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This document provides a framework for better understanding of the knowledge and skills essential to a state level position within special education. It was developed with an eye on essential skills and knowledge for carrying out the general supervision/leadership requirements of the state education agency (SEA) specifically as it related to special education. The focus is on gaining an understanding about general supervision from a leadership rather than a compliance perspective. The content begins with a definition of general supervision that encompasses leadership and then moves to a discussion about leadership. The next section discusses critical leadership skills, including creating partnerships, running effective meetings, managing conflict, facilitating effective communication, and using technology. The following section describes the regulatory content about which an SEA staff person must be knowledgeable, including regulations dealing with general assurance, identification, operational procedures, quality personnel, school improvement, public input, and finance. The final section provides resources available to assist SEA staff persons in improving their effectiveness. Appendices include information about the Mountain Plans Regional Resource Center and the Office of Special Education Programs Technical Assistance and Dissemination Network. (Contains 24 references.) (CR)

The ultimate purpose of the language arts standards presented in this document is to ensure that all students be offered the opportunities, the encouragement, and the vision to develop the language skills they need to pursue lifelong goals, including finding personal enrichment and participating as informed members of society. The language arts standards in this document are organized into four areas: (1) reading; (2) writing; (3) listening and speaking; and (4) viewing and presenting. Each area provides skill level standards by grade levels, including: Readiness (Kindergarten); Foundations (Grades 1-2); Essentials (Grades 4-8); Proficiency (Grades 9-12); and Distinction (Honors). The document also notes that: interdependent language arts skills and processes should be taught in a variety of learning situations; multiple assessment methods should be used to evaluate a student's knowledge base and application of language arts skills; and assessment tasks should reflect those experiences encountered in the home, community, and workplace. Contains a table and a 51-item glossary. (EF)

Hearings on The Soviet-Eastern European Research and Training Act of 1983 are presented. Objectives of the act are to help ensure the nation's independent factual knowledge of the Soviet Union and Eastern European countries, to help maintain the national capability for advanced research and training on which that knowledge depends, and to provide partial financial support for national programs to serve both purposes. The U.S. Congress has stated that certain essential functions are necessary to ensure the existence of that knowledge: graduate training; advanced research; public dissemination of research data, methods, and findings; contact and collaboration among government and private specialists; and first-hand experience in the Soviet Union and Eastern European countries by American specialists. Testimony is presented that suggests that the act would allow the United States to enter into meaningful relationships and understandings in the military and political spheres in order to know the Soviet Union. The act will also insure the continuation of academic exchanges with the Soviet Union and Eastern Europe. These exchanges provide important insight into current developments in these countries. The legislation will also make it possible to strengthen studies of the Soviet Union in certain disciplines, such as economics, in which the United States has been particularly weak. (SW)

Assessment of undergraduate student learning is discussed by a representative of the College Entrance Examination Board in testimony to the National Governors' Association. Governors are advised to avoid externally-mandated assessment requirements on colleges, since there is no single instrument available to effectively assess academic achievement across all colleges. Most current assessment instruments are designed to determine what individual students have learned. Assessment comes from four sources (the professor, department, college, or an external agency). Assessment is often administered at college entry, midway through college, and at graduation. The College Board offers a number of assessment instruments that assist colleges in the placement of entering students. Two assessment tools developed jointly with the Educational Testing Service focus on an individual student's ability level and provide information to assist in the instructional process. For rising juniors or transfer students, the assessment instruments focus more on general education and subject matter knowledge. Student performance on admissions tests should not be used to evaluate the quality of high school or undergraduate programs. (SW)