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This Spanish language booklet discusses paying for college. The guide presents information in question-and-answer form about things an applicant should ask and how to obtain financial aid. It describes the criteria for receiving aid and provides information about complying with aid requirements. The booklet also describes federal Pell grants and other types of aid, including direct loans for students and parents and other loan programs. Contacts are listed for additional information. (SLD)

To raise the achievement of every student in the state, Maryland implemented "Achievement Matters Most," a new plan for public elementary and secondary schools that sets goals in the areas of achievement, teaching, testing, safety, and family involvement in schools. This Spanish-language guide for parents outlines the goals and characteristics of the initiative, and how progress will be assessed. The guide first highlights five simple but challenging goals for Maryland public education: (1) achievement will improve for each student; (2) curriculum, instruction, and testing will be better aligned and understandable; (3) all educators will have the skills to improve student achievement; (4) all schools will be safe, drug-free, and conducive to learning; and (5) parents and legal guardians will be involved in education. Next, the guide outlines several ways the state encourages high expectations and helps schools to improve, including a new voluntary, state curriculum; grades given to schools based on how well they teach; school improvement teams for each school; financial rewards and public recognition for schools making strong improvements; and a state family involvement policy. The state-wide curriculum is then detailed, including how it will differ from the Maryland Content Standards. Next, the state's two testing programs are highlighted, one for elementary and one for high school; sample questions from both tests are included, as is information on assessment of students with special needs and/or limited English proficiency. In the area of the state's family involvement policy, the guide outlines signs that families and educators are communicating and working together in a particular school: schools and families communicate regularly; parents play a role in helping students learn; parents are welcome in the school, and their help is appreciated; and parents are included in making decisions that affect their children. Finally, the guide offers suggestions for parents to encourage their child's achievement, such as setting high expectations, talking with the child's teacher(s) regularly, dedicating 15 minutes daily to talking with the child, helping with homework, and meeting with high school counselors to talk about post-high school opportunities. (HTH)

This brochure in Spanish contains information about finding federal, state, and other sources of information about student financial aid for college. The brochure advises that most of the information private college scholarship search companies provide can be obtained for free elsewhere. Students should ensure that they are not paying for free information, and that if they decide to use a private company, they know what they are getting for their money. This guide suggests some places the college applicant can look for information about financial aid, highlighting federal and state government sources and some private sources of free information. (SLD)

This Spanish language publication explains what federal student financial aid is and the types of student financial aid that are available. The guide opens with an overview of federal student financial aid, and then discusses how to find out about student aid. A section of general information discusses eligibility and dependency. Types of federal aid are described, including Pell grants, different types of loans, and work-study programs. Borrower responsibilities and rights are outlined, and important terms are defined. (SLD)

This booklet, written in Spanish, is intended to be used with a set of slides as part of a presentation to students on "How To Apply for Federal Student Aid" ("Como Solicitar la Asistencia Economica Federal para Estudiantes"). The first part of the book is a script based on the slides. After the script is a guide to hosting a financial aid information program. The presentation discusses why a student should go to college or career (vocational or trade) school, how to pay for college or career school, and how to apply for federal aid. The process is broken down into these steps: (1) how to apply; (2) complete the Free Application for Federal Student Aid (FAFSA); (3)contact other sources; (4) review the Student Aid Report; (5) review the award letters; and (6) identify additional sources of funds. The section on planning a financial aid information program contains a checklist for program organizers. (SLD)

This module on how to keep track of one's money is one of ten in the Money Smart curriculum, and includes an instructor guide and a take-home guide. It was developed to help adults outside the financial mainstream enhance their money skills and create positive banking relationships. It is designed to enable participants to prepare a personal budget. Topics are why to budget, how to decrease spending, increasing one's income, and recordkeeping. Each module consists of an instructor guide, sample promotional flyer, and take-home guide for class participants. The instructor guide provides this information: preparing to present the course; materials and equipment list; and guide to icons. Each page is divided into two columns. The left presents icons to alert the instructor to discussion questions, exercises, transitions, and summaries; the right provides step-by-step directions that enable the instructor to ask questions, provide explanations, show slides, handout materials, and introduce exercises. Handouts and overheads are appended. The flyer follows. The take-home guide is comprised of information sheets; sample daily spending diary, income and expenses worksheet, and budgeting tools; course evaluation; and "What Do You Know," a pre-and post-form that shows what participants know about banking basics. (YLB)

This module on one's rights as a consumer is one of ten in the Money Smart curriculum, and includes an instructor guide and a take-home guide. It was developed to help adults outside the financial mainstream enhance their money skills and create positive banking relationships. It is designed to enable participants to become familiar with their rights as banking consumers. Topics are nondeposit investment products; Equal Credit Opportunity Act; Fair Debt Collection Practices Act; resolving complaints by writing to the regulators; predatory loans; losing your wallet or purse; and identity theft. A sample complaint letter is provided. Each module consists of an instructor guide, sample promotional flyer, and take-home guide for class participants. The instructor guide provides this information: preparing to present the course; materials and equipment list; and guide to icons. Each page is divided into two columns. The left presents icons to alert the instructor to discussion questions, exercises, transitions, and summaries; the right provides step-by-step directions that enable the instructor to ask questions, provide explanations, show slides, handout materials, and introduce exercises. Handouts and overheads are appended. The flyer follows. The take-home guide is comprised of information sheets; a list of 17 resources, organizations and websites; course evaluation; and "What Do You Know," a pre-and post-form that shows what participants know about banking basics. (YLB)

This module, an introduction to credit, is one of ten in the Money Smart curriculum, and includes an instructor guide and a take-home guide. It was developed to help adults outside the financial mainstream enhance their money skills and create positive banking relationships. It is designed to enable participants to decide when and how to use credit. Topics are what credit is, why it is important, types of loans, cost of credit, and when applying for credit. Each module consists of an instructor guide, sample promotional flyer, and take-home guide for class participants. The instructor guide provides this information: preparing to present the course; materials and equipment list; and guide to icons. Each page is divided into two columns. The left presents icons to alert the instructor to discussion questions, exercises, transitions, and summaries; the right provides step-by-step directions that enable the instructor to ask questions, provide explanations, show slides, handout materials, and introduce exercises. Handouts and overheads are appended. The flyer follows. The take-home guide is comprised of frequently asked questions; checklist for credit decisions; tips before applying for credit, tips to manage credit; course evaluation; and "What Do You Know," a pre-and post-form that shows what participants know about banking basics. (YLB)

This module, an introduction to bank services, is one of ten in the Money Smart curriculum, and includes an instuctor guide and a take-home guide. It was developed to help adults outside the financial mainstream enhance their money skills and create positive banking relationships. It is designed to enable participants to build a relationship with a financial institution. Topics are types of financial institutions, banking terms, deposits vs. nondeposit products, and additional bank services. Each module consists of an instructor guide, sample promotional flyer, and take-home guide for class participants. The instructor guide provides this information: preparing to present the course; materials and equipment list; and guide to icons. Each page is divided into two columns. The left presents icons to alert the instructor to discussion questions, exercises, transitions, and summaries; the right provides step-by-step directions that enable the instructor to ask questions, provide explanations, show slides, handout materials, and introduce exercises. Handouts and overheads are appended. The flyer follows. The take-home guide is comprised of information sheets; frequently asked questions; checklists for choosing an account and a bank; glossary; course evaluation; and "What Do You Know," a pre-and post-form that shows what participants know about banking basics. (YLB)

This module on why one should save is one of ten in the Money Smart curriculum, and includes an instructor guide and a take-home guide. It was developed to help adults outside the financial mainstream enhance their money skills and create positive banking relationships. It is designed to enable participants to recognize the importance of saving money. Topics are pay oneself first, saving, compound interest, and special accounts. Each module consists of an instructor guide, sample promotional flyer, and take-home guide for class participants. The instructor guide provides this information: preparing to present the course; materials and equipment list; and guide to icons. Each page is divided into two columns. The left presents icons to alert the instructor to discussion questions, exercises, transitions, and summaries; the right provides step-by-step directions that enable the instructor to ask questions, provide explanations, show slides, handout materials, and introduce exercises. Handouts and overheads are appended. The flyer follows. The take-home guide is comprised of information sheets; pay oneself first worksheet and plan, interest compounding exercise; glossary; course evaluation; and "What Do You Know," a pre-and post-form that shows what participants know about banking basics. (YLB)

This module on how to choose and keep a checking account is one of ten in the Money Smart curriculum, and includes an instructor guide and a take-home guide. It was developed to help adults outside the financial mainstream enhance their money skills and create positive banking relationships. It is designed to enable participants to open and keep a checking account. Topics are determine checking account needs, fees, types, choosing a checking account, check register, writing a check, checking account statement, and reconciling a checking account. Each module consists of an instructor guide, sample promotional flyer, and take-home guide for class participants. The instructor guide provides this information: preparing to present the course; materials and equipment list; and guide to icons. Each page is divided into two columns. The left presents icons to alert the instructor to discussion questions, exercises, transitions, and summaries; the right provides step-by-step directions that enable the instructor to ask questions, provide explanations, show slides, handout materials, and introduce exercises. Handouts and overheads are appended. The flyer follows. The take-home guide is comprised of information sheets, practice register, checks, and deposit slips; a course evaluation; and "What Do You Know," a pre-and post-form that shows what participants know about banking basics. (YLB)

This module on what homeownership is all about is one of ten in the Money Smart curriculum, and includes an instructor guide and a take-home guide. It was developed to help adults outside the financial mainstream enhance their money skills and create positive banking relationships. It is designed to familiarize participants with the process for getting homeownership financing. Topics are the benefits and pitfalls of renting vs. owning a home; readiness to buy a home; different mortgage programs; and basic terms used in a mortgage transaction. Each module consists of an instructor guide, sample promotional flyer, and take-home guide for class participants. The instructor guide provides this information: preparing to present the course; materials and equipment list; and guide to icons. Each page is divided into two columns. The left presents icons to alert the instructor to discussion questions, exercises, transitions, and summaries; the right provides step-by-step directions that enable the instructor to ask questions, provide explanations, show slides, handout materials, and introduce exercises. Handouts and overheads are appended. The flyer follows. The take-home guide is comprised of information sheets; glossary; course evaluation; and "What Do You Know," a pre-and post-form that shows what participants know about banking basics. (YLB)

This module on knowing what one is borrowing before buying is one of ten in the Money Smart curriculum, and includes an instructor guide and a take-home guide. It was developed to help adults outside the financial mainstream enhance their money skills and create positive banking relationships. It is designed to familiarize participants with the characteristics of consumer installment loans. Topics are the different types of consumer installment loans and how to choose the right consumer installment loan for one's needs. Each module consists of an instructor guide, sample promotional flyer, and take-home guide for class participants. The instructor guide provides this information: preparing to present the course; materials and equipment list; and guide to icons. Each page is divided into two columns. The left presents icons to alert the instructor to discussion questions, exercises, transitions, and summaries; the right provides step-by-step directions that enable the instructor to ask questions, provide explanations, show slides, handout materials, and introduce exercises. Handouts and overheads are appended. The flyer follows. The take-home guide is comprised of information sheets; course evaluation; and "What Do You Know," a pre-and post-form that shows what participants know about banking basics. A Spanish version is included. (YLB)

This module on how one's credit history will affect one's credit future is one of ten in the Money Smart curriculum, and includes an instructor guide and a take-home guide. It was developed to help adults outside the financial mainstream enhance their money skills and create positive banking relationships. It is designed to make participants familiar with the importance of a credit history. Topics include identifying a credit report and how it is used; ordering and reading a credit report; identifying ways to start repairing credit; and identifying available resources. Each module consists of an instructor guide, sample promotional flyer, and take-home guide for class participants. The instructor guide provides this information: preparing to present the course; materials and equipment list; and guide to icons. Each page is divided into two columns. The left presents icons to alert the instructor to discussion questions, exercises, transitions, and summaries; the right provides step-by-step directions that enable the instructor to ask questions, provide explanations, show slides, handout materials, and introduce exercises. Handouts and overheads are appended. The flyer follows. The take-home guide is comprised of information sheets and a list of five credit counseling resources and six other resources; course evaluation; and "What Do You Know," a pre-and post-form that shows what participants know about banking basics. (YLB)

This module on managing a credit card is one of ten in the Money Smart curriculum, and includes an instructor guide and a take-home guide. It was developed to help adults outside the financial mainstream enhance their money skills and create positive banking relationships. It is designed to enable participants to describe the costs and benefits of using a credit card. Topics are characteristics of credit cards, costs of using a credit card, and recognizing potential problems with credit card use. Each module consists of an instructor guide, sample promotional flyer, and take-home guide for class participants. The instructor guide provides this information: preparing to present the course; materials and equipment list; and guide to icons. Each page is divided into two columns. The left presents icons to alert the instructor to discussion questions, exercises, transitions, and summaries; the right provides step-by-step directions that enable the instructor to ask questions, provide explanations, show slides, handout materials, and introduce exercises. Handouts and overheads are appended. The flyer follows. The take-home guide is comprised of information sheets; glossary; course evaluation; and "What Do You Know," a pre-and post-form that shows what participants know about banking basics. (YLB)

This guide, written in Spanish, discusses reasons for going to college, how to pay for college, and how to apply for federal student aid in a series of brief, clear illustrations. Following outlines of financial benefits of college, college costs, and space to note costs for the student's area, the guide outlines these steps in the application process: (1) how to apply; (2) complete the Free Application for Federal Student Aid (FAFSA); (3) contact other sources; (4) review the Student Aid Report; (5) review award letters; and (6) identify additional sources of funds. Paying back the loan is also discussed, and the application steps are summarized in chart form. (SLD)

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 booklet prepares a student to take New Jersey's Grade Eight Proficiency Assessment (GEPA), a test that measures the knowledge and skills that will be tested later in the state's High School Proficiency Assessment. The GEPA has three test sections (content areas): Language Arts Literacy, Mathematics, and Science. The booklet tells students about the test, how grades will be reported, and what the test will be like. It describes the three content areas and contains sample questions in each area. Information is given so that the student can prepare himself or herself to take the test. A pamphlet is packaged with this booklet to describe the GEPA for parents, answering why it is given and how results are reported students ask and adding information about testing for special education students. The parent pamphlet, "Grade Eight Proficiency Assessment (GEPA): Your Guide to the GEPA," is in both English and Spanish. (SLD)

This Spanish language booklet discusses paying for college. The guide presents information in question-and-answer form about the things an applicant should ask and how to obtain financial aid. It considers the criteria for receiving aid and important data for complying with aid requirements and describes federal Pell grants and other types of aid, including the federal supplementary aid for educational opportunity, work-study programs, Stafford loans, and PLUS loans (for parents). Contacts are provided for further information. (SLD)

This guide provides Texas teachers and administrators with guidelines, goals, instructional strategies, and activities for teaching Spanish to secondary level native speakers. It is based on the principle that the Spanish speaking student is the strongest linguistic and cultural resource to Texas teachers of languages other than English, and one that must be recognized and developed to its full potential. It is based on the Texas Essential Knowledge and Skills for Languages Other Than English (TEKS for LOTE). The general goals for programs within this publication are for native Spanish speakers to be able to do the following: acquire pride in their home language and culture; come in contact with various Spanish regional and social dialects; distinguish between formal and informal language registers; read with comprehension and enjoyment; write extensively on materials and topics presented orally; and become familiar with educational and career opportunities of Spanish-English bilingualism. Much of the publication is written in Spanish. Two Spanish language chapters are "Bases Teoricas" (introduccion, nuestro espanol en Texas, and la ensenanza del espanol para el hispanohablante en la escuela secundaria) and "Aplicaciones" (clases especializadas y mixtas, lectura, and escritura). Four appendixes include TEKS for LOTE, perfiles linguisticos de cuatro estudiantes, identificacion de los estudiantes, and annotated bibliography. (SM)

This report, printed in English and Spanish versions, is the first Nebraska State Report Card. It provides a snapshot of Nebraska schools using statewide averages. Nebraska students scored better than students nationwide in reading, with 60% of Nebraska students in grades 3-4, 7-8, and 10-12 scoring above the median on a standardized reading test. Nebraska students also scored better than students nationwide in mathematics. The report card shows that Nebraska student enrollment grew from 1984 through 1997, but that it since has declined slightly. Many changes have occurred to increase the diversity of Nebraska students and the numbers requiring special services. In Nebraska, 73% of high school students took the ACT Assessment, and they outscored their peers nationally on this college entrance examination. National Assessment of Educational Progress results showed that Nebraska students consistently outscored their peers. The state's high school graduation rate has consistently remained high. Information is also provided about Nebraska's public school teachers, the subjects in which they majored, their average salaries, and their attendance in the classroom. Some information is given about the state's 593 school districts and the financial support the districts receive. (Contains 10 figures and 3 tables.) (SLD)

With the growing numbers of English language learners in the schools, more and more educators are creating bilingual programs and opportunities for students to learn in their native languages while also perfecting their English skills. Writing is integral to these approaches, and learning to write well in Spanish often contributes to academic success in English. This annotated bibliography takes great care to model the "best of the best" in quality Spanish writing, to urge teachers to choose picture books with care by using the Spanish traits of writing as their guide. In small, easy-to-absorb examples, the Spanish picture books listed in the book show all the different traits of excellent writing. The book is organized into two main sections--in the first, more than 50 books are listed by the traits of "tema, organizacion, tono y estilo, uso del lenguaje, fluidez, gramatica y ortografia, and presentacion." Most of the books listed actually belong in more than one category, but they are especially good for teaching the trait under which they are listed in the book. A short list of books written in English with positive images of Latinos also has been included. Selections in the book contain books written in Spanish by Spanish-speaking authors, along with some translated books with quality translations. The book's second section offers more than 30 sample lessons written in Spanish, based on the picture books and organized by trait. Contains an author index and a title index. (NKA)

This guide in English and Spanish is designed to answer questions parents may have about the Washington Assessment of Student Learning (WASL), including how it will help improve their children's education, how it is scored, and how to use the information it provides. In Washington, clear educational goals for subject content, thinking skills, and student attitudes guide education. The WASL includes routine classroom assessments and standardized norm-referenced tests, the Iowa Test of Basic Skills and the Iowa Test of Educational Development. Sections of this report are: (1) "Introduction"; (2) "How To Read the Score Report"; (3) "Essential Learning and Test Examples" (reading, writing, and mathematics for grades 4, 7, and 10); (4) "Questions and Answers"; and (5) "What Parents Can Do." Two appendixes contain a sample Student Achievement Profile and a list of sources of information. (SLD)

This brochure advises high school students about the economic advantages of attending college, the affordability of college, and getting ready for college. Written in Spanish, it explains the average costs of a college education and describes the availability of financial aid in general terms, briefly reviewing grants, loans, work-study programs, scholarships, and education tax credits. The brochure outlines the criteria for eligibility for federal financial aid and suggests some additional sources of information about college costs and planning. Some specific tips are given for the student planning for college. These are: (1) take classes at a high academic level; (2) do what is necessary to be admitted; (3) look for financial aid; and (4) expect success in the future. The brochure stresses that, although the cost of a college education may appear beyond the reach of many families, the cost of not attending college is considerable, and there is no greater investment than a college education. (SLD)

This bilingual activity guide helps to develop students' understandings of the interdependence of people and the environment. Interdisciplinary resources are provided featuring environmental education lessons with applications to the social studies, science, math, and family life education curricula. It is designed for the middle school level, but the activities can be scaled up or down for use by students of various ages, including adults. The reading and activities in this guidebook are designed to broaden students' knowledge of trends and connections between population change, natural resource use, gender equity, and quality of life issues for individuals and communities. This knowledge, combined with critical thinking skills developed in each activity, will help students explore their roles as global citizens and environmental stewards. Topics and activities are divided into three sections: "Understanding Population Dynamics"; "Reflecting on Resources"; and "Making Connections." Extensive references and other resources are provided and suggested. In addition to a glossary, there are numerous, charts, diagrams, and figures provided throughout the text. (KFT)

This bilingual (English-Spanish) guide is intended to assist parents and caregivers in seeking help for children with mental health problems. As part of the system of care, parents and caregivers need to work together to help the child in need. Caregivers and counselors can help families define their strengths, determine the things they want to change, and find the kind of help and support they need to reach their goals. Depending on the child's needs, help can be obtained from schools, health clinics, community mental health centers, social services, or the court system. Working with several providers can be a confusing and overwhelming experience, unless a partnership is formed with all those involved. This guide, written by families who have received help, serves to help parents and caregivers figure out the steps they need to take in seeking help. Each section explains what the parent needs to know, what questions to ask, what can be expected, and what can be done. A section is provided on finding services for the child, preparing for the referral visit, partnering with service providers, and Rights and Responsibilities. (JDM)

This composition manual explains how to write a student essay: planning, organizing, and revising. It also offers standards for bibliography, format, grammar, and punctuation. (CNP)

This guide for parents, in Spanish, explains the changes in the federal special education law resulting from the 1997 amendments to the Individuals with Disabilities Education Act (IDEA). Changes related to the parent's role in decisions about the child's education and in how schools can discipline special education students are highlighted. A question-and-answer format is generally used throughout the guide. After a section summarizing the importance of parental involvement, the next section considers such topics as eligibility under IDEA, disagreements with the school regarding testing, and re-testing requirements. Following a section on the parent's role in the placement decision, a section on writing the Individualized Education Program (IEP) offers tips for parent participation in IEP meetings, members of the IEP team, and placement decisions. The section on disciplining students is explained in questions and answers on suspension of 10 days or less, requirements if the child is suspended for longer than 10 days, the requirement that schools conduct a "manifestation determination" (which determines whether the child's behavior was caused by or related to the disability), misbehavior involving weapons or drugs, and placement in an Interim Alternative Educational Setting. The final two sections summarize parental rights and identify related laws. (Contains a listing of "words to know" and resources.) (DB)

This is the fourth edition of the Spanish version of the "Mini-Digest of Education Statistics," a publication designed to present, in compact form, statistical information about education in the United States from kindergarten through graduate school. Data are derived from many sources, but unless it is stated to the contrary, information is from the annual "Digest of Education Statistics" of the National Institute for Education Statistics. Education was the principal activity of 74 million people in the United States in the fall of 1995. This total includes about 4 million teachers and college professors and about 4.4 million other school personnel, as well as students at elementary, secondary, and higher levels. In 1996, there were about 32.8 million students enrolled in kindergarten through grade 8 in the public schools, and about 13 million were enrolled at the secondary level. The first set of tables presents statistics on elementary, secondary, and postsecondary enrollment, with information on the enrollment of minority groups and participation in programs for the disadvantaged. Another section presents statistics about teacher characteristics and salaries. A section on results of schooling presents tables about required courses, dropouts, graduates, literacy, and degrees. A final section presents statistics on educational finance, reporting on expenditures, income, and federal aid for elementary, secondary, and higher levels. (Contains 30 tables.) (SLD)

The rubrics are designed for productive use (speaking and writing) of English and Spanish in two-way bilingual immersion programs. The rubrics were developed by classroom teachers working in elementary school Spanish partial immersion programs, in consultation with a special education teacher, reading specialist, middle school partial immersion teacher, and researchers. The instruments were designed to be used in authentic classroom situations, generate information useful in assessing student progress throughout the year, provide data useful in directing subsequent teaching, and articulate target expectation for language competency designed to parallel state and local goals. Introductory sections describe the materials' underlying principles, what is not assessed by them, appropriate tasks, rubric composition, uses, and scoring, and include a glossary of related terms. A form is included for each language and grade level for both speaking and listening. (MSE)

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)

This manual incorporates a Multiple Intelligences perspective into its presentation of themes and lesson ideas for Spanish-English bilingual elementary school students in grades 4-8 and is designed for both gifted and special education uses. Each unit includes practice activities, semantic maps to illustrate and help organize ideas as well as curricular connections in mathematics and science, and ESL linguistic summaries which provide examples on how to develop ESL activities for English vocabulary. (CNP)

This guide, in both English and Spanish, is intended for parents and guardians of children participating in bilingual or monolingual English-medium general education or bilingual special education programs in the New York City public schools. It provides general information about mainstreaming, the integration of special education students into general education classes and/or school-wide activities, and how students benefit from this process. Mainstreaming is based on the concept that children should be educated in the least restrictive environment to meet their needs best. This guide describes how academic and non-academic mainstreaming work, the objectives of the approach, benefits for both general education and special education students, the role of general education in mainstreaming through both academic and non-academic activities, how the program is planned, implemented, and monitored by the mainstreaming committee, and the role of the parent or guardian in the student's learning process. A number of commonly-asked questions are also answered. (MSE)