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This report responds to the legislative requirement of the Food, Conservation, and Energy Act of 2008 (P.L.110-246) to assess the effectiveness of State and local efforts to directly certify children for free school meals under the National School Lunch Program (NSLP). Direct certification is a process conducted by the States and by local educational agencies (LEAs) to certify certain children for free school meals without the need for household applications. The Child Nutrition and WIC Reauthorization Act of 2004 required all LEAs to establish, by school year (SY) 2008-2009, a system of direct certification of children from households that receive Supplemental Nutrition Assistance Program (SNAP) benefits. The mandate was phased in over three years. The largest LEAs were required to establish direct certification systems by SY 2006-2007; all were required to directly certify SNAP participants by SY 2008-2009. Eighty-five percent of LEAs that participate in the NSLP directly certified some SNAP participants in SY 2010-2011. These LEAs enroll 97 percent of all students in schools that participate in the NSLP. This is an increase from SY 2004-2005, when 56 percent of LEAs, enrolling 77 percent of all students in NSLP schools, directly certified some SNAP-participant students. Nationally, the number of school age SNAP participants was 16 percent higher at the start of SY 2010-2011 than it was at the start of SY 2009-2010, and States and LEAs directly certified 1.9 million more students in SY 2010-2011 than in the previous year. Analysis in this report estimates that 78 percent of children in SNAP households were directly certified for free school meals, substantially higher than last year's rate of 72 percent. Eight States achieved direct certification rates higher than 90 percent, whereas three had direct certification rates lower than 60 percent. Appended are: (1) Additional Tables and Figures; (2) Verification Summary Report; (3) Estimation of Component Statistics; (4) Data Limitations; and (5) Corrections. A glossary of acronyms and abbreviations is included. (Contains 12 tables, 16 figures and 54 footnotes.) [For "Direct Certification in the National School Lunch Program State Implementation Progress, School Year 2010-2011. Report to Congress--Summary," see ED528249.]

This report addresses the following four questions by reporting on the impacts of Head Start on children and families during the children's preschool, kindergarten, and 1st grade years: (1) What difference does Head Start make to key outcomes of development and learning (and in particular, the multiple domains of school readiness) for low-income children? (2) What difference does Head Start make to parental practices that contribute to children's school readiness? (3) Under what circumstances does Head Start achieve the greatest impact? What works for which children? (4) What Head Start services are most related to impact? The Head Start Impact Study was conducted with a nationally representative sample of 84 grantee/delegate agencies and included nearly 5,000 newly entering, eligible 3- and 4-year-old children who were randomly assigned to either: (1) a Head Start group that had access to Head Start program services or (2) a control group that did not have access to Head Start, but could enroll in other early childhood programs or non-Head Start services selected by their parents. The study was designed to separately examine two cohorts of children, newly entering 3-and 4-year-olds. This design reflects the hypothesis that different program impacts may be associated with different age of entry into Head Start. Differential impacts are of particular interest in light of a trend of increased enrollment of the 3-year-olds in some grantee/delegate agencies presumably due to the growing availability of preschool options for 4-year-olds. Consequently, the study included two separate samples: a newly entering 3-year-old group (to be studied through two years of Head Start participation i.e., Head Start year and age 4 year, kindergarten and 1st grade), and a newly entering 4-year-old group (to be studied through one year of Head Start participation, kindergarten and 1st grade). The study showed that the two age cohorts varied in demographic characteristics, making it even more appropriate to examine them separately. The racial/ethnic characteristics of newly entering children in the 3-year-old cohort were substantially different from the characteristics of children in the newly entering 4-year-old cohort. While the newly entering 3-year-olds were relatively evenly distributed between Black children and Hispanic children (Black children 32.8%, Hispanic children 37.4%, and White/other children 29.8%), about half of newly entering 4-year-olds were Hispanic children (Black children 17.5%, Hispanic children 51.6%, and White/other children 30.8%). The ethnic difference is also reflected in the age-group differences in child and parent language. This report presents the findings from the preschool years through children's 1st grade experience. This document consists of the Executive Summary and nine chapters. Chapter 1 presents the study background, including a literature review of related Head Start research and the study purpose and objectives. Chapter 2 provides details about the study design and implementation. It discusses the experimental design, sample selection prior to random assignment, data collection, and data analysis. To provide a context in which to understand the impact findings, Chapter 3 examines the impact of Head Start on the services and child care settings that children experience prior to starting school. It also provides the impact of Head Start on the educational and child care settings, setting characteristics, and services that children experience during kindergarten and 1st grade. Chapters 4 through 7 present the impact of Head Start on children's outcomes and parenting practices for the years before school and then for kindergarten and 1st grade. Chapter 4 presents the impact of Head Start on children's cognitive development, Chapter 5 presents the impact of Head Start on children's social-emotional development, Chapter 6 presents the impact of Head Start on children's health status and access to health services, and Chapter 7 presents the impact of Head Start on parenting practices in the areas of educational activities, discipline practices, and school involvement. Chapter 8 examines variation in impacts by child characteristics, parent and family characteristics, and community characteristics. Chapter 9 provides an overall summary of the findings, implications for the Head Start Program, and unanswered questions. Appendices in this volume include the Head Start Impact Study legislation, a list of the official Head Start Impact Study Advisory Committee members, the language decision form used to determine the language in which the child was assessed, and data tables that elaborate on the findings presented in the volume (e.g., Impact on Treated (IOT) findings). The findings from a sample of programs in Puerto Rico are also provided in an appendix. Programs in Puerto Rico were included in the study with the intent that data on children in these programs would be analyzed along with the data on children in the 50 states and the District of Columbia, once children reached school-age. (Contains 1 figure, 117 footnotes, and 114 exhibits.) [The ERIC version of this document contains the following supplementary materials: Head Start Impact Study Main Impact Tables, 2003 through 2006; and Head Start Impact Study Subgroup Impact Tables, 2003 through 2006. For the "Head Start Impact Study Technical Report," see ED507846. For the "Head Start Impact Study Final Report. Executive Summary," see ED507847.]

This report responds to the legislative requirement of the Food, Conservation, and Energy Act of 2008 (P.L.110-246) to assess the effectiveness of State and local efforts to directly certify children for free school meals under the National School Lunch Program (NSLP). Direct certification is a process conducted by the States and by local educational agencies (LEAs) to certify certain children for free school meals without the need for household applications. The 2004 Child Nutrition and WIC (Special Supplemental Nutrition Program for Women, Infants and Children) Reauthorization Act requires all LEAs to establish, by school year (SY) 2008-2009, a system of direct certification of children from households that receive Supplemental Nutrition Assistance Program (SNAP--formerly Food Stamp Program) benefits. The mandate was phased in over 3 years. The largest LEAs were required to establish direct certification systems by SY 2006-2007; all were required to directly certify SNAP participants by SY 2008-2009. Seventy-eight percent of all LEAs directly certified some SNAP participants in SY 2008-2009. These LEAs enroll 96 percent of all students in schools that participate in the NSLP. This is an increase from SY 2004-2005, when 56 percent of LEAs, enrolling 79 percent of all students in NSLP schools, directly certified SNAP-participant students. The percentage of SNAP-participant children who were directly certified for free school meals in SY 2008-2009 varied greatly among the States. The States with the highest rates were able to directly certify all or nearly all SNAP-participant children. The least successful States certified no more than 50 percent of those children. Half of all States were able to directly certify at least 72 percent of school-age SNAP participants. The comparable median direct certification rate for SY 2007-2008 was 69 percent. Four appendices are included: (1) Additional Tables; (2) Verification Summary Report; (3) Estimation of Component Statistics; and (4) Data Limitations. (Contains 11 tables, 12 figures and 58 footnotes.) [This report was produced by the Office of Research and Analysis, Food and Nutrition Service, United States Department of Agriculture (USDA).]

This report investigates three important aspects of National School Lunch Program (NSLP) and School Breakfast Program (SBP) participation using recently collected data on a large, nationally representative sample of students certified for free and reduced-price meals during the 2005-2006 school year. First, we examine the factors that influence the participation decisions of children from low-income households. In this analysis, school type and student attitudes toward school meals emerged as factors with particularly strong relationships for both school lunch and school breakfast participation. Second, we examine the relationship between school meal certification status and participation using meal certification error as a natural experiment. The most policy-relevant finding from this analysis is evidence that eliminating the reduced-price certification category would increase lunch participation among students eligible for reduced-price meals under the current program rules, but that it would not increase breakfast participation. Finally, we explore the extent to which parent reports of student NSLP/SBP meal participation accurately represent actual school meal participation as determined from school administrative records. This analysis suggests that using parent reports on a short period of time leads to overstatements of actual school meal participation over longer periods, and could cause researchers to incorrectly identify the relationship between participation and other factors. Appendices include: (1) Supplemental Tables for the Analysis of Factors Related to School Meal Participation; (2) Stigma and the Grade Structure of Elementary and Middle Schools; (3) Variation in Participation Over the School Year; (4) Subgroup Findings Related to Individual-Level Comparisons of Parent Reports to Administrative Records; and (5) Factors Associated with Participation. (Contains 29 tables, 3 figures and 33 footnotes.)

As the twenty-first century begins, America faces a daunting challenge: The "baby boom echo" is ready for school. The children of World War Two's baby boomers, millions of youngsters are crowding into schools across the nation. Thousands of new schools will be needed to accommodate them. This demand for educational facilities is unprecedented in American history. In response to this demand, innovative and practical learning environments--developed through educator-architect-planner collaborations--are being implemented around the country (Kennedy 2001). Some are variations on the traditional school site, designed to create more effective spaces for contemporary teaching and learning. Others expand the functions of the school to encompass community needs. Still others expand the whole notion of school by creating learning environments in such nontraditional settings as museums, shopping malls, and zoos, thus optimizing opportunities for learning while minimizing the investment of human, financial, and environmental resources. All of these creative solutions share one common theme: "Schools as centers of community." If the school of the future needs to be designed as a learning center for the entire community, its development must begin with a planning and design process that includes community members and reflects their needs. By engaging students, parents, educators, and a wide variety of citizens in planning and designing schools as centers of community, the best aims of a democratic society are served by both process and product. This publication outlines a systematic planning approach that can result in the successful development of schools as centers of community. Its chapters provide basic principles for designing such schools, case studies of successful projects, and a step-by-step methodology--complete with action checklists--for developing a facilities master plan. (Contains 1 footnote.) [Funding was also provided by the Building Educational Success Together. For the first edition of this report, see ED436082.]

This document contains summary materials from a presentation by Wye River Capital, Inc. of Annapolis, Maryland, on capital financing for independent private schools. The main sections of the presentation address: (1) overview of the capital financing process; (2) tax law considerations for tax-exempt financings by private schools; and (3) key quantitative considerations in a capital financing for a private school. (EV)

This manual is intended to guide school administrators, teachers, school psychologists, and others with the design and implementation of interim alternative education settings (IAES) in compliance with the Individuals with Disabilities Education Act (IDEA) as amended in 1997. Chapter 1 discusses how the IAES evolved as a means of balancing the right of all children to safe schools and the rights of children with disabilities to a free and appropriate public education. Chapter 2 reviews the legal provisions pertaining to IAES including removal from a student's current placement for disciplinary reasons, especially in cases involving weapons or drugs, and requirements concerning functional behavioral assessment and intervention. Chapter 3 proposes "best practices" for IAES based on the disciplines of general education, educational psychology, school psychology, and special education. A final section identifies future legal and educational challenges in the development and implementation of the IAES concept. A list of agency and organizational resources is attached. Two appendices present: (1) three case studies involving placements in IAES that exemplify the application of legal principles; and (2) the text of IDEA '97 regulations pertaining to IAES. (Contains 47 references.) (DB)

This monograph discusses development and implementation of positive behavioral intervention plans with students who have emotional and/or behavioral disorders. It focuses on four steps of a 10-step methodology using functional behavioral assessment and intervention. Emphasis is on the use of positive behavioral intervention plans and supports as encouraged by the 1997 Amendments to the Individuals with Disabilities Education Act. A rationale for this approach is offered which focuses on the need to understand the function of an inappropriate behavior and to replace it with a suitable behavior that serves the same function. This guide details the following steps: (1) develop and implement a behavioral intervention plan (including plan elements, strategies to address behavior functions, student supports, and reinforcement); (2) monitor faithfulness of implementation of the plan; (3) evaluate effectiveness of the behavioral intervention plan; and (4) modify the behavioral intervention plan. It also briefly addresses obstacles to effective functional behavioral assessment and behavioral intervention plans and supports. Four appendices include: a functional assessment/behavioral intervention checklist; a positive behavioral intervention plan planning form; a forced-choice reinforcement menu; and a sample crisis/emergency plan. (Contains 46 references.) (DB)

This guide examines the rationale for and the process of conducting a functional behavioral assessment as required under the 1997 amendments to the Individuals with Disabilities Education Act. The guide looks at ways schools and Individualized Education Program (IEP) teams can translate this new public policy into classroom practice by means of a step-by-step approach to functional behavioral assessment. The guide explains an integrated, 6-step assessment process. The steps are: (1) describe and verify the seriousness of the problem; (2) refine the definition of the problem behavior; (3) collect information on possible functions of the problem behavior; (4) analyze information using triangulation and/or a problem pathway chart; (5) generate a hypothesis statement regarding likely function of problem behavior; and (6) test hypothesis statement. The guide then focuses on ways to collect various kinds of information and how to organize and analyze this information. It highlights the role that both professional collaboration and school-wide support can play in addressing student problem behavior. Seven appendices provide blank forms, sample completed forms, and reference charts. (DB)

This paper provides guidelines for conducting a functional behavioral assessment and developing positive behavior intervention plans with students who have behavior disorders or other disabilities in the context of requirements of the 1997 Amendments to the Individuals with Disabilities Education Act (IDEA). After an introduction, rights and requirements under IDEA are specified, as are the roles and responsibilities of the Individualized Education Program (IEP) team members. Next, the value of a functional assessment of behavior is presented, including examples to illustrate underlying causes for "acting out" behavior. Techniques for conducting the functional behavioral assessment are then presented and include direct assessment, indirect assessment using an informant, data analysis, and development of an hypothesis statement. The following section offers ideas for IEP teams to consider when developing behavior intervention plans. These include the formation of specific goals and objectives and specification of activities to accomplish the goals and objectives for addressing skill deficits, performance deficits, and both skill and performance deficits. The final two sections consider ways to modify the learning environment and to evaluate the behavior intervention plan. Attached are a list of organizational resources and sample forms for conducting and analyzing a behavioral assessment. (Contains 40 references.) (CR)

This paper provides guidelines for conducting a functional behavioral assessment and developing positive behavior intervention plans with students who have behavior disorders or other disabilities in the context of requirements of the 1997 Amendments to the Individuals with Disabilities Education Act (IDEA). After an introduction, rights and requirements under IDEA are specified, as are the roles and responsibilities of the Individualized Education Program (IEP) team members. Next, the value of a functional assessment of behavior is presented, including examples to illustrate underlying causes for "acting out" behavior. Techniques for conducting the functional behavioral assessment are then presented and include identifying the problem behavior, indirect assessment using an informant, data analysis, and development of an hypothesis statement. The following section offers ideas for IEP teams to consider when developing behavior intervention plans. These include the formation of specific goals and objectives and specification of activities to accomplish the goals and objectives for addressing skill deficits, performance deficits, and both skill and performance deficits. The final two sections consider ways to modify the learning environment and to evaluate the behavior intervention plan. Attached are a list of organizational resources and sample forms for conducting and analyzing a behavioral assessment. (Contains 40 references.) (DB)

The guide is designed to familiarize adult basic education (ABE) English-as-a-Second-Language (ESL) teachers with the obstacles faced by adult students from other culture in the adult education classroom. An overview of these challenges and an outline of suggested teaching strategies and cultural activities are presented as a basis for developing a multicultural ABE/ESL curriculum. The beginning of the guide looks at the nature of culture shock experienced by an immigrant population and common individual responses to it. The process of second language acquisition is then discussed, and the important role of nonverbal communication is examined. A series of 16 classroom teaching strategies and teacher behaviors that support learning in this population is presented, and 8 classroom cultural activities are described briefly. Contains 11 references and resources. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

The National Education Longitudinal Studies Program (NELS) is a long-term effort that encompasses the educational experience of youth from three decades. This report is based on the National Education Longitudinal Study of 1988 (NELS:88), a component of the NELS series that began as a national probability sample of eighth grade schools and students in 1988. These students have been followed over time at 2-year intervals, with the most recent followup taking place in 1994. The report is one of a series of methodological monographs that deal with technical issues concerning the analysis of NELS:88 data and the sampling and survey methodology of the study. This methodology monograph addresses issues of student sample exclusion in NELS:88, particularly the problem posed by eighth graders who were declared ineligible for the study owing to factors--physical or mental disabilities, or lack of proficiency in the English language--deemed by their schools to pose a barrier to participation. Chapter 1 explains the exclusion of some students from the survey and discusses the reliability and validity issues exclusion poses. Chapter 2 reviews characteristics of base-year ineligibles, and chapter 3 discusses the eligibility status of the excluded 188 eighth graders in 1992. Chapter 4 considers other potential sources of sample undercoverage, and chapter 5 discusses the need for greater inclusiveness and recommendations to minimize sources of undercoverage. Chapter 6 is a 105-item bibliography. Five appendixes contain three supplementary tables, screening for eligibility reassessment, study eligibility criteria, technical notes, and a glossary. (Contains eight tables, four appendix tables, five figures, and one appendix figure.) (SLD)

This manual is designed to help child care providers develop, implement, and evaluate a family development plan for at-risk families. The plan's five components are designed to: (1) identify family strengths; (2) identify family needs; (3) identify community resources; (4) develop and implement a family action plan; and (5) monitor family progress. The planning manual provides for family participation in each step through empowerment and self-help strategies. Each component begins with a statement of rationale, followed by a working guide, a summary sheet, and an appendix of optional assessment tools. The assessment tools include questionnaires, checklists, and interview protocols. (Contains 18 references.) (MDM)

Shares the highlights of a teaching unit on bullying along with the effects it had on students and on the current teaching environment. Presents three sections representing prereading, during-reading, and postreading activities that teachers can implement in their own classrooms. Discovers that students were capable of taking a story to a higher level and turning it into something more personal and meaningful. (SG)

Describes a science activity on skin, its structure, function, and variety, which can be used as a multicultural lesson on racial sensitivity. Includes an activity worksheet. (YDS)

This monograph examines issues associated with the problems of children and youth with disabilities in the justice system. Following an introductory chapter, chapter 2 focuses on prevention, including systemic prevention strategies, challenges to successful prevention, model programs that address prevention, and recommended prevention practices. Chapter 3 considers the educational services for youth in juvenile correctional facilities including academic programs, special education services, challenges to delivering special education in correctional facilities, and recommended special education practices. The importance of transition planning when youths transfer into and out of either short-term or long-term correctional facilities is stressed in the following chapter, which also provides recommended transition practices. Finally, chapter 5 discusses the importance of family involvement and advocacy, including families' perceptions of the justice system, families' perceptions of professionals, and recommended advocacy practices. (Contains 28 references.) (DB)

Discusses what the author has learned in her job at an elementary school in Northeast Mississippi as liaison between English-speaking school personnel and Spanish-speaking students and parents, most of whom are recent immigrants from Mexico. Discusses what the author learned, through extensive talking and questioning of students and parents, about how cultural differences affect classroom activities and interaction. (SR)

Presents a lesson to teach matrices that emphasizes conceptual understanding and allows students to extend their investigations into important and relevant situations by using graphing calculators after important conceptual understanding has been developed. (KHR)

Describes a series of activities using attribute blocks designed to help construct knowledge about and develop conceptual understanding of probability. (KHR)

Describes an activity on probability to serve mathematics and science objectives while including the use of art in a game. (ASK)

Presents a probability activity addressing students' misconceptions regarding the Law of Large Numbers. Provides students with better conceptual understanding of the Law of Large Numbers. (ASK)

Argues that English and Language Arts teachers can counter the lessons of hate, violence, and bigotry by offering lessons that promote understanding and caring, through choices for reading and writing of literature that represent all ethnic groups. Discusses the author's experiences teaching for many years in Mississippi, addressing the heritage of racial divide by including literature by African American writers. (SR)

Describes a lesson plan in which students apply their mathematical intuition to determine win-loss possibilities of teams in a sports league and develop a formula for calculating the magic number for clinching first place. (YDS)

This monograph is designed to help those working in pupil personnel services to develop an understanding of consultation, to become aware of strategies for encouraging educators to participate in guidance efforts, and to learn specific consultation functions and approaches. A comprehensive training program is described. A reference list and planning forms are included so that the user can develop a systematic plan for beginning consultation efforts. The described functions, approaches, or forms may be modified to match the interests and strengths of those using the material. (Author/CKJ)

This module is part of a comprehensive workshop training package designed to assist in developing strategies for improving the preservice and inservice preparation of local vocational education administrators. The module addresses, through a variety of individual, small group, and large group experiences, many of the competencies that educators need to effectively carry out their role and responsibilities as vocational administrator educators. An introduction and six sequential learning experiences are included in this module. Overviews, which precede each learning experience except the final one, provide brief descriptions of what each learning experience entails. The first five learning experiences are designed to provide the needed background information and to give the participant opportunities to apply that information in practice situations. The final learning experience is designed to allow the participant to use the competency-based approach for improving the preparation of local administrators of vocational education. (BM)

This handbook is designed to assist teacher educators, curriculum specialists, and others involved in writing performance-based vocational teacher education modules. Module writing instructions are supplemented by fifty-eight sample illustrations. In the first of two sections the format for the components of the module is outlined. Then guidelines are given for writing the (1) title page, (2) introduction, (3) module description, which includes the objectives, prerequisites, resources, and performance elements, (4) learning experience sections, which involve the overview, activities, and feedback, (5) final learning experience section, which includes the terminal objectives, activities description, and feedback/teacher performance assessment form, and (6) instructions for use of the module. In the final section module development procedures and two checklists for ensuring module quality are provided. (A two-volume final report of the Performance-Based Professional Education Curricula project is available as two separate documents--see note.) (CSS)

Designed to provide pre- and inservice administrators with the skills necessary to select appropriate program development and implementation, and monitor and evaluate their success, this competency-based learning module consists of an introduction and four sequential learning experiences. Each learning experience contains an overview, required and optional learning activities, a self-check section, and a series of model answers for use with the self-check section. Topics covered in the first learning experience include procedures for promoting vocational education programs (needs assessment, determining the audience, setting goals, and planning the program) and the role of the administrator in the program promotion process. Alternative promotional techniques, planning an open house, audience, and school/community relations are among the areas examined in the second learning experience. Also discussed are developing plans for publicizing and promoting a hypothetical vocational education program. The final learning experience entails promotion of a vocational education program in an actual administrative situation. (Related competency-based vocational education administrator modules covering curriculum development, program evaluation, improving instruction, staff development, and student recruitment and admissions are available separately through ERIC--see note.) (MN)

Designed to provide pre- and inservice vocational education administrators with the skills necessary to guide the development and improvement of instruction, this competency-based learning module consists of an introduction and three sequential learning experiences. Each learning experience contains an overview, required and optional learning activities, a self-check section, and a series of model answers for use with the self-check section. Topics covered in the first learning experience include the scope of the administrator's responsibility in developing and improving instruction, facilitating the conventional approach to instruction, assessing instruction, and facilitating the competency-based approach to instruction. Evaluating the performance of an administrator in a given case study in guiding staff in selecting and using a new instructional strategy and creating a climate for improving instruction are discussed. The final learning experience involves guiding the development and improvement of instruction in an actual administrative situation. (Related competency-based vocational education administrator modules covering program evaluation, curriculum development, program promotion, staff development, and student recruitment and admissions are available separately through ERIC--see note.) (MN)

Intended to be utilized as an instructional unit in preservice or inservice vocational teacher education or as a part of a total performance-based teacher education (PBTE) program, this module is one of two competency-based modules developed to train vocational personnel how to install and manage competency-based instructional (CBI) programs. The two modules were designed as prototypes for the development of an entire series of teacher education modules intended to provide training in all the forty-five teacher competencies identified as being essential to the installation and management of CBI in secondary and postsecondary schools. (The full list of competencies, its development, and plans for the additional modules are described in a separate report, CE 013 792.) The format and structure of the modules include the following components: cognitive learning experiences; practice and planning experiences; alternative and optional experiences; application experiences; and assessment. The terminal objective of this module is to orient the school and community to CBI while working in an actual school situation. Providing the user with the background information on the need for and characteristics of CBI, this module also provides the following two practice activities to help the user apply this information in explaining CBI to members of the school and community: (1) critique the performance of a teacher in a given case study describing the basic concepts of CBI and (2) critique the performance of teachers in given case studies in orienting the school and community to CBI. (BM)

Intended to be utilized as an instructional unit in preservice or inservice vocational teacher education or as a part of a total performance-based teacher education program, this module is one of two modules developed to train vocational personnel how to install and manage competency-based instructional (CBI) programs. These two modules were designed as prototypes for the development of an entire series of teacher education modules intended to provide training in all the forty-five teacher competencies identified as being essential to the installation and management of CBI in secondary and postsecondary schools. (The full list of competencies, its development, and plans for the additional modules are described in a separate report, CE 013 792). The format and structure of these modules include the following components: cognitive learning experiences; practice and planning experiences; alternative and optional experiences; application experiences; and assessment. The terminal objective of this module is to organize the vocational program to install CBI. Providing the user with the background information about the organization and management of CBI, this module also provides the following two practice activities to help the user apply this information in installing a CBI system: (1) demonstrate knowledge of the principles and procedures involved in organizing a vocational program for the installation of CBI and (2) critique the performance of a teacher in a given case study describing how the teacher organized and managed a vocational program for CBI. (BM)

Presents a lesson in which students explore important mathematical topics such as frequency distributions using the popular board game Scrabble. Offers an opportunity for students to work cooperatively in collecting, analyzing, and interpreting data. (ASK)

Features activities for advanced second-year algebra students in grades 11 and 12. Introduces three random variables and considers an empirical and theoretical probability for each. Uses coins, regular dice, decahedral dice, and calculators. (ASK)

Presents a dice game that students can use as a basis for exploring mathematical probabilities and making decisions while they also exercise skills in multiplication, pattern identification, proportional thinking, and communication. (ASK)

This monograph examines educational alternatives for children and youth with emotional, behavioral, or social problems. It focuses on alternatives to traditional education systems, concentrating on those which have an administrative structure separate from the regular education system. It begins with a brief description of the role alternative programs have played during the last few decades and their varying roles within the continuum of placements today. Major issues that dictate practices in alternative programs nationwide are explored, components of effective alternative programs are highlighted, and suggestions are provided for changes to improve the current practices in some alternative programs. The monograph also examines the paradox resulting from attempts at the full inclusion of students with disabilities and the special difficulties that traditional education systems face when disciplining students with emotional, behavioral, or social disorders who are included in mainstream education placements. Appendices include descriptions of a collaborative, nontraditional center serving at-risk children and youth, a positive education program reintegration model, a collaborative task force that empowers families and community institutions to work together to reduce juvenile problems, and educational options for students who have been adjudicated or are at-risk. (Contains 27 references.) (CR)

Reported is a project designed to correlate six units of study from the Philadelphia Elementary Science Guide and to incorporate them in such a way as to reduce the suggested 32 weeks of teaching time, for the individual units, to 10 weeks for all 6 units. This was necessitated by an interruption of the school year by a teachers' strike. Three objectives guided the project: (1) to insure that children would obtain the basic science skills contained in the Elementary Science Primary Unit of the Philadelphia Public Schools, (2) to enrich the scientific course of study, and (3) to test the worth of open classroom techniques in a traditional setting. The major objective for the teachers was to extend the knowledge of newly developed scientific concepts wherein it might enable them to better prepare their pupils to meet the scientific age. Descriptive information is provided for the Primary Science Unit and the Primary Ecology Unit, including concepts involved, steps of organization, correlation of subject matter, and culminating activities for each of the two units. Appendices to the report contain such materials as vocabulary lists, activity sheets, games, maps, and other related activities. (PEB)

This guide presents a curriculum for a volunteer field aide program. The guide is based on a program that was conducted in New Hampshire that trained volunteers to assist teachers in outdoor environmental education ventures. It was found that the aides helped teachers to expand their existing programs by assisting in supervision, research and program development, and instruction. This guide provides a framework for other teacher groups wishing to develop an aide program. The volunteer aide program is based on 15 sessions of inter-disciplinary environmental education instruction. These activities and concepts in the 15 sessions are aimed at familiarizing the aide with ecological concepts, techniques for field work with children, and teaching approaches stressing inquiry and discovery. The 15 sessions, which cover such topics as the inquiry approach, classifying, field and forest communities, compass and mapping skills, and mathematics, are covered in the guide. Each session focuses on one topic and includes activities, suggestions, references, diagrams, and illustrations. Suggestions for organizing an aide program, sample registration forms, a bibliography and resources are also included. (TK)

Discusses the use of a dynamic geometry software package to improve teaching of graph theory in basic graph sketching and in isomorphic, bipartite, and planar graphs. (JRH)

Attempts to compare the modern retail/entertainment experience of the mega-mall to a singular encounter with a wild animal in its native community context. Explores the differences between seeking amusement and seeking happiness as well as the capacity for experiencing joy. Concludes with some implications of these experiences to the implementation of effective environmental education programs. Contains 27 references. (JRH)

Highlights the argument that states that problem solving is much more than just solving problems, by focusing on problem-solving history, George Polya's view of problem solving, Asians' successful use of multiple intuitive solutions, and other examples. (ASK)

Presents a series of lessons that extend the concrete experiences many elementary students have had with attribute blocks to provide middle school students with informal opportunities to explore the concepts and properties of relations and functions. (DDR)

Describes an activity that integrates the study of fractions, decimals, percents, rounding, Cartesian coordinates, probability, and statistics into a game using baseball statistics. (MKR)

Describes difficulties often faced by poor spellers when trying to spell check their papers electronically. Describes four strategies to help students use electronic spell-checking programs effectively. (SR)

Presents an interesting problem intended to introduce students to an application of algebra and to help them make the transition from arithmetic to algebra. Uses different problem representations including making successive approximations, interpreting graphs, and solving equations. Discusses pedagogical issues involved. Contains 11 references. (ASK)

Lesson plans and bibliographies compiled in this booklet were created by participants in a series of in-service workshops conducted to heighten awareness of sex-role stereotyping and its relationship to career education. The curriculum guide presents 15 high school lesson plans (units). Each unit includes, in outline form, the headings of Cluster, Subject, Grade, Related To, Goal, Career Education Objectives, Procedure, Results, and Follow-Up. Lesson plans are developed for these subjects: Biology, clothing, community studies, distributive education, English, foods, guidance, mathematics, physical education, Spanish, special education, springmaking, typing, women in literature, and world history. Bibliographies of non-sex biased materials are compiled for business, career education, distributive education, English, foreign language, guidance, home economics, industrial arts, mathematics, physical education, science, special education, women in literature, and world history. (TA)

Identifies and evaluates principle psychology resources available on the Internet and Bitnet networks. Sources include discussions of cutting-edge research and notices of seminars, conferences, employment, reviews, abstracts, and bibliographies; categories include electronic journals, electronic newsgroups, and electronic conferences. (Author/AEF)

Presents thoughtful writings by underprivileged seven- and eight-year olds, and analyzes how they were produced. Includes an introductory lesson and supporting strategies related to content and method. Provides a view of the placement of such a lesson in the context of cognitive psychology and philosophy of education. (DR)

Reviews time-saving approaches that can help academic librarians (or small libraries lacking collection development librarians) to maintain collections. A sidebar provides information on locating subject publication lists and appendices offer guidelines for collection weeding and sampling. (JMV)

The trend toward teacher participation in policy making is the result of good practice and research over many years. Classic, bureaucratic approaches to making decisions are being replaced by collaborative efforts. There are rules to determine appropriate circumstances for encouraging teacher participation. Determining how and when to involve teachers in policy is a key element in the administrator's leadership. (SM)

Outlines six successful components of effective programs serving special-needs students in alternative-education settings, with particular emphasis on the mandates of the 1997 Amendments to the Individuals with Disabilities Education Act. (SR)