1.
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Accept
The Puerto Rican Study,
not as something finished, but as the first stage of a larger, city-wide, ever improving program for the education and assimilation of non-English-speaking children.
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2.
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Take a new look at the philosophy governing the education of the non-English-speaking children in New York City schools.
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3.
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Recognize whatever is done for the non-English-speaking child, is, in the long run, done for all the children.
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4.
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Use the annual school census as a basic technique in planning the continuing adaptation of the schools to the needs of the non-English-speaking pupils.
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5.
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Recognize the heterogeneity of the non-English-speaking pupils.
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6.
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Formulate a uniform policy for the reception, screening, placement, and periodic assessment of non-English-speaking pupils.
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7.
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Keep policies governing the grouping of non-English-speaking pupils flexible. Place the emphasis upon serving the needs of the individual pupil.
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8.
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Place special emphasis on reducing the backlog of retarded language learners.
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9.
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Recognize “English as a second language” or “the teaching of non-English-speaking children” as an area of specialization that cuts across many subject areas.
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10.
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Use the curricular materials developed by
The Puerto Rican Study
to achieve unity of purpose and practice in teaching non-English-speaking pupils.
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11.
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Capitalize on the creative talent of teachers in finding ways and means of supplementing and of improving the program for teaching non-English-speaking pupils.
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12.
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Recognize and define the school’s responsibility to assist, counsel, and cooperate with the parents of non-English-speaking pupils in all matters pertaining to the child’s welfare.
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13.
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Take a new look at the school’s opportunity to accelerate the adjustment of Puerto Rican children and their parents through advice and counsel to parents on problems normally considered to be outside the conventional functions of the school.
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14.
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Staff the schools to do the job: to help the new arrival to make good adjustment to school and community; to help the non-English-speaking child to learn English and to find his way successfully into the main stream of the school’s program.
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15.
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Staff the proper agencies of the Board of Education to maintain a continuing program for the development and improvement of curricular materials and other aids to the teaching of non-English-speaking pupils.
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16.
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Staff, also, the proper agencies of the Board of Education, and set in motion the processes to maintain a continuing assessment or evaluation of techniques, practices and proposals.
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17.
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Take a new hard look at the psychological services provided for non-English-speaking children, especially for Puerto Rican children.
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18.
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Through every means available, make it clear that the education of the non-English-speaking children and their integration in an ever-changing school population is the responsibility of every member of the school staff.
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19.
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Maintain, improve, and possibly expand the program of in-service preparation initiated through
The Puerto Rican Study
for training special staff to assist in accelerating the program in the schools.
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20.
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In cooperation with the colleges and universities of metropolitan New York, create a dynamic program to achieve unity of purpose and more adequate coordination of effort in the education of teachers and other workers for accelerating the program in the schools.
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21.
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Use the varied opportunities available to develop an ever-improving cooperation between the Department of Education in Puerto Rico and the Department of Education in New York City.
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22.
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In cooperation with the responsible representatives of the government of the State of New York, continue to explore the mutual interests and responsibility of the city and the state for the education and adjustment of non-English-speaking children and youth.
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23.
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Think of the city of New York and the Commonwealth of Puerto Rico as partners in a great enterprise.
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