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This briefing paper uses a question-and-answer format to provide basic information about children with attention deficit disorder (ADD). Questions address the following concerns: nature and incidence of ADD; causes of ADD; signs of ADD (impulsivity, hyperactivity, disorganization, social skill deficits); the diagnostic ADD assessment; how to acquire an evaluation for a potential ADD child; treatment of ADD (behavior management, medication, and appropriate educational programming); helping to improve the child's self esteem; determining if the ADD child needs special education; the child's legal rights for special education; and locating a support group. The paper also lists the diagnostic criteria for ADD and suggests ways to work with the educational system to obtain an effective education for the child. Contains a list of seven references and six organizational resources. An attached bibliography lists three publications for families, five for educators, four concerning behavior management, and seven concerning special education. (DB)

This study focused on identifying learning difficulties with a view to incorporating both understanding of those difficulties and methods for minimizing or neutralizing them in multicultural classroom settings. Discussion gives guidelines for teachers to use in analyzing student concepts and approaches to learning, particularly in the question-and-answer format. (Contains 56 references.) (CNP)

This volume compiles Spanish translations of seven articles on different aspects of Science, Technology and Society Education. The papers, originally written in English, were used during the first in-service training seminar for high school science teachers, which took place in Mayaguez under (Puerto Rico) joint sponsorship of the National Science, Technology, and Society (STS) Network, the Puerto Rico Department of Education, and the University of Puerto Rico, Mayaguez. Original English titles and authors of the papers translated are: (1) "The ABC's of Science, Technology and Society" by Rustum Roy and Leonard Waks; (2) "STS Developments Across the World" by William F. Williams; (3) "The Emergence of a New Synthesis for Biology Education" by Paul deHart Hurd; (4) "The Responsibility Cycle" by Leonard Waks; (5) "Identifying STS Issues and Themes: Some Conceptual Tools" by Margarita Pena Borrero and Leonard Waks; (6) "Developing an STS Thematic Unit" by Frederick Staley; and (7) "School-Community Relations for Ethics and Values in STS Education" by Leonard Walls. (Author)

Techniques for using children's rhymes, games, tongue twisters, and fables in Spanish to teach bilingual education classes are described. It is argued that these abundant materials serve as natural sources for authentic Spanish from a variety of Hispanic cultures. With the appeal of rhythm, rhyme, and game-like feeling, they can be used to teach expressive vocabulary, numbers, colors, pronunciation, language rhythm, and even the use of accents while amusing students. Examples given here include short poems, a counting game, a color drill, a tongue twister, a proverb, three fables by different authors, a group guessing game, a short saying about accents, and an exercise in which students in a group create a story by chaining sentences. (MSE)

Intended as a contribution to a workshop discussion on program evaluation in higher education, the paper covers five major evaluation issues. First, it deals with evaluation concepts, explaining the purposes of evaluation; pertinent terms; and the sources of evaluation in public health procedures, the scientific method, the systems approach, and General Systems Theory. Second, the paper explains evaluation criteria for postgraduate programs, noting objectives and means (such as interviews, questionnaires, and meetings), and citing five objective indicators of quality: academic productivity; quality of educational staff, students, and program support; and the relationship between the program and its environment. Third, the paper describes an evaluation method that examines a program's requirements, support, and results and the variables pertaining to program initiation, maintenance, and outcome. The section includes seven guidelines for an evaluation procedure. Fourth, the paper discusses evaluating Master's-level Central American postgraduate programs, noting that evaluations are possible on internal and external instrumental and internal and external institutional levels. The section includes questions designed to determine the potential academic quality of a program. Finally, the paper presents six general suggestions for evaluating the quality of postgraduate programs. (SB)

This glossy folder is intended for parents to keep important papers related to their children's school. On the inside flaps of the folder are written in Spanish: (1) a list of suggested school-related papers that parents could keep in the folder; (2) a space for parents to write information about the schools their child has most recently attended; (3) lists of tasks for parents to perform when moving to a new place so their child can attend school; (4) information about children's rights related to attending school; and (5) information about the National Center for Homeless Education. On the back flap of the folder is printed a list of questions that parents can ask school personnel about programs and services offered at the school. (BC)

This instructional guide is to be used by teachers in the instruction of "Platero y Yo," written by Juan Ramon Jimenez, one of Spain's foremost poets. A systematic study is provided of movement throughout the text, by analyzing verb tenses, to help novice Spanish literature students grasp the scholastic and psychological interpretations of poetic and metaphorical text. Written in Spanish, "Platero como el primer paso literario" compares the verb tenses used by Jimenez with the development of the story, which parallels the seasons of the year and the cyclical nature of life. (LR)

This paper explains that materials on the teaching of Latin-American literature are sparse, even though most researchers in the field will dedicate much of their time to teaching. The paper adds that, in scholarly journals, little attention is given to teaching literature, and the topic is also absent from most academic congresses. The paper then considers teaching methods, and when certain subjects and topics should be taught, i.e., whether on undergraduate, master's, or doctoral level. It discusses the Latin-American literary canon and the organization of the various available literary histories elaborated by individual authors during the past 25 years--these histories number 34. The paper focuses on general works but also includes works on specific aspects of the Latin-American narrative. According to the paper, most histories are elaborated in one of 5 ways: by periods and literary technique; by generations; narrative as a search for cultural identity; analysis of specific texts; and reader response and interpretation. The paper considers the histories by diachronic and synchronic perspectives--diachronic being those organized by countries, authors, generations, cycles, etc.; synchronic being those organized by identity and mask, narrative structure, short story theory, etc. The paper also discusses narrative literature which is viewed as marginal to the canon, such as that written by women, epistolar narrative, ultra-short stories, and that produced by Hispanic Americans. The paper concludes by suggesting some teaching techniques. Contains 35 references and an appended history of Mexican narrative in the 20th century. (NKA)

This document provides guidelines and procedures, in Spanish and English, for Head Start teachers in taking care of children with AIDS, or children who are HIV positive, and their families. The goal of the guide is to maximize participation of infected children in the Head Start program. The guide presents activities in three main stages: pre-enrollment, direct services, and health education. In the pre-enrollment stage, an interdisciplinary team presents orientation to the children's parents, requests parents' written authorization to share the information and interviews with parents about their children's health. In the direct services stage, a nurse examines children's state of health, including physical, medical, and dental treatment. A nutritionist, food service personnel, and health services coordinator give instructions on food handling, sanitation, hand washing, and health guidelines. In the health education stage, the interdisciplinary team provides training for personnel, parents, and the community for the purpose of disseminating information about AIDS, diseases of children with AIDS, health, nutrition, and hygiene problems. Other program components, such as psychological and special services, are also discussed, along with the staff position responsible for implementation. Two appendixes contain the parent authorization form and a description of the role of the case management system, which offers or coordinates needed assistance services of children with HIV/AIDS. The Spanish version also contains a list of agencies providing HIV/AIDS services for children and their families and a brief outline of the Federal Privacy Act of 1974. (AP)

This document consists of three issues (1994) of a Spanish language periodical directed at elementary and middle school-aged children. Contained in these periodicals are a variety of activities designed to encourage the reader to learn and practice the Spanish language. Each issue focuses on a particular topic, e.g., "The Spring,""Inventions and Discoveries," and "My District." Issue 5 features four activities centered around clouds: (1) "Many Types of Clouds; (2) "Identification of Clouds"; (3) "Clear Days, Clear Nights"; and (4) "Clouds in Three Dimensions." Some of the topics in Issue 6 are: (1) "I Learn about Paper"; (2) "I Find Information"; and (3) "I Work with Paper." Issue 7 is divided into the following sections: (1) information concerning a district in Los Angeles, California; (2) preparation of dossiers of information on one's own district; and (3) details of the information dossiers on one's own neighborhood. Each one of these sections contains pictures, questions to be answered, and activities to be performed by the young readers to sharpen their skills in Spanish. Activities include things to do, games to play, reading, information to learn, subjects to investigate, and drawing. (CK)

Objectives, organization, and teaching strategies for adult Spanish-English bilingual education programs are discussed. It is maintained that these programs exist on a continuum; the position of a particular program on the continuum will be determined by the learning needs of the students vis-a-vis English skills on the one hand and knowledge of cultural heritage on the other. Instructional objectives are governed with regard to form by the demands of learning English, and with regard to content by adult performance level (APL) situations. In other words, the acquisition of English skills is to coincide with the development of life skills. In the organization of programs, the physical arrangement of the classroom should encourage an atmosphere that is both friendly and dynamic. Effective classroom techniques include, for ESL, a film forum and, for Spanish, discussions of highly motivational themes (e.g., Puerto Rican independence). (JB)

Written for parents, this guide offers suggestions for using the newspaper at home to practice reading skills, to discover new information, and to teach critical reading. Activities in the guide are arranged according to grade level (kindergarten through grade two, grades one through three, grades four through six, and grades seven through twelve) and range from coloring, marking, tearing, cutting, gluing, and reading the newspaper. (HOD)

Through interaction with their children and experiences they provide for them, parents can influence and guide children's growth, development, and learning process. This paper, in English- and Spanish-language versions, lists several ways parents can support their children's learning. The paper first notes that parents can establish a support system for children to achieve their maximum potential through the development of confidence, motivation, effort, responsibility, initiative, perseverance, caring, teamwork, common sense, and problem solving. The paper then lists activities for facilitating parental involvement and promoting a positive home environment, including communicating regularly with teachers and school staff, even if there are no questions; making sure the child has a safe way to and from school; and teaching children to ask questions and not be afraid to learn new things. The paper next presents a checklist of questions parents should consider asking themselves, such as "Do I treat my children as worthwhile members of the family?" or "Do I take interest in my child's education and attend parent/teacher conferences?" Finally, the paper lists specific learning activities parents can do with their children in the areas of reading and language arts, mathematics, and miscellaneous, including arts and crafts projects. Includes a list of 9 resources. (HTH)

Often personnel performing managerial functions within educational systems are educators with almost no training in management. This paper presents ideas on how to organize a training activity intended to develop management knowledge and skills among educational systems officials and to implement an organizational self-study on management problems. The paper begins with a conceptual introduction to management development. A detailed description of a proposed workshop covers the following topics: objectives, methodology, general content, material aids, kind of participants, time, place, program, facilitators, expected outcomes, evaluation, and a basic bibliography. Sessions to be carried out during the workshop are described. The possible short-term effects of the activity on organizational performance are noted. The paper also includes a chart of the suggested programming, exercises on determining organizational objectives, a model of the "so-called" management guide, guidelines to make an inventory of management problems, and a matrix to locate tasks and responsibilities of a managerial team. (Author/NQA)

Prepared by bilingual teacher aide students, this glossary provides the Spanish translation of about 1,300 English words used in the bilingual classroom. Intended to serve as a handy reference for teachers, teacher aides, and students, the glossary can also be used in teacher training programs as a vocabulary builder for future bilingual teachers and teacher aides who are working on improving their language skills so that they may be better prepared to teach children. The words are divided into nine categories: media center, A-V aids, student supplies, school environment, science and math, language and usage, social studies, teaching, and psychological terminology for counselors. The glossary provides the Spanish translation of such words as cover of a book, character in a story, index card, magazine, tape recorder, homework, amplifier, design, earphones, enlargement, filmstrip, flannel board, tape measure, outline, scotch tape, blotter paper, curriculum, phonological, compass, construction paper, movie screen, sheet of paper, fun center, encyclopedia, sight words, faucet, feel box, paper towel, noteboook, mimeographed sheet, light switch, stapler, school board, sharing time, washstand, videotape, typewriter, yardstick, auditorium, attendance cards, peers, meaning, quotation, cardinal numbers, direct object, conjugation, three dimensional, economics, fire alarm, guessing time, loudspeaker, pause, and idiom. (NQA)

A familiar and effective way to provide classroom practice of foreign language skills in a meaningful context is role-playing. One variation, spontaneous group role-playing, offers a bridge between textbook dialogues and real-world dialogues. Especially appropriate for beginning and intermediate students, simultaneous group role-playing is a simulation of real-life activities in which students participate in large groups without rehearsal. This activity is intended as the culminating activity for a unit of study that has included drill and practice of specific vocabulary and structural items. Within the inherently loose structure that allows for creativity and improvisation, the activity also contains controls that direct students to speak about familiar topics, using known grammatical structures. These controls are provided by role cards that briefly outline the group situation, the individual role, and the conversations that students must initiate. The teacher-designed cards can be adapted to almost any textbook and accommodate varying levels of proficiency. After some initial surprise, students generally find such activities both engaging and challenging. A series of cards are presented and procedures for their use are explained. Suggestions for creation of cards are made. (MSE)

A number of model lesson plans that use children's literature to teach content area material are presented. The lessons are designed for instruction in either Spanish or English as a Second Language at the elementary school level; some are in English, and some are in Spanish. Each plan identifies the title and basic bibliographic information about the piece of literature, a synopsis of the story, second language teaching strategies that are useful with it, phonics issues to focus on or activities to conduct, structural/grammatical issues, sight words to be emphasized, complementary stories, appropriate songs and drama to accompany the lesson, and specific related themes and activities that focus on other content areas (mathematics, science, social studies, art and language arts). Some plans contain an additional bibliography. Contains 11 references. (MSE)

This guide discusses the importance of parent influence in preventing teen pregnancy, offering insights from research regarding: closeness between parents and their children; parent-child communication; parental attitudes and values about abstinence and/or the dangers of unprotected sex; parents' reluctance to discuss the issue; parental supervision of teens' behavior; parent and peer influence; family structure and where the family lives; other risky behavior; parents' lack of awareness of their children's sexual behavior; dating dangers; a national consensus on preventing early sexual activity and parenthood; and limits on what public schools can do. Overall, parents who clearly communicate their values and expectations to their children, express their concern and love for them early and often, and exercise supervision raise children who are more likely to avoid a host of risky behaviors than parents who do not. The paper presents facts that teens want adults to know (e.g., telling them not to have sex is not enough, paying attention to them before they get into trouble is important, and adolescents care about what parents have to say, even if they do not always act like it). Tips for parents include be clear about one's sexual attitudes and values, be a parent with opinions, and discourage early, frequent, and steady dating. (SM)

Intended to help bilingual office duplication practices instructors to better communicate to the student with limited English speaking ability the more technical aspects of information presented in class, this supplement consists of a series of transparency masters with Spanish sub-titles for key words. It consists of 15 units. Presented first are a sample credit application and bank statement and stub. Various stock and purchase forms are covered. Following a section dealing with paper and envelopes, transparency masters are provided dealing with typewriter components as well as typewriter use and maintenance. The next three sections contain examples of various types of business letters, cash register and refund slips, and cash receipts and vouchers. Also included are transparency masters illustrating such office equipment as paper collaters, paper cutters, paper folders, and photo copiers as well as styles of print and measurement scales. The final section covers pyramid blocks of success, cheerful voices, and communication skills. (The other two volumes in this series are available separately--see note.) (MN)

This English-Spanish language report includes the rationale for creating an assessment model for Spanish writing, offering an overview of the components of high quality assessment for any subject area, particularly Spanish writing. It presents the characteristics of effective Spanish writing, rubrics for scoring student performance based on the characteristics, and student writing samples (all from the work of bilingual and English as a Second Language teachers in the field). The 13 sections look at the following: "Introduction"; "Changing Demographics"; "The History of Bilingual Education"; "The Benefits of Spanish Language Instruction"; "Characteristics of High-Quality Assessment"; "Assessment Options for Spanish Speaking ELLs"; "A Better Option: Dual Assessment Development";"The Traits of Effective Spanish Writing: Las caracteristicas"; "How the Spanish Traits Relate to the English 6+1 Traits"; "Rubricas para la evaluacion"; "Student Writing Samples" (tema e ideas, organizacion, tono y estilo, uso del lenguaje, fluidez, and gramatica y ortografia); "Classroom Applications and Strategies for Teaching Spanish Writing"; and "Conclusion." The appendixes present scoring guides for sample papers and project methodology. (Contains 125 references.) (SM)

This guide, in English, Spanish, and Vietnamese, aims to inform parents of students who have learned or are learning English as a Second Language about appropriate approaches for educating children so that they can work with schools to ensure a high quality education for their children. The emphasis is on explaining the laws, schools, and research related to the education of the English language learners (ELL). It is hoped that this information will help parents understand and participate in the education of their ELL child. Covered topics include the following: the benefits of learning two languages, how parents can determine if the school is meeting the academic needs of their children, what the characteristics of effective schooling for ELLs are, how schools determine if a child needs English-as-a-Second-Language (ESL) help, the academic requirements of ESL students, federal policies and programs that can assist parents in monitoring the quality of the education schools are providing, a comparison of educational systems in the United States with those in other countries, and where additional information can be found. Thirteen sources of additional resources are provided. (KFT)

This brochure offers parents tips on helping their children connect writing with reading. It begins by noting that preschool children often want to scribble on paper, scribbles which sometimes represent a story. It suggests making space in the home for literacy, and encouraging early efforts. The brochure then offers four brief activities for every family: reading and acting out fables or short stories; creating a personal word dictionary; sending children little notes; and helping the child to start a journal. It also suggests including your child in household activities that include elements of reading and writing, and it describes how technology can help. It concludes that because the skills for reading and writing reinforce one another, children's skills and proficiency will be strengthened if they make the reading-writing connection. It lists six other brochures from the International Reading Association. (RS)

This paper examines the importance of hands for the person who is deafblind, reviews hand development, and identifies specific teaching skills that facilitate hand development and expressiveness in persons who are deafblind. It notes that the hands of a deafblind individual serve not only as tools but also as sense organs (to compensate for their missing vision and hearing) and as the primary means of expression. The literature is reviewed on the role of hands in early development in general, hand development in the child who is blind, hand development in the child who is deaf, and hand development in the child who is deafblind. Among 13 suggested teaching strategies are: (1) watch and/or touch the individual's hands and learn to read them; (2) use the teacher's hand under the child's hand to respond to exploration, to initiate topics, and to express feeling; (3) make your hands available for the child to use as he/she wishes; (4) play interactive hand games frequently; (5) make environmental provisions to encourage hand activity; (6) invite the child who is deafblind to have frequent tactual access to the environment; (7) make language accessible to the hands of the person who is deafblind; and (8) become aware of your own hands as carriers of feelings and pragmatic functions. An "afterword" by Harlan Lane suggests that people with deafblindness can teach others how to channel information through the tactile sense. (CR)

This guide, in Spanish, is for students seeking financial aid for attending a college or career school. The guide uses a question-and-answer format to provide practical information on student financial aid available from the federal government. Questions and answers are organized into the following categories: choosing a school; paying tuition and other costs (how the Department of Education can help); applying for financial aid (explains the "Free Application for Federal Student Aid" (FAFSA) form in paper and electronic versions); eligibility criteria; important deadlines in the application process; Federal Pell grants; campus-based aid programs (such as Federal Supplemental Educational Opportunity grants, work-study, and Perkins loans); federal and direct Stafford loans; parent loans; Stafford and parent loan questions; contacting the Department of Education; and reducing the cost of school. Also included are lists of the Federal Student Aid Information Center's frequently requested telephone numbers, frequently requested Web sites, and state agency phone numbers. (DB)

These bilingual sheets assist migrant farmworkers to develop job readiness skills; however, they would be applicable to any job seeker. The collection contains sheets with the following titles: (1) Decide Where To Look; (2) Extra Steps for Success; (3) Fill Out Applications; (4) Introducing Yourself; (5) Keeping a Job Depends upon You; (6) Learn To Look Your Best; (7) List Your Work Qualities; (8) Make a Fact Sheet; (9) Prepare for Interviews; (10) References; and (11) Transportation. Each sheet is printed in English on one side and Spanish on the other. Several sheets provide space for information and planning. (KS)

This document consists of 15 separate one-page clip sheets each providing specific advice on key topics for migrant parents. One side is in English, the other in Spanish. The topics covered are: (1) Carry Important Papers with You (documents that migrant workers might need to enroll children in school or to obtain other services); (2) Encourage Your Children in Math and Science; (3) Family Traditions; (4) Helping Your Child in a New School; (5) Helping with Homework; (6) MSRTS (Migrant Student Record Transfer System); (7) Parents' Rights and Responsibilities; (8) Parent-Teacher Conferences; (9) Programs for Out-of-School Youth (dropout programs, high school equivalency programs, vocational education, adult education); (10) Reading at Home; (11) Visit Your Library; (12) Your Baby's Growth (from birth to 15 months); (13) Your Children Can Go to College; (14) Your Children's Dental Care; and (15) Your Child's Talents. (SV)

This bilingual document stresses the importance of migrant parents being involved in their children's education and discusses ways for parents to help their children succeed in school. It provides information about migrant education and the various programs available for migrant children. The document covers the following topics: (1) important papers parents should carry with them that are necessary for applying for social services and enrolling children in school; (2) encouraging children to learn math and science; (3) the importance of sharing family culture and traditions with children; (4) helping a child adjust in a new school; (5) helping with homework; (6) the Migrant Student Record Transfer System (MSRTS); (7) parents' rights and responsibilities; (8) the importance of participating in parent-teacher conferences; (9) available programs for out-of-school youth; (10) the importance of reading at home and visiting local libraries; (11) an overview of child development stages; (12) planning for college; (13) the importance of dental care; and (14) encouraging children's talents. (LP)

"Between the Lions" is a Public Broadcasting System program promoting literacy for children ages 4 through 7 years combining state-of-the-art puppetry, animation, live action, and music to achieve its mission of helping young children learn to read. This guide, in English- and Spanish-language versions, provides literacy activities for parents and their 3- to 5-year-olds and focuses on children's art and writing. The guide begins with literacy tips for parents, including talking with children about book illustrations, providing writing materials at home, and having children try various forms of expression such as drawing, painting, and writing. The guide also provides a list of suggested books for children about writing and art. The three activities in this guide involve making an art supply box at home and creating a picture book and a personal letter with writing paper included in the guide. (KB)

Presented is an overview of some specific schemes that have been used successfully by teachers throughout New York State to strengthen basic mathematics skills. Components offer ideas that have been successful with primary, intermediate, and secondary students. The contents of this Spanish language edition are identical to the English language and other foreign language editions. In addition to the Foreword, there are sections on: (1) Some Brief Observations About Strengthening Mathematics Skills; (2) The Balanced Mathematics Program; (3) "Par"--Puzzles+Arithmetic=Remediation; (4) Regrouping in Subtraction; (5) Money Games; (6) A Visual Sequence for Teaching Fractions; (7) A Space to Carry in Simple Addition and Multiplication Examples; (8) Grid Paper Computation; (9) The Need for Math Reading Skills; (10) A Structural Approach to Multiplication; (11) The Electronic Calculator in Remedial Mathematics; (12) Nature's Mathematics; and (13) Additional Teacher Designed Ideas. (MP)

As part of a class in Hispanic Oral Literature, students collected pieces of folklore from various Hispanic residents in the region known as "Siouxland" in Iowa. Consisting of some of the folklore recorded from the residents, this paper includes 18 "cuentos y leyendas" (tales and legends), 48 "refranes" (proverbs), 17 "chistes" (jokes), 1 "trabalengua" (tongue twister), 6 "adivinanzas" (riddles), and 17 "canciones infantiles" (children's songs). Among the tales and legends are "La Llorona,""De Brujas,""La Virgen de Guadalupe,""Un Bulto,""Salio Con Su Domingo Siete," and "La Calavera." Various versions of some of the legends and tales are provided. The proverbs pertain to such subjects as being an understanding person, helping others, being in a hurry, acting wise, telling the truth, trying to do too much, and doing a good deed. The tongue twister is "Tres tristes tigres andaban tragando trigo en un trigal." The riddles pertain to such subjects as wine, avocado, switchblade, clouds, and a letter. The children's songs include "Un Elefante,""Tres Cochinitos," and "Un Juego." (NQA)

This pamphlet from the Children's Foundation, in both English- and Spanish-language versions, provides advice to child care providers on record-keeping methods. The pamphlet also gives definitions and guidance on business expenses (100% deductible, shared personal and business, and depreciated capital expenses), time-space formula, self-employment tax, estimated tax, health insurance tax credit, dependent care provider's identification and certification, earned income tax credit, and state and local taxes. The guide includes a list of tax forms and resources for family child care businesses. The final section of the guide is intended to help family child care workers determine whether they are employees or independent contractors. (MT)

Teaching journalism to produce a bilingual newsletter is an effective way to improve the writing abilities of Hispanic high school students in English and Spanish. Additionally, the creation of a bilingual newsletter can increase the students' awareness of and participation in community issues. This project paper analyzes why teaching journalism is valuable and outlines what kinds of skills the students can gain. The use of computers in the writing classroom is examined. A 10-day curriculum offers teachers lessons on how to implement a newsletter in their own classrooms. Appendixes present a list of rules for interviews, an interview evaluation sheet, a newsletter style guide, advice on taking photographs, a general advertising contract, advertising rules, practice sheets for advertising, two sample texts for use with "Pagemaker"(TM) software, and a sample newsletter. Contains 19 references. (Author/RS)

This bilingual manual serves as a textbook for migrant Camp Health Aides. Camp Health Aides are members of migrant labor camps enlisted to provide information about health and social services to migrant workers and their families. The manual is divided into 12 tabbed sections representing lessons. Teaching notes printed on contrasting paper contain objectives for the lesson, a list of materials needed, and examples of demonstration methods. Chapter 1, "Introduction to the Camp Health Aide Program," provides general information. Chapter 2, "Learning Different Ways of Helping People," addresses skills needed by the Camp Health Aide. Chapter 3, "Personal Hygiene," covers dental health, scabies, lice, ticks, athletes foot, and ringworms. Chapter 4, "Camp Sanitation and Safety," contains sections on safety hazards, trash disposal, wild animals, and pesticide poisoning. "Basic First Aids" is presented in chapter 5. Chapter 6 is a brief overview of nutrition. Chapter 7, "Keeping Your Children Healthy," provides information on vaccinations, diseases, and nutrition. Chapter 8 addresses pre- and postnatal care during pregnancy. Adult illnesses and high blood pressure are explained in chapter 9. Symptoms, treatment, and prevention of "AIDS and Sexually Transmitted Diseases" are discussed in chapter 10. Common children's illnesses are described in chapter 11. The final chapter addresses mental health problems. The manual contains many drawings and a subject index. (KS)

This Spanish/English guide was written by parents for high school parents. The guide's first section deals with how to select the right high school. This is followed by a lengthy section on the high school years, which covers the following topics: how to keep up with what the student is doing; how to connect with the school; requirements for graduation; programs; transcripts; records; students' rights and responsibilities; suspension; attendance; health requirements and entrance screening; sickness or injury at school; holidays, half-days, vacations, and snow days; transportation; lunch and breakfast programs; clothing and supplies; working papers; voter registration; programs and services for handicapped students; bilingual programs; special programs; what to do if the student wants to change schools; and dropping out. The final section is about making decisions about employment or college after high school graduation. (CMG)

The supplement and ditto packet to the science/math strand of unit five contains materials to help the teacher carry out the instructional and assessment activities to kits 17-20. The two packets provide materials for both classroom activities and seatwork for individual students. Seatwork is intended for presentation under supervision rather than as individual tasks. Language on the materials for classroom use is in Spanish and the introductions to the packets are in Spanish and English. Supplement illustrations are provided to help stimulate oral language and conceptual development. In this unit they identify changes in matter with cutouts, show interaction, illustrate weather conditions, and group objects by systems. Science processes presented in this unit are observing, classifying, inferring, predicting, communicating, using numbers, and measuring. The ditto packet provides ditto masters for such activities as math problems, time-telling exercises, charts, clothes for paper dolls, and cutouts which distinguish the elements of a school community. Like the other strands of unit five, this strand features the theme of the school as a community. (DS)