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Organization of library development in Alaska will follow the Public Administration Services recommendation of three regions with community outlets and centers, a resource center and a research library in each region. A Regional Coordinator as a member of the State Library staff is needed in each region to work with all the communities and libraries. It is expected that there will be phases of development in each region each year through grants and coordination of existing resources. This five-year program is not specific in all phases; information is still to be gathered for some needs assessment, current programs must be evaluated more carefully, and priorities must be examined by each region and each library. Expected outcomes of the first five years of the Long Range Program, 1972-1977, include efficient sharing of library resources, improved materials collections, access to basic and continuing education for library personnel, better facilities, and service systems and programs which are designed to encompass total library service. (Other State Plans are: LI003985 through LI003993 and LI003996 through LI004004.) (Author/NH)

THIS DOCUMENT DISCUSSES BULLETIN BOARDS AS INSTRUCTIONAL RESOURCES TO STIMULATE THE CURIOSITY AND INTEREST OF CHILDREN. IT PRESENTS THE OBJECTIVES, ARRANGEMENT, PLANNING, AND LETTERING THAT COULD BE USED WITH BULLETIN BOARDS. A SHORT LESSON PLAN IS INCLUDED. (JH)

SIX AREAS OF EXCEPTIONALITY SERVED BY PUBLIC SCHOOL PROGRAMS ARE PRESENTED, INCLUDING MENTALLY RETARDED (BOTH EDUCABLE AND TRAINABLE), BLIND AND PARTIALLY SIGHTED, DEAF AND HARD OF HEARING, ORTHOPEDICALLY OR NEUROLOGICALLY HANDICAPPED, EMOTIONALLY DISTURBED, AND MULTIPLY HANDICAPPED. INCLUDED FOR EACH EXCEPTIONALITY IS A DEFINITION, CRITERIA FOR DETERMINING PLACEMENT, AND A SECTION ON EVALUATION OF DISABILITIES. PROCEDURES FOR ESTABLISHING SPECIAL EDUCATION PROGRAMS ARE DISCUSSED IN DETAIL, AND EXPLICIT DIRECTIONS FOR SUBMITTING APPLICATIONS TO THE STATE DEPARTMENT ARE INCLUDED. A SECTION ON CURRICULUM OUTLINES RECOMMENDED OBJECTIVES, EQUIPMENT, AND PROGRAMS FOR THE EDUCABLE AND TRAINABLE MENTALLY HANDICAPPED, THE PHYSICALLY HANDICAPPED, AND THE EMOTIONALLY DISTURBED. A SECTION IS INCLUDED ON THE IDENTIFICATION OF SPEECH AND HEARING PROBLEMS. A LIST OF EQUIPMENT AND SUPPLIES FOR SPECIAL EDUCATION CLASSROOMS. THE STATE REFERRAL FORM FOR SPECIAL EDUCATION PLACEMENT, AND AN APPLICATION FOR HOME OR HOSPITAL TEACHING ARE INCLUDED. (VO)

Alaska has made many attempts to find methods for providing a quality education for students living in rural areas. They include regional schools, boarding dormitories, the Boarding Home Program, area and local high schools, and correspondence study. This booklet discusses the strong and weak points relative to the major financial, social, legal, logistical, and educational factors which must be considered and includes a policy statement by the Alaska State Board of Education. The philosophy underlying these various attempts coincides with the Bureau of Indian Affairs plan to transfer their operating day schools to the State of Alaska as soon as it is economically feasible, thus eliminating the dual educational system in rural areas and placing the responsibility with the State. As a result of the information gathered concerning Alaska's efforts, local area high schools will be developed to allow students to complete up to 4 years of secondary education in their own locality. The scope of the curriculum will be more limited than the offerings of the large regional high schools, but all local and area high schools will give a general academic program of high quality, leading to a high school diploma. (HBC)

A guideline for providing quality secondary education in situations where only a relatively small number of students are involved, this manual describes the organizational options for high school programs. The options discussed are regional high schools, area secondary schools, and local high schools. Local high schools can be further classified according to the programs offered, including (1) 12 grades with all students using correspondence study; (2) correspondence study for high school students, regular classroom instruction for elementary students; (3) the integrated K-12 program; and (4) the small high school in which basic subjects are taught by 1 or more teachers and perhaps with some subjects taught by correspondence. Topics covered in the manual include equipment and instructional materials, correspondence study, individualized instruction, partially individualized instruction, traditional instruction, the process of education, the use of educational resources in the community, the administration of small schools, student records, graduation requirements, internal funds, and facilities for the secondary program. Also included are 2 prototype schemes for a rural Alaska high school, a bibliography on small schools, and an example of the use of correspondence studies in a rural school. (HBC)

The overall hypothesis tested in this study supported a significant relationship between the local school superintendent's attitude toward federal aid to education profiles and selected factors in his experience and background. This overall hypothesis was expanded to 11 hypotheses for purposes of the study. An inventory of 114 statements about federal aid to education provisions and requirements was submitted to 151 randomly selected public school superintendents from Alaska, Idaho, Oregon, and Washington. Multiple regression correlation and mean difference analysis were performed on the resulting data. Major findings show that (1) public school superintendents in the region differ in their attitudes toward federal aid to education profiles and (2) there are significant relationships between the public school superintendents' attitudes toward federal aid to education profiles as measured by scores obtained on the profile inventories and selected factors in their experience and environment. (Author/JF)

Eleven graphs present information on status and trends in Alaska in terms of number of public high school graduates, statewide enrollment, expenditures per pupil, local assistance, pupil-staff ratio, transportation, rural school enrollment, correspondence study, school lunch programs, average salaries of professional school personnel, and operating expenses for Alaska Public Schools. The data are illustrative of the progress and growth of Alaska's educational system from 1960-71. (MJB)

The educational specifications of facilities for rural Alaskan schools are given in this 1964 report. Alaska's 6 recognized geographic regions are briefly described with consideration to topography, climate, permafrost conditions, latitude position, and transportation difficulties which present problems in planning schools. Since the school design should be able to accommodate recent trends in teaching methodology and any future developments, space requirements, as well as how instructional programs relate to space, are discussed. Facilities for small, isolated elementary schools, which should be flexible and functional buildings, are described as they relate to kindergarten, primary, intermediate, upper, and special education programs in Alaska. This report presents activities and learning experiences which have implications for construction and space and the current teaching methods used. Also given are the specifications for Alaskan teachers' living quarters. Alaska's rural high schools are discussed in terms of the educational program, learning environment, and special facilities needed. Suggested space and equipment allocations for schools of various sizes, the elementary classroom-teacher cluster, and the orientation with high schools are illustrated. (NQ)

Reported in five tables, with interpretations, were results of a survey in Alaska to ascertain special education (SE) priorities for program planning. Of 921 survey forms sent by the State Department of Education to all SE teachers and administrators, district administrators, and Bureau of Indian Affairs (BIA) teachers and aides, and to 200 regular class teachers, 624 were completed. Ten program areas, arranged to minimize bias due to list placement, required priority ranking. Results showed that highest mean ranking was given to regular class support programs; that second and third mean rankings were given to primary level integrated programs for mildly handicapped children by all but two groups; and that second mean ranking was given by administrators to identification and prescriptive programs, and by BIA teachers in remote areas to rural support programs. Also, BIA teachers and administrators gave third and fourth mean ranking to primary support and learning disability programs at all levels. Preschool identification programs received a mean ranking of fifth by all groups; and gifted and secondary vocational programs, and instructional materials centers were low in priority. (MC)

The aim of this guide is to aid elementary teachers in individualizing instruction. Eight general objectives of teaching mathematics are listed, 11 topics are identified as being the scope of elementary mathematics, a one-page mathematics curriculum flow chart for grades K-8 is provided, student and teacher needs and evaluation are discussed in general terms, and three examples of individualized instruction are given. A section on mathematics laboratories includes directions for four activities along with a short list of math lab materials and books. A bibliography of 32 references on mathematics education is given. (DT)

Prepared as a resource for Alaskan educators, this book is designed for any grade level or learning setting. It provides the basis for teachers to develop their own appropriate units. Sections encompass: (1) an introduction to the interdisciplinary framework of this source book; (2) a background about the Eskimos of the world, the cultural divisions of Alaska, and the distinction between Eskimos and Aleuts; (3) a presentation of the natural environment of the Northern Eskimos of Alaska; (4) a description of Northern Eskimo culture emphasizing the history, the cultural and sub-cultural divisions, and the diversities within the total culture; (5) a presentation of the Eskimo life style in the Bering Sea area; (6) the details of the shared culture of Northern Alaskan Eskimos emphasizing sub-cultural differences between the people of the Bering Sea and St. Lawrence Island areas; (7) a presentation of the distinct and unique qualities of sub-cultural adaptations made by the St. Lawrence Island Eskimos; (8) a presentation of the conditions and events of Northern Alaska Eskimos from 1890 to the present; (9) a condensation of the book "People of Kauwerak"; and (10) an annotated time line regarding Alaskan Eskimos. Films suggested for classroom use and bibliographies for teacher reference are listed in the appendix. (HBC)

Highlighting vocational education philosophies and needs in individual school districts in Alaska, this position report of the current status of state vocational education programs was developed by the staff of Alaska's Division of Vocational and Adult Education in order to inform the State Board and the Alaskan Legislature of programmatic needs. The six sections of this "state of the art" report cover: (1) a philosophy and definition of vocational education in Alaska, (2) Alaska's unique vocational education imperative, (3) vocational education at each level of the school system, (4) community involvement in those programs affecting the community, (5) establishment of career development centers, and (6) a vocational teacher training design. Recommendations and conclusions of the 2-year study are presented. Various tables and charts present data concerning employment opportunities, programs in operation, and specific programs needed for each school district. (AG)

This legal guide, developed by the Alaska Congress of Parents and Teachers, is intended for young citizens and parents to advise youth of their civil rights and explain what constitutes a criminal offense. The aim is to objectively state the law in understandable terms. The book is arranged in four sections. Section one explains the legal rights of Alaskan juveniles; section two points out that personal cumulative records are kept of an individual from birth through school and that court records can adversely affect one's future; section three defines the following terms, each in a short paragraph, as they relate to juveniles; civil law, criminal law, felonies, misdemeanors, sentence, probation, parole, juvenile, minor, ward of the court, delinquent, dependent, and juvenile court; section four, the largest section, outlines laws commonly affecting juveniles as an aid in protecting youth. A generalized flow chart of the juvenile court process for delinquents is included. (SJM)

Based on questionnaire data showing of 64% (114 respondents) return from all teachers in small village schools operated by the State of Alaska and the Bureau of Indian Affairs, this paper describes instructional strategies for new teachers entering the Alaskan cross-cultural community classroom. The paper also suggests how the instructional methods harmonize with village students' learning styles in regard to (1) personalism (experiment with ways to harmonize personal teaching style with students' learning styles), (2) competitiveness (devise teaching methods to cope with passive students), (3) joking (use this native method of correction in a two-sided manner), (4) project-reward work rhythm (assign concentrated work followed by material rewards and relaxation), (5) observational learning (use image-based instruction), (6) village-based anchoring ideas (relate instructional material to students' village experiences), and (7) parental involvement (inform parents as to the school's why's and how's). The appendix shows a copy of the questionnaire sent at the end of the 1969-70 school year. (MJB)

A variety of environmental education activities, created by Alaskan teachers who have participated in the State Department of Education's Environmental Education Community Workshops, is presented in this compilation. The curriculum plans, environmental experiences, and simulation games for elementary and secondary levels are developed in outline form for simplified use. Where appropriate, they state title of the activity, author, grade level, goals, concepts, behavioral objectives, activity design and implementation, and teaching procedure. Materials required to conduct the experience are noted when necessary. The plans/experiences/games are multidisciplinary, covering a wide range of environmental topics. (BL)

This long-range, comprehensive plan for early childhood education in Alaska focuses on providing environmental surroundings conducive to learning for children aged 3, 4 and 5. Topics covered are: (1) needs, objectives and activities--projected numbers of students (age and grade distribution, school distribution), early childhood education programs, 1971 (kindergartens, Head Starts); (2) evaluation of program outcomes; (3) strategy for early childhood education--early childhood programs, components and activities (community, State and training components, multiple funding analysis); (4) decision-making relationships; and (5) proposed work plan. Estimated numbers of 3-, 4- and 5-year-old children in Alaska are provided in an appendix. (KM)

The Alaska Model for Early Childhood Education is an attempt to bring major ideas into focus for neighborhood programs. Suggested specifications for staff, facilities, equipment, activities, and parent involvement are presented. Sections deal with: (1) needs, objectives and activities; (2) child development activities and environments--physical environments (interest areas) and social environments; (3) community implementation strategies involving personnel and staff development, parent responsibilities and agency support services; and (4) evaluation. An equipment list is provided as an appendix. (KM)

This evaluation attempts to measure the extent and effectiveness of ESEA Title I programs designed to meet the needs of disadvantaged children and apprizes the public and the legislature of program outcomes. In keeping with USOE requirements for evaluating Title I programs, this document is constructed of (1) responses to USOE probes by questionnaire sequence, (2) applicable supplementary or background information, and (3) available related findings. Data were collected from interviews with selected personnel from the Alaska State Department of Education; reaction reports from teachers, administrators, State ESEA Title I personnel, and university personnel; onsite visitations by Title I staff and university consultants; and evaluation supplement and narrative reports distributed to local educational agency Title I directors and activity directors. (EA)

The Boarding Home Program was developed by the Alaska State Department of Education, Division of State-Operated Schools, to provide students living in an unincorporated area of rural Alaska, where no public high school is available, with an opportunity to continue their education. Established as an interim measure until more regional high school boarding facilities are constructed, the program utilizes families who provide boarding homes for participating students. Presented in this guide for "boarding home parents" are the standards for participation, along with discussions of financial arrangements, student health services, student employment, and the role of the boarding parents (with examples of what the "foster" parents might be expected to do for the student). Also, the role of the home-school coordinator is explained, and his responsibilities to the student and boarding family are listed. A boarding home parent application is appended. (LS)

The Alaska State Manpower Planning Council provides brief summaries of human resource development programs, describing eligibility requirements, Alaska contact sources, authorizing legislation, and administering agencies. The information is primarily directed to officials and individuals involved in human development. Most of the programs receive both Federal and State financing, with the Federal sector the larger contributor. The Alaska agencies responsible for implementing the respective programs (e.g., Job Corps, Model Cities, Neighborhood Youth Corps, and Rural Alaska Community Action Program) are listed. (FF)

In recent times the ultimate role of the Bureau of Indian Affairs (BIA) in Alaskan education has been questioned, focusing on how much longer the BIA will operate schools and what form, if any, BIA education will have within and following the next 5 years. Therefore, the Commissioner of Indian Affairs (former Area Director for the Juneau Area Office) asked that the Alaska Native Needs Assessment in Education (Project ANNA) be undertaken. The project was conducted from January-October, 1973. The document content includes (1) a project description of the needs assessment in education; (2) student survey; (3) student characteristics; (4) Alaskan Native student enrollment; (5) resident education evaluation; (6) educational preferences of Alaskan Native School Boards; (7) Alaskan Native high school dropouts; and (8) a future educational outlook. For easy reading and understanding, a project summary is presented first. The reader is advised to pay close attention to the Appendices, when the vital details of this report are contained. Though this project was not as broad as was planned, it encompasses a comprehensive approach to basic issues in Native education and should serve an important role in the decision-making process. Although data from the project will be used in a number of different problem areas, it centers on certain specified areas, such as the identification of the educational preference of Alaskan Native peoples and the development of a benchmark of education information which reflects current BIA programs. (FF)

Outlines for the development of a language arts curriculum in the elementary grades are presented in this state curriculum guide, which can also serve as a reference for the individual teacher of the communication skills. The philosophy behind the guide, suggested uses for it, and student evaluation procedures are followed by individual teaching units on (1) listening; (2) speaking--organization of thought, vocabulary, courtesy in speaking, body movements, voice; (3) reading--word recognition, interpretive skills, study skills, and literature; and (4) writing--usage, capitalization and punctuation, grammar, spelling, handwriting, proofreading. Each unit lists teacher activities, skills to be acquired, and a grade-by-grade schedule indicating when specific skills are to be introduced, taught, or maintained. (JM)

A review of the innovative and comprehensive educational programs in Alaska, funded under Title I of the Elementary and Secondary Education Act, is featured in this document. A brief sketch of the State of Alaska provides a basis of understanding of the rural education problems encountered in this large state. Each program instituted is discussed by the teachers and administrators directly involved, and those involved feel that the future Title I funds should allow for more innovative program development. Further, it is noted that those programs which have proved successful will be absorbed into the everyday program of the local school district and funded at the local level. (DB)

Three sets of library arrangement guidelines are given for the small-school teacher. These guidelines relate to (1) order and receipt of materials, (2) classification and cataloging, and (3) care and repair of books. Details are given for establishing the card catalog, arranging books according to Dewey Classification, and organizing non-book materials. The manual also includes a bibliography of publications which will aid the teacher/librarian in acquisition and classification of library materials. (AN)

"An Overall Education Plan for Rural Alaska" was published in 1963, revised in 1966, and subsequently revised and printed in 1968. The purpose of the present booklet, published in 1969, is to develop in more detail the conditions and agreements found in the previous publications and to document recommendations made by a congressional delegation, officials from the Bureau of Indian Affairs, state representatives, and native leaders. Two concepts are suggested for meeting rural Alaska's educational needs: large regional high schools and area secondary or junior high schools. For analysis purposes, Alaska is divided into 6 regional areas. Enrollment figures, trends, and projections are offered. Recommendations for the location of regional schools, estimated construction costs, operating expenses for rural schools, and Alaska's boarding home program are discussed. Information is given on boarding student policy and on educational programs designed to meet Alaska's needs. A related document is ED 026 194. (SW)

This state curriculum guide is intended to provide Alaskan secondary school language art teachers with a sequential instructional program designed to meet the need of students in all aspects of language arts in grades 9-12. After an introductory statement on the use of the guide and a discussion of the needs and characteristics of youth, the guide is divided into two parts: oral arts and written arts. Under the former, speaking and listening are discussed; and under the latter, language, rhetoric, composition, creative writing, spelling, literature, and reading are dealt with. For each subject and for each grade, charts of general and specific curriculum goals are given. Evaluation methods and supplementary materials are sometimes suggested. One appendix contains bibliographies of materials for remedial reading, of materials for teaching reading, and of books for Alaskans. A second appendix gives, briefly, information on the organization of remedial reading courses, on motivation for creative writing, on new directions in language, and on problems in bilingualism. (LH)

The large number of requests for general information on Alaska has resulted in compilation of this booklet. The Alaskan public school system, composed of district schools and state-operated schools, is discussed. Correspondence study, adult education programs, institutions of higher learning, teacher qualifications, and the role of the Bureau of Indian Affairs are briefly examined. Programs to meet Alaska's educational needs, especially the needs of rural school children, are related. A historical sketch of Alaska and information on its present economy and government are included. The geographic division of Alaska and the distribution of Eskimos, Indians, and Aleuts are described. Various facts and figures on Alaska conclude the document. (CM)

This curriculum guide was developed by the Alaska State Department of Education for the purpose of aiding elementary and secondary school teachers in incorporating elements of aerospace science in the classroom. The section of the guide designed for elementary school teachers includes chapters under the headings: Aircraft, Airports, Weather, Rockets, Missiles, Satellites, Astronauts, Survival, Unidentified Flying Objects, Careers, and History of Aviation. The section designed for use by secondary school teachers includes: History of Aviation and Space Exploration, Vehicles, Physical Factors, and Socioeconomic Factors. Under each topic for elementary teachers, there is a list of suggested activities and a teaching aids bibliography that cites filmstrips, films, teacher's manuals, and books that can be useful to the teacher. The section of the guide for secondary school teachers provides a framework for a general aerospace course. This publication has a list of aerospace periodicals and a list of sources of aerospace educational materials. (BR)

The 1970 Alaska State plan for construction of facilities for the mentally retarded is discussed. State agency organization charts, methods of administration, program goals and policies, an election district map showing catchment areas and Indian reservations, an explanation of inventories, and a survey of need and ranking of areas comprise the plan. An appendix covers characteristics of the mentally handicapped, statutes and codes, progress made in implementing the plan, and guidelines for the future. (CD)

The bases for the development of this resource book were notes and a course outline used in teaching Alaska History at the junior high school level. It can be used as a checklist, a guide to organizing lesson plans, selecting classroom and testing materials, and as a source of concepts and information for any grade level. Most of the material is presented in expanded outline form with bibliographies, lists of suitable audiovisual materials and free or inexpensive teaching materials. The basic information is organized by topic: geography, ethnology, Russian exploration and occupation, international rivalry over Alaska, American influence from 1867 to present and the struggle for statehood, role of the American military, industrial development, history of Alaskan education and the formation of a state government. (SBE)

This report summarizes an education workshop held in Anchorage, Alaska, in January 1969 by the Bureau of Indian Affairs. The immediate objectives were to encourage group discussion, share and evaluate ideas and learning experiences, and make preliminary plans for an educational program which would provide for the development and practice of skills, understandings, and values basic to responsible citizenship. The topics covered include: 1) teachers' comments on ways of promoting the self-image of the learner; 2) ways of implementing trends in social studies and some scientific methods for teaching this subject; 3) students' comments on their educational experiences; 4) the use of charts as teaching aids; 5) methods of teaching beginning reading and arithmetic; 6) the use of drama in elementary grades; 7) ESL techniques for primary and middle grades; 8) language arts; 9) dropouts; and 10) discipline. There are also extracts from panel discussions, including one dealing with the administrative problems involved in transferring the schools from BIA to the state system. (MBM)