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The New York State Education Department (NYSED) has a partnership with Questar Assessment Inc. (Questar) for the development of the 2020 Grades 3-8 Mathematics Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The 2020 Grades 3-5 Mathematics Tests are administered in two sessions on two consecutive school days. Students will have as much time as they need each day to answer the questions in the test sessions within the confines of the regular school day. For all three grades, the tests consist of multiple-choice (1-point) and short- (2-point) and extended-response (3-point) questions. Each multiple-choice question is followed by four choices, one of which is the correct answer. Students record their responses on a separate answer sheet. The short- and extended-response questions require students to write (rather than select) appropriate responses. Students write their answers to these questions directly in their test booklets. This document provides guidelines to help teachers ensure that the tests are valid, reliable, and equitable for all students. A series of instructions helps teachers organize the materials and the testing schedule. [For "New York State Testing Program: 2020 Grades 6-8 Mathematics Paper-Based Tests. Teacher's Directions (April 21-23, 2020)," see ED606128.]

The New York State Department of Education (NYSED) has a partnership with Questar Assessment Inc. (Questar) for the development of the 2020 Grades 3-8 Mathematics Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The 2020 Grades 6-8 Mathematics Tests are administered in two sessions on two consecutive school days. Students will have as much time as they need each day to answer the questions in the test sessions within the confines of the regular school day. For all three grades, the tests consist of multiple-choice (1-point) and short- (2-point) and extended-response (3-point) questions. Each multiple-choice question is followed by four choices, one of which is the correct answer. Students record their responses on a separate answer sheet. The short- and extended-response questions require students to write (rather than select) appropriate responses. Students write their answers to these questions directly in their test booklets. This document provides guidelines to help teachers ensure that the tests are valid, reliable, and equitable for all students. A series of instructions helps teachers organize the materials and the testing schedule. [For "New York State Testing Program: 2020 Grades 3-5 Mathematics Paper-Based Tests. Teacher's Directions (April 21-23, 2020)," see ED606135.]

Over the past decade, RTI International has pursued the goal of quality, inclusive, differentiated early grade literacy instruction in nearly 30 early grade reading or early grade literacy programs in low- and middle-income (LMI) countries. Across our diverse portfolio, we have supported Ministries of Education (Ministries) in diverse contexts in their development and implementation of research-based early grade literacy programs and have learned important lessons based on our experience working with Ministries to design, develop, and implement early grade literacy programs. This paper describes the core elements that we have found to improve early grade literacy instruction and learner outcomes: the approach to teaching (Teach), the availability of quality, relevant learner materials (Text), the effective use of instructional time (Time), the use of formative assessment to guide instruction (Test), and provision of instruction in the most effective language (Tongue). This paper focuses on the acquisition of literacy in alphabetic and alphasyllabic languages in the early primary years (most typically, academic levels 1 through 3) and the kinds of exposures, instruction, and support learners need to become fully literate. These are the elements of a literacy program that can be taught, that should be present in teaching and learning materials and in teacher trainings, and that relate specifically to what happens in a classroom. Many more factors contribute to literacy acquisition. However, we focus on the core elements in this paper to delve deeper and facilitate a richer discussion about these components. No one-size-fits-all approach to the development and implementation of literacy programs exists; the local context and constraints of any implementation can require adaptation and adjustments. In many cases, the fully diversified approach to early grade literacy instruction described in the classroom scenario has not yet been achieved. However, we hope that this compilation of lessons learned and best practices achieved through our experiences will help to further the efforts of all to provide high-quality, effective literacy instruction to all learners, particularly those in LMI countries.

These guidelines are intended to provide direction for the development of a sound, comprehensive program of secondary school physical education. Position statements are set forth on the topics of: (1) goals of the instructional program; (2) the curriculum; (3) the teacher; (4) student health and safety; (5) scheduling, time allotment, and class size; (6) facilities, equipment and supplies; (7) measurement and evaluation; and (8) accreditation. Eleven publications produced by the American Alliance for Health, Physical Education, Recreation and Dance are listed. (JD)

Alternative early childhood education policies that states might consider are discussed in this five-part report. Likely consequences, and pros and cons of each alternative are outlined. Section I presents various funding options, including the funding of existing programs, voucher mechanisms, project grants, and formula funding. Section II examines regulatory options, such as required conventional licensing, stricter licensing for public programs, accreditation for public programs, teacher certification and licensing, and mandated provision of space or funds by developers and child care benefits by corporations. Section III describes capacity-building mechanisms, including resource and referral agencies, technical assistance by state and local governmental agencies, improvement of teacher training through community colleges and four-year colleges, and teacher certification and licensing. Section IV discusses alternatives for program administration, including a new office of early childhood education or an interagency coordinating council in the state departments of education, child care programs funded by the emerging workforce programs, a state agency that licenses child care or administers Head Start, a state office for children, and a coordinating council that integrates policies from several agencies. Section V offers a personal view of the ways states ought to structure their system of early childhood programs. (RH)

The New York State Education Department (NYSED) has a partnership with Questar Assessment Inc. (Questar) for the development of the 2020 Grades 3-8 English Language Arts Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The 2020 Grades 6-8 English Language Arts Tests are administered in two sessions on two consecutive school days. Students are asked to demonstrate their knowledge and skills in the areas of reading and writing. Students will have as much time as they need each day to answer the questions in the test sessions within the confines of the regular school day. For all three grades, each test consists of multiple-choice (1-point) and short-response (2-point) questions and an extended-response (4-point) question. Each multiple-choice question is followed by four choices, one of which is the correct answer. Students select their responses in the Nextera™ Test Delivery System. The short- and extended-response questions require students to type (rather than select) appropriate responses in the Nextera™ Test Delivery System. By following the guidelines in this document, teachers help ensure that the tests are valid, reliable, and equitable for all students. A series of instructions helps teachers follow the steps necessary for administering the computer-based tests within the test schedule. [For "New York State Testing Program: 2020 Grades 6-8 English Language Arts Paper-Based Tests. Teacher's Directions (March 25-27, 2020)," see ED605935. For "New York State Testing Program: 2019 Grades 6-8 English Language Arts Computer-Based Tests. Teacher's Directions (April 1-8, 2019)," see ED601169.]

Preschool and kindergarten teachers have the responsibility of supporting children as they learn and develop. This guide is designed to help North Carolina preschool and kindergarten teachers and administrators establish and maintain high quality programs, frame the broad issues regarding early childhood curriculum and instruction, describe major curricular and instructional approaches, and provide a framework for local program planners. Information is based on position papers developed by early childhood educators and reviewed for alignment with North Carolina State Board of Education policies. Chapter 1 of the guide, "How Do I Get To Know the Children in My Class?" presents information on child development, learning, and strategies for building partnerships with parents/caregivers and learning about the community and individual children. Chapter 2, "What Do I Teach?" examines expectations for cognitive development, curriculum guidelines and models, guidelines for appropriate content, and conceptual organizers. Chapter 3, "How Do I Teach?" considers the physical and interpersonal environment, scheduling, and developmental stages. Chapter 4, "How Do I Assess the Children's Progress?" addresses conditions for effective assessment; suggests techniques for observing, documenting, recording, and organizing information; and makes suggestions for drawing appropriate conclusions from information, modifying instruction, and sharing information. A lengthy discussion of content areas connects the preschool program with existing North Carolina Standard Course of Study K-12. The guide's appendix includes forms, guidance for inclusion of children with various disabilities, relevant state guidelines and statutes, and an article (Patricia Miller) regarding issues in early childhood education. Each chapter contains references. (Author/KB)

The technical and administrative processes and activities involved in scoring student responses to essay writing questions in the Massachusetts State Board of Education's basic skills program are outlined and discussed. After a general introduction to holistic scoring, separate sections describe the roles and activities of the administrators, the readers, the chief and assistant chief readers, and the aides. The section for the administrator addresses supervisory functions, delineates tasks that must be accomplished prior to the reading, suggests appropriate timelines, includes worksheets for estimating scoring time and the number of readers required. The section for the readers explains their responsibilities and notes the procedures that will be followed at the scoring session. The section for the chief reader and the assistant chief reader explains, in the order of occurence, the steps that should be followed in planning the reading, selecting training papers, training readers, and scoring the papers. Schedules and timelines are suggested, and quality control checklists are provided. The section for the aides details their responsibilities prior to and during the scoring session. (Author/CTM)

This booklet on study skills for entering college students provides direction on the following topics: using time, textbooks, notetaking, exams, reports and essays, libraries, and getting help. Questions the student should consider about scheduling time and sample daily/weekly/quarterly schedules are included. Textbook reading should consist of surveying, questioning, reading, reciting, and reviewing the material. Listening and recording notes in a usable way and academic and psychological preparation for tests are discussed. The most common types of test questions are discussed, including multiple choice, true-false, matching, computational or numerical, short answer, and essay. Basic reference materials in the library, the card catalog, periodical indexes, and newspaper indexes are described, and the use of quotes and footnotes in papers is discussed. Sources of help for General College students at the University of Minnesota are the reading and writing skills center, mathmatics skills center, counseling and student development, and HELP center. (SW)

A representative sample of current research investigating ecological variables in classrooms is reviewed in this paper. Empirically-based recommendations for classroom arrangement and suggested areas of research which might be beneficial to the development of prescriptive guidelines for preschool classrooms for handicapped children are provided. The content of the review has been organized into five major divisions: (1) adults in the classroom, (2) the grouping of children within the classroom, (3) architectual variables, (4) scheduling, and (5) arrangement of materials in the classroom. It is concluded that, in general, current research recommendations for facilities for handicapped children do not appear to be based on empirical findings about effects of environmental variables on child or teacher behavior. It is argued that programatic research in this area is needed to better define the effects of teacher/child ratios, material choice and arrangements, child groupings, scheduling, and architectural arrangements on the behavior of handicapped children in preschool classrooms. (Author/MP)

This handbook offers a practical approach for pupil transportation energy management by suggesting ideas to save fuel in the purchasing, planning, routing, scheduling, driving, and maintenance areas of the pupil transportation operation. The handbook is divided into seven parts. Part 1 and 2 provide insight into energy management in pupil transportation. Part 3 discusses the driving environment variables that influence fuel economy and provides a framework for practical recommendations. Part 4 presents step-by-step guidelines for reducing fuel use in the school district. Actions that can be taken to increase fuel economy in each area of the pupil transportation operation are discussed in Part 5. Part 6 offers helpful suggestions to implement fuel economy management. This is followed by a listing of additional tips to save energy and a conclusion in Part 7. Sources that can be called on for further information and assistance and a bibliography are included in Part 8.

Because research indicates that American youth have become fatter since the 1960's, the development of fitness among young children should not be left to chance. Simple games, rhythms, and dance are not sufficient to insure fitness, for, during the regular free play situation, children very seldom experience physical activity of enough intensity to promote cardiovascular fitness. Fortunately, something can be done. The Health-Related Physical Fitness Test, inaugurated in 1980 by the American Alliance for Health, Physical Education, Recreation and Dance, emphasizes a philosophy which focuses upon good health and disease prevention. Aspects of the philosophy include cardiovascular endurance, muscular endurance, flexibility, and balanced body composition. Basic benefits of health-related physical activity are numerous. Included in this document are a guide for planning fitness activities in daily lessons, examples of activities for enhancing fitness among young children, and a weekly plan with illustrative activities. (RH)

The organizational methods and devices presented in this booklet are designed to help the teacher use time in the classroom more effectively. The first section deals with efficient planning for the day and setting priorities. In section two, suggestions are given for reducing the paper load by creating orderly systems for handling written materials. The third section offers specific suggestions for managing time in the classroom with such techniques as peer tutoring and setting clear objectives. Section four deals with managing the classroom housekeeping more efficiently. In the fifth section, suggestions are made for motivating students to use their time sensibly through positive reinforcement techniques. In the final section, ideas are presented for communicating with students clearly and for helping them with problems that arise when they are not in school. (JD)

This paper proposes a framework for the management of time, under the rubric of "SOS" (Self-Organization-Scheduling), designed specifically for school officials. Underlying this framework is a belief that, in order to manage time, one must manage oneself within the bounds of the institution. Accordingly, three interdependent sets of practical suggestions are provided, in keeping with the threefold "SOS" sequence. The first component, self-awareness and self-discipline, entails documenting the activities of a normal work week and critically assessing this logbook for the appropriateness of the time devoted to each kind of activity. The second, organizational awareness, involves an assessment of individual time management in the context of ongoing organizational concerns and requirements--a synchronization of the organization and the individual. The third component, scheduling, involves planning, timetabling, implementing, and monitoring tasks for the organization as a whole. References are included. (TE)

There are numerous ways to structure the introduction to film course so as to meet the needs of the different types of students who typically enroll. Assuming there is no production component in the course, the teacher is left with two major approaches to choose from--historical and aesthetic. The units in the course will typically be built around certain categories recognized as forming the canon of films: (1) primitives--something by the Lumieres, Melies, and Porter; (2) D. W. Griffith's films; (3) silent comedy; (4) Soviet Classics; (5) German Expressionism; (6) Renoir; (7) Italian Neorealism; (8) French New Wave; (9) Alfred Hitchcock; (10) recent American films; (11) documentaries; and (12) experimental films. Film textbooks provide a glimpse of the canon as well as demonstrating some ways to organize the subject of film either historically or aesthetically. The best way to select a textbook is to compare the organization and look briefly at which films are selected for detailed analysis in each text. Film textbooks typically differ significantly from each other and thus provide the teacher with distinct alternatives. The teacher must also decide which films to show, in what order, and in which of the various available film and video formats. Scheduling feature-length movies weekly can wreak havoc on fairly rigid university class schedules. Such a course is sometimes frustrating to teach, but the opportunity to put together a program of films, watch them for the dozenth time, and talk about them to a mostly eager audience is a most rewarding classroom experience. (RS)

This module is the second in a self-instructional program designed to train public school personnel in how to manage educational projects. The purpose of this module is to provide current or potential project directors with the basic knowledge, skills, abilities, and sensitivities needed to manage a local educational project. In the areas of planning, the module explains how to define a project, develop a work flow plan and a schedule, and estimate needed resources and their costs. It then discusses the preparation phase, including how to initiate a project, organize it, and create a project information system. (A condensed demonstration version of lessons on the preparation phase is also part of this self-instructional program.) The module then explains the components of controlling a project, including developing a reporting system, identifying problems and their causes, solving problems through decision-making, and implementing these decisions. The module also discusses terminating a project. A lengthy case simulation section provides an opportunity for synthesis of knowledge and skills by simulating many of the decisions a project manager must make. Although the module is designed for use with a slide and tape presentation, it may be used alone. (Author/JM)

It is estimated that there are over one million K-12 enrollments in online courses across the country. The number of online courses and providers continues to grow at a steady rate each year (a staggering 30% annually), providing scores of options for today's students. With all of the benefits that online learning provides to students and their families, many parents find themselves unsure of where to turn or even what questions to ask when sorting through the various online learning options. In an effort to assist parents with finding the right online program for their student, this paper offers a list of questions parents should use as a guide.

Even the most intelligent children can have low rates of achievement if their natural abilities are not supported by effective study practices at home. The development of good study habits requires the guidance and firm supervision of a caring adult. The following suggestions should help parents guide their children in the development of good study habits: (1) set a definite time for study each day--the study time should not be interrupted by after-school activities, should have both a starting and ending time, and should be planned with the child's attention span in mind; (2) provide a proper place for study away from household distractions, one with adequate light and a proper writing surface; (3) provide materials needed for completing assignments; (4) require the child to organize school materials including study notes, assignment sheets, and homework papers; (5) require the child to make a daily list of homework assignments; and (6) provide support and guidance when the child becomes discouraged or frustrated with a difficult homework assignment. In general, the earlier a regular pattern of dealing with homework assignments can be established, the easier it will be on both the parent and the child. (DC)

An investigation of the characteristics of the 2,969 students who attended Lakeland Community College (LCC) in Fall 1978 but did not return in Winter 1979 revealed that, compared to the average Fall 1978 student, the typical non-returning student was more likely to be a married woman in her early 30's, with little previous college experience and no definite career goals, taking part-time, evening courses in personal/employment programs. A survey, that was sent to approximately half of the non-returning students to determine their current activities, yielded a 25% response rate. Survey responses indicated that: (1) 83.4% of the non-returning students had not enrolled in another educational program after leaving LCC; (2) convenience of scheduling was a major factor in their decision not to return to LCC; (3) change to a five-week winter session was not expected to increase student retention; (4) 63.9% of the respondents rated their college experience as excellent or good; (5) 87.3% had learned of LCC's course offerings through class schedules received in the mail; and (6) instruction, scheduling, and the weather were identified as areas where improvements might affect return-enrollment rates. Survey results are presented in several tables, and a cross tabulation analysis, recommendations, and the questionnaire are included in the study report. (JP)

This paper, which describes a computerized appointment scheduling system for individualized instruction from the point of view of the teachers and students who will use it, also includes more technical data for those readers who are familiar with the BASIC language. A guide to the logic, possible modifications, and a program listing are included, as well as a discussion of some of the less common BASIC statements used in the system to assist in various commands. The opening user's guide is intended to help those not necessarily familiar with BASIC to learn how to use the system, while the more technical programmer's guide which follows includes file structure, new semester/new teacher user program changes, other modifications and conversion (transportability) guidelines, code description, variables used, and program listing. (Author/CMV)

Chapter 10 in a volume on school leadership, this chapter lists practical suggestions from many diverse sources for managing time and reducing stress. The author begins by noting attitudes and concepts that block or facilitate time or stress management. A number of time management strategies are suggested, including goal-setting, using a daily time log, and reducing time-wasters. External time-wasters discussed include visitors, telephone calls, meetings, paperwork, and coworkers' needs. Internal time-wasters are inability to say "no," inability to schedule and prioritize, inability to delegate, and tendency to procrastinate. Suggestions are made for dealing with both these kinds of time-wasters. The section on stress management begins by noting the overlap between time management and stress management problems and strategies. Stress is defined and the Social Readjustment Scale which ranks the stress of life events is reproduced. The author suggests keeping a daily stress log to increase awareness of specific problem areas. She then recommends ways to handle two kinds of stressors--those that can be controlled and those that cannot. The author concludes that managing time and stress develops the dedication, determination, and serious purpose necessary for lasting leadership. (Author/JM)

Intended as a guide for initial program implementation, the document presents an overview on programing for gifted and talented students. Chapter 1 reviews underlying philosophy and the rationale for program development. Goals and objectives are stated along with a summary of teaching techniques and approaches for elementary and secondary students. Program organization and scheduling are addressed in terms of team teaching arrangements. The chapter on teacher role presents reference materials regarding teaching styles, significant behaviors for teachers of the gifted, and a checklist for teachers' self evaluation. The identification process is reviewed, and reference materials cover teacher, parent, peer, and self nominations of students to the program. Curriculum criteria are noted and questioning techniques reviewed in the chapter on curriculum--half of the document--which also includes sample units in cultural arts, language, mathematics, science, and social studies. Two final chapters address matters of program evaluation (sample forms included), and finance. (CL)

According to this publication, a school's most effective tool in encouraging student success may be its control over the time the student spends working on goal-oriented learning activities--that is, time on task. This document is intended to help school administrators understand the effects of their decisions on students' learning time and improve those decisions. Research on learning time, reviewed in chapter 1, links the amount of learning time with the learning achieved. Chapter 2 discusses disruptions that arise outside the classroom and their effects on learning time; decisions made at the building, district, state, or federal levels may result in unexpected limits on the amount of time allocated for instruction. Chapters 3, 4, and 5 examine forces inside the classroom that can affect time on task: student behavior, teacher behavior, and instructional methods. The final chapter looks more deeply into the implications of the concept of time on task and at the roles of teachers, principals, superintendents, staff development personnel, and communicators in increasing time on task in schools. An appendix provides suggestions on how to develop a program to increase time on task within a school district and includes a step-by-step checklist and observation forms. (Author/PGD)