Survey instrument for use with the school building professional staff [1970]

SURVEY INSTRUMENT
SCHOOL BUILDING. PROFESSIONAL STAFF
PREPARED BY GEORGIA DEPARTMENT OF EDUCATION ATLANTA, GEORGIA 30334 JACK P. NIX, STATE SUPERINTENDENT OF SCHOOLS 1970

SURVEY INSTRUMENT FOR USE WITH THE SCHOOL BUILDING PROFESSIONAL STAFF
Prepared by: Georgia Department of Education

Introduction
This survey instrument was prepared to assist you in helping the school building professional staff (principal, teachers, guidance counselors, librarians) achieve a smooth transition from a dual to a unitary school system. It is in no way intended to be a check on their activities. Rather, its purpose is to help you conduct a systematized and conscientious survey so that potential problems related to the achievement of a unitary 'school system may be identified in advance of the opening of school. As possible problems are identified solutions may then be sought and plans to alleviate the problems may be implemented to achieve the chosen solution. The end result should be a better education for the boys and girls in local school systems.
The individual items in this survey instrument are intended to help you identify potential problems. Even though they do reflect a point of view, it is not necessarily that of the Georgia Department of Education. The items merely are intended to help you decide if what is suggested in each item could pose a problem to the school.
Should the school wish consultative assistance in seeking solutions and developing plans to solve potential problems, the staff of the Georgia Department of Education is ready to help. For this reason the response sheet has a place for you to indicate that help is needed. Following your return from the survey summarize the "help" responses, a special consultant familiar with the problem for which assistance is needed will then contact the local superintendent of schools and offer his services.

General Instructions
1. With the help of the principal assign each member of the building professional staff (teachers, guidance counselors, librarians) to a small group.
2. Assign each small group a section of the instrument to which they are to respond.
3. Distribute a copy of the instrument to all involved staff in advance of group meetings so that they will be familiar with the contents.
4. Go through the specific instructions with the group.
5. As you proceed through the instrument item by item with the gro~p, first ask each member to respond to the item individually. Then discuss the item to determine the consensus of the group. You should then complete a response sheet which reflects that consensus. Remember, there are no "right" or "wrong" responses to each instrument item. Each item is designed to help you determine if what is suggested in the item could pose a problem to the school and, if so, what solution is being sought and what plan for action has been set.
6. The response sheets should be summarized by tabulating the items where help is needed. The final summarization by building and system should be forwarded to Dr. H. Titus Singletary immediately.

Specific Instru~ns
1. Tear out the response instruction sheet and the response sheets in the back of this booklet.
2. Read the response instruction sheet. 3. Try yourself out on the example. 4. Turn in the booklet to the first instrument item to which you have been
asked to respond. 5. Find this first instrument item response on the response sheet. 6. Proceed item by item following the response instructions until you have
completed that portion of the instrument to which you are to respond. 7. Keep the booklet. Give your response sheet to the person who asked you
to respond.

SURVEY INSTRUMENT FOR USE WITH THE SCHOOL BUILDING PROFESSIONAL STAFF
Section I Curriculum
Planning the Curriculum
Item
1. New courses or units in the curriculum that are relevant and current to the new student body have been added.
2. Courses or units in the curriculum that are not relevant to the new student body have been deleted.
3. Local curriculum guides make provisions for all levels of achievement and all .cu1tura1 backgrounds.
4. Each local curriculum guide reflects the major concepts, ski11s~ and learning experiences in the subject matter as identified in the appropriate state curriculum guide.
5. The content and organization of each subject matter area is prepared in a written curriculum guide developed by the staff of the school and/or school system with professional assistance.
6. The curriculum includes courses or units that encourage desirable human relations between all persons especially blacks and whites.
7. An opportunity will be provided for students to be involved in planning the curriculum. .
8. Programs for providing compensatory instruction will be initiated.
9. Social studies courses or units include an examination of the various cultures represented in the student body.
10. Art and crafts courses include use of various media of expression and art/crafts of various cultures represented in the student body.
11. Social studies courses include the study of the history of all cultures including Negro history.
12. Music courses include music of Afro-American origins and cultures as well as European, American, and other cultures.
13. English language courses include literature (drama, narrative poetry and fiction, and lyric poetry) of all cultures of the world including 'literary selections of modern Negro authors.

2
Curriculum
Item
14. The results of formal testing and evaluation programs are used to improve the curriculum.
15. Funds for purchasing instructional materials have been sought and used. (ESEA Title I, II; NDEA Title III, State Library or Textbook)
16. Appropriate professional reference books on integration and minority cultures have been purchased.
17. Success stories of black professionals ~r performers are included in the curriculum.
18. Individualized instructional materials are ava~lable such as programmed texts, workbooks, library resources, reading labs, teacher constructed materials.
19. Soiled or worn instructional materials have been cleaned or replaced.
20. Recreation activities will be organized so that participation on a non-racial basis will be encouraged.
21. A comprehensive intramural program will be organized so that participation on a non-racial basis will be encouraged.
22. Curriculum experiences and/or special assemblies are planned to help students become "cleanliness conscious."
23. The curriculum and/or special assemblies are planned to deal with developing student pride in the school and thereby to help prevent vandalism.
24. The curriculum has been evaluated to determine ways the lunch hour may be used to help students learn manners, courtesy, large group behavior, and care of public property.
Organizing the School for Teaching
1. A scheduling committee composed of a cross section of the teaching staff regardless of race, will assist with developing the school schedule.
2. Consideration has been given to organizing the elementary school so that instruction may be more individualized. (Such as a non-graded, continuous progress plan.)
3. Innovative organizational patterns have been examined to see if they Cqn assist in utilizing more fully existing facilities (such as team teaching, ungrading, large group, small group, independent study).

3
Curriculum
Item
4. Bi-racial teaching teanlS and related innovative staffing patterns will be used.
5. The school class schedule is sufficiently flexible so that no student is "locked" in a track.
6. In small schools where the number of students seeking certain courses is limited~ consideration has been given to offering courses in alternate years.
7. Students will be involved in a formal tutorial program.
8. The school schedule will be planned so as to make maximum use of mid-day for study halls. (Students in a study hall may then go to lunch at the time of least crowding.)
9. Heterogenous grouping is used in classes wherever possible especially in the English Language Arts.
10. In elementary schools~ teachers of the same grade level have the same planning periods during the school day.
11. In large schools~ teachers of the same subject area have the same planning periods during the school day.
12. "Paired" teachers have been assigned so that a black teacher and a white teacher will have a chance to work closely together.
13. "Paired" teachers will be assigned adjacent classrooms.
Organizing the Classroom for Le~ning
1. Teachers will have a chance to be oriented regarding the individual students they will be teaching in advance of the first day of school.
2. Organizational patterns in the classroom will be used so that the varied needs and interests of students will be met. (Such as discovery-type learning~ independent and small group activities.)
3. In-class activities are planned to involve both blacks and whites. (Such as small buzz groups~ panel discussions)
4. Teachers will use a number of different methods appropriate for students of varying backgrounds~ abilities~ as well as social differences.
5. Bulletin board materials have been prepared by students that will encourage racial understanding.

4
Curriculum
Item
6. Library and media displays have been prepared that encourage racial understanding.
7. Works of art prepared by blacks are on display.
8. Special art and crafts displays have been prepared that will encourage racial understanding.
9. Classroom activities and assemblies will be used to encourage students to respect the school as their institution of learning.
10. Consideration has been given to using classroom seating arrangements that will encourage racial understanding.
11. During the school year activities will be provided that encourage dialogue among students, teachers, administrators, such as homeroom group guidance, assemblies, seminars, student government.
12. A mother of each race will be used to serve as a volunteer teacher aide in the classroom during the first few days of school.
Section II Student Personnel
Guidance, Counseling, Testing, _and Evaluation
1. A board of education policy has been adopted that focuses on grading and student achievement.
2. Intensive counseling and guidance programs will be used to focus on those special problems that may evolve from integration.
3. Teachers, parents, and students are familiar with the expectation of the school system in terms of grading and student achievement.
4. Evaluation procedures for students regardless of background or race, appropri~te for all subject areas and all levels will be used.
5. Data on students are available such as demographic, ability, achievement.
6. The formal testing program has been reviewed and updated as necessary.
7. Consideration has been given to providing personal hygiene supplies such as soap, toothpaste, tooth brushes, and combs for students who need them.
8. Students will be able to serve on advisory committees to the guidance department.

5
Student Personnel
Activities
Item
1. Sufficient time will be available for students to develop an understanding of the student government election processes before elections are held.
2. Seminars will be available that allow black and white student leaders to discuss the operation of student government.
3. Sufficient time will be available for students to get acquainted before school elections are held.
4. Provision has been made to assure that the student council is non-racial.
5. School clubs are open to all types of students regardless of social, economic, racial, or academic backgrounds.
6. Charters of all school clubs or organizations have been examined to determine if there are stipulations regarding race.
7. Qualifications and/or prerequisites for membership and participation in various school activities have been clearly spelled out. (For example, cheerleaders, athletics, school patrol, Beta club.)
8. Every student who wishes will have the opportunity to participate in cocurriculum activities.
9. Special activities will be available for those students who do not affiliate with clubs.
10. More service-oriented and interest clubs have been planned so that the different needs of the changed student body will be better served.
11. The cost of co-curriculum activities is not so great that poor students will be excluded.
12. Minimum personal monetary expenditures are required for student participation, thus encouraging pOQr students to become as involved as those students having more money.
13. School assembly programs are planned so they will appeal and be televant to all segments of the student body.
14. Cheerleaders are to be selected on the basis of merit.
15. Cheerleader try-outs are to be announced to all students.

6
Student Personnel
Item
16. Cheerleaders are to be selected in a manner that allows all students to be considered.
17. School cheers and songs have been examined for their acceptability to all segments of the student body.
18. Non-discrimination is assured in graduation activities.
19. Students will be involved in plans for graduation activities.
20. Plans for special awards allow all students to be considered. (Do such titles as "Best Dressed" emphasize wealth?)
21. Beauty contests are to be conducted in a manner that allows all students a fair chance at selection.
22. Parents are involved in the school activities program so that they may assist in the prevention of problems.
Discipline and Control
1. Prior to being thrust into unfamiliar situations students will have sufficient time and opportunities for bi-racial group interaction such as summer seminars, discussion groups for student officers, orientation programs.
2. Students are to be included in the planning for and implementation of orientation programs and activities.
3. A well-organized orientation session is planned for all students on the first day of school.
4. School visits are arranged for parents prior to student transfers so that changes may be observed and explained.
5. School visits are arranged for students and/or student leaders prior to transfer so that changes may be observed and explained.
6. The student council is to present an assembly or class program on rules and regulations.
7. Students have developed a "handbook for students" explaining rules and regulations.
8. Student handbooks are available which clearly outline school policy concerning student behavior.

7
Student Personnel
Item
9. Rules and regulations for student conduct especially those related to major disciplinary procedures, suspension or expulsion, have been established and disseminated to students and their parents.
10. Discipline policies have been established that consider problems peculiar to the integrated school or classroom.
11. Discipline procedures will be used that make no reference to the race of the student or students involved.
12. The policy on repayment for vandalism has been disseminated to the students and their parents.
13. A plan is prepared to take swift action against those who commit acts of vandalism.
14. A policy outlining the method by which students and/or their parents are expected to pay for vandalism or any misuse of property has been developed.
15. Out-of-the-way areas in the school building or on the school grounds have been identified.
16. Parent and teacher supervision will be provided for all school-sponsored events.
17. All clubs have an adult sponsor who stresses guidance rather than adult domination.
Section III Professional Staff Practices
1. The board of education has a clearly stated system policy with respect to a unitary school system.
2. Teachers will have a handbook outlining school policies, rules, regulations, and procedures as well as teacher assignments and responsibilities.
3. The board of education has adopted policies for assignment and dismissal that give consideration to such factors as certification, time-in-grade, and subject matter speciality.
4. A study of the legal aspects of assignment and dismissal within the framework of Georgia law has been conducted.
5. A code of professional ethics for teachers, administrators, board members has been developed and adopted.
6. Teachers have been assigned regardless of race according to their competencies.

8
Professional Staff Practices
Item
7. Teachers have studied what teachers in other school systems have done in successfully moving to unitary schools.
8. Teachers have reviewed research and related reports about desegregating classrooms.
9. Teachers cooperate with local groups such as professional organizations, P. T. A., church, civic and business.
10. Summer workshops are available for teachers that focus on the special problems of the integrated school.
11. Teachers will be able to visit schools to which they are assigned prior to assignment or transfer.
12. Pre-school teacher meetings will be held to identify problems, seek solutions and implement plans for solving problems.
13. During the school year, planning days for in-service education will be provided.
14. Teacher and administrator in-service programs will be held to provide for needed curriculum changes.
15. Teacher and administrator in-service programs will be held to provide for needed teaching method changes.
16. Through in-service programs or other activities, teachers will be given the opportunity to be exposed to the views of their fellow teachers from a race other than their own.
17. Teacher and administrator in-service programs will be held to examine and modify, if necessary, reporting procedures that reflect a realistic evaluation of an integrated student body.
18. Through in-service programs or other activites, teachers will have the opportunity to share experiences with their fellow teachers from a race other than their own.
19. Elementary teachers have time provided on a systematic basis to plan, study, and evaluate.
20. Orders for instructional supplies and materials have been placed far enough in advance so they will be on hand for the opening of school.
21. Paraprofessionals will be provided in the classroom where needed.
22. Pre-service and in-service activities for para-professionals will be provided so that they will be able to function more effectively in an integrated classroom.
23. Consideration has been given to placing a black para-professional with a white teacher and a white para-professional with a black teacher.
24. Student teachers will be given laboratory teaching experiences in desegregated classrooms.

9
Section IV Buildings, Grounds, Transportation, Maintenance? Lunchroom
Item
1. Monitors--student, teacher volunteer, or employed adult--will be used in such places as halls, bathrooms, and lunchrooms.
2. A program to help students learn about the proper use of all school facilities has been developed.
3. Professional organizations such as local physicians and other health authorities will participate in planning better sanitation and hygiene in the schools.
4. A school bus citizenship program for student riders has been considered.
5. Consideration has been given to a plan for delegating the decoration of tables to various classes or student organizations on a regularly assigned basis.
6. Students will be involved in selecting the music to be played during lunch hours.
7. Consideration has been given to rotating classes or rooms for dining. (Rather than always requiring seniors to eat at 1 p.m., or eighth graders to eat at 11 a.m., rotate classes for lunch periods.)

RESPONSE INSTRUCTIONS

Find the appropriate response for the instrument item on the response sheet. Then after reading the instrument item, ask yourself the questions in A below.

A. Does this item agree with our philosophy and objectives? (e.g., We don't believe in using lay persons as room mothers.)
Does it apply to our school or system situation? (e.g., Transportation when we don't transport students, cheerleaders when we don't have cheerleaders, class officers when we don't have them.)
If your answer is NO to either of these two questions, check (v") the NO /box/ on the response sheet and proceed to the next instrument item.
Ithfeyqouuresatnio.swn eirnisB -YbeE-lSo,wc. heck (v"') the YES -/b-o-x/. Then ask yourself

B. Have we identified what is suggested in the instrument item as an area needing special attention, a solution and a plan for action?

If your answer to this answer sheet and go on

question is to the next

-YinE-sSt,rucmheecnkt

(y/)
item

.

t

h

e YES If yo

u-/rb-or-exs/poonn

th se

e

is NO, check (y;) the NO /box/. Then ask yourself the question in

C below.

C. Do we need some special consultative help?

If your answer is YES, check (\/j the HELP /box/ and go on to the next

instrument item. ~your answer is NO, check (~) the NO /box/ and go

on to the next instrument item.

--

---

Follow this response procedure for each of the items to which you have been asked to respond.

Example
On the response sheet find Example.
Read this item:
Board meetings are well-publicized and scheduled at times and in places convenient for blacks and whites.
A. Ask yourself this question:
Should board meetings be well-publicized and scheduled at times and in places convenient for blacks and whites?
If not, check (v) the NO [QRl and go on to the first instrument item to
which you are to respond. However, if you agree that board meetings should be well-publicized and scheduled at times and in placec c~nvcnient for blacks and whites, check (v') the YES[50~and proceed to! below.
B. Now ask yourself this question:
Has the matter of board meetings being well-publicized and scheduled at times and in places convenient for blacks and whites been identified as an area needing special attention, a solution, and a plan for action?
If you think this matter does not need special attention, a solution and
a plan for action, check (v) the NO Ibox] and go to the first instrument
item in the section to which you are to respond. However, if you think this matter does need special attention, a solution and a plan for action, check (v) the YES Iboxl and go to C below.
C. Finally, ask yourself this question:
Do we need some special consultative help to find a solution and prepare a plan for action to publicize and schedule board meetings at times and in places convenient for blacks and whites?
If you don't need consul tative help, check (v) the NO IJ and go on to the
next instrument item to which you are to respond.
If you do need consultative help, check (v) the HELP~and go on to the next instrument item to which you are to respond.
Follow this procedure for each instrument item to which you have been asked to respond.
Remember there are no "right" or "wrong" responses. Each item is designed to help you determine if what is suggested in the item could pose a problem and, if so, what solution is being sought and what plan for action has been set.

SURVEY INSTRUMENT FOR USE WITH THE SCHOOL BUILDING PROFESSIONAL STAFF
Resp.onse Sheet

Example YES 0
YES 0
HELP n

NO 0
NO [J
NO CI

SECTION I - Curriculum

Planning the Curriculum

Item 1

YES 0

NO 0

YES [J

NO 0

HELP 0

NO 0

Item 2

YES 0

NO [J

YES []

NO 0

HELP 0

NO 0

Item 3

YES 0

NO 0

YES 0 HELP 0

NO 0 NO IJ

Item 4

YES 0 YES 0

NO 0 NO 0

HELP 0

NO 0

Item 5
YES 0 YES 0 HELP 0
Item 6 YES 0
YES 0 HELP 0
Item 7
YES 0 YES 0 HELP 0
Item 8 YES 0
YES 0 HELP 0
Item 9 YES 0 YES 0 HELP 0 Item 10
YES 0 YES 0 HELP 0

NO 0
NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0
NO D
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0

Item 11
YES 0 YES 0 HELP 0
Item 12
YES 0 YES 0 HELP 0
Item 13
YES 0 YES 0 HE'LP 0
Item 14
YES 0
YES 0 HELP 0
Item 15
YES 0 YES 0 HELP 0
Item 16
YES 0 YES 0 HELP 0
Item 17
YES 0
YES 0
HELP 0

NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO D
NO 0 NO 0
NO rJ
NO 0 NO 0 NO 0

Item 18
YES 0YES 0 HELP 0
Item 19
YES 0 YES 0 HELP [J
Item 20
YES 0 YES 0 HELP 0
Item 21
YES [] YES 0 HELP 0
Item 22
YES 0 YES 0 HELP 0
Item 23
YES 0 YES 0 HELP 0
Item 24
YES 0 YES 0 HELP 0
-2-

NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO [J
NO 0 NO 0 NO
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0

Organizing the School for Teaching

Item 1

YES 0
YES 0 HELP 0

NO 0
NO 0
NO [J

Item 2

YES 0 YES D
HELP 0
Item 3

NO 0 NO 0
NO 0

YES 0

NO 0

YES 0 HELP 0
Item 4

NO 0
NO 0

YES 0 YES 0
HELP 0
Item 5

NO 0 NO 0
NO 0

YES 0 YES 0

NO 0
NO 0

HELP 0
Item 6

NO 0

YES 0

NO 0

YES 0 HELP 0

NO U NO 0

Item 7
YES 0
YES 0 HELP 0
Item 8
YES 0 YES 0 HELP 0
Item 9
YES 0
YES 0
HELP 0
Item 10
YES 0 YES 0
a HELP
Item 11
YES 0 YES 0 HELP 0
Item 12
YES 0
YES 0
HELP 0

NO 0
NO 0 NO 0
NO 0
NO 0
NO 0
NO 0
NO 0 NO 0
NO 0 NO 0
NO 0
NO D NO 0 NO 0
NO 0 NO 0 NO 0

--3-

Item 13 YES 0 YES 0 HELP CJ Item 14 YES 0 YES IJ HELP 0 Item 15 YES 0 YES 0 HELP 0 Item 16 YES 0 YES 0 HELP 0 Item 17 YES 0 YES 0 HELP 0 Item 18 YES 0 YES 0 HELP 0 Item 19 YES 0 YES 0 HELP 0

NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO r.:J

Item 20 YES 0 YES 0 HELP 0 Item 21 YES 0 YES 0 HELP 0 Item 22 YES [] YES 0 HELP [J

NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0

Discipline and Control

Item 1

YES 0 YES 0 HELP 0

NO 0 NO 0 NO 0

Item 2

YES 0

NO 0

YES 0

NO 0

HELP 0

NO 0

Item 3

YES 0 YES 0

NO 0 NO 0

HELP 0

NO 0

-6-

Item 4
YES 0 YES 0 HELP 0
Item 5
YES 0 YES 0 HELP 0
Item 6
YES 0 YES 0 HELP 0
Item 7
YES 0 YES 0 HELP 0
Item 8
YES 0 YES 0 HELP 0
Item 9
YES 0 YES 0 HELP 0
Item 10
YES 0 YES 0 HELP 0

NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0

Item 11
YES 0 YES 0 HELP 0
Item 12
YES 0 YES 0 HELP 0
Item 13
YES 0 YES 0 HELP 0
Item 14
YES 0 YES 0 HELP 0
Item 15
YES 0 YES 0 HELP 0
Item 16
YES 0 YES 0 HELP :J
Item 17
YES 0 YES 0 HELP 0
-7-

NO 0 NO D NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0

SECTION III - Professional Staff Practices

Item 1

Item 7

YES 0

NO 0

YES 0

YES 0

NO 0

YES 0

HELP 0

NO 0

HELP 0

Item 2

Item 8

YES 0

NO 0

YES 0

YES 0

NO 0

YES 0

HELP 0

NO 0

HELP 0

Item 3

Item 9

YES 0

NO 0

YES D

YES 0

NO 0

YES 0

HELP 0

NO 0

HELP 0

Item 4

Item 10

YES 0

NO 0

YES 0

YES 0

NO 0

YES 0

HELP 0

NO 0

HELP 0

Item 5

Item 11

YES 0

NO 0

YES 0

YES 0

NO 0

YES 0

HELP 0

NO 0

HELP 0

Item 6

Item 12

YES 0

NO 0

YES 0

YES 0

NO 0

YES 0

HELP 0

NO 0

HELP 0

NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO [j NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0

-8-

Item 13 YES 0 YES 0 HELP 0 Item 14 YES 0 YES 0 HELP 0 Item 15 YES 0 YES 0 HELP 0 Item 16 YES 0 YES 0 HELP 0 Item 17 YES 0 YES 0 HELP 0 Item 18 YES 0 YES 0 HELP 0 Item 19 YES 0 YES 0 HELP 0

NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0

Item 20 YES 0 YES 0 HELP 0 Item 21 YES 0 YES 0 HELP 0 Item 22 YES 0 YES 0 HELP 0 Item 23 YES 0 YES 0 HELP 0 Item 24 YES 0 YES 0 HELP 0

NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0
r1 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0

SECTION IV - Buildings, Grounds, Transportation, Maintenance; Lunchroom

Item 1

YES 0

NO 0

YES 0

NO 0

HELP 0

NO 0

-9-

Item 2 YES 0 YES 0 HELP 0 Item 3 YES 0 YES 0 HELP 0 Item 4 YES 0 YES 0 HELP 0 Item 5 YES 0 YES 0 HELP 0 Item 6 YES 0 YES 0 HELP 0 Item 7 YES 0 YES 0 HELP [J

NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0
NO 0 NO 0 NO 0

-10-