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The guide was prepared to assist student emploration in the fields of construction and building maintenance and as preparation for further specialized training. The course was prepared for quinmester use and includes a series of manipulative job assignments within a laboratory equipped to simulate the actual job atmosphere found in the construction and building maintenance industries. The table of contents provides a suggested hourly breakdown for the orientation unit and the introductory units for carpentry, plumbing maintenance, electrical maintenance, the trowel trades, painting and decorating, and occupational safety. Instructional materials such as handouts, building plans and diagrams, pre- and post-testing materials, resource lists, and bibliographies are provided for some of the units. (LJ)

Based on the belief that teaching involves a lifelong cyclical process of study, practice, and reflection, this handbook details the staff development opportunities for prekindergarten personnel in Dade County, Florida for 1997-98. Procedures, workshops, explanatory descriptions, and scheduling information for staff development are presented in four sections. Section A pertains to new prekindergarten personnel and includes information on the prekindergarten curriculum, language and literacy training, and procedures for attending workshops and obtaining credit for attendance. Section B addresses veteran prekindergarten instructional staff and provides information on training requirements and the variety of training options available. Section C includes a registration form and other informational sheets. Section D lists Educational Specialists' assignments. (KB)

Intended for use in Florida training programs for caregivers of infants and toddlers with disabilities, this guide presents an overview of the Model of Interdisciplinary Training for Children with Handicaps (MITCH); offers a user's guide to the series; and provides specific information for presenting Module 13, which focuses on interventions for children at risk due to substance exposure. After the introduction to the MITCH program as a whole, the user's guide provides information on the instructor's role, the 3-hour training session, the use of videotapes and audiotapes, and follow-up activities. For this module, goals and objectives focus on providing participants with an understanding of cocaine, effects of coaine on prenatal development, effects of cocaine on the mother, possible effects of cocaine on child development, identification of infant states of behavior, what is known (and not known) about the carryover effects of cocaine, the role of the caregiver, promoting a healthy environment, and the importance of not labeling a child as a "cocaine baby." For each hour of training, a script, suggested activities, and relevant handouts are provided. Attached are lists of recommended resources and references, reproducible forms and handouts, and forms for the 6-week follow up. (DB)

This guide describes the Model of Interdisciplinary Training for Children with Handicaps (MITCH) program and suggests ways to implement this training program for Florida caregivers of infants and toddlers with disabilities on a local level. It includes guidelines for conducting training sessions and for training instructors. Specifically, the guide describes: responsibilities of trained MITCH instructors; the existing network of instructors and coordination by geographic area; the role and responsibilities of Florida Diagnostic and Learning Resources System Network Group Coordinators; criteria for choosing persons to be trained as instructors; procedures for training instructors; procedures for setting up a MITCH training session; and material for doing a presentation about MITCH. The MITCH program has developed 13 training modules which provide caregivers with training on: (1) intellectual development, (2) speech and language development, (3) meeting special needs, (4) the impact of the special needs child on family functioning, (5) listening and sensory integration, (6) the caregiving environment, (7) behavior management, (8) health care, (9) motor development, (10) nutrition and feeding, (11) communication skills for caregivers, (12) visual impairments, and (13) children at risk due to substance abuse. Appendices include reproducible MITCH forms, names and addresses of resource agencies, and general information about Project MITCH. Also included is an addendum for the MITCH Training modules which contain listed corrections that should be made to the text of the materials and a list of handout/overhead pages that have been revised. (DB)

Intended for use in Florida training programs for caregivers of infants and toddlers with disabilities, this guide presents an overview of the Model of Interdisciplinary Training for Children with Handicaps (MITCH); offers a user's guide to the series; and provides specific information for presenting Module 12, which focuses on visual impairments. After the introduction to the MITCH program as a whole, the user's guide provides information on the instructor's role, the 3-hour training session, the use of videotapes and audiotapes, and follow-up activities. For this module, goals and objectives focus on providing an understanding of the functions of the visual system; relevant terminology; orientation and mobility; signs of visual disorders; effects of visual impairment on cognitive and language development, motor development, self-help skills, and social emotional development; and adaptation of the caregiving environment. For each hour of training, a script, suggested activities, and relevant handouts are provided. Attached are lists of recommended resources and references, reproducible forms and handouts, and forms for the 6-week follow up. Also attached is an overview of normal child development from birth to 36 months in the areas of personal and social skills, language and understanding skills, small muscle skills, and large muscle skills. (DB)

Intended for use in Florida training programs for caregivers of infants and toddlers with disabilities, this guide presents an overview of the Model of Interdisciplinary Training for Children with Handicaps (MITCH); offers a user's guide to the series; and provides specific information for presenting Module 6, which focuses on planning an effective program for the caregiving environment. After an introduction to the MITCH program as a whole, the user's guide provides information on the instructor's role, the 3-hour training session, the use of videotapes and audiotapes, and follow-up activities. For this module, goals and objectives focus on providing participants with an understanding of: planning for appropriate areas within the caregiving setting, identifying necessary supplies and materials, planning appropriate outdoor play space, organizing the parts of the program day, arranging activities into a practical sequence, determining staff responsibilities, transition techniques, utilizing support persons, and the learning potential of play. For each hour of training, a script, suggested activities, and relevant handouts are provided. Attached are lists of recommended resources and references, reproducible forms and handouts, and forms for the 6-week follow up. Also attached is an overview of normal child development from birth to 36 months in the areas of personal and social skills, language and understanding skills, small muscle skills, and large muscle skills. (DB)

Intended for use in Florida training programs for caregivers of infants and toddlers with disabilities, this guide presents an overview of the Model of Interdisciplinary Training for Children with Handicaps (MITCH); offers a user's guide to the series; and provides specific information for presenting Module 3, which focuses on meeting the special needs of children who seem different. After the introduction to the MITCH program as a whole, the user's guide provides information on the instructor's role, the 3-hour training session, the use of videotapes and audiotapes, and follow-up activities. For this module, goals and objectives focus on providing participants with an understanding of conditions that put a child at risk, early intervention, special needs terminology, methods of observation, the concept of screening, referral procedures for further testing, and mainstreaming. For each hour of training, a script, suggested activities, and relevant handouts are provided. Attached are lists of recommended resources and references, reproducible forms and handouts, and forms for the 6-week follow up. Also attached is a booklet providing an overview of normal child development from birth to 36 months in the areas of personal and social skills, language and understanding skills, small muscle skills, and large muscle skills. (DB)

Intended for use in Florida training programs for caregivers of infants and toddlers with disabilities, this guide presents an overview of the Model of Interdisciplinary Training for Children with Handicaps (MITCH); offers a user's guide to the series; and provides specific information for presenting Module 7, which focuses on ways of preventing and dealing with problem behavior. After the introduction to the MITCH program as a whole, the user's guide provides information on the instructor's role, the 3-hour training session, the use of videotapes and audiotapes, and follow-up activities. For this module, goals and objectives focus on providing participants with an understanding of bonding and attachment, infant crying, age-appropriate behavior in infants and toddlers, structuring the environment, and behavior management techniques. For each hour of training, a script, suggested activities, and relevant handouts are provided. Attached are lists of recommended resources and references, reproducible forms and handouts, and forms for the 6-week follow up. Also attached is an overview of normal child development from birth to 36 months in the areas of personal and social skills, language and understanding skills, small muscle skills, and large muscle skills. (DB)

Intended for use in Florida training programs for caregivers of infants and toddlers with disabilities, this guide presents an overview of the Model of Interdisciplinary Training for Children with Handicaps (MITCH); offers a user's guide to the series; and provides specific information for presenting Module 9, which focuses on motor development. After the introduction to the MITCH program as a whole, the user's guide provides information on the instructor's role, the 3-hour training session, the use of videotapes and audiotapes, and follow-up activities. For this module, goals and objectives focus on providing participants with an understanding of normal motor developmental sequence, characteristics of abnormal motor development, common abnormal movement behavior, appropriate positioning and handling techniques, the role of physical therapy, development of the normal grasp pattern and fine motor coordination, problems encountered in fine motor development, and the role of occupational therapy. For each hour, a script, suggested activities, and relevant handouts are provided. Attached are lists of recommended resources and references, reproducible forms and handouts, and forms for the 6-week follow up. Also attached is an overview of normal child development from birth to 36 months in the areas of personal and social skills, language and understanding skills, small muscle skills, and large muscle skills. (DB)

This booklet for caregivers of infants and toddlers with disabilities is intended to provide an overview of early childhood development, from birth to 36 months of age. The booklet is organized into 3-month age spans for the first year, 6-month age spans for the second year, and a 12-month age span for the third year. For each level, typical milestones, skills, and suggested activities are provided for the following developmental areas: (1) personal and social skills; (2) language and understanding skills; (3) small muscle skills; and (4) large muscle skills. Contains 14 references. (DB)

Intended for use in Florida training programs for caregivers of infants and toddlers with disabilities, this guide presents an overview of the Model of Interdisciplinary Training for Children with Handicaps (MITCH); offers a user's guide to the series; and provides specific information for presenting Module 11, which focuses on communication skills for caregivers. After the introduction to the MITCH program as a whole, the user's guide provides information on the instructor's role, the 3-hour training session, the use of videotapes and audiotapes, and follow-up activities. For this module, goals and objectives focus on providing participants with an understanding of effective communication, nonverbal communication, roadblocks to communication, active listening, methods for making oneself understood, steps in problem-solving, talking with coworkers and parents, and giving praise. For each hour, a script, suggested activities, and relevant handouts are provided. Attached are lists of recommended resources and references, reproducible forms and handouts, and forms for the 6-week follow up. (DB)

Intended for use in Florida training programs for caregivers of infants and toddlers with disabilities, this guide presents an overview of the Model of Interdisciplinary Training for Children with Handicaps (MITCH); a user's guide to the series; and specific information for presenting Module 5, which focuses on the development of listening skills and sensory integration in the preverbal child. After the introduction to the MITCH program as a whole, the user's guide provides information on the instructor's role, the 3-hour training session, the use of videotapes and audiotapes, and follow-up activities. For this module, goals and objectives focus on providing participants with an understanding of prelinguistic communication, the importance of sensory integration, listening in relation to bonding and attachment, tuning into the infant's personal style, strategies to encourage vocal imitation, subskills and categories of language development, and the encouraging language environment. For each hour of training, a script, suggested activities, and relevant handouts are provided. Attached are lists of recommended resources and references, reproducible forms and handouts, and forms for the 6-week follow up. (DB)

Intended for use in Florida training programs for caregivers of infants and toddlers with disabilities, this guide presents an overview of the Model of Interdisciplinary Training for Children with Handicaps (MITCH); offers a user's guide to the series; and provides specific information for presenting Module 10, which focuses on nutrition and feeding practices. After the introduction to the MITCH program as a whole, the user's guide provides information on the instructor's role, the 3-hour training session, the use of videotapes and audiotapes, and follow-up activities. For this module, goals and objectives focus on providing participants with an understanding of the basic food groups, nutrition risk factors, practices which instill positive attitudes toward food, the importance of eating a variety of foods, correct portion size, the normal development of feeding skills, and feeding problems. For each hour of training, a script, suggested activities, and relevant handouts are provided. Attached are lists of recommended resources and references, reproducible forms and handouts, and forms for the 6-week follow up. Also attached is a nutrition handbook for parents and teachers which includes information on nutritional risks, appetite and weight, vitamin and mineral supplements, pica, allergies, dental health, infantilism, disruptive mealtime behavior, food texture, school lunch program, diet and hyperactivity, drug nutrient interactions, and special infant concerns. (DB)

Intended for use in Florida training programs for caregivers of infants and toddlers with disabilities, this guide presents an overview of the Model of Interdisciplinary Training for Children with Handicaps (MITCH); offers a user's guide to the series; and presents specific information for presenting Module 4, which focuses on the impact of a child with special needs on family functioning. After an introduction to the MITCH program as a whole, the user's guide provides information on the instructor's role, the 3-hour training session, the use of videotapes and audiotapes, and follow-up activities. For this module, goals and objectives focus on providing participants with an understanding of various family configurations, implications of family order and position, stress factors affecting family members, potential abuse factors, plans for alleviating stress, and sources of help. For each hour of training, a script, suggested activities, and relevant handouts are provided. Attached are lists of recommended resources and references, reproducible forms and handouts, and forms for the 6-week follow up. (DB)

Intended for use in Florida training programs for caregivers of infants and toddlers with disabilities, this guide presents an overview of the Model of Interdisciplinary Training for Children with Handicaps (MITCH); offers a user's guide to the series; and provides specific information for presenting Module 8, which focuses on health care including infection control, medication administration, and seizure management. After the introduction to the MITCH program as a whole, the user's guide provides information on the instructor's role, the 3-hour training session, the use of videotapes and audiotapes, and follow-up activities. For this module, goals and objectives focus on providing participants with an understanding of the following: methods of disease spread, interrupting the spread of disease, diapering and toileting procedures, caregiver role in medication administration, measuring medication, avoiding medication errors, the medication log, storage of medication, types of seizures, and techniques of seizure management. For each hour of training, a script, suggested activities, and relevant handouts are provided. Attached are lists of recommended resources and references, reproducible forms and handouts, and forms for the 6-week follow up. (DB)

Intended for use in Florida training programs for caregivers of infants and toddlers with disabilities, this guide presents an overview of the Model of Interdisciplinary Training for Children with Handicaps (MITCH); provides a user's guide to the series; and presents specific information for presenting Module 2, which focuses on speech and language development. After the introduction to the MITCH program as a whole, the user's guide provides information on the instructor's role, the 3-hour training session, the use of videotapes and audiotapes, and follow-up activities. For this module, goals and objectives focus on providing participants with an understanding of the normal developmental processes of communication and language development, including speech mechanisms and the ear, ways to foster receptive and expressive language, and how to recognize problems in language development. For each hour of the 3-hour session, a script, suggested activities, and relevant handouts are provided. Attached are lists of recommended resources and references, reproducible forms and handouts, and forms for the 6-week follow up. Also attached is an overview of normal child development from birth to 36 months in the areas of personal and social skills, language and understanding skills, small muscle skills, and large muscle skills. (DB)

Intended for use in Florida training programs for caregivers of infants and toddlers with disabilities, this guide presents an overview of the Model of Interdisciplinary Training for Children with Handicaps (MITCH); provides a user's guide to the series of MITCH modules; and presents specific information for presenting Module 1, which focuses on intellectual development. After the introduction to the MITCH program as a whole, the user's guide gives information on the instructor's role, the 3-hour training session, the use of videotapes and audiotapes, and follow-up activities. For this module, goals and objectives focus on providing participants with an understanding of basic developmental principles, normal intellectual development, and activities that stimulate intellectual growth and development. For each hour, a script, suggested activities, and relevant handouts are provided. Attached are lists of recommended resources and references, reproducible forms, and the handouts. Also attached is "Welcome to the World: An Overview of Your Growing Child" an overview of normal child development from birth to 36 months in the areas of personal and social skills, language and understanding skills, small muscle skills, and large muscle skills. (DB)

Intended for use in Florida training programs for caregivers of infants and toddlers with disabilities, this booklet describes some of the more common physical and health impairments that can affect young children. For each disability, the description generally stresses typical characteristics and special requirements. Addresses and telephone numbers of relevant organizations as well as one or more references are also provided for each condition. Conditions described are: cerebral palsy, cystic fibrosis, Down Syndrome, infantile autism, juvenile diabetes mellitus, muscular dystrophy - Duchenne type, prematurity, scoliosis, seizure disorders, and spina bifida. An additional section defines terms used with children having disabilities. Also included are a list of local Florida diagnostic and learning resource system centers, a glossary, and an index. (DB)

A detailed outline summarizes a ninth-grade course in world history adaptable to average and honors classes. Material is divided into five parts. A list of 33 course goals precedes a list of 150 objectives, grouped under appropriate goal headings. The bulk of the document consists of a content outline which cites major and minor topics covered in the course. These include prehistoric man; early civilizations; developments in Asia, the Middle East, and Europe; European history; the Industrial Revolution; modern Europe; "isms;" post-World War II independence movements; Latin America; and future trends. The remainder of the booklet consists of a list of audiovisual materials and a planning calendar. (LP)

This manual describes procedures and presents guidelines for using the Dade County (Florida) School System's Average Dollar Base School Budgeting System. The Dade County budgeting system approximates the resource allocation method employed by the state of Florida under the Florida Education Finance Plan and is intended to help shift the responsibility for budgeting and resource allocation from the county to the individual school level. (JG)

Especially designed for students who show management potential, this course is designed to teach effective management and control of the food service area of an establishment. Emphasis is placed on labor control, supplies (other than food), utilities, laundry, and uniforms. Course content includes goals, specific objectives, management, labor controls, departmental relations, miscellaneous supplies, and equipment repair and replacements. Utilities, sanitation, butchering, and carving are also studied. Prior to entry into this course the student will display mastery of the skills covered in "Receiving and Storing Occupations." A bibliography, food and occupation information sheets, and a posttest are appended. (NH)

This course allows students who are interested in careers in apparel manufacturing to learn the techniques for operating the various types of special machines used for finishing garments professionally and for specialty work. Course content includes goals, specific objectives, orientation, safety practices, special machines, assembling a child's dress using diversified machines, and production--section work. Prior to entry in this course the student will have completed the course "Attachments--Special Feed--Draping." A bibliography and posttest are appended. (NH)

The course provides a study of fabrics, an insight into the history of fashion, and how present day styles relate to previous eras. Course content includes goals, specific objectives, changes in fashion, fashion design, textiles, techniques in tacking for securing seams, and making a pleated skirt. The course is presented as an advanced Quinmester and is 45 clock hours in length. Prior to entry the student will have completed "Sewing Machine Adjustments and Basic Seams." A bibliography and posttest are appended. (NH)

This introductory, secondary level course in advertising design provides a vocational orientation to art education. The concern of the course is the eventual use of commercial art--to persuade consumers to buy goods and services. Objectives of the course include competencies in the technical aspects of commercial art and an awareness of consumer psychology and job opportunities. The course begins with a discussion and lesson on basic design. Twelve projects--pen practice, geometric landscape, color theory and application, two small color roughs plus one comprehensive layout, introduction to printers' materials, television titling card, travel or resort ad, teaser ad, silk screen project, book jacket, scratchboard, and photographs and tint block--in illustrating, lettering, layout, screens, keyline, and mechanical art are outlined. Discussion of each project includes its purposes and procedures and notes for the teacher. (JH)

This course provides experience in assembly techniques, including repairs on aircraft structures, utilizing all methods from basic layout to surface protection of finished parts. Course content includes goals, specific objectives, metal fasteners, general structural repairs, and aircraft assembly. A bibliography and post-test are appended. Prior to taking this course the student must display mastery of the skills indicated in "Aircraft Assembly, Riveting and Surface Repair 1". (NH)

The course helps students determine types of repairs, compute repair sizes, and complete the repair through surface protection. Course content includes goals, specific objectives, protection of metals, repairs to metal skin, and honeycomb structure repair. A bibliography and post-test are appended. A prerequisite for this course is mastery of the skills covered in the course "Aircraft Assembly and Surface Repair 1". (NH)

This course, which can also be taken as part of the Vocational Office Education, Secretarial Series (7758), is designed to help students acquire the basic skills needed to perform jobs required in most offices. Course content includes goals, specific block objectives, filing, manuscripts, tabulations, an English review, letters and forms, the 10-key adding machine, and shorthand speed-building and transcription. Posttests, assignment sheets, and a bibliography are included. (NH)

This course is designed to familiarize vocational students with construction in sheet metal layout. The document outlines goals, specific block objectives, layout practices, blueprint reading, sheet metal forming (by hand and by machine), and heat treatment of metals, and includes posttest samples. Layout techniques and air foil developing are emphasized. A bibliography is appended. (NH)

The language development activities suggested in this pamphlet are designed to involve parents of five-year-old children in the development of the children's capacity to learn. Arranged by general time frames, the suggested activities are accompanied by the expected learning outcomes, such as using action words effectively in sentences, using gross time perceptions, recognizing familiar word forms, developing motor coordination, verbalizing basic associations, and identifying sounds. The activities emphasize the following: simple computation in math, temperature change, reading pictures, forming sets and subsets, drawing geometric shapes, creating new colors, identifying likenesses and differences in words and forms, relating and reading experience stories, understanding the relative use of coins to the value of a quarter, and developing a sense of time duration. (HOD)

"The Listener Program Handbook" gives basic information to counselors and volunteers who intend to participate in a volunteer listener program in an educational setting. Included are: (1) guidelines for recruitment of volunteers; (2) guidelines for orientation of volunteers, parents and students; (3) job descriptions for both counselors and volunteers; (4) self-awareness articles and activities for volunteers; and (5) guidelines for the establishment of a helping relationship between volunteer listeners and students. An extensive bibliography completes the handbook. (KRP)

This report encompasses the results of two 1974-75 testing programs: (1) the Florida Statewide Assessment Program of communication skills and mathematics, administered to pupils in grades 3, 6, and 9, and (2) the countywide testing program involving the Stanford Achievement Test, a national standardized test administered to pupils in grades 1-12. These programs differ with respect to the types of instruments utilized, the use of their results, and their geographic scope. The body of the report is divided into several sections. In the first section, a summary and interpretation of the district wide results is presented in a question and answer format. Attempts have also been made to anticipate the major questions the typical reader might ask and to provide answers in as simple a form as possible. Following this section are the major sections on the district results for the State Assessment and Stanford, or district-wide, program. Tables denoting the by-grade and by-subject area results are presented here. (Author/DEP)

The curriculum guide outlines a course designed to help the student become proficient in the skills of planning, layout, and building foundations. The course to be presented in grades 11 and 12 contains six blocks of study (introduction to foundations, forming concrete, piling, marine foundations, applied mathematics, and a quinmester post-test) which are subdivided into units and total 135 hours in length. Instruction is accomplished by means of classroom lessons, textbook references, and laboratory exercises. Emphasis is placed on manipulative processes. Also presented are the course goals, specific block objectives, course outline, and a nine-item bibliography. A quinmester post-test is appended. (Author/BP)

The curriculum guide outlines a course designed to provide instruction in planning, laying out, and building various types of roofs. The course is 135 hours in length and contains seven blocks of instruction (introduction to roofs, commercial buildings, residential buildings, hip roofs, intersecting roofs, applied mathematics, and a quinmester post-test) which are subdivided into several units each. Students in this course will acquire the knowledge, understanding and skills to participate in roof construction. Instruction is accomplished by means of lectures and demonstrations. Emphasis is placed on manipulative processes. Also included are the course goals, specific block objectives, and a course outline. Appended are a bibliography and a quinmester sample post-test. (Author/BP)

The curriculum guide outlines a course designed to provide instruction in the selection, preparation, and installation of hardware for door assemblies. The course is divided into five blocks of instruction (introduction to doors and hardware, door hardware, exterior doors and jambs, interior doors and jambs, and a quinmester post-test) totaling 135 hours in length. Instruction is accomplished by means of lectures, classroom performance, and textbook references. Emphasis is placed on the manipulative processes. Also presented are the course goals, specific block objectives, and a course outline. Appended are a bibliography and a quinmester sample post-test. (Author/BP)

The course outline is designed to provide instruction in planning, laying out, and building various type forms for concrete. The course contains seven blocks of study totaling 135 hours in length. The student will be expected to have mastered basic construction skills and basic mathematics. Upon completing the course, the student will have an understanding of foundation forms, column and wall forms, beams and ceiling forms, safe stripping and applied mathematics. Instruction is accomplished by means of laboratory exercises, classroom lectures and textbook references, with emphasis on manipulative processes. A bibliography and sample post-test are appended. (MW)