 7.4 16.0 3.7

n= 29 30 6 13 3 81

38. Has the amount of information yoU have received fram the school concerningthe progress of your child in the Ukrainian language been

1. adequate?2. somewhat inadequate?3 very inadequate?

2 3 Tnpercent 88.2 8.8 2.9

n= 30 3 1 34

5 8

1

5.3

39. %Wad you like to see'the Biiingual Program

1. continue as it is?2. continue with mdnor modifications? (plese specify)3. continue with major modifications? (please specify)4. discontinued? (please specify)

1 2 3 4 Tnpercent I 79.4 17.6 2.9 0

[ 27 , 6 .1 0 34

40. Pleasemake any additional,comments you wish regarding the Bilingual Progrlm?

41. Do' you have any Ukrainian language materials suchas story books, games,pictures of'Ukrainian cultUral activities, etc., that you think wouldbe useful to teachers in the program?

1. .yes

2. no

1 2 Tnpercent

I 19.3 30.6n=

1 6 .25 31

42. How does your child feel about his/her introduction to reading inUkrainian?

Very Dissatisfied Very Satisfied

1 2 3 4 5 Tnpercent

I2.9 0. 2.9 41.1 52.9.

-n= 1 0 1 14 18 34

43. How does your child'feel about his/her.introduction'to writing inUkrainian?

Very'Dissatisfied Very Satisfied

percentn=

1 -7 3 4 5.0

0

5.82

2.91

35.212

55.819 34

5 9

54'

44. :Due.to misnumbering, question 44 did not appear onthe questionnaire. .

45. How.enthusiastic was your Child to the reader TYT 1 TAM?

percentn=

FAM1LY.BACKGROUND

Not at all 'Very

enthusiastic elthusiastic

1 2 3 4 5 Tn

0 3.2 3.2 41.9 51.6

0 1 1 13 16 31

46. What is the ancestral or ethnic origin of the child's father?

(eg., Ukrainian, German-Trish)

47. What is the ancestral or ethnic origin of th Q. child's mother?

48. What is the religion of the uhild's father?

,49.

.5.

percent -I

n=

What is the religion

percent I

I

1.,Protestant2. 1bman Catholic3.. Ukrainian Catholic4. Ukrainian ,-.)thodox

none of the above

1 2 4 - 5 ' Tn

3.0 6.0 81.8

1 2 27. .

6.0,2

3.033

of the child's mother?

1Protestant2..Roman Catholic3. Ukrainian Catholic4. Ukrainian Orthodox5. "none of the above

1 2 3 4 5 Tn

6.0 12.1 75.7

2 4 25

6.02

0

0 33

60

1. 55

50: Assuming that it were possible, do you feel that the bilingual classesshould

1. be consolidated into one or two schools in the systemdesignated as a Ukrainian-English Bilingual School(s).

2. continue to be given in several schools in the system(as it is now)'t

3. other (please specify)

1 2 3 Tnpercent [18.7 81.2 0

n= 6 26 0 32

PARENTS' BULLETIN (TREXBITA)

During the past year several bulletins were sent to parents of childrenin the Ukrainian-English Bilingual Program that have contained informationabout the Parent Advisory Committee, school activities, registration andEducation Week.

51. Did you receive copies of the "Trembita"?

1, yes2. rip

3. I don't know

1 2 3' Tnpercent 179.4 14.7 5.8

27 5 2 34

52. DO you feel the, uritmbita" provides useful information?

Not at all Useful Very Useful ..

1 2' . 3 .4 5 Tnpercent 0 3.5 10.7 50.0 35.7

n= 0 1 3 14 10 2g ]

53. Do you want the em6hasis on'these bulletins to be on

1. information about Ukrainian culture-2. details on what's happening in the Ukrainian-English-

Bilingual Program.3. both of the above equally4. other (please specify)

1 2 3 4 Tnperdent 113.8 38.8 44.4 2.7

n= '5 14 16 1 36

61

.54. bo you want the bulletin continued next year?.

percentn=

1..yes2. no3. I have no feelings one way or anotiler

1 2 .3 Tn86.6 0 13.326 0 4 30 I

CONVERSATIthAL UKRAINIAN CLASSES FOR PARENTS

During the past year the Continuing Education Branch of the EdmontonCatholic School System offered courses in conversational Ukrainian foradults.

55. Are you interested in taking a. course in.the Ukrainian language?

percentn=

1. yes2. no

1

46.6 53.314 16 30

56. Do you feel the emphasis of the course should be on

.1 Ukrainian conversational skills..2. reading and writing in Ukrainian3. Ukrainian culture4. all of:the above equally5. other (please specify)

1

percent 28.9n= 11

2 3 4 5 Tn21.0 5.2 39.4 5,2

8 2 15 2 38

6 2

56

APPENDIX B 57

BILINGUAL (UKRAINIAN-ENGLISH) PROGRAM EVALUATION

PARENT aUESTIONNAIREGRADE ONE

IVES OF TUE BILINGUAL (UKRAINIAN-ENGLISH) PROGRAMD

The purpose of thiS section is to evaluate the objectives of the Bilingual. (Ukrainian-English) Program.

Objective'l

The pupils will folldw the English-language curriculum in language arts,mathematics and science;.and will achieve'at or above an average levelin each of these areas.

Do you feel this is an appropriate objective for the Bilingual Program?

Inappropriate Appropriate

1 2 3 4 5 */ Tnpercent 0 0 2.8 . 28.5 , 68.5

n= 0 0 1 . 10 24 35

2. Do you feel the objective is currently being achieved by your child?

1

Not Achieved Achieved

1 2 3 4 5 Tnpercen'.: 0 0 5.7 25.7 68.5

n= 0 0 2 9 24 35 .

Objective 2

The pupils will learn oral Ukrainian in Grade I through the presentationof language arts, social studies, music, art, physical education and.health in the Ukrainian language.

3. Do you feel this is-an appropriate objective for the Bilingual Program?

percent

Inappropriate Appropriate

1 2 -3 4 5I Tn

0 0 5.7 25.7 63.50 0 2 9 24 35

6 3

58

4. Do you feel the objective is'currently being achieved by your child?

Not Achieved Achieved.

percentn=

Objective 3

1 2 3 4 5 Tn0 0 17.1 37.1 45.70 0 6 13 16 35

Pupils Will develop a greater appreciation of Ukrainian culture.

5. Do you feel this is an appropriate objective for the Bilingual Program?

Tn, 7---1

35 I

Inappropriate Appropriate

'1' _ 2 3 4 5percent 0 0 5.7 20.0 74.2

n= 0 0 2 7 "26

6. To'what extent do you feel your child's appreciation of Ukrainianculture Changed as a resultrof being in the Bilingual Program?

Negative Change No Change Positive Change

percentn=

1 2 3 4 5 Tri

0

0

0

0

2.81

34.212

62.821 34 I

More specifically, culture can be considered in.terms of various sUbjectareas. To what extent do you feel that cuiturarappreciation is appro-priate to and being achieved by means of the following subject areas?

Music (singing, dancing)

7. Inappropriate

1 2

percent

L 0°

2.8n= 1

8. , Not Achieved

percentn=

1 2

2.8 2.8 11.4 31.4 51.41 1 4 11 18 35

Appropriate

3 4 5 Tn0 20.0 .77.10 7 27 .35

Achieved

3 4 5 Tn

6 4

Art (including embroidery, Easter egg decorating)

10:

percentn=

. percent -

n=

Inappropriate

1 2 3 4

Appropriate

5

0 0

0 0

5.7

2

22.88

71.425

Not Achieved'

1 2 3 4

Achieved

50 2.90 1

14.75

32.311

50.017

Religion (traditions, celebrations at Christmas and Easter)

11. Inappropriate

12.

percentn= .

percentn=

2 3 4

Appropriate

5

Tn

35

Tn

34

Tn

Not Pchieved

1 2 3 4

Achieved

5 Tn

Social Studies (study of early Ukrainian settlers in Canada)

13. InapproPriate

percentn=

1 22.9 0

1 0

14. Not Achieved

percentn=

1 2

,6.8 10.3 27.5 34.4 20.6,.-, 3 8 10 6 29-1

Appropriate

3 4 5 Tn20.5 26.4 50.0

7 9 17 34

3 4

Achieved

5 Tn

59

60

Social Studies (references to Ukraine as the country of the origin ofUkrainiampeople. eg.; cUstams, traditions, language)

15. Inappropriate Appropriate

1 2 3 4 5 Tnpercent

1 00

2.8 14.2 31.4 51.4'1 5 11 18 35

percent -

n=

Not Achieved Achieved

1 2 3 4 5

3.1 9.3 21.8 43.7 21.81 3 7 14 7 32

Literature (IXDOMS, verses, eg., Taras Shevchenko)

17. Inappropriate . // Appropriate

1 2 3 4 , 5

percent 1 0 0 23.5 23.5 52.9n= [ 0 0 '8 . 8 18

18. Not Achieved Achieved

2 4 5

percent 0 6.0 33.3 27.2 33.3

n= 0 2 11 9 11

19. Other areas cultural appreciation (please specify)..

Tn

34

Tn

33

Objective 4

'1.11-ie pupils and their parents will have positive feelings about the.parti-cipation of the.pupils in.the prograM.' .

20. Do you feel this is an appropriate objective for the Bilingual. Program?

Inappropriate Appropriate.

1 2 3 4 5 Tn

-percent 0 0 0 17.6 82.3

n= 0 0 0 6, 28 ! 34

6 6

61

21. How do you, as a parent(s), feel about your child's participationin the Bilingual Program?

percentn=

Very'Unhappy

1

Very Happy

2 3 4 5 Tin

0 5.7 11.4 82.80 2 4 29 35

22. How does your child feel about his/her participation in the BilingUalProgram?

percentn=

Very Unhappy Very Happy

1 2 3 4 5 Tn0 0 11.4 22.8 65.70 0 4 8 23 35

23. Comments or questions related to Objective 4:

,Ob'ectil:e. 5

The_pupils will be able to understand and respond tO sounds, words andphrases in Ukrainian within the limits of their experiences.

24. Do you feel this is an appropriate objective for the Bilingual Program?

Inappropriate Appropriatec .

I

1 2 3 4' 5 / Tin

percent 0 0 2.8 8.5 88.5

n= 0 0 1 3 .31 35 .

25. To what extent do you feol the objective iS currently being achievedby your child?

,Not Achieved _ Achie ed

1 2 3 4 5 Tn

percent0

2.8 22.88

25.7

n= 1 9 ,7 35

6 7

Objective 61

62

The pupilS will be able to express thanselves clearly in Ukrainian, withinthe limits of their experiences. (emotions, feelings, needs, wishes, ques- c'

. tions'and cauments).

26. Do you feel this is an kTropriate objective for the BilingUal Program?

Inappropriate Appropriate

1 2 3 4 5

percent 0 0 0 17.1 82.8n= 0 0 0 6 29

Tn

35

27. Do you feel the objective is currently being achieved by your. child?

Not Achieved Achieved

1 2 3 4 5percent 0 14.2 17.1 34.2 34.2

n= 0 5 6 12 12

Tn

35

Objective 7'

Pupils will beable to understand the main theme of a story, appropriate,to their level of interest, read aloud in Ukrainian.

2. -DO'you feel this is an appropriate objective for the,Bilingual Program?

Inapproprikte Appropriate

percentn=

1 ' 2 . 3 4 5 Tn0

0

0

0

.8.5

3

8.53

82.829'

1

35;

Do you feel the objective is currently being achieved by your child?

Not Achieved Achieved

1 2 3 4 5 Tnpercent 6.0 15.1 18.1 39.3 21.2

n= 2" 5 13 7 33

6 8

OPERNTION OF THE BILINGUAL (UKRAMIIAN-ENGLISH) PROGRAM

30. In the 'Grade 1-Bilingual Program approximately 50% of instruCtionaltime is now in'Ukrainian and 50% of the tine is in Engligh.

Do you wish

percentn=

1. things to continue as they are2. more instiuctionto be'in Ukrainian3. less instructional time to be in Ukrainian

1 2 3 Tn.

85.7 8.5 5.730 3 2 35

4.

31. Of the school wOrk (eg. art work, projects, etc.) Which .your child'brings home, are there

percent-n=

I. i manv Ukrainian materials?2. an appropriate number of Ukrainian material?3. too few Ukrainian materials?

1 2 3 Th0 80.0 20.00 28 7 35 I

32. Special activities (eg., field trips, community visitors, etc.) werearranged so.that children could be exposed to Ukrainian culture. Doyou feel there was an appropriate number of these,special actiVities?

percentn=

1. too few2. too many3.,the right amount4. not aware of such aCtivities

1 2 Th20.0 0 80.0 0

7 0 . 28 0 -35

63

a..3. What are your feelings Concerning the field trips and special activitieswhich have been offered to the pupils of the Bilingual (Ukrainian-English)Program?

percentn=

Low SaLLsfaction high Satisfaction

1 '2

0 2.90 1

3 4 5 ah5.8 38.2 52.92 13 18 34

'6 9

34. Are You satisfied with the way you are involved 'in the school program?(eg., Wbuld you like to be more involved? Wbuld'you like a differentkind of respOnsibility than you presently have?)/

percentn=

1. yes2. no

1 2 Tn87.8 , -1

29 4 33

35. Do you feel the school facilities (eg., classroom, equipment,/ library)available to the pupils in the Bilingual Program are

1. more than adequatie?2. adequate?3. somewhat inadequate?4.,:very inadequate?/,'

5.. do not know? ,

1 2 3 4 5 Tnpercent .5.8 61.7 8.8 0 23.5

n= 2 21 3 0 8 34

36. What methods,have been used to repert-your child's progress in theBilingual Program?,(Check one r more)

1. parent- teachr interviews2. report cards3. monv:hly progress reports4. informal meetings with teachers5. other (pleas specify)

1 2 3 4 :5 5 Tnpercent 40.7 39.4 1.3 17.1 1.3

n= , 31 30 1 13 1 76

37. What methods of.reporting of yourehildis progress in the BilingualProgram do (would) yoU prefer? (Check one or more) :

1, parent-teacher interviews::. report,cards

, 3. monthly progress reports.4. informal meetings With teachers5. other (please specify)

,

\3, 1 7 5.

.

percent 1 36.7 31.6 12.6 17.7. 1.2Tn

n= I 29 25 10 \ 14 1 79 t

7 0

65

38. .Has the amount of information you have receive'd from the school concern--ing the og2:-ss of your child'in the Ukrainian language been

1. adequate?2. somewhat inadequate?3. very inadequate? .

1 2 Tnpercent [65.7 25.7 8.5

n= I 23 9 3 35

39. W4ould you like to see the Bilingual Program

percentn=

1. continue as it is? .

2. continue with minor modifications? (please spec!_fy)3. continue with major modifications? (please specify)4. discontinued?

1 2 4 7.-11

88.5 8.5 2.8 0

31 3 1 0 35 1

40. Please make any additional comments you wish ragar6ing the BilingualProaram:

41. Do you have any Ukrainian language materials. st:.c.Jh as story books, games,7)icture of Ukrainian cultu-ral activities, etc., that you think would

usef-,11 to teachers tel the-program?

1. yes2. no

Tnpercent

I T91.1

n= 31 34 I

7 1

FAMILTBACI:GROUND

66

42. at is the ahc:-..:s0.a1 or_ethrLc origin of the child's father?(eg.,Ukrainin, German-Irish)

43. What is the ancestral or ethnio of the child's mother?

44. Vhat is the religion of the child's father?

percentn=

1. Protestant2. Roman Catholic3. Ukrainian Catholic4. Ukrainian Orthodox5. none of the above

1 2 3 4 5 Tn2.9 20.5 70.51 7 24

5.82

0

0 34

45. What is the religion of the child's mother?

1. Protestant2. Roman Catholic3. Ukrainian Catholic4. Ukrainian Orthodox5. none of the above

1 2 3 4 5 Thpercent I 8.8 29.4 55.8 5.8 0

n= I 3 10 19 2 0 34

46. Assuming that it were possible, do you feel that the Bilingual classesshould

percent

1. be consolidated intosystem designated asSchool4s).

2. continue to be given(as it is now).

3. other (please specify)

one or two schools in thea Ukrainian-Ehglish Bilingual

in several schools in the system-

1 2

90.629

6.2

Tn

32

7 2

67

PARENTS' BULLETIN (NEMBITA)

During the past year several bulletins were sent to parents of Childrenin the Ukrainian-English Bilingual Program that have contained informationabout the Parent Advisory Committee, school activities, registration andEducation Week.

47. Did yoU receive copies of the "Trembita"?

percentn=

f.

1. yes2. no3. I don't know

1 2 3 Tn73.5 17.6 8.825 6 3 34

48. Do you feel the "TreMbita" provides useful information?'

percentn=

Not at all useful Very Useful

1 2 3 4 5 Tn0 0 15.3. 61.5 23.0

0. 4 16 6 26

49. Do you want the emphasis or. bulletins to be' on

percentn=

q. information about Ukrainian culture2. details on what's hapi-z....iing in the Ukrainian-English

Bilingual Program3. both- of the above equally4. other (please specifV)

1

2.91

2 3 4 Tn32.3 64.7 0

11 22 0 34 1

50. Do you want the bulletin continued next year?

percent

1. yes2. no3. I have no feelings one way or another

1 2 5 Tn84.3 0 15.6 1

27 0 5 32_1

7 3

CONVERgATICOAL UFRAINiAN- CLASSES FOR PARENTS

During the pas'L.year the Contjnuing Education Branch of the EdmontonCatholic So1 System offered courses in conversational 14crainian foradUlts.

51. Are you interested in taking a course'in the Ukrainian language?

percentn=

1. yes2. no

1 Tn47.0 52.916 18 34

52. Do you teel the emphasis of the course should be on

percent

1. Ukrainian conversational skills2. reading and writing in Ukrainian3. Ukrainian culture4. all of the above equally5. other (please specify)

1 2 3 4 5

29.4 20.5 2.9 47.0 0

10 7 1 16 0

Tn

34

7 4

68

APPENDIX C 69

BILINGUAL (UIMAINIAN-ENGLISH) PROGRAM EVALUATION

.TEACHER QUESTIONNAIRE

OBJECTIVES OF THE BILINGUAL (UKRAINIAN-ENGLISH) PRDGRAM

The purpoge of this section is to evaluate the objectives of the Bilingual(Ukrainian-English) Program.

Objective 1

The pupils will follcW the English-language curriculum in language drts,mathematics and science and will achieve at or Above an average level'in each of these areas.

1. Do you feel this is an appropriate objective for the Bilingual Program?

Inappropriate Appropriate

1 2 3 4 5

percent 0 16.6 0 16.6 66.6

n= 0 1 0 1 4

2. Do you feel the objective is currently being achieved by your class?

Not Achieved Achieved

1 2 3 4 5

percent

L0°

0 0 16.6 83.30 0 1 5

Objective 2

The pupils will learn oral Ukrainian in Grade I througn the presentationof language arts, social studies, music, art, physical education and.healthin the Ukrainian language.

6

3. Do you feel this is an appropriate objective for the BilinigUal Program?

Inappropriate Appropriate

percentn=

1 2 3 4 5 Tn0 0 0 16.6 83.30 0 0 1 5 6

7 0

4. Do you feel the objective is currently.being adhieved by your clasic?

Not Achieved Achieved

percentn=

Objective 3

1 2 3 Tn0 0 0 20.0 80.00 0 0 1 4 5

4.:

Pupils will develop a greater appreciation of Ukrainian culture..

5. Do you feel this is an appropriate objective for the Bilingual Program?

percentn=

Inappropriate

2 3 4

Appropriate

5 Tn0 0 0 16.6 di.30 0 0 1 5

6. To what extent do you feel your class' appreciation of Ukrainianculture changed as a result of being in the Bilingual Program?

Negative-Change Nd Change Positive Change

1 2 3 4 5 Tn.percent 0 0 0 16.6 83.3

n= 0 0 0 1 5 6

Mbre specifically, culture can be considered in terms of variols subject.areas. To what extent do yOu feel that cultural appreciation is appropriateto and being achieved by means of the'following subject areas?

Music (singing,. dancing)

7. Inappropriate. Appropriate

1 2 3 4 5 Tnpercent 0 0 0 16.6 83.3

n= 0 0 0 1 5 6

8. Not Achieved Achieved

1 2 3 4 5 Tnpercent 0 0 0 50.0 50.0

n= 0 0 0 3 3 6

16

Art (including embroidery, Easter egg decorating)

9. Inapprppriate Appropriate.

10.

percentn=

1 2 3 4 5

0 0 0 66.6 33.30 0 0 4 2 6

-Not Achieved Achieved

1 2 3 4 5

percent

L°0 16.6 50.0 33.3

n= 0 0 1 3 2

Tn

Religion (traditions, celebrations at Christmas and Easter)

11. Inappropriate Appropriate

1 2 3 4 5

percent 0 0 0 33.3 66.6n= 0 0 0 2 4 6

12. Not Achieved Achieved

1 2 3 4 5 Tnpercent 0 0 33.3 66.6

n= 0 0 2 4 6

Social Studies (study of early Ukrainian settlers in Canada)

13. Inappropriate

percc1 2

I 40.0 20.0

L_ 2 1

14: Not Achievai

percentn=.

.1 2

40.0 20.02 1

7 7

3 4

Appropriate

5

0 40.0 0

0 2 0 5

Achieved

3 .4 5

40.0 0 0

2 0 0 5

71

72.

Social Studies (references to Ukraine as the country of the oriciin ofUkrainian people. eg., customs, traditions, language)

15. Inappropriate

percentn=

Appropriate

1 2 3 4 5

0 33.3 16.6 0 50.00 2 1 0 3

Tn

16. , Not Achieved Achieved

1 2 3 4 5percent

j

0

33.3 16.6 0 50.0n= 0 1 0 3

Tn

6

Literature (poems, verses, eg., Taras Shevchenko)

17. Inappropriate

percentn=

1 2 3

Appropriate

4 5'

0 16.6 0 6,6.6 16.60 1 0 4 1

18. . Not Achieved

percentn=

Achieveu

1 2 3 4 5

0 16.6 16.6 50.0 16.60 1 1 3 1 6

19. Other areas of cultural appreciation (please specify)..

Objective 4

The pupils and their parents will have positive feelings about the partici-pation of the pupils in the program.

20. Do yoil feel this is an appropriate objective for the Bilingual Program?

Inappropriate ',Appropriate

percentn=

1

0 0

0 0

3 . 4 5 Tn0 16.6 03.30 1 5 6

7 8

73

21. How dO:the pupils in your class feel about their participation

22.

the Bilingual Program?

Very Unhappy Very Happy

1 2 3 4 5 Thpercent I 0 0 & 16.6 83.3

1n= i 0 .0 0 1 5 6

.How do the Parents ofIthe pupilS in your class feel abbut theirchildrens': participation in the Bilingual program?

. Very Unhappy Very Happy

1 2 3 4 5 Tnpercent 0 0 0 16.6 83.3

,n= 0 0 0 1 5 6

,Objective 5

The pupils will be able to understand and respond to sounds, words and121hrases inURrainian within the limits of their eXperiences.

23. Do you feel this is- an appropriate objective for the Bilingual Program?

. .Inappropriate ApPropriate

percentn=

1 2 3 4 5 Tn0 0 0 16.6 33.3

0 0 0 1 5 6

24. To what extent do you feel the objective is currently being achievedby your class?

Not Achieved Achieved

1 2 3 4 5

percent .

! 0

0 16.6 0 83.3

n= 0 0 1 0 5 6

7 9

74

Objective 6

' The pupils will be able_to express_themselVes clearly in Ukrainian, withinthe limits of their experiences.. (emotions', feelings, needs, wishes, questionsand comments).

\\

25. Do you feel'thisis an appropriate objective for the Bilingual Program?1

Inappropriate Appropriate

1 2 3 4 5 Tnpercent 0 0 16.6 0 83.3

n= o 0 1 0 5 6

26. Do you feel the objective is,

Not Achieved

1

percent

dbj ctive 7

2

currently being achieved by your class?

Achieved

. 3 4 5 Tn

Pupi s will be able to understand the main theme of a story, appropriateto tneir level of interest, read aloud ip Ukrainian..

27. Oo youfeel.this is an appropriate objective for the Bilingual Program?

Inappropriate Appropriate

1 2 3 4 5 Tnpercent 0 0 ,16.6 16.6 66.6

n= 0 0 1 1 4 6

28 . Do .you feel the objective is currently being achieved by your class?

Not Achieved

2.;

4 -,5'

percent 0 0. 33.3 0 66.60 0 0

J46

Achieved

8 0

75

Objective 8

The pupils will learn oral Ukrainian in Grade II through the presentationof language arts, social studies, inusic, art, physiCal education and healthin the Ukrainian language.

29. Do you feel this is anappropriate objectiVe for the Bilingual Program?v.

Inappropriate , Appropriate

4 5 Thpercent

n=0 0 0 33.3 66.6

4 6

1

30. ',Do you feel the objective is1

percentn=

Not Adhieved

currently being.achieved by your class?

Achieved

, 1 2 5 Tn0 0 0 100.00 0 0 5 5

Objective 9

The pupils' listening and speaking skills in Ukrainian will be further*eloped in Grade II along with the introduction of reading and WriLng,skills.

31\, Do you feel this is an appropriate objective for the Bilingual Program?

I IInappropriate Appropriate,

percent1 2 3 4 5

0 Q 0 0 100.00 0 0 0 5 5

\\

s'..

32. Do yOu feel the objective is currently being achieved by.your class?

Not Achieved . Achieved

1 2 3 4 5 Tnpercent

n= L0

.

0 0 100.00 0 0 0 5 5

33. In the following space please pake suggestions for changes, deletionsor additions to any of the aforementioned objectives:

81

7-6

OPERATION OF TIM BILINGUAL (UKRAINIAN-ENGLISH) PRDGRAK

Admission Criteria are important to the selection of pupils for Grade Iof the Bilingual PrOgram. To wbat .=!xtent do yOu feel the following admis-sion criteria are appropriate?

Criterigh.1

Results on the Lee-Clark Reading Readiness Test

34. Zo you feel this is an appropriate admission criteria for the Bilingual. Program?

percentn=

,Criterion 2

Inappropriate

1 2 3 4

Appropriate

5

40.0 0 20.02 0 1

40.0 0

2 0 5

Results on the Ukrainian Lan(juage Skills Pre7Test

35. Do yoU feel this is an appropriate admission critera for the BilingualProgram?

percentn=

Inappropriate

1 2 3 4

Appropriate

5 Tn66.6 0

4 0

0 16.61

16.61 6

Criterion 3

Attendance in Ukrainian Bilingual ECS class (kindergarten)

36. . Do you feel this is an appropriate admission criteria for the BilingualProgram?

percentn=

Inappropriate Appropriate

1 2L

3 4 5 Tn33.3 16.6 0 16.6 33.3

2 1 0 1 2

82

77

Criterion 4

Absence of learning disability.

37. Do you'feel this is an appropriate admission criteria for the BilingualProgram?

percentn=

_Inappropriate Appropriate

1 2 ' 3 4 5

0 0 33.3 16.6 50.0

0 0 2 1 3 6

Criterion 5

Absence of emotional problems.

38. Do you feel this is an appropriate admission criteria for the BilingualProgram?

Inappropriate Appropriate

1 2 3 4 5

percent I 33.3 16.6 0. 33.3_ 16.6

L-2 1 .0 2 1

Criterion 6

'Absence of speech or hearing,disability.

39. ,D5-you feel this is an appropriate admission criteria for the BilingualIlibgram?

Inappropriate Appropriate

1 3 4 5 Tn.

,percent 1 33.3 0 0 16.6 50.0

n= 1 2 0 0 1 3 6

Criterion 7

Usp of the Ukrainian language in the home.

40. Do you feel this is an,appropriate admission critetia for the Bilingual

Program?

Inappropriate Appropriate

1 2 4 5

perbent p0.0 16.6 311.3 0

n= 3 1 ? 0 0

8 3

78

41. Ctner important.admir;, criteria (please specify):

42. W'ben the Bilingual Program was implemented, j_t was intended that1....rainian language arts (oral),,social stvides, music,art, health:.1 iphy3ioa1 education be taught in the Ukrainian langUage, and.ch-t reading, langUage arts, mathematics, and science be taughtIcithe English language. TO what extent did you follow this design,atthe beginning of'this school_year?

4. To what extent are-you now (end of the school year) following thebilingual de,,;:.an as Outlined above in question 42?

44. In your/class do you give

1. more emphasis4bD Ukrainian culture than to theUkrainian languageZ

2 more emphasis to Ukrainian language than tocultire?,

3. equ-il emphasis to both Ukrainian language and:culture?

1 2 3 Tnpercent I 0 16.6. 83.3 1

n= ! 0 1 5 6

84

79

45. For which, if any, of the Ukrail:ian holidays,has your class had special

activities?

46. If field tripa have been -:onducted in connection with the Ukrainianprogram, list the field studies taken during the entire year.

47. If persons from th community were invited to partioipate in theinstructional program, list their names and the nature of the culturalactivity they were involved

48. e sufficient Ukrainian language materials available to you?

Too Few Too Manyk

1 2 3 4 . 5 Tn

percent 33.3 0 50.0 0 16.6

n---= ,_ 0 3 0 1 6

49. How useful are the Ukrainian materials which are available to' you?

percent11-7,

(:)t at ail VeryUseful Useful

1 3 5

16.6 66.6 16.6

0 0 1 4 1 6

8 o

8 0

5U. To what extent do you feel the school facilities (eg., classrooms,equipment, library).available to the pupils in 'he BilingualProgram are adequate?

VeryInadequate Excellent

percentn=

1 2 3 4 5 Tno

g

0

0

33.32

16.61

50.03 6

51.' In your oPinion, how extensive has'the involvement of pare ct been inthe activities of the Bilingual Program?

No ExtensiveIrivolvnent Involvement

1 2 3 4 5

percent 0 0 0 50.0 50.0n= 0 0 0 3 3

52. To.what extent do you feel parental.involv,?ment an the Bilingwl Progralis desirable at the grade level you teach?

Undesirable. Very Desirab".1.

percent.n= 1

1 2 3 4 5 Th0 0 33.3 33,3 2,.30 0 2 2 6 __I

What methods have been used to report the progrs of students in theBilingual Program? '(Checkrone'or more)

1. parent-teacher interViewd2. report cards3. monthly progress reports4. informal meetingS with parents5. other (please specify)

1 2 3 4 5 Tnpercent 133.3 33.3 0 33.3 0

n= I 6 6 0. 6 0 18

81

54. What methods of reporting of student progress in the Bilingual Programdo (would). you prefer? (Check one ormore)

1. parent-teacher interviewsreport-cards

3. monthly progress reports4. informal meetings with teachers5. other (please specify)

percentn=

1 2 3 4 5

33.36

22.24

11.12

33.36

0

0 18

55. In your class which do you feel received greater emphasis?

1.. reading and writing skills in Ukrainian.2. listening and speaking skills in Ukrainian.3, neither. There was equal emphasis on written and

colwersational Ukrainian.

1 2 3 Tnpercent

0

50.0 50.0

n= L_0 2 2 4

.56. How enthusiastic were your students to the reader TYT I TAM?

Not at all Very11:'1usiastic Enthusiastic

2 3 5 Tn

percent 0 0 .0 75.0

n= 0 0 1 3

57. To what extent did you find the reader helpful in developing yourstudents' reading skirLs?

Not at all VeryHelpful Helpful

percentn=

2 3, 4 5

2

0

0

0

0

50.02

0

0

50.02 4

59. On the aVerage, did your student.,-; find the reader

-_. 'too easy?

2. too hard?juSt right?

1 2 3

percent 1.25.0 0 75.0

n= I 1 0 3 4

8 7

82

59, Any additional comments on the rea&-:s.-?

60. Did you teach Jour students

1. written Ukrainian script (cursive)?2. printed Ukrainian script?3. manuscript Ukrainian script?

percentn=

1 2 3

1100.0

3 0 0 3

61. Duriny the year when did you introduce reading to Your students?

62 ...buld ypu ljke to see the Bilingual Program

1. continued as it is?2. continued with minor modifications (please sr.Peir'3. continued with major modifications (please spey..4. discontinipd?

1 2 3 4 Tn

percent 116.6 66.6 16-6 0

n= 1 . 4 1 0 6

S:8

83

PROGRAM PERSONNEL

What training and experience did you have prior to accepting your presentposition with the Bilingual Program?

63. Post7secondary. education

-major area cf study(ies)

-nuMber of early childhood courses

64.. Years teaching experience

-kindergarten (years)

'-elementary (grades and years)

-secondary (grades and yers)

-Parish(years)-

-other language (speciFy language and years)

-other (please specify)

65. Training in Ukrainian langUage

-secondary schooi (no. of courses,

-University. (no. of courses)

-other (eg., mother tongue, language used in home)

66. Did teach the Bilingual (Ukrainian-English) Program last year?

yes2. no

1 2 Thpercent 50.0 50.0

3 3 6

8 9

MEMMMMagailwerWIWommommimft

,67. Did you attend the Bilingual (Ukrainian7-English) inservices on theintroduction of the Reading Program (Mrs. TUrko)?

Grade I EVening April 14th Yes

Grade II EVening February 17th Yes

EVening Apri114th Yes

No

No

68. If you attended any of the Bilingual inserVices, to what extent didyou-find them helpful to you as a teacher in the program?

VeryHarmful

VeryHelpful

1 2 3 4 5 Tn

percent 0 50.0 0 33.3 16.6

n= "0 3 0 2 1

69. Please explain your response to question #68.

70. Are more Bilingual (tirajnian-Englih) inservices needed?

1. Yes2. No

1 2 Tn

percent 100.0 0

n=

.6)

60

71. What topics do you feel the inservices should cover:

9 0

72. Did you observe instruction inthe classroom of any of the otherBilingual (Ukrainian-English) Program teachers this year?

percentn=

1. Yes2. No

1 2 Tn16.6 83.3

\ 1 5 6

3. .If- " s" to what extent did you find it helpful?

Not at all, .

IIelpulVeryHelpful

0 0

0

5 Tn100.0

1 1

9 1

85

APPENDIX D 86

BILINGUAL (UKRAINIAN-ENGLISH) PROGRAM EVALUATIO N

PRINCIPA,L Q,UESTIONNAIRE

OBJECTIVES OF THE BILINGUAL.(UIMINIAN-ENGLISH) PROGRAM

The purpose of this section is to evaluate the objectives of the Bilingual'(Ukrainian-Engli8h) Program.

Objective 1

The pupils will follow the English-language curriculum in language armathanatics and science, and will achieve at or above an average levelin each of these areas.

1. Do you feel tils Is an appropriate objective for the Bilingual Prograw

Inappropriate Ar:ropriate

percentn=

1 2 3 4 5 '1

0 0 66.6 33.3 0

0 0 2 1 0 3

Objective 2

The pupils will learn ci:al UkraLnian in Grade I through the presentationof language arts, social studies, music, art, physical education and'health in the Ukrainian language.

2. Do you feel this is an appropriate oUjective fol: the Bilingual.P,cgram?

Inappropriate Appropriate

1 9 3 4 5 Tn

percent 0 0 0 33.3 66.6

n= L0. 0 2 3

C.-, 9

Objective 3

Pupils will develop a greater appreciation of Ukrainian culture.

3. Do you feel this is an appropriate objective for 'the

87

Bilingual Program?

jnappropriate Appropriate.

1 2 3 4 5percent 0 0 0 0 100.0

n= 0 0 0 0 3

More specifically, culture can be considered in terms of various subjectareas. To what exten do you feel that cultural appreciation is appro-priate to and being achieved by means of the following sUbject areas?

Music (singinc, dancing)

4.

percent

Art (including eMbroidery,

Inappropriate,

1 2 3

Appropriate

4 5 Tn1 0 0

o

0 33.3 66.6o 1 ,)

decorating)

3

Laster egg

5. Inappropriate Appropriate

1 . 3 -- 4- 5 Tnpercent r 0 0 33. 66.6

n= 0 0 0 1 2 3

Religion (traditicr. , celebrations at Christmas and Easter)

6. Inappropriate Appropriate

2 3 4 5 Tnpercent 0 0 33.3 0 66.6

n= 0 0 1 0 2 3

-1

1

88

Social Studies .(studY of early Ukrainian settlers in Canada)

7.

percentn=

Inappropriate Appropriate\

1

1 2 3 4 5 Th0 0 0 100.0 0

0 0 0 3 0 3

Social Studies ;1...E,:nces to Ukraine as the country of origin.of.:he Ukrainian people. eg., customs, traditions, language)

' I

8. Inappropriate Appropriate

/

1 2 3 4 5 lb

percent

I

0 0 33.3 .66.6 0

n= 0 0 1 2 0

Literature (poems, verses, eg., Taras Shevchenko)

9.

percentn=.

Inappropriate Appropriate

1 2 3 4 5

1

0

0 0

0 ---

0

33.3 66.6_2

10. Other areas of cultural appreciation (please specify):

Objective 4

The pupils and.their parents wiil have positive feelings About th ,7artici-

-pation-of ',±e pupils in the program.

11. Do you feel this is an appropriate objective for the Bilingual Program?

Inappropriate . Appropriate

1 2 3 5 Tn

percent 0 0 0 33.3 66.6

n= 0 0 0 1 2

9 ,1

89

12. How do the pupils in your school feel about their participationin the Bilingual Program?

Very Unhappy Very Happy

1 2 3 4 5 , Tn-percent 0 0 0 66.6 33.3

n= 0 0 0 2 1 . 3

13. How do the parents of the pupils in your school feel about theirchildren's participation in the Bilingual PrograM?

Very Unhappy Very Happy

1 2 3 4 5 Tnpercent 0 0 0 100.0 0

n= 0 0 0 0 3

Objective 5

The pupils will be' able to understand and respond to sounds,'words, andphraSes in Ukrainian within.the liMits of 'their experiences.

14. Do you feel this is an appropriate:objective for the Bilingual Program?

Inappropriate ApproPriate

\ 1 2 3 4 5 Tnpercent 0 0 0 33.3 66.6

O 0 0 1 1 2 3

Objective 6.

The pupils will b(t. able to express themselves cleariy :in Ukrainian, withinthe limits of their experiences. (emotions, feelings, rneds, wishes, ques-tions and comment.)

ir Do you feet this is an appropriate objectiVe'fcr the Bilingua] Program?

Inappropriate ApOropriate

1 2 3 4 5

percent 0 0 66.6 33.3n= 0 0 0 2 I

90

Objective 7

PUpils will be able to .understand the.main theme of a story, appropriateto their level of interest, read aloud in Ukrainian.

16. Do you feel this is an appropriate objective for the Bilingual Program?

Inappropriate Approprfate

percentn=.

1 2 3 4 5

0 0 0 33.3 66.6

0 0 0 I 2 3,

Objective 8

The pupils wil: lei-Jrn oral Ukrainian in Grade II through the presentationof 1.-Anquage .s,?social studies, music, art, physical education and healthin the Uk1 11

-1'1'..juacja.9

17. ,Lv ' 4,1 this is an 1,appropriato Dbjective for the Bilingual Program?

Inappropriate Appropriate

/,.

1 2 3 4 5 Tn0 0 0 33.3 66.6. /

0, 0 0 1 2 ' 3

Objective 9'

The pupils' listening and speaking skills in Ukrainian NAll be furtherdeveloped in'Grade II along with the introduction of reading and writingskills.

18 Do you feel this is an aPpropriate objectiVe for the Bilingual Program?

Inapprepriate Appropriate

1 2 3 4 5 'I'n

percent 0 0 0 33.3 66.6

n= 0 0 0 1 , 2

(1

91

. 19. In the following space please make suggestions for changes, deletions,or additions to any of the aforementioned objectives:

OPERATION OF THE BILINGUAL (UERAINIAN-ENGLISH) PRDGRAM

Admission Criteria are important to the selection of pupils for-Grade Iof the Bilingual Program.: To what extent,do you feel the following admis-sion criteria are appropriate?

Criterion 1

Results on the Lee-Clark Reading Readiness Testt

20. Do you feel this is an apPropriate admission criteria for the BilingualProgram?

percentn=

Inappropriate

1 2 3 4

Appropriate

5 Tn.

33.3 33.3 0 33.3 0

1 1 0 1 0 3

Critprion 2

Results on the Ukrainian Language Skills Pre-test

21. Do you feel this iS an appropriate admission criteria for the BilingualProgram? ,

Inappropriate Appropriate

2 3 4 5 "Tn

percent 133.3 33.3 33.3 0 0

n= I 1 1 1 0 0 3

9 7

^

92

Criterion 3

Attendance in Ukrainian Bilingual ECS class (kindergarten)

22. Do you feel this is an appropriate admission criteria for the Bilingual.Program?

percentn=

Criterion 4

Inappriate Appropriate

1

33.31

3 4 5

66.6 0 0

2 3

Absence of learning disabilities

23. Do you feel this is an appropriate admission criteria for the BilingualProgram?

percentn=

CritPrion 5

Inappropriate Appropriate

1 2 3 4 5 Tn33.3 0 0 0 66.6

1 0 0 0 2 3

Absence of emotional problems.

24. Do you feel this is an appropriate.admission criteria for the BilingualProgram? '

Ianppropriate Appropriate

percentn=

1 3 4 5

33.3 0 33.3 33.3 0

9 8

93

Criterion 6

..Absence of speech or hearing disability

Do you feel this is an appropriate admission criteria for the BilingualProgram?

,InapproPriate Appropriate

1 2

percent 133i3 0

n= . 0

3 4 5 Tn33.3 33.3 0

1 1 0 3 .

Criterion 7

Use of the Ukrainian language in the home.

26.- Dc you feel. this is an appropriate admission criteria.for the BilingualProgram?

Inappropriate Appropriate

percentn=

1 2 3 4 5

33 31

33.31

33.31

0

0

0

0 3

27. Other important admission criteria (please spedify):

28. What, if any, special facilities (layout of classroom, instructionalaids) have been necessary because of the Bilingual Program in yourschool?

9 9

94

29. What, if any, special timetabling or scheduling arrangements ave beennecessary because of the Bilingual Program in your school

30. HOw well do you feel the Bilingual classes have integrated into yourschool?

Very Isolated Very Well Integrated

1 2 3- 4 5 Tnpercent 0 0 66.6 33.3

0 0 2 1 3

31. If yOu feel that the Bilingual classes are isolated in your sChool,how would you suggest making them more a part of the school?

What arethe major problems that have been encountered in the Operationof the Bilingual Program? ,

ATTITUDES AND PERCEPTIONS

33. In yOur opir- on, what feelings'do staff members hot involved in theprogram 11 e towards the,program?

,Percentn=

Very Negtive Very Positive

1 3 4 5

66.6 33.3 0

2 1 0 3

100

95

34. In your opinion, what feelings do non-program staffmenters havetoward the program teacher(s)?

percentn= u

Very Negative Very Positive

1 2 3 4 5

0 0 33.3 33.3 33.30 0 1 1 1

35. What feedback, if any, have you received fram parents of pupilsenrolled in Grade I of the Bilingual Program about the program?,

Very Negative Very Positive

1 2 3 4 5 Tnpercent

I0 0 0 33.3 66.6

n= 0 0 1 , 2 3

36. What feedback, if any, have you received .from parents of the pupilsenrolled in Grade II of the Bilingual Program About the program?

Very Negative Very Positive

,

1 2 -3 4 5 Th0 0 50.0 50.0. 0

0 0 1 1 0

percentn=

,

37. How would you rate the overall sucCess of Grade I of. the BilingualProgram?

percentn=

Very UnsuCcesCUl Very Successful

1 2 3 4 5 Tn0

0

0 0

0

66.6 33.30 2 1 3

38. Comments related to question #37:

.101

39. How would you rate the overall success of Grade II of the BilingualProgram?

Very Unsuccessful Very Successful

1 2 3

percent . 0 0 0

n= 0 0 0

40. Comments related to question #39:

4 5 Tn50.0 50.0

1 1 2

41. Wbuld you like to see the Bilingual Program:

1. continued in your school as it is?continued in your school with minor modifications?(please specify)

3. continued in your school with major modifications?,(please specify)-'

4. discontinued?.

1 2. - 3 4 Tnpercent L66.6 33.3 0 0

n= 2 . 1 0 0 3

-

42. TO what extent do you feel the Sdhool facilities (eg., classrooms,equipment, library) available tO the pupils in the BilingualProgram are adequate?

percent_n=

Very Inadequate

1 2 3 -4

Very Adequate

5 Tn0 0 0 100.0 0

0 0 0 3 0 3

96

43. In your opinion, how extensive has the involvement of the parents beenin the activities of the Bilingual Program?

percentn=

NbInVolvement

ExtensiveInvolvement

1 2 3 4 54».....

0 0 0 66.6 3344

0 0 0 2 1 3

Tn

102

44. TO what extent do you feel parental involvement-in the BilingualProgram is desirable at your school?

percentn=

Undesirable Desirable

1 2 3 4 5 Tn

0 0 0 33.3 E6.6

0 0 0 1 2 3

103

97,

APPENDIX E

Ukrai5ian Language Skills Test Grade Two

The following means were calculated on the basis of results from105 students in theEdmonton Catholic an& Publd.c School Systems(Courtesy of Research and Evaluation Department of the EdmontpnPublid School Board).

Sub test

.

TotalPossibleScore

Pre-testMean

Pre-testStandard

"-...

`Deviation

Post-testMean

Post-testsStandardDeviation

1. Listening 10 8.7 2.02 9.4 1.04

comprehension r

2. Storycomprehension

5 2.9 1.33 4.2 1.03-,

3.' Selecting actionpictures

5 3.4 1.65 4.5 . 0.84

4. Listening 10 6.4 3.24 8.8 1.66

comprehension0

5. Story ,

comprehension.

10 5.9 3.02 7.8 1.54

.

6. Naming 20 4.9 4.33 11.9 4.95,

7% Responding to 10 3.9 3.27 7.8 2.31

pictures .

8. Oral conversation 5 "2.6 2.11 4..r. 1.27

9. Oral-reading 20 , 1.8 4.49 17.9 4.37

v

10. Writing 20 C.8 2.61 14.2 '5.00

11. Silent reading 10 0.0. 0.49 6.6 2:6/

,---1%

104

It

.

APPENDIX E

Ukrainian Language Skills Test Grade. Ope

The following means were calculAed on the basis'of results from111 grade onc students in the Edmonton Catholic and Public Schoolsystems (courtesy of Res-earch and Evaluation. Department of theEdmontonyublic School Board).

99...

Sub test .qotal,

PossibleScore

.,

Pre-testMean

.Pre-test

Standard'Devi4tion

Post-test.

MeanPost-testStandardDeviation

.

- .

L. Listeningcomprehension

20 13.5 5.03' 18.5 2.22

2. Listeningcomprehension

10 6.6 2.84 8.4 1.66

3. Storycomprehension'

10

.

2.9 2.67 7.1 2.34

.

4. Naming; 10 4.0 4.01 8.1 2.01

comparisonsop

5; Naming ofnouns

14 4.0 4.32' 9.3 3.54

6. Identifying 6 .1.3 1.74 3.2 lr.90

actions -.

7. Responding to,42

'2.9 3.20 6.6. 2.30 .

pictures.10

.

.

..

8. Following 10' 4.2 4.12 8.5 1.16

instructions.

.

105

APPENOIX F

Pearson's Means and Correlati,on Tablesfor Experimental and Control Groups

Mein Table ior Stream,1 Grade Two

. 12

0

')

J .4%W

A

5.

-

..........._

Experimental

Group

Control

Group

SEX ''

.

SES

,

PMA .Gates .

Vocabulary

, Gates ,--

Comprehension

,SRA School System

Spetling

Ukrainian

Pre-test

Ukrainian

,Post-test

.57

.58

,

49.46

46.88

,.

115.60

112.76

56.59

56.70

58.29

56.66'

.._...

24.90

25,38

89.73

88.80

,

41.73

.

,

92.57

,

..

,

,

Mein Table For Stron 2 Grade One

1 2 3 49

SEX SES/NI

/

PMA\

Gates

Vocabulary

Gates

Comprehension

SRA School System

Spelling

Ukrainian

Pre-test

Ukrainian

Post-test

Experimental .44 48.02 114.06 59,96 57.52 25.73 30.26 ., 65.08

Group 4

amtro1 .44 48.97 113.35 57,29 51.96 25.79 -.

Group.

,

.

.

106107

APPENDIX F

Correlation Table For Experimental Group (Stream 1 rade Two)

1 2 3 4 '5 6 7 8

SEX SES PMA Gates Gates SRA 'School System Ukrainian Ukrainian

Vocabulary Comprehension Spelling Pre-test Post-test

1.000 -0.132 -0.157 -0,144 -0,174 -0.001 -0.229. -0.045 0.047

'2 , :0.132 1.000 0.579 0.012 0.038 0.147 0,115 0.600 0.325

3 0 -0.157 0.579 ., 4000 0.021 0.030 0.067 0.092 0.557 0.096

4 -0.144 0012 .0.021 1.000 0.875 0.535 0.844 0.094, 1).263

5 -0.174 0.038 -0.030 0.875 1.000 0.585 0.838 0.0'.8 0.326

6 -0.001 0.147 0.067 0.535 0.584 1.000 0.554 0.133 0,2854

-0.229 0.115 0.092 0.844 '0.838 0.554 1.000 0.049 0.303

8 -0.045 0.600 0.557 0.094 0028 0.133 0.049 1.000 0.328

9 0.047 0.325 0.096 0.263 0.36 0.285 0.303 0.328 1.000

Correlation Table For Control GroupAStrearl. Grade Two)

l 2. 3 4 5 6 7

SEX SES PMA Gates Gates SRA School System,

Vocabulary Comprehension Spellingtri

3

4

5

6

7

1.000 -0.008 0.257 0.024 0.027 0.051 , -0.177

-0.008 1.000 -0.162 0.073 -0.123 -0.181 0.047

0.257 -01.162 0'1.000 0.381 0.345 0.256 0.124

0,024 0.073 0.381 . 1.000 0.742 0.403 0.660

0.027 0.123 0.345 0.742' t 1.000 0.395 0.560

0.051 0.181 0.256 0.403 0.395 1.000, 0.351

-0.177 0.047 0.124 0.660 0.560 0.351 . 1.000

APPENDIX F

Correlation Table For Experimental Group (Stream 2 Grade One)

1 2 3 4 5 6 7

SEX PMA Gates Gates SRA Pre-test Post-test

Vocabulary Comprehension, Arithmetic

1.000 -0.032 -0.177 -0.261 -0.224 -0.010 -0.094

2 -0,032 1.000 0.531 0.497 0.540 -0.218 -0.260

3 -0.177 0.531 1.000 0.764 0.695 0.087 -0.0100

4 -0.261 0.497 0.764 1.000 0.800 0.080 -0.080

5 70.224 0,540 0.695 0.800 1.000 0.094 -0.222

6 -0.010 -0,278 0.871 0.080 0.094 1.000 0.630

7 -0:094 -0,260 -0.010 -0.080 -0.222 0.630 1.000

Correlation Tablefor Control Grpup (Strjam 2 Grade One)

1 2 3 . 4 5

SEX PMA Gates Gates SRA

Vocabulary Comprehension Arithmetic

2

3

4

.

liu

1.000

-0,046

-0,188

-0.266

-0.009

-0.046

1.000

0.452

0.437

0.553

-0.188

0.452

1.000

0.956

0.330

-0.266

0.437

0.956

1.000

0.322

-0.009

0.553

0.330

0.322

1.000

H0

DIRECTIONS FOR ADMINISTERING THE UKRAINIAN GRADE ONE SURVEY TEST 103

To the examiner:Have.a copy of the Ukrainian Survey Test (Grade 1) to use for demonstrationpurposes during administration of thetest.

Before beginning, pupils' desks should be cleared and each pupil should,have twosoft leacUpencils or a black crayon.

Pupils should be seated in such a way as to make eopying impossible.

Read the directions below clearly and distinctly. Note that instructions to.theex.miner are in regular type and that directions to be read aloud to the pupils

ate in 4c1Lipt.

PART 1

Clusters One and Two: Listening With Comprehension

Begin by saying:

Today we ake going to React a game in UkAainian using this pictu&e. book.

.Vo .not open yout book uni-it 1 tete you what to do.

1

.

Distribute the test booklets to all pupils. Make certain that each pupil prints,

his name on his test booklet.

Then say:

Now open yout book td-the-4ast page and 4otd the covet back tike this. so.

that you. can zee a big Zettek A neak the top o6 the page.44

Demonstrate by using acopy of the test booklet. Make certain that"the pupils a

at page 1 of'the booklet. Point to the first row in the test booklet.

Then say: (Sample A)

Look at the tow c) pictutus next to the tette& A. I am going to zay the

naMe o6 one o these pictuA.es twice in Uknainian. I want you to dkaLti a

cikcte atouhd.the pictutLe I wite name. Ane you teady? Lizten-caAutty.

KIT 'KIT.

(Mick pictifte do you have to,.Citae?

Pause for pupils to circle the-picture.

1

...... . ........... ..... ..............w.............i 4. ow.................

[ That's 'Light. You have to cacZe the pictd/Le o6 the cat hui.e.

Demonstrate by drawing a bold line around the picture,.makingcertain_that_a11,--pupils understand what has been done. %

=Then say: (Sample B)

Now 6,,Ind.the B

pictu,Le.6 .6z .'z.21.0. I an going ..to tc.0 you the name oki o.ne o6 these,pictuacs,in UL-Lainn.and I wamt you to d,law a c.i.Acte akound the pictuke

na)?:e. Liz.ten'cate,ivau-,..... ,7:2PETTO

What pictute do you ci.Acee?

112

104

Pause for pupils to respond.

Yes, you ciAcee the pictuAe o6 the tAee.

Demonstrate on your test booklet.

Then say:

Do not spend too much time &cawing you& citae. Remembet that you& citete

goe4 anound the pictute.

Check to make certain that all pupils understand the marking-procedure before

going on.

Then say:

16 yoU dnaw a cincee anound a pictune and then want to Change.\.a, .make a

big -cno66 on it. Then dAaw a ciAcee akoUnd the Aight pictuAe.\.OnZy one.

pictuke in each Aow shouZd have a cacee-sincethene Lo onty one Aight answeA.

Demonstrate on blackboard.

Then say: (Sample C) .1110

Now -6ind the Ze_ttek,C. at the beg,Lnning o4 the next Amo, and Zook at the

pictuAc6 in tha now. 1 am going to say the name oti one oti these pictuAes

twice ia UkAainian. Li-sten caAeicuLey, and &Law a ciActe aApund the pie...tune

thct shoWls'what 7 am 4aying. AAt you uady?

Ilene

CTi.71 CTi-JJ

What pictuAe do you eZAcZe?

Pause for pupils to respond.

0.1....pmE1M7 mownmolaiowyg............om

.That'4 Aight. You cikete pic4uke numbeA.3 because it showwa tabte.

Check once again that all pUpirs understand the task and how they should mark their

answers. teyond this point, pupils should receive no help answering any question,-

per each question, read the directions. distinctly in a normal speaking voice.

a maximum of fifteen seconds for,pupils to complete each item.

kead the numbet for each question aloud; and make sure all pupils are working at the

same number.

Theh say:OMV.

. NO.... aw....***.Now.tuAn civet the page tikz You shoutd see a numben one neaA the

top o6 the page.

113...*

.7

PAGE

Demonstrate and cheek that all pupils,are on the correct page. -

105

Then say the folloWing for each item, filling in the blanks from the list given

Wow tooh at the hOW 06 pic:tilkez next to the numbeA one. Dkaw a.cacte

akound the pieta/Le that 1 .56Q in Ukkainian. (Read 'stimulus twice.)c.

Number (To be said out loud) Stimulus

1. Qne XXTA

2.

3.

Two

Thkee

OTO .

1-10,11,:f1E-E

.

m.

4. 'FOWL EgLIOP

5. Five =TEPEInfil

6. Six HAIM

7. Seven ADT6EYC

8. Eight KliaRA

9. Nine

10. Ten HMUI

11. Heven Cti

12. Twetve (rLA)

13. Thikteen_

14. FooteenHY.0

15. Fi6teenAIB:11-1A

16. Sixteen13112;1E4DEA

17. SeventeenCI37,11HA

18. Eighteen

19. Nineteen CTXHI

20. Twenty AtIPHIIA

21. Twenty-one xn6rEO

22. ;Twenty-two112bAkiEA

23. Twenty-thkee E341DMA

24. Twenty-6ouk TEJT.BIgH

25. Twenty-6ive. Cfg

26. Twenty-6ix MH611A

27. Twenty-zeven)1611YA

28*. Twenty-eightBIbIA

29. Twenty-nineIMBIPHA

30. ThiAty513-4:k

114

1

4k106

PART 2

Cluster 3: Stories

Then say:4

Now tuan the page. You showed zee the tette& D neat the top"o6 the page.

PAGE 9 Check that all pupils are on the correct page.

Demonstrate by using a copy of the test booklet. Nake Certain the pupils are 'at

-., the correct page.

'Then say: (Sample D)---------.__

INow 1 amgoing to tead you a shoat stoty in .pkaainian.. I want you tv .put

down ybut pencia and tisten vety cateicuely. When I am iiinizhed, T.witZ,

aead it one mo;E:e time 40 that you 'undeAztand -it veay we-a; Then I wiZe. ,

ask you questions ab,outit. Now tisten cate6aZy to the stoty._ I wiastead it twite.

siaD cEcalik. _I1-51Tb POKIB.

ii3OHA EWEV/MCTI JVil:JEA.

Nowl witt. 'Lead the stoty again. Ku.p yout peneiez on the dezk.'. LiZten -

.caulcuay. 'Tty to.temembet the stoay. (Reread Atory.)' .

Then say: (Sample D)

1

Now pick-up/owl. pencies'and Look at the ),!.0W 06 pictuteS next,i6 the, Lette,7

D. I am going to ask a question about the .ztOty I just tad you.,,Tind the

pictute that shows the answea, and dtaw a cite& atound it. Hete L the

iiiazt question. Listen. cate6utey.

XTO AD-A CECTPA?

Which Oictute do,you have to ci/tae? ,

Pause for-pupil_s_to respond:

VID.

That'4 night. You have to ciktee the pictute 0 'a sista because

she L. a eittee gite.....7

Demonstrate and checic :that all p40,1s,understand the task.

Then say': (Saimple E)

Now took at the AOW 06 pietutes next to.the 4ettet E. I am going to ask

you anothen question about the ztoty. .Tind the:pictutethat shows the

anisweit., puti*Latoa ciacee aaouJibd it. Listen Ca/Lau-ay.'

TI-TE,C51?Uthich pitttac do 110u have to citete? to 1110.1,1.01.

Pause for pupils to respond.

115

1

or. 1 107

That'4 night. 'You have to citcZe the pictun.e o a bate. beCause zisteri.

irs paying with a bate.

PAGE 10 'Check that all pupils are on the correct. page.

Then say:

I am going to tead you anothet ztoAy. Put down.yout pencils and &stencakquay.

E011,E1A.H B EF5M., BIH C1Z'aL BHA ilBEI Fr2TA.

Now 1 wi.LE /Lead the ztoky again. Keep you& pencibs on the dm . Latencakellutbj. TiLy to temembet the 4toty.

Item 31,

Now pick up yodt_penciU and Zook at the ito,to o6 pictune,s. next to the

numbet-31. CiA.cee'the plctuAe which'4how4 the anzwet to.the que4tion:.

ri,E 3 E0114AH?

Pause for pupils to respond.

Item 32

Now Zook at the it.6-ttro6 pictukes neXt to the numbet 32. C,01.-Cee the

pictuu that .11.oms the an,swet to the queztion:,

4E BIH C42.Cral,?

Pause for pupils to respond.

.Item 33

Now Zook at the.tow ci p1/Lcd next to the numbet 33. CincZe the, pi.ctulthat .shows. the answeicto the question: .

40 3 HA 71ABEI?

Pause for pupil.o respond.

NN

116N

N,

4.

108

PAGE 10 Check that all pupils are on,the correct page.

Then say:

I am going.to "Lead you: anothet 4tony. Put dowa youn pencits and

&sten caAe6utey.

R xicalga. Y CAHH2, Hit 3AP.TPA.CHYT'BrIA,

R CAIIHYliaTZR 3 4ITLVfA.

Now 1 wiZe /Lead the 4stotij again.Keep.youn penciZs on th.e desk.

Latencate6utey. TAy to nemembet the .6toty: (Reread story.),

ArItem 34

1.11....../111--

upvoun peneieis and Zook at the. now o4 pictuAe4 next to

the numbet 34. Citcee the pictune wnich bhows the ansuret to tht.question: .

WO .X../6316 ,J.Al2,?

PaUse for pupils to respond.

'Item 35

sae,*

+.1.......

Fw Zook a t .the now o6` pic.-t-unu-next to the n-Lobeft. 35. CintIe -the

pictake that ..shows:: -the. anstoe.t to the queAti_on:

uVx.77.6FTJET.0 x6.12

8

Pause for pupils to respond.

Item 36 ........s............Now took at the now.o6 piames next to the numbet 36. Cite& the

pic-tune. that shoto the answet.to the,que4tion:

3.ICA X.TOIEL1 XdIE IT CAHKYfATACH?

Pause for pupils to respond.

117

1(19

PAGE 11 Check that all pupils are on the correct page.

Then say;

I am now going to 'Lead you anothen. stolLy. Put &min yOw t. pencits and.

Zisten. caaeliaty.

B aibli 3 PI3EB5. HA PI4141,190 Y HC 5=111:111HA.

HA REPIRY SinaC1 3HAX-&.1g0

nih i Fkru 4,AP11.1-7KA.

, - .

Now 1 witt /Lead the Ston.y again. Keep youa pencit6 on the desk. Laten

cake6uety. TAy to n.emembeA the stoAy. (Reread story.)

Item 37

NoW pick up yuua penCit4 andtook at the.aow otpictuam next to the

humbet.37.. Ciactethe pictuae that Shows the anzwet to the quotion:

KOTA 3 ID11180?

'Pause for pl.pils to respond.

o

Item 38

Now took at the aow 06 pictuau next to the numbea 38. tiActe the pictuiLe

whiCh 4hoW5 the answet to the queztion:

WO ] XAT.1"?

Pause for pupils to respond.

Item 39

.Now t66k.at the:A.0w di pictutes next to the numbea 39. Ciacte the pictuke

which 4how4 theanzWea to the question:':

1110 :', HA BEI3116;

Pausefor pupils eo respond.

J

Itei 40

Now toOk at the auto 06 pictun.es next to the numb-en. 4 . Ciacte the pictuu

Nhich shows the answeA,to.the 4ue1tion:.

WO 1:ji-14 5-1.H:-E?

. I Now cto4e yeut booktet.s-and put Youa penci.ez down. 118

PAGE 13-

Illeexathingr has the picture's and answer sheet for this part.of the test on

"le testing table.

BEGINNING OF INDIVIDUAL TESTING

Begin by saying:

110

Now we ake going to ptay a naming game. I am going to show you a pictuke

and I want you to tete me what it i/5 in Wmainian.

1 am going to do thaee o them with you to 44ow you what to do.

IC,

Sample F -. show picture of banana'..

-Theft say:

Tat me, in UPAainian, what do you see?.

Pause lor pupil to respond.

[That' s 'tight, -it -1.3 a

Sample G ,show pieture of an ear

Then say:

:Now tat me in Ukaainian, what do you dee?

Pause for-child to respOnd.

ITh3tI4 :tight, it i5 a F.I.X.0, Y.:KO

,.

Sample H -.show picture of 'window

Then say:

......,...."+. ...

- Now, -te,el-me-in-Wftainian, what do you see?.

Pause for pupil to respond./

That'.5 Aight.,. 4.5 a BIHEa

For questions 41 to 64 the examiner will show the:picture, wait for child to

-respond for 15' seconds and then proceed with the next pietUre. The examTner will

mark,A on ahe answer.sheet 'for a correct retponse and mark B onthe answer sheet

for an incorrect response.

Cluster 4: Naming, CompariSon with listening and selecting.

119

111

Examiner will NOT readthese words to the student

41.

42.

,43.

CBAISA

B-.5:tEd70A.

42TEA

pig

teacher

baby

44. 'fiBTO car

45. FUna4 Christmas tree

46. POVI-Ha clock

47. XATA nonse

48. Bib Il eighL

49. XTI6.1 .1ELIE boy

50. Zfo41-iA

Clusten 5: Naming (Nouns)

51. Pr6 hand

,52. H6F:1 e feet .

53. PYRAIntI mittpns

54. E,14 coat

55. M'R'T ball

56. Ca:CT whistle

57. KEriC.FO chair

58: CBTIF,A candle

59. VZSA fish

60. roP6c peas

61. 1YPaliP3Acorn .

62. MC dog .

63. FITABFA bird

64. UTEPK2A church

.Then Say:o

Now, in thc6e next pictuke6,. 1 want you,to tat me.in:Uknainian whatL happe*ng.We will. do, twO o6 them-togethen.

.

1

PAGE 16'Sampic I - shoiQ picture'of boy sleeping

Then say:.

Tea me in UkAzukian what thcis tatte boy iz-doing.

Pause for ehild,to espond (20 'seepnds)..--

ylutt'6 /Light, t(ie boy Ls "Cr,Z)" 'sleeping)

.120

Sample J - show the picture of the'travelling car

Then say:

_112

Tete me in 1.1kAa-i.n-ian what hai..)pen-i..ng in, the. pict:u/Le.

Pause for child to respond (20 seconds);

1.

That''s /Light, the ca/t .i4 "IEfi (moving)1.........For .questions 65 70t.he examiner will show the picture, wait 20 seconds for

.:child to respOnd and then proceed with next pacturd. The examiner will mark A

on the.answer sheetfor a correct resOnse and mark B on the 'answer sheet for anincornect response.

Cluster 6: Action Pictures

65. EITE,,

66. C1-(1r.E

67% FLF!,A-2.-

68. ,CITT.<::

69.0 FL= \-

70.

Cluster 7:,P.esponding to Pictures

'ExaMiner will-NOT.read-these words to the student

running

skipping

swimming

singing

writling

failing

The examiner Organix.es picture card #1 and answer,sheet for.this part of the test.,

Begin by saying: ?-

r -...

, I

I ni)) going to 'show you a big*eturte and I want.you to te,V me a ,stoity. .aboutit..:

i

,

ExaMiner shows picture of boy and-girl'at play.Pause for student Krespond. If,student.does not'respond, the examinet,tehen

0asks these questi6ns in order to get some response. .-

.1. C5 T,i 'Z.f,=

2. 10 /:.1-i,', /.X-7k

3. X EA

4..-..

5. ',..; i

.04b"lb. 9

If the student anwers question 1 score:A in questionql. ,If the .student,does net

answer qurlstion 1 scoreB in question:h. .

If the studeRt allswers quest:Ion 2 score.A ia question-72. If the student does not

anser question 2 score B in question 72.

1 2-1-

"

r,113

If the student answers .question 3. score A in question 73. If the student does'ncanswer'question 3 score B i question 73.

If the student answers question 4 score A in question 74. If the Student does ncanswer question 4 score B in question 74.

If the student answers question 5 score A in question 75. If the student does ncanswer question5 score B in, question 75.

The examiner organizes picture card. #2 and answer sheet for thts part of the test

Thdn.say:

koW.I am going to show.you anothek pictute and IjNant you to anmen. inUkAain,Lan the Wtowing question4 about the pict014.

Examiner shows pteture of Ukrainian ChristmUs Eve. After-30 seconds the examinerasks the following questions: A cOrreGt response is recorded aS an.A and an.incorrect response is recorded aS a B.

76.AD 1)04:11iik TYT P-0-krIS?

7-7. XTO HATT.:6Y0 CT0.71.0',

78.40 LIE :;?. _.(point to the centrepiete - .F0,41)

79. "0 BlvrE54? (affh)

80. KOJ1OP L..ILA COPEC-THA? - - (B-1.21A I "-TEP1="51-TA)

Cluster.8: Fol1owiig Instru pns

The followtng ma&rials cjouid -be available on the tester'stable:ball, reader,;pencia pair, of scissors

The examiner asks the student to respond to.the followlng instructions enddirections. . Allow the .student 20 seconds to respond to task,. then mark do hqw.corxect responSe waif The. ekmniner should.mark on the answer sheet A if the-student coMpletcly understOoCthe inbtrtction (2.marks), B if the stUdent part al:understood tfit instruction (1 mark)'andX if. the_student had no understanding,of

1 box.of crayons (the red crayon is usecr,in the test),

the instructioa (0 marks).4.;

The eXaminer says to. the'student:

81. np-EY

:P., 3A - 'Show me a rabbit hops.

83.

84.

85.

Please stand.

,D0 NOT.READ

fir_LT:61-7.

JICTA 1:7AE-7,11.

niC-1-7117E_Naf71-1,..

86..

87. 1107F.Efir

88, X:r27,01:: EA C.

89. II It-3' 7-4.-AT:

90. :F31.1.,'7:: :1

1 2 2

Yut le ball on the floor.

Get the reader.

Give me the pencil!

Pick up the red crayon.

' Show me'four fingers.

Look at the ceiling.

Please pass me the scissors.

Open the dooi.

UKRAINIAN GRADE ONE SURVEY TEST'PART ONE

114

Name

School Room

aLEELEia

123

1 cl 4 4

116

125

a41

117

AMMull

126

118

127

tt

11c

0

128

IN,

120

1,21

,

.130

122

131

f.;

123

9

UKRAINIAN GRADE ONE SURVEY TESTPART TWO

Name

School Room

SAMPLES

132

124

133

4ix

1

125

"3 4

a

126

135

a

-13

UKRAINIAN GRADE ONE SUVEY' TESTPART TWO.'

INDIVIDUALLY A'DMINISTERED

SAMPLES

127

. ,.

,

' ! ...

1 .% ..

/7

( t ''..\ 'N',..

^-.. ....

-

.

:I

!I

.........

...........,,, . ..=.............................................................,........... .........,.............,.....

41 . ,42 43

. .. i

.;" 4.......tcl.zi

4j0...)

.........,,,s.,

,......,.."--"e,..'N.N 6\.......,......+,

<,..is..,.....2... . i - -...A.,...§;,........,... / Vs.

ch2N: (Li /i

f

. /

44 .,45, 46 _

d,.....pr..7-7,7-...... .-::-.--4--,,.

., 11 ..--t----. 0 es

-.......--, 10

r-i--tTik. :.:-:' . <2 k...0 i0- `c) P . 4

\\)--.::-...- rli ° 7 0 h .., ,..

.-A1*.--.2...-5,x -.. t..11......,, CO......... (..> , .A \ 1 k Nr-----. % . \1 r,...ri: 1 I -...:a..a......:..........

128

137

OD

SAMPLE I

130

16SAMPLE

(PO) :/r7-151=.65 66

'I\

67. 68

69

,

139

CLUSTER 7: 'Responding to Pictures

17

A, Questions-71 to 80 15efer to colored pictures intludcd in kit.Appropriate script is found in "Directions fur Administering the UkrainianGrade One SurVey Test", pncs 10 and 11.

CLUSTER 8: Following Instructions

131

Direttions and script are found in,"Dircctions for Administering the UkrainianGrade Onc SurveyTest", page 11.'

140

DIRECTIONS"FOR ADMINISTERING THE UKRAINIAN GRADE TWO SURVEY TEST 132

To the examiner:Have a copy of the Ukrainian.Survey Test(Grade 2) to use for demonstration

.purposes during administration of the test. .

Before beginning, pupils' desks should be cleared and each pupil should have two

soft lead pencils or a black crayon.

Pupils should be seated in such a way as to make copying impossible.

Read the directions below clearly and distinctly. Note.that instructions.to the

exatiner are in regular type and that directions to be read aloud to the pupils

are.in sou:pt.

PART I - Pre-test warm-up revieW

Olustel: One: Listening With Comprehension

Begin by saying:

TOday we ane going to ptay a game in Uk=inian. u,sing th-L6 pictuke bock:

Do not open Oa& book untit I tea you what to do.

Distribute the test booklets to all pupils. Make certain that each pupil prints

.his name on his test booklet.

Then say:

Now 'open yOu& booh to the. 4iut page and 6o.ed the cove& back tike thLs

that you can 4ee a big tette& A Rea& the top o6 the page.

Demonstrate by using a copy of the test booklet. Make cerf-ain that the.pupils are

at page 1 of the booklet. Point to the first row in the test booklet.

Then say; (Sample A)

Look at the AOW 06 pictute4 next to the t6tte&-A. / am going to ..say the

name oiS one .o6 thue pictut!v, twice in Uktainian. T want you to dtaw a

ciActea,toundthepictuke:IwiLename.A/Le.you /Leading?. Liz-ten ,ca&e6u4Zy.

FIT KITT

COLLCIL pictuke, do you have to cikcCe?

Pause for pupils to circle the picture.

1That'6 /Light. You have to:akcte the pictuke o4 the cat he&e.

Demonstrate by drawing 0 bold liqe arOund the picture, making certain that all

pupils understaild what has be(n done. _ _ . _ _ . _ _ _

Then say: (Sample B)

Now.6ind the tette& 0 at the beginning o4 the next AOW, and took at the

pictute,s in th,i,o 40W. 1 am going to telt you the, name o one o6 th&se

pictutes. in UhAai..nian and I want you to ettmo a altac aAound the pie-Lae1 name. Lioteg cacue,Ey.

2-.4peBo*

What pictuAe do yoUc...it.e.

141

Pause for pupils to respond. 133

Yu:you aacee the pictuae c the taee:

. DemPnstrate on your test booklet.

, Then say:

IDo not oend too much time &waling youri cLacte.. RemembeA that yoUA citctedoe4 go aaound the pictuae.

Cheek to make certain that all' pupils understand the marking proeedure beforegoing on.

Then say:

16-you dAaw a a/tete aaound a pictuAe-and then want to change it, make abig CAN.:5 on it. Then daaw a cZacte atound the Aight pictuae. Oay one.pictuae in each hOW 4houtd have a eacte zince theae Lo onty one Aight anzu

Demonstrate on blackboard.

Then say: (Sample'C)

Now tiind the tcttet C at the beginning oti the next how, and took at thepiCtUite2s in thi-s-aow. I am going to 4ay the name o6 one o6 thae pictuae4twice.in Ukaainian. Li6ten catautty, and dkaw a ancte atound the pictuaethat .show.s what I am &lying. Ate you Aeady?

. HeAt it .i.4: ,

. . CAR CARWhat.pictute do you ciActe?

Pause for pupils to reSpond.

LThat14 iujh. You,cLActe pictuae numbea 3 because i,t 6homs a tab?..e.

Check once again that all pupils understand the task and how they should mark tIanswers. Beyond this point, pupils should receive no help answering any ques.tic

For each question, read the directions distinctly in a normal'speaking. voice..

. Allow a maximum of fifteen seconds for pupils to complete each item.

Read the number,for each question aloud, and make 'sure all-pupils are working atthe same number.

Then'say:

_

_Now tem- o veit.th-e.- page- ;k-e- a numb eA. one neaA

tojo o 6 the page.

1 42

134

PAGE I

Demonstrate ahd check that all pupils are on.the correct page.

Then say the'following for each item, filling in the blail s from the list given below.

Number

.Now took at the Am o6 pieturtez neXt to the nUmbeA.one. DAaw a cikcteaaound the pictune that I zay in UkAainian (Read StimultS twice.).

(To be said out loud) Stimulus

1.. One alta

2. Two ripanrip

,3. Thue 5135K

.4. Foca KnE;icxa

5. Five. c6nue

6. Six

7. Seven CBITHEa

S. Eight .g1CiM

.9. Nine m6pKiaa .

10. Ten xA6I1ei.13. mii"."He

. Cluster 2: Stories

Then say:

6ow 0An the page. You Aoad zee the Ze.tteft. D near'. the top o6 the page. i

-PAGE 4 Check that all pupils are on the correct pau.

Demonstrate by using a copy of the test booklet. Make certain the pupil's are at

the correct page.

Then say: (Sample D)

Now I am going to Aead you a 6hont 6toAy in UkAainian. I wart you 0 putdown youA pencaz and. Ziztenveky caAeSUZZy. When I am 4inizhed, I ULU. .

Aead it one mme time zo that you undc:ztand it ve4y weLe. Then I wit&azk you queztionz aboUt it. Now tizten caAe6utty to the ztoAy. I wL-kead-it-twice.

H w,locpcTp.EoF6 112RTb p6R1s.

R3H6 1561,::TEcR m25n6m.

Noeo I wi-ZtAead the 4sto,ty again. Keep youn pencitz on the dezk. bbsten-

caAe6aty. TAy to .Aemembi!A the 6toAy. (Reread story.)

143

Then say: (Sample D)

135

Now pick up yourt pancits and ZoOk'at the'tow g.pictuAes next to the Lettet

D. 1 am going to ask a question-about the stony I just to.ed you. Find-thepictute that shom the answet, and &caw a ciAcEe atodnd it. Aete is the6ih4t question. Listen catgutly.

XT6 C moA .cecTida?

Which pictute'do you have to ciActe?

Pause for pupils to respond..

That's tight. You have to cact.e the pictute oti a sistert becauseshe is 'a....ZittZe giAZ.

Demonstrate and check that all pupils understand the task.

Then say: (Sample E). 1 ............reNow tOok at the. AOW 06 pictuAe4 next to-the Lettek E. 'I am going to ask-

you anothet question abZut the stohy. Find the pictute that AhoWs the.an4weA, and dAawa. CLAcZe auund it. Listen catauLty.

6aTATbCCI?

Which pictute 4ou have to- cact.e?)

Pause for pupils tc respond.

That's Aight. You have to citcZe the pictute o6 a baa becau/se sistetis Ataying With a batt,

..PAG.F 4 Check.that all pupils are n the correct page.

Then say: ..,..I mm going to Aead you anothetstohy. Put down yout,peneits and tisten

caAeliutey. .

. .

B 311M1 C pi3Aso. Ha- pi3J430 y, Hac C H.7113111-Ca;

Ha FIJI 11H1.0_ 68.T4JIMO 3B13,11y.Iliz H.JIM-ril<010 C Hand AapyHKA.

Now I wite rteau zhe stohy again. Keep youit pe.ncii..5 on -the deisk. Wtencate.6utly. My tO fLelnenlb a the, stony.

Item (11)

Now pick up yout--13-Linc;iis and Zook at the. tOW 06 pictutes next to the

numbet 11. Citcee. the pictuhe which shows the answet to the. quation:

Ho-Tri: 0 iA.3.z13-6?

Pause for pupils to repond.

Item (12)

Now Zook-at tha 'AM 06 pictuta next to the numbek 12. CiActe the.

pictute hat shows the answet to the. queztion:p rATi..Hn pi34B5?

Pause for pupils to respond.

141

13'6 \Now tooktut the AM oi pietuxes next to the numbeii 13. CiActe thepictute that shows .the anmet to the questiun:

ROTpa yomixa mac 171i.3,Ay?

D Pause for pupils to respond'.

Item (14)0.............., 10/0

1.

Now took at the 'tow o6 pietuAe4 next to the numbex 14. Cacee the.pictune that 'shows the anSwex to the.question:

.1ilo e nIA Funrincolo?

Pause for pupils to i.espond,.

'Cluster 3: Selecting Action Picture.:,

Item (15)

Nowlook at the AOW olipictuAzo next to the numben 15. CitcZe thepictune that shows the answex to the question:

Ae e Rzirinta?

1

Now,turn

Sample F

Over the page like'this. You should see a letter F near the top of the page.

Look at the:4'm .o6 pictuna next to the tette& F. We ate. going to.ptay am'action pictu,,Le' game. / want you to pick out and cacte,the piLtuke thatshows the action 1 .4say,in Uknainian. 1 wia-da.one with yod za you wiZeknow what to do. Xxo-neub cnnb.

Pause for pupils to respond.

Thaz'4. Aight.- Vou have to cjkcee the pictme_oli.the. boy steeping.Now we wite do iiive mote quatiom the-same way.

Pause\for pupil to repond between each .question.

16. X..g6nela, eTc51Tb..

17. 4113=n4Ha n'c EiGgy..

a.

18. -,a5:13,-mlia. tunic.

19. X.,16neub

20. AIEttimHa 11,71ae.

Now,ceo,se yduA boob and.put yoUt penuiLs dowt.61.1.1.*

145

t.

PART 2

Cluster 4: Listening With Comprehension

.Begin by saying:

137

today we aAegoing to:ptay a game in UkAainian uzing'tiviz pictuAe. book.,

Do not open yout book untit I tett you.what da do.11.

Distribute'the test booklets.to all pupils. Make certain that each pupil prints--his name on his test booklet.

Then say:

Mow open youA book to the Aut page and 6ot,d the covet back tike th,iz zothatlyou can zee a big tettet G neak the top oi6 the page.

Demon3trate by.using a copy of the test booklet; Make certain that the ppils A.rat page 8 of the booklet. Point to the first roW in the test. booklet.

Then say: (Sample G)

N

Look at the tow o6 pictuAez next to the tettet G. I am going to.zay the'Aame oi6 one oi6 thezz pietuAez twice in UkAainian. I want you to dAaw ae,LActe aAound the pictuAe I witt:name. Ate vu /teddy? L42en cate6uay.

Wgq. M R4

(\Mich pictuAe.do.youhave to ciActe?

,

Pause foryupils 'to circle the picture.

FThaV.6\hi ht You-have to ciActe the pictuu o6 the bathe/Le.

Demonstrate by.drawing a bold line around the picture, making certain that all_pupils understand what has been done.

Then say: (SamplexH)

Now gnd the tettet H at.the beginning '0.6 the next tow,;and took,at thepc:wLe4 n thiZ:Apw.. I am going tO tele you ,00mething that ....s.happeningin one oftheze PictuAez in ,UkAainian and I- want you to dAillo a cZAcee aAounothe pictuAe I name., 4izten caAe6utey.

Lima-rem. .4,14T-37e.

What pictute do you '44.c.e.e?

, Pause for pupils to respond.

Yez, yoU tiActe the pictuAe o6 the tittee boy Aeading.

7 DeMohStrate on 9our test booklet..

Then say:.

[Do not zpend too much time dAawing you& ciActe, ,J:emembeA-that yowt cactedoez go atound the pictuke.

,

Check to mak-6 certain that all pupils understand the marking procedure beforegoing on.

1 4 rj

TIren say:138

you &taw a ciAcee a/wand a pictute and then want to change it,. make a.big cAoss on it.: Then dual a-c,i.Acte-aAoud the Aight pictute. 004 onepictune in each:Aow.shoutd have a,c,(Acte since theAe is onty one Aight answeA.

.

,

Demonstrate on blackboard.

.Check once again that 'all pupils understaneLthe task and how they should mark their..answers. Beyond this point, pupils should receive nollelp answeifing any question.

'For each question, read the directions distinctly in a normal speaking voice.

Allow a maxitum of fifteen"seconds for pupils to complete each- item..

.Read the number fOr each question.aloud, and make sure all pupils are working at ethe same number.'

-Then say the.following for each item, filling in the blanks krom the list given below:

lqumber (To be said out loud)

21. Twenty-one ,

22. Twenty-twd

23. Twenty-three

24.. Tvienty-four .

25. Twenty-five

26. Twenty-six.

27. Twenty-seven

.28. Twenty-eight

.29. Twenty-nine

30. Thirty

Notq..eoola at, the .66 piaLLA0. next to the nwnbeA. '21. DAaw a. ci,Arlecuthund the pictuAtc'that 1 sag, in,UkAain,Lan.

Stimulus'

.111Hiftp.

)11ICTOHODI4JuTax

Bec-exmlf /xxiinegi,/

KOJI1H9

A3-6-pica_no

3amiTac

KTiHbuepenaxa

Aax

. \

Cluster 5: Stories

Then say:

Now tuAl: t4e page. You 4houtd see the tetteA I neaA the top o6 the page.1

PAGE 11 Check that all pupils are on the correct page.,

147

Demonstratechy using a Copy of the test llooklet.

theecorrect page.

Then sayl (Sample I)

139

Make certain-the pupils are a

I.Now I am going. torAead you. a 4hoAt stoAy in UkAainian. .I want you to putdown,youA pencits and tisten veity caulia.44.1When I am. Iiini4hed, I mat-

Aead it one mute time 40 that you undeAstand it veity coat. Then I witt' .

a4k you questions about it. Now Listen caAe6uety to'the 4toAy. I wiet

Aead it twice.. ..'

. Taidge ma-o xlif,]Elcy. ()Alia cTopillata let riebita.a APqramge.xfalm. Tagac Ai6014TID IFLIATZ IITO Kflaaty.

Now.I wift Aead the stolty again.. Keep you,t pencit4 on the .desk. Listen

cau6utty. TAy to AemembeA the stoAy. (Reread the story.),

Then say: (Sample I)

Now pick uvyouA penc,its and Look at the &OW o(ppictuAes next tDI. I.am going to a4k a quation about the stoAy,I,just totd Youpictuu that show4,the answ,eA and &Law a .ciActeatound it. Hene

6LAst question. Li4ten caAeiutty..

Wo Taige mge?

Which pictuAe do you haVe to ciAcZe?

the ZetteA. Find the

the

PauSe for pupilg to respond.

,

That'4'Aight. You have to cacte the pictute q a book because that -4.4.

I

what he has.

'Then say; (Sample J)

Now.Zook.at the AOW 06 pictutes next.to the tetteA 3. I am .going to askyou anotheA question about the stoAy. Find the pictuu that shows theansweA, and &Law a citeteakOund it. Listen ca1te6u)?.ty.

llLo Tagac .016CIZTb pOgiTe

Which pictuu do you have to cincte?

Pause for pupils to respond.

Then say: (Sample J)

rhat's Aight.. You have to ciActe the pictuAe oti a tittee boy Aeadingbecause that's which he tikes to do.

c

PAGE 11 peck thai all pupils are on the Correct page..,. Then say:

I am goi!-,g td. Azad you a zhoAt 4tom'in UkAainian. I. want you to put

down youA pencZU and tistcn veity..canaufty, When I am '6ini2hed, 1 wittAead it one moAe time '40 that you undettS.tand it veay we-Et. Then I wittask yo'u que-st,Loo abbut Lt. Noui Listen cautiutty to the.4toAy. I wielAzad it twice.

arlecsid Ao Kionmunii. B IpMUUi BOMI

Kyriflim ,, O7I113C:pb..

18

Item' (31)

140 -.

. .

Now pieV up yout peneUs 'and took at.the tow o6 pictutes hext to the:numbet. 31.. Cite& the pictute Which 'shows thean'swet to the'quehtion;

XTO nill.16-B AO Epamfirazi.?;

jause for pupils to respond.

Item (32)

...,

Now took at the Aow oli-pictuAers next to the.'nwrbeit.' 3L cincte thepietatethat-zhows the answet to the que6tion:

Hygn. .716bR i 0.7161-aca niumi'?

.Pause for pupil's to respond.'

Item (.33) - ----......... ,

'Now took at-the tow o6 pictmes,next to the flambe& 3,3.. C-Ucte. the

1.

pictifte that 'shows the anzwet"to,the question:Wo dieca i 0.7161-ma xyug.7:14 B xpamHali?

Pause for pupilS to respond.

PAGE'12

Then say

I am going to. Aead you anothet istoty. Put down yowl. pencits and, ti4tencateiiutty.

AHApU Baer:E./MHO xyri.ri:71H 4k-6/Jew. Bol-11 Tert5p npannloTb.

AligpIR-BIlkonas FacTiabKo nomarg.:. caAliTz aloeso:_,.

Nowil wittAead the 'stony again. Keep yout penci.Zs'on. the duk. L4tencate6utty. TA.y.to Aeillembet t4e 'stony.

. .

, .

Item (34).

.

. .

. 77

I

.

AbW,pick up yowl. penc,iiL dnd took at the Aow q pictutes next to ihe.. numbeA. 34. -CiActe the gctute which .shom the answet to the.que4tion:

-.Illo xiffiriiii Hynall?

. -

Pause for 'pupils to respond.

Item (35)

ftW.Zook at the now o6p,Ectuke6 next to the numbe& 35. CiAcie..thepictute that.,shows thc answek to.the question:

,

lb mliApa;1 313305s?

Pause for pupils, to respond--

PAGE 13. Check that all pupils are on.the correct page.Item (36)

'Now took at the,Adw o pictuteS next to the -numbe)t. 36. CiActe thepictatethat shows the an6wen to the quation; .

iLo;

B2C:'.1biC0 pT?

Pause for pupils to respond.

149

Then say:

am go2ng to kead'You anothek stony. Put down yowl. pane-U.6 'and

taten caketiutty:

41.4 i (11.0aplfETTID Ha cgpmi.BoHI ht=5,10Tb

B R Ta

Zig i.ogoa npaffioTb Ha ciDai.BOH:F npallfolOTb

Now I wite kead the sto&y again. 1<eep you& pencits On itte desk.

Listen cake6utty. Tky to nemembek the 4toky. (Reread story.)

141

1tem (37)

Now pick. up yout penc.a6 and took at tho no q pix.turcez next tv

the nwnbek 37. Cikele the pictuke wkLch 6hows the anzwek to the question:

Ze 6a6a i Ai110 7,14BYTO

Pause or pupils

Item (38)

o respond.

Now Look at the kow o pictme next to the numbek 38. Gikete the

pictuke that zhoms the anwek to the quution:TBapiva iM13-* Ha Mmi?

..Pausejor puplls to respond.

Itm (39)

Row took at the ',.ocv o6 pictuke6 next to the-numbek 39. Gikete the

pictu&e.that shows the answea to the quation'i)

111,0 zt ± OTiba poO.agTh 425p:si?

Pause for pupils to respond.

Item (40) Page 14

Now .fook at the ,tcq o next to the numbek 40: CiActe the

pictuke that .show.s the an6wek to the question:

. Fr).T.":" rux4Ltb:om Ha tgpmi?

'Pause for pupils to respond.

1

142

Cluster 6: Reading Readiness; Beginning Sounds

Then Say:

Now ttan the page. You 6hou2d <see Ofe tette& M nut& the top o... 11the page.

PAGE 15 Check that all pupils are on Cle correct page.

Demonstrate by using a copy of the test bOoklet: Make certain the pupils are

at the correct page.

Then say: (Sample K)

Look at the hOW o pictukes next to the tettek M. Uncle the pietukes .

that begin with the tette& given in each hOW.Let!6 do 4ampte4 K and.L togetha.

'Check that the correct responses are marked and students understand what to do.

Then cay:

I Do the next 6 Ruestions; numbets 41 to 46 by yowuse26.,.....Cluster 7: Reading Readiness; Beginning Sz.unds and Ending Sounds

Then say:

Now tRAA the pa4e.--You 4hou2d 4e.e the numbe& 17 next& the'top o6 the page.] .

PAGE 17 Check that all pupils are on the correct page.:

Demonstrate by using a\copy of the test booklet. Make certain the pupils

are at the correct page.

Than say: (Sample 1.)

Look at the pietufte\6hown. ,(Mite in the boxez the beginning mind

I

and the endi.ng 6ound p6 thg .object6hown.Let'6 do.4ampeez M and N tbgethei.L.

H-

/

Check that the corre:ct responses are marked and students understand wha.t to

Then say:

IDo the next 6 questions, numbeAz 47 to 52 by you&set6........Whn the students have finished question.52 say:

Fgu, ce.0,5c. yout boo.!ztet,s and put yout penci.b down.

151

143

SCORING GUIDELINES, GROUP PART 1 and 2

1. A11 student responses, questions 1-40, should be transferred as

A, B, Cior D to the appropriate answer sheet. .

;!

2. For CluStcr,6 and 7 the student's actual, responses will not be

recorded onthe answer sheet. In Cluster 6 mark A on the answer

sheet if all the appropriate objects for a question are circled,

mark B on the answer sheet if a partial set of'objects for a

qUestion are circled and mark C if all response's are incorrect

or there is no response. In Cluster 7 mark A if both the

beginning and ending sound for a question are correct, mark B

if either is incorrect or missing and mark C if both are incorrect

or missing. ,

152

BEGINNING OF INDIVIDUAL TESTING,

The examiner has the pictures and answer sheet for this part of the test onthe testing table.

.Begin by saying:

144

NoW we ate going to gay a naming game. 1 am going to 4s1iow you a pictuuand 1 want you to tea me. wha t. L in Utaainian.

1 am going AO do one o6 them with you to 4how you what to do.

Sample 0 - show picture of wagon

Then say:

Tea Me, in UkAainian, what do you zee? 011..Pause for pupil to respond.

That'z Ai2ht, Lt.Lo a Bi35x

For questions 41 to 60 the examiner will show the picture, wait for child torespond for 15 seconds and then proceed with the next yicture. The examiner will.mark A on the answer sheet for a correct response arid mark B on the answer sheetfor an,incerrect response.

'Cluster 1: Individual Test,ing - Naming. Do not read Stimulus

53. bicycle pbsep/B.e.7106Ine,E4

54. forty-seven cOpox-cim

55: a train running:_:, 11013,A (I,Tke ),/rf6THr

>6. nurse m-ezcecTp.6.

i7. . bedroom ClfalTIbHA

i8. lamb HI' I-61 (FiraFITKO)

;9. ill. cza6la/xEi6pkiM

.0. store xpamliggyi

a. fireman. 1 nox(e. ..anix

i2. rain falling zo IR i;1-6

3, he is-taking a bath xxOnergb/Bili unaeTbca.

4. 'lightning 5.711%-icKamta

5. child brushing her hair ;114T-1-414a 146me BOJIOCCE

6. child swinging ,7:04TriHa r6r(acTc.a

7. vegetables sfpx11-6./rdpCizmila

8. Uk7ainian St. Nicholas CELFITia IVIPIKOJIa

9. fat (as in person) compared to thin rpy6 1414/c wr nit ,

0. ''. long pencilS 6A I' 11 g 0.11i.B.61.1b

1. ghost - ,rkyx

2. night Hiu153

145

Cluster 2: Individual Testing Responding to Pictures

The examiner organizes picture card fil and answer sheet fOr this.part of the test.

\Begin by saying:r---I/ am going to Ao0 you a zet o6 pictuhea and I want you to tat me a 4toAy

iabouttkem.

ANNOY/

ExaMiner shows set of pictures. Pause for student to respond. If student does

not respond, the examiner then askS these questions in 'order to get some response.

73. Eb xxoneqb poniTO111:o AimizHa"po6HTORim Ilona ,IHH?

74.. Pb LTIonem. Do614TOEo AiBLTEHa potimTO.B KimuaTi HoHm?

75. Y Hetrepi ziTm 1T BeHepy.lip BOHO 1ABTT0 HpaHla?

76. Hygm ±TH AyTb?HIca nopa poxy?

77. lib xxonegb poGHTOBiH

If the student's answer to the three questions-are Xxonegb scTac.

score A in question 73. If the student does not A1HLTHHa cnItTb.

answer all three questions score B in question-73. PaHo/paHox.

If the student's answer to the three questions are Xxonent, czAMTL/trexac.

score A in question.74. If the student does not LUBt1HHa MMETIDCR.

answer all three questions score B f.1 question 74. BOHM B xa3Hiltali.

If the student's answer to he two questions are

score A in queStion 75. If the student does not

answer all two questions soore B in question 75..

BOHH cHiAalorb.BoAll :1:AHTTD cHiAaHolc..

If the student's answer to the two questions are '

score A in question 76. If the student does not

answer all two questions sCore B in question 76.

Z1T14/5pma tiAyTID AO MKOJ06i1170.

If the student's answer to the twp questions are

,score A in question 77. If the student does not

answer all two questions score B in question 77.

iir... .=1.... 110

nxine/pxoye/ApyY

Ha Ta6Jumi.BiH B KJIRCi/B

The examiner agonizespicture card #2 and answer sheet for this part of the tes

Then say:

INow I am going to -show you anothek picta4e and / want yoU to an6w6k in

titziblinixin thc 6oZtotaiAgque4t,(:on4 about the pictuke.

I.....

-1 b'i Examiner shows picture of Ukrainian Easter Family Going to Church. After 30

secondS the examiner asks the followjng questions. A correct response is record

4a r,,rnedPd Ls a.B.

78. 5116 TO nopa AB4? (Pram)

79. . 1K6 TO CBATO? (BCAfFkAeH30)

80. HYAli poArma RA6? ,010 n6PKBIO

81. tIoro BOHH PAym Ao 143I1KBH 3 Eonumom?

82. air) BOHn ftecyTt, B icGaaucy? (ngbxa kotioacg, Ogotca;

euté, mqc.ao, xpiFr, c--Li;71:ertK-77-(the child must name the. two underlined foods plus any one other.)

Cluster 3: Individual Testing - Oral Conversation

This section would be free flowing. If the conversation needs direction thefollowing key questions may be incorporated into the conversation. Mark A ifresponse is complete sentence, mark B if response is isolated word and mark Cif there is no response.

Warm-up:.Greeting (no mark) AlloOptY,Aelill Dp5uty CiAgTM. HIC TM Ha3mBgemnsa51 HaamisMocR

83. XT: TtlOg ygiriTexbIca?

.84. 'Bp TM 450141.11 pOrITM B 111166.711?

CIIT:rbK TOOT p6xis?f 85.

86. XTO Ha.)1^&*MTb AO TBOn poratin?

67. OD TBOR poAmlia po6rTb B 3MMi?4

Clester 4: Individual Testng - Oral Reading

146'

.The following materials should be available:on tester's table: readingselections and score sheet. The examinrr will ask the pupil to read simple

words, short phrases and then a little passage. Allow student 30 seconds torespond to task,.then mark dowl. h(5.7 correct response. war, on the answer sheet.The examiner should mark A if the response is correct, mark. B if the responseis partially correct and mark C if 'the response is incorrect or if there is no-

responst:. The entire word, phrase or sentence Must be correct for the mark A.The examiner says to the student:.

1Let,4 see how many 0 -6 theze wo.dis and zentenceA we. dan iztad. WewiLe head :the 6.0-...6t one. toge)thui...

SampZe: Mama (mo theA)

90.

91.

'92'.

93.

94.

95.

96.

97.

zom

tao6aMBHAKO

CipKo

Amillieb

61:gm

ropoy:manKa

zi}:ap1.55

98.

99.

100.

101.

102.

103.

104.

105.

106.

107.

ABB. aBTa

,,a.riviA rierc

3exemei XMCTOZ

,Ao6puti palioxBiTI TimePoma I T)m.a e B BIKOiTi.

TyT Tenzo i rapno.

Ha zaopi 311MHO .

BOH IARTb.

tieperraxa -CTB 516iyKO.

PART 3

Cluster 5: Individual Testing - Writing

Child is'to have choice of either printing or writing.

r' Begin by saying:

147

Now we ane going to ptay a wniti.ng'game. Ptace a check ma/Lk in the YES

box L1 you can wnite ot pLn.c Ukitainian. Peace a check mank in theNObox i6 yr,u cannot wnite on. /mint UkAainan. I am going to azk you to pAinta tettn. OA WoA4 in UkAainian and tet1.6 zee how.many we can Aememben.

I am going to do two otthem with you to .6how yoU what to do.

Sample p

Then say:

Ll_nite in Ukkainian the:Eaten. "A" ion me. (sounds to be said in.Ukrainian)

Pause for pupil to respond..

, I That'.6 )light, that L6 an A.

Sample Q

Then say:

INow WALL. in Lifut.ain-ian the tetteit. "C" on me. (souads to be said in Ukrainiar

Pause for pupil to tes2ond.

I That'.6 A:i.ght that is a "C". I

'From n6w on you Pre on your own. L t's see how many ybu can remember.

For questions 108to 127 the examiner will say the name of the letter in-Ukrainianor.the Ukrainian word, wait for pupils to respond for 15 seconds and then proceedwith the next question. The examiner will mark A on the answer sheet.for acnrrect response and Mark B on the answer sheet fur aft incorrect response. Repeat

each letter, word or phrase twice;

103. 6118. TyT

109. i119. cini

110. n120. 40.710Bix

111. A121. Mop03

112. H122. noc1,11C

113. N.123. TaM TaTo

114.124. Hama taKoxa

115. IA125. mo.14 mama

116. r 126. y ItimHaTi Ten.no.

117. m127. OxeHIco, Ae TN?

156

PART 3: Group Administered

'ClaSter 6: 841ent Reading

This section ig a group administered section where the studenti3roceeds

independently until he has, answered all the questions.

Then say:

Thi4 pant oli the exekci4e you witt do by youtze.U. Read each stoity

and then an/swe, l. the que4tion4. Pick the anzwv to the quation by

cZkci,i.ng the eetten next to the awswen. The 6i44t 4et o6 quati0n4

have pictukes Oit an4wer4 and the next two 4a6 have 4entence4 .in

UhAainian 6olt anzweA4.

Give the students the test booklet iart 3, questions'128 137. The students

should have a maximum of 15 minutes to cqmplete these questions.

1.1

157

148

UKRAINIAN ,GRADE TWO SURVEY TFS,TPART ONE

Name

149

SchoolSAMPLES

Room

158

1

150

1 9

151

160

152

161

153

SAMPLES

154

1 4

1 5

163

Nn

,

8

UkRAINIAN GRADE TWO SURVEY TESTPART TWO

Name_School

SAMPLES

Room

21

160

11

169

OLT

t72

91

162

171

163

1 44 0

Ill 1

\\ \I t\1,'"1:04"-

17

1. "L.,

164

15

LOOK AT THE ROW OF PJCTURES NEXT TO THE LETTER. CIRCLE THE PICTURES

THAT BEGIN WITH THE LETTER GIVENAN EACH ROW.

SAMPLE K

SAMPLE L

.4 7 3

-1657

145

4 6

t)

-

174

17.:

WRITE IN THE BOXES THE BEGINNING SOUND AND THE ENDING SOUND OF EACH

166

175

18

UKRAINIAN GRADE -TW/0 SURVEY TEST .

PART TWO

I'NDIVIDUALLY .ADMI,NISTERED

SAMPLE 0

,

,

.

\

i,

, ..

.

..

..,.

.

1....

53

.

.

,

..

.

4 ,

4..,,..,

, p......--

.

1Ji -

.

.

.

.

.

...:_.,...7.,-..-,,,-,...,

a) '...41-4'.----

..

----.

...--'..--

55 .

,

0

..

.

56

.

.

.

,

,

---.,...,::...........di::::,....?

za_

.

......,..........__._.......,

...

.

,176.

1 9o

5 7 5 8

6 0

-2. tril/Y)fI I 71 r---n

I

6 3

-

6 4

,

I

I I I

et

1 77

169

2 0

.

:

./1-4,

.

I .r..s.,

'"Y..S.4

.. .

:

..

I

1(

6 6... .

,

n

r.i.;.,l a 7'1 t

1. 4 .

' !N ..11............1"' ,,rrt.::;.,..y

6 7.

a

....,....

/1/4-'1 ,ni.,) 1 ...,-'..La.)..f.,

esa.s?,.

..

4'

,

6 8,..T.it;;.

' re'N.

. ..,. .

, ......

.

4..-

..,

6 9

..t

z g,.....

....r.,....,

7 0

'1......... ,

7

,

1

.....

>-----,

..

. .

,, ,....,r ",

..,

n,

7 22 . Al vi7

`.Lf.e....i,.-._ ... ,..)_iii.;t ': '

..11,-,....-.....

. t\ I/..

- - . j't- Z . "7 ''' 1_ i: : ,ffr. . - .-- '.. ........---.1.. -,

----r----:."'.....-:'

-

......,......,.......:1-__,

...-e-r-r":"40;`-:,...e."

. ,-----.--

''''':1,...,--7-.., -'2--7;

4./ \ ..-',

i -,1.i.7.1:1 \s'..7.-Lki.:2')

.

.1:1

1 8

21

1 '79

170

-

,

74

22

f

180

75

'o

181

172

;71

C\2

C.0

77

25

183

A

174

175

UKRAINIAN GRADE TWO SURVEY TESTPART TWO

Student script for question 88 107

88. ma-k, 98.

89. AOM 99.

90. <P6p3a 100.

91. MBHAKO 10.1.

93. Aludicb 103.

94. 6i2ci, 104.

95. ro-lox 105..

mHnlia 106.

97. 107.

1 S1

ABa atTa

ma0A ne-chic

nexelliM.xmoY6K

A-OpplAM 15allol<

,D1H niqme

P6ma i Tom'a

TgT TerLno i

Ha AB051 3fTNI:10.

Boni IAZTL.

4.eporiaxa IC Tb Sibxyl<o.

UKRAINIAN GRADE TWO SURVEY.TEST

PART THREE - WRITING

Name

School Room

YES NO

(3,8 12009 12110 122

11 123

12 124

13 125

14 126

15 127

16

1(

18

19

185

177

.LIKRAINIAN GRADE TWO SURVEY-TES,T

PART TI-1',EE

Name

School Room

Story ono:

K6THIc i necmH

KI5THIc n'e 146zolco. Ire-cmc He n'e .mi5zolca.

Ireclix He .76.361ITT. mOnoxa.

128. XTO.He .7606HTB mo.lroica?

129. XT5'n'e It-Ezolco?

136

Story two :

O.

3ezte'lia Nika

POMaH imo-E1 Ao MIC6J1H. BTH HOdatEHB

aexe-Hy )61r i XOT1B

Ine xi6a Binua.

130. HyAii 7c,1461i Imo?

A. Ao r(6picBli

B. Ao px-dxx

C. cnaTx

131. TO ill' no65:qmB?

A. sc5.6y

B. 361qinca

132. Ub x-6.6a 3poc5ii:ta?

A. 6:_na

BTIKAa

C. cria7Aa

187

178

Story t.hree:

3glitTHICH B Jticl

B xici 3gma. Bar.g.To cHlry Eing.no.

Tgm 6i.iii 3ghtami diramm no cgiry.

Aepeii b. noxpifTi cHlrom.

133. Ae 15ar-6.To cgiry BrImo?

A. B 11116.711

B. B XgTi

C. 3611114KB.

D. B AlCi

134. XTO C B iici?

A. ngcmc

B. xa-cintaix

C. 3aAgnic

D. Bibipita

'135. RICI 3g3111HICH C B ZIOi?

A. find sghuma

B. T.16.7pHi 3gittnixr!

C. 6pwri3O3i 3672/41aKII

D. cipi 3aiitiMiCH

n08 _

179

136./ HICI TO MOla Orty?

A. .711To

B. Beclid

O.

D. 13CiHb

137. glim Aepei'a noxpliTi?

A. BoAno

B. clarom

0. JUICT1MH

nTamAmr4

*-

189