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Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determine the steps needed to develop, strengthen, and build systems that support students with learning disabilities. This guide also provides intervention recommendations that teachers and school administrators can implement at each phase of system development. Although this guide primarily addresses learning disabilities, the practices, processes, and systems described may be also used to improve the identification of other disabilities commonly encountered in schools. [This guide is a complimentary resource to "School and Classroom Disabilities Inclusion Guide for Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0031-1701" (ED582357) and "Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0043-1707" (ED581498).]

Having a disability can be one of the most marginalizing factors in a child's life. In education, finding ways to meet the learning needs of children with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education--which fully engages all children in quality education, including children with various types of disabilities or other learning challenges--has proven particularly effective in helping all children learn, including those with disabilities. This guide provides strategies and recommendations for developing inclusive classrooms and schools. We specifically address the needs of Sub-Saharan African countries, which lack the resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted.

This paper outlines the issues relating to teacher education and teacher supply in Malawi. Malawi has a severe shortage of teachers. Over the years, particularly since EFA the student numbers has gone up yet the teacher supply has not followed the increased student numbers. This paper outlines the broader picture as a basis for further discussions. An annex presents: Zone-Wise Disparities in Teachers and Classrooms Distribution in Malawi: A Statistical Analysis. (Contains 1 table.)

Designed to increase awareness and understanding about interveners and their role in the field of deafblindness, this paper describes the work of interveners in early intervention and educational settings provided under the Individualized Family Service Plan (IFSP) and the Individualized Education Program (IEP) for children and youth who are deafblind, birth through 21 years of age. It begins by explaining the process of intervention. The needs of children and youth who are deafblind are then discussed in the areas of access to environmental information, communication, and social and emotional well-being. The primary role of the intervener is explained as facilitating the access of environmental information usually gained through vision and hearing, facilitating the development and/or use of receptive and expressive communication skills by the individual who is deafblind, and developing and maintaining a trusting, interactive relationship that can promote social and emotional well-being. Specific strategies are listed for accomplishing each of these goals, and recommendations for IFSP and IEP program planning tips are provided. Intervener training, supervision and support are also addressed. The paper closes with answers to frequently asked questions concerning the role of the intervener. (CR)

This study presents a process used to assess the general education component of the undergraduate curriculum, focusing particularly on the components of the methodology that provided the data used to suggesting changes in the program. The study was undertaken at an urban institution with an undergraduate population of 6,000, and involved analysis of graduates' transcripts to examine course sequence and compliance with university policy on course sequence enrollment, analysis of syllabi, a course audit questionnaire set to faculty, development of an academic profile of students, and a survey of faculty and staff. The revised curriculum that was the outcome of the study requires a base of 18 undergraduate credits, including English composition, fundamentals of math and/or intermediate algebra, civilization, and first-year experience. A 48-credit distribution component requires that students take 6 credits in each of six areas: natural sciences, social sciences, arts/media, humanities, multicultural/language studies, and quantitative and computer literacy, plus 12 additional credits as electives. The study notes that optimal use was not made of all the data collected, but suggests that as the program progresses only data needed to make necessary program changes will be collected, and that the process will become better understood. (CH)

Getting real educational benefits from investments in technology requires careful planning. Based on the experience of implementing PLATO[R] at over 5,000 sites, a nine-step planning model for implementing technology was developed. The nine planning tasks are based on the understanding of the factors that are critical to the success of most educational applications of technology, including PLATO[R]. The steps are: (1) Get buy-in from key personnel; (2) Decide on program goals; (3) Decide on instructional applications of technology; (4) Develop instructional models for the applications; (5) Develop an instructional management plan; (6) Plan hardware/software deployment; (7) Plan technical support; (8) Plan professional development; (9) Plan evaluation. For each step, this Technical Paper describes the key concepts and principles involved, and provides suggestions to help with planning. (AEF)

This report contains enrollment projections for public higher education in Texas from 2000 through 2015. Based on current population projections and recent patterns in college and university attendance, enrollment in Texas institutions of higher education is expected to reach well over 1 million students by 2005. This figure represents an increase of more than 72,000 students over 2000 enrollment, producing an annual growth rate of approximately 1.5% during the 5-year period. During the ensuing 5-year period, from 2005 to 2010, enrollments are expected to increase at a rate of 1.3% to provide an additional 66,000 students. For the following 5 years, 2010 to 2015, the growth rate is expected to remain steady, providing an additional 72,000 students. Enrollment projections are made for public universities, public community colleges, and the Texas State Technical College System. An addendum to this report discusses Closing the Gaps in Participation, a description of the magnitude of increases that can be expected in the public sectors of higher education if the strategies outlined in the Texas higher education plan developed by the Coordinating Board are successful. An appendix describes continuing education enrollment in public community and technical colleges. (Contains 3 figures and 21 tables.) (SLD)

This occasional paper describes the National Council for History Education's program of professional development for history teachers along with the principles that were used to institute the program. The manual is intended as a guide for educators to establish their own history colloquium programs. The 10 sections are: (1) "Introduction"; (2) "The Colloquium Philosophy: A Way of Thinking About History and Teaching"; (3) "Planning the Kind of Inservice Experience We Always Wanted"; (4) "Choosing the Team"; (5) "Content: What Do We Do For Three Days?"; (6) "Logistics Are Important"; (7) "'It's A Great Idea, But We Don't Have Any Money.' Some thoughts on Costs and Fundraising"; (8) "A Colloquium of Your Own"; (9) "Personnel, Materials and Resources"; and (10) "Table of Contents for Appendixes." Twenty-two appendixes include sample letters, posters, forms, and checklists. (EH) Appendices." (EH)

This technical assistance paper examines the importance of planning the physical preschool environment and its impact on the child's total development. The two main aspects of the physical environment which are discussed in detail are creating areas of interest in the classroom, and planning the outdoor environment. Issues explored in creating interest areas are: (1) what kind of materials need to be used to promote learning, (2) how should materials be organized, and (3) what safety guidelines need to be followed. In addition to providing experiences through interest areas, the significance of planning for everyday tasks is also stressed. The outdoor environment is seen as an extension of the classroom, and ways to plan the space and the kinds of equipment needed are considered. Special mention is made of how the physical environment can be adapted to promote the integration of children with special needs. Included in this paper are six figures that provide: (1) suggestions on how to determine the location of learning areas; (2) a sample floor plan for children's indoor space; (3) a checklist for room arrangement, materials and supplies of interest areas; (4) suggestions for a variety of active learning areas; (5) a sample sketch of a playground area; and (6) a list of modifications that can be made to accommodate special needs children. Contains 7 additional resources and 10 references. (BAC)

This handbook, which is intended for individuals involved in program evaluation and improvement at British further education (FE) colleges, contains strategies and materials to help colleges work with industry to make their programs better able to build the skills and knowledge of their local communities. The first two sections offer rationales for making FE more responsive to the training needs of local business and industry and conducting a program audit. Presented in section 3 are 17 case studies that illustrate innovative programs and practices designed to establish/improve links between FE and business/industry and making FE programming more accessible and responsive to local employers. Section 4 lists key points for FE colleges regarding the following: managing the school-business interface; partnerships; flexibility and responsiveness; staffing; curriculum development; and National Vocational Qualifications development. The process of conducting an industry links audit and potential benefits of such audits are examined in section 5. The last section of the handbook is a 14-page audit tool to help FE colleges working with industry assess the following aspects of program development/improvement: strategic planning/policy development; management and coordination; marketing; image/ethos; curriculum planning, design, and delivery; monitoring and evaluation; resources; and costing/pricing and finance. (MN)

This document explains Oregon requirements for identification and programming for gifted and talented students. Five simple rules for planning programs and services are listed. Flexible pacing options are discussed, including continuous progress, early entrance, grade skipping, concurrent enrollment, advanced level courses, credit by examination, and compact courses or curriculum. A chart displays organizational strategies for flexible pacing, such as cluster grouping, cross-grade grouping, special full-time class/school, special part-time class, individualized instruction, learning centers, independent study, mentorship/internship, and extended day or school year programs. An organizational model for program and service strategies is presented, based on a pyramid with regular classroom strategies at the base, options outside the regular classroom but within the school district in the mid-section, and opportunities outside of local district control at the top. Appendices contain a Staff Resource and Needs Assessment Survey, a sample pyramid of program and service options, and an example of a completed pyramid. (JDD)

The Los Rios Community College District has proposed to convert its Davis outreach operations to a single, state-approved educational center. The proposal responds to the district's need to expand educational services in the Davis area. The area is marked by high student demand and limited instructional facilities. In the 2006-07 academic year, Davis outreach operations served more than 1,000 full-time equivalent students (FTES), which is more than double the enrollment required for a state-approved educational center. The center will be situated on the UC Davis campus. This paper presents a review of Los Rios Community College District's proposal. Appended are: (1) Summary of Proposal Concerns Expressed by Angela Fairchilds, President, Woodland Community College; and (2) Materials provided by the Los Rios Community College District as a Response to Questions Raised by Commission Staff.

The Workforce Investment Act (WIA) of 1998 mandates the creation of youth councils to bring together the major resource and delivery systems that have youth as a major "customer." These systems include the following sectors: education; public housing; Temporary Assistance for Needy Families agencies; WIA partners; the justice system; and the private sector. According to WIA, the primary function of youth councils is to advise local workforce investment boards (WIBs) on WIA-related youth issues. Local WIBs can also assume the roles of youth policymaker and system builder. Planning intelligently for a comprehensive system for at-risk youth requires having the following key pieces of information: numbers and characteristics of local youth; existing local programs and services for youth; the effectiveness of existing programs; gaps in services; ways of filling identified gaps; and employers' needs and expectations. The early experiences of the youth councils in the following cities provide guidance on establishing successful youth councils: Camden, New Jersey; Brockton, Massachusetts; and Philadelphia, Pennsylvania. (The following items are appended: information about the Levitan Center; four youth planning tools and a guide to their use; and a list of members of the Levitan Youth Policy Network. An annotated bibliography of 13 Levitan Center publications concludes the document.) (MN)

The Individuals with Disabilities Education Act (IDEA 2004), the latest revision to federal special education law, includes new additions intended to enhance meaningful parent involvement in their child's special education program. The purpose for this brochure is to provide parents and educators general information about the State Performance Plan (SPP) and possible parent involvement strategies in the SPP. The SPP is made up of 20 indicators or areas that States need to collect data to determine their level of performance, set targets for improvement, and develop improvement strategies to improve State performance for students with disabilities. The U.S. Department of Education requests broad public input on the development and implementation of the SPP. Parent perspectives and experiences reflected in the SPP is deemed critical to this input on the following indicators: (1) Improving graduation rates for students with disabilities; (2) Decreasing dropout rates for students with disabilities; (3) Ensuring all students with disabilities participate in statewide or alternate assessments; (4) Reducing suspension and expulsion rates for students with disabilities; (5) Providing services for students with disabilities in the least restrictive environment; (6) Providing preschool children with disabilities services in the least restrictive environment; (7) Improving cognitive and social outcomes for preschool children with disabilities; (8) Improving parent involvement in their child's special education program; (9) Reducing disproportionality of cultural groups in special education; (10) Reducing the number of students from other cultures in certain disability categories; (11) Improving efforts to locate and serve students, with disabilities; (12) Ensuring a smoother transition from preschool programs to school-based programs; (13) Improving transition services for students with disabilities at the secondary level; (14) Improving the outcomes for students moving from secondary to postsecondary activities; (15) Making sure school districts correct noncompliance areas in their special education program within one year; (16) Ensuring complaints filed by parents and other agencies are completed in a 60-day period; (17) Ensuring due process hearings are completed in a 45-day period; (18) Increasing the use of resolution sessions to resolve due process hearings; (19) Increasing the use of mediation to resolve differences with the school; and (20) Making sure the data used by the State is timely and accurate. Suggested strategies for parent involvement include: (1) Completion and submission of the parent survey that addresses parent involvement; (2) Asking local school district about their efforts around the SPP indicators; (3) Serving on school and State-level committees or task forces that are addressing certain indicators; (4) Providing public comment at the State special education advisory panel meetings; (5) Involving the Parent Training Information Center (PTI) on relevant improvement strategies; (6) Visiting the State education office website to see how the State is doing on relevant indicators; (7) Becoming actively involved in one's child's special education program; (8) Trying to resolve any differences with the school through methods like mediation and resolution sessions; and (9) Working as a partner with the local school district.

Planning an effective distance education (DE) course requires careful planning by experienced educators supported by strategically chosen instructional and delivery media components. The challenge of DE is to develop an instructional process that incorporates good teaching and learning strategies and provides remote students with a quality of instruction similar to that enjoyed by students attending classes. Teachers often fear that physical separation from their students will result in less effective learning. However, DE gives teachers greater flexibility in using their time, thereby allowing them to focus more on activities such as counseling, tutoring, remedial work, and student support activities. For the many vocational students who are studying subjects related to current employment, workplace trainers may be able to provide counseling and guidance and more experience employees can act as mentors. DE uses various media components to deliver learning information and link students and teachers. Media components can provide the following items: subject information and the instructional process; sound and vision to demonstrate skills; self-testing opportunities and assessment procedures; and communication between teachers and students. There is no single response that fits all DE situations. Teachers' ingenuity and imagination are key in selecting media and determining how it will be used. (Contains 16 references.) (MN)

This planning statement on improving vocational education in Oregon high schools and community colleges is intended to guide schools in the further development and improvement of vocational education. Discussed in the first section are the concept of a comprehensive curriculum, the relationship of career and vocational education, and the broad goals of vocational education. Major Oregon State Board of Education policies for vocational education in community colleges and school districts are listed. The third section briefly discusses 10 long-range program goals in the following areas: access to vocational education; technical assistance to state, regional, and local instructional staff and support staff; instructional and support staff; identifying needs; research; developing and disseminating exemplary practices and procedures; vocational guidance; curriculum materials development; student evaluation; occupational requirements in the labor market; immediate and short-term training programs to meet the needs of business and industry; and adequate instructional facilities and equipment. Each of these goal areas is discussed in terms of current status, needs, objectives, and proposed actions. (MN)

Prepared by the manager of a virtual reality (VR) laboratory at North Carolina's Haywood Community College, the three papers collected in this document are designed to help instructors incorporate VR into their classes. The first paper reviews the characteristics of VR, defining it as a computer-generated simulation of a three-dimensional environment, the contents of which can be viewed and manipulated by users. This paper also discusses the range of immersion that users can feel in the environment and methods for achieving that immersion, methods for tracking user and environment position and orientation, VR input devices, the use of sound and tactile feedback, and professional applications of VR. The second paper describes the following steps in planning a VR system: (1) defining the desired application--including the level of immersion desired, viewing and input devices, and position and orientation tracking capabilities; (2) assessing institutional resources and capabilities; (3) choosing VR development software, taking into consideration geometry creation and editing, programming requirements, peripheral and network support, system requirements, and portability; and (4) selecting appropriate hardware to manage peripheral devices, such as graphics cards, head-mounted displays, and tracking devices. The final paper describes VR courses taught at HCC, reviews past projects, and discusses current and future VR development. A list of Web addresses for VR-related companies is attached. (BCY)

This paper presents classroom management practices that can be used to avoid the "revolving classroom door." In the revolving classroom door, misbehaving students are sent to the principal, and eventually returned to the classroom with no gains in student behavior or opportunity for learning. The paper begins by discussing the meaning of classroom management which is defined as how teachers maintain order in the classroom. There follow sections on features and teaching behaviors that must be in place for good classroom management. These include ways to create a positive classroom climate (for example, being friendly and warm, helping students to learn); planning for teaching before school begins, the first day of school, and throughout the year (for example, reviewing and outlining textbooks for each course, posting classroom rules, and reviewing the entire course plan with students the first day); prevention strategies (for example, acting and dressing professionally, teaching standing up and moving around), and consequences and punishments (for example, not ignoring misbehavior problems). The paper concludes with a summary listing of teaching strategies. (Contains 11 references.) (JB)

This paper considers the body of research on adult learning and adult college experiences and outcomes that can inform the planning, development, and evaluation of accelerated degree programs. It addresses many of the issues confronting faculty and administrators as they design accelerated programs using a model of college outcomes developed to explain adult learners' experiences in college. The model, which offers a way of describing and understanding the experience for adults and nontraditional students, consists of: (1) prior experience and personal biographies; (2) psychosocial and value orientations; (3) adult cognition; (4) the connecting classroom; (5) life-world experience; and (6) college outcomes. The model was supplemented by research that asked adult students to define success in learning and in college and to identify the factors that led to their perceived success. These findings were used to develop a set of principles to help college administrators design programs that foster the best results. These principles are grouped according to the components of the model of college outcomes. These principles emphasize considering the past experiences of adult students and designing instruction to emphasize the connections between present instruction and past experience. (Contains 16 references.) (SLD)

This paper discusses creating story boards to help students with disabilities to develop effective career plans. It describes storyboarding as a technique for project planning which requires active involvement of both hemispheres of the brain. A group of 6-8 people, including students, teachers, counselors, and vocational rehabilitation representatives, form a planning team which meets for a creative thinking session that permits the free flow of ideas from all members of the team. This session is followed by a critical thinking session in which the creative ideas are scrutinized closely for viability and are retained or rejected by the team. Ideas are displayed in clear visual form on a story board as the planning session progresses to enable participants to see interrelationships among the ideas, to rearrange the ideas for clarity, and to hitchhike on ideas already presented. Finally, action plans are developed. The paper begins by describing the components of the storyboarding system, the project team, and storyboarding supplies. The major types of story boards and basic steps in using them are then discussed. Examples of a planning board, an ideas board, a communication board, and an organizational board are attached. (Contains 10 references.) (CR)

This paper provides techniques and resources for integrating peace education into early childhood education programs. After discussing the history of peace education in the United States and its role in an increasingly diverse society, the paper provides curriculum ideas and best practices for use in early childhood peace education. The need to employ developmentally appropriate practices which emphasize self-awareness, awareness of others, conflict resolution, problem solving, global awareness, and an appreciation of the arts and sciences is stressed. Specific suggestions for preschool children, primary grade students, and parent involvement are included. The paper also discusses the development and implementation of an action plan to integrate peace education into the curriculum. A discussion of books, journals, electronic resources, and national organizations that can play a part in the development of a peace education curriculum is included. An appendix contains a 52-item resource directory. (Contains 97 references.) (MDM)

When autonomous adults are faced with challenging tasks within a nonstressful, collegial environment, they may have an optimal opportunity to learn. This paper asserts that educators should therefore consider strategies for infusing games with academic concepts. Guidelines are offered for conducting three games to stimulate thinking, active learning, and collegial sharing for school-leadership candidates: (1) a planning-simulation game; (2) critical-thinking question cubes; and (3) a leadership perspective multiple-intelligence game (Williams 1995). The latter game is designed to develop seven kinds of intelligence--linguistic, human relations, visual, musical, logical/mathematical, bodily/kinesthetic, and interpersonal. One figure is included. (Contains 17 references.) (LMI)

This Guide is designed to support the work of institutional cross-functional teams charged with strengthening adjunct faculty professional learning and institutional engagement. Each section shares key learnings from ATD's work with six Leader Colleges, including accomplishments in the form of new programs, services, or policies that can serve as examples for your college to adapt in a way that will fit authentically in your institution's culture. Our goal here is to help college teams anticipate obstacles and barriers, understanding that the relationship-building work necessary to overcome these challenges very often facilitates success in other related work. Each section of the Guide also includes tools in the form of worksheets and planning templates to support your team's efforts. [For related reports see "Understanding the Needs of Part-Time Faculty at Six Community Colleges. CCRC Research Brief" (ED591765) and "Early Academic Outcomes for Students of Part-Time Faculty at Community Colleges: How and Why Does Instructors' Employment Status Influence Student Success? CCRC Working Paper No. 112" (ED598947).]

Achieve and the U.S. Education Delivery Institute have developed a practical Common Core Implementation Workbook for all states in the Partnership for Assessment of Readiness for College and Careers (PARCC). This workbook uses a proven performance management methodology known as "delivery" to lay out clear action steps for states and districts. It provides relevant information, case stories of good practice, key questions and hands-on exercises for leadership teams to complete together. Regardless of one's timeline, the workbook offers state and district leaders the means to plan for the CCSS and then drive successful implementation. The workbook begins with a diagnostic assessment to help readers determine where their CCSS implementation effort is going well and areas of challenge that merit additional attention. After the diagnostic, the next sections of the workbook focus on how the state agency and school districts can organize for implementation. The workbook then offers a set of implementation actions that consist of the actual work of the CCSS transition. Chapters 5 and 6 help readers answer the critical questions for two key actions: how to align curricular and instructional materials and how to train educators on the CCSS. Chapter 7 addresses the broad transformation many schools will need to make as they become true digital learning environments where technology is integrated into all parts of the school experience, including instruction and assessment. Chapter 8 identifies ways to advance and align college- and career-ready accountability systems with CCSS implementation. Chapter 10 examines ways to strengthen student transitions to higher education in light of the CCSS. The workbook ends with Chapter 11, which answers the final question--how to monitor progress and sustain momentum, a topic that obviously applies across all the implementation actions. Individual sections contain endnotes. [This paper was developed with the U.S. Education Delivery Institute. This paper was written with the assistance of Marie O'Hara and Lauren Kurczewski. For the previous version of this report, see ED527109.]

The majority this series documents Gordon Ambach's efforts as Executive Director of the Council of Chief State School Officers (CCSSO) to influence federal education policy. Also included are records from advisory boards of education consortiums, the Harvard Seminar on Equality of Educational Opportunity Report (SEEOR) and records related to the Yonkers desegregation. Ambach's personal papers detail his personal biography, his work outside of NYSED and the CCSSO, and his relationships with various contacts and colleagues.

This paper describes the College of Applied Science and Arts (ASA) at Southern Illinois University Carbondale (SIUC) Transfer and New Students Info Web site that responds to the need for high school and community college students, guidance counselors, and parents to explore and plan a program of study that provides the opportunity to enter the workforce while including options to pursue studies for associate and baccalaureate degrees. The Student Support Services program at ASA developed the self-directed Web site to provide Illinois' students with the ability to track their technical high school program of study to an Illinois community college and/or directly to SIUC. The site can help students clarify career options and educational training program options that lead to the career paths they have identified through career self-exploration and assessment activities. (GCP)

Does educational technology work? Does its application in classrooms help children learn? Can teachers improve their own understanding and practice through technology? The answer is yes; however in a period of widespread concern about educational quality, teachers, parents, policymakers, and taxpayers deserve answers that go beyond fervent beliefs and jaunty assertions. To sustain and support the growth of high-quality technology in schools, everyone has to learn to be more aware of what standards of documentation are useful. This paper presents a set of ideas and guidelines to consider, ending with how technology itself can aid in the testing and evaluation process. The ideas presented are intended to help educators and others invested in education think systematically about what they are doing and how to capture and document accomplishments. Highlights include: "Technology for What?"; "Technology Innovations: The How"; "Who Benefits?"; "Other Evaluation Considerations"; "Measures of Outcome and Impact"; and "Technological Supports for Evaluation." (AEF)

This report documents the technology initiatives of the Center for Research on Evaluation, Standards, and Student Testing (CRESST) in two broad areas: (1) using technology to improve the quality, utility, and feasibility of existing measures; and (2) using technology to design and develop new assessments and measurement approaches available through no other means. Current activities are reviewed, the outlook for particular assessment technologies is evaluated, and lessons learned are reported. The implications for assessment are also discussed. A table lists CRESST's major activities during the review period. Most of the work has focused on designing and developing a computer-based architecture for an integrated assessment system. The CRESST integrated simulation is an approach to assessment that incorporates computer- and paper-based assessments of students who engage in complex, constructed-response tasks based on real world contexts. Assessment occurs throughout the task and covers one or more components of the CRESST model of learning. The second major activity was a review of automated approaches to scoring constructed-response tasks. Candidate approaches to computer-based scoring of essays and paper-based concept maps are identified. The dissemination activities of CRESST in the review period have been mainly conference participation and technology demonstrations. Other activities focused on basic research underlying cognitive issues and concept planning of how CRESST technology could support school-level and district-level planning and distance learning. An appendix lists dissemination products, conferences, and demonstrations. (Contains 8 tables, 5 figures, and 34 references.) (Author/SLD)

This paper was developed to help counselors of students with learning disabilities plan for college, by answering common student questions and providing sources of additional information. Sections of the paper discuss: (1) developing self knowledge (using compensatory learning strategies, knowing one's own strengths and weaknesses, and practicing self-advocacy); (2) understanding legal rights and responsibilities (especially relevant federal legislation, changing levels of responsibility, and privacy rights); (3) transition planning for college (evaluating college options, documenting the learning disability, and course selection/accommodative services); (4) the college application process (creating a short list, caution about course waivers and substitutions, admissions tests and accommodations, application and disclosure, and making a college choice); and (5) selected organizational and print resources for additional information. (DB)

The demand for reform and improved schools are two constant issues in American education. Despite periodic reform efforts, most schools have resisted systemic reform. The Effective Schools Movement was a reaction to assertions in the 1960s that schools had little influence on a child's education. Effective Schools involve all relevant stakeholders in striving for continuous educational improvement. Systemic reform, organizational theory and development, outcomes-based assessment, and participatory management are all characteristics of Effective Schools. Effective Schools training can also provide teachers and administrators with the skills to create change. The Effective Schools process involves several steps; each of which is described in this paper. They are: explore the research and the process, secure district commitment and resources, form improvement teams and develop team skills, affirm the mission and belief system, gather and analyze data on school characteristics and student outcomes, develop school and student status reports, identify improvement objectives, select strategies and develop a plan, examine curriculum and instruction strategies, implement plan and monitor results, and refine and renew efforts. The Effective Schools process provides a framework for ongoing school change. (Contains 77 references.) (JPT)

Gadsden Independent School District (GISD) in rural New Mexico sought alternative funding sources to meet student needs in the areas of early childhood education, special education, at-risk programs, and partnership programs with communities and local colleges. Although this school district has been granted funds for many of its projects, unforeseen problems have emerged, including hidden costs and teachers perceiving special projects as additions to teaching loads. This indicates the need to establish a policy and procedure plan before grants or requests for funds are written. Drawing on GISD's experiences, this paper discusses: (1) reasons for seeking alternative funds; (2) current social issues and subject areas for which funding is available; (3) the funding search process, including the need to train district staff and administrators as proposal writers or create statewide networks of proposal writers; (4) developing a district or statewide grant writing procedure for optimizing school district planning and projections while meeting funding obligations and controlling hidden costs; (5) community partnership and team building; (6) building a grant writing team and writing the proposal; and (7) incorporating current social issue programs into regular education curriculum by meeting basic competencies, not increasing teaching loads. (LP)

This paper summarizes strategies that have been successfully implemented at 3 of the 40 pilot sites working toward the goal of improving the academic competencies of students completing high school vocational programs. The strategies were culled from 30 interviews with academic teachers, vocational teachers, counselors, vocational directors, principals, a supervisor, and a remediation specialist at the three selected sites (a comprehensive high school and two vocational centers that serve four feeder high schools) operated by the Southern Regional Education Board/Vocational Education Consortium. A total of 215 strategies were summarized in 4 categories: (1) instructional strategies; (2) curricular strategies; (3) cooperative efforts between vocational and academic teachers, and (4) administrative practices and procedures. The 69 strategies highlighted in this paper are those actually used to achieve the integration of vocational and academic education at the school-site level. (KC)

This paper develops further the ideas contained in two earlier reports, Effective Secondary Schools (1988) and Effective Primary Schools (1989), and recommends a systematic approach to the management of school effectiveness through using a school development plan. The purpose of the paper is twofold: to present and explain the role of the school development plan in managing school effectiveness; and to show how performance indicators which have been developed specifically for use in education can contribute to quality assurance and self-evaluation in schools. Quality assurance encompasses all aspects of school life; it includes ensuring the continuing effectiveness of established good practices as well as the smooth and systematic introduction of new ones. The school development plan is suggested as an important enabling mechanism, by means of which today's changes, such as the 5-14 development programme, or staff development and appraisal, can be introduced in a planned and sensitive manner, while yesterday's changes are considered and improved on and tomorrow's are recognized as having their place. The first chapter describes the school development plan and discusses its advantages. Chapter 2 highlights components of the plan's objectives section, and chapter 3 presents a framework for the audit section and audit process. Guidelines for the plan's development section--an outline of priority projects--are offered in the fourth chapter. The role of the head teacher in ensuring action is described in chapter 5, with attention to interaction with staff, parents, the school board, and community. Appendices contain sample outlines of school development plans, an example of a performance indicator, guidelines for school self-evaluation, and 10 selected sources for further reading. (LMI)

This document contains the four state-of-the-art papers that serve as planning materials for construction of the planning guide for the project, Accessibility to Vocational Education Programs and Facilities for Handicapped Persons. The first paper suggests techniques by which school administrators can identify barriers to vocational education programs faced by handicapped persons. Sixteen techniques are described and their strengths and weaknesses discussed. The second paper identifies and describes group techniques for generating strategies to overcome barriers to vocational education for the handicapped. Five techniques are described in detail and their strengths and weaknesses considered. The third paper identifies procedures for use in estimating costs and allocating resources within the context of the legal and policy directives of the Vocational Education Amendments, Section 504 of the Rehabilitation Act, and P. L. 94-142. Primary focus is on costing and resource allocation to remove barriers to program accessibility. The fourth paper identifies and discusses federal guideline documents available to local school administrators in addressing accessibility. (YLB)

Arguing that complete, reliable, up-to-date system documentation is critical for every data processing environment, this paper on computer disaster recovery planning begins by discussing the importance of such documentation both for recovering from a systems crash, and for system maintenance and enhancement. The various components of system documentation are then explained, followed by descriptions of the three stages of creation of complete system documentation: (1) design and development documentation; (2) backup documentation; and (3) documentation reports. Environmental controls, a second major aspect of disaster recovery planning, are then discussed, with emphasis on problems with the electrical power supply such as "blinks,""brownouts," and "blackouts." Ways to ensure an uninterruptable power supply, voltage tolerance of the computer's chart, and sources of assistance are also considered. A discussion of safeguards that can be used to protect the data processing system, including various kinds of insurance, concludes the paper. (RP)

This paper provides school district administrators with a structured method for developing school programs aimed at reducing the risk of adolescent dropout. The methodology encompasses problem definition, fact finding, mission management, overcoming inertia, cohering programs tied to theory, feasible goal-setting, and normative personnel re-education. Nine issues influence the planning of program development structure for an entire school system: school system perspective (basic ideology and social beliefs), overall school district mission, personnel inertia (resistance to change), unity of program purposes (coherence), program objectives, program design choices, district norms, quality control, and persistence. (JAM)

Achieve and the U.S. Education Delivery Institute have developed a practical Common Core Implementation Workbook for all states in the Partnership for Assessment of Readiness for College and Careers (PARCC). This workbook uses a proven performance management methodology known as "delivery" to lay out clear action steps for states and districts. It provides relevant information, case stories of good practice, key questions and hands-on exercises for leadership teams to complete together. Regardless of one's timeline, the workbook offers state and district leaders the means to plan for the CCSS and then drive successful implementation. The workbook begins with a diagnostic assessment to help readers determine where their Common Core State Standards (CCSS) implementation effort is going well and areas of challenge that merit additional attention. After the diagnostic, the next sections of the workbook focus on how the state agency and school districts can organize for implementation. The workbook then offers a set of implementation actions that consist of the actual work of the CCSS transition. Chapters 5 and 6 help readers answer the critical questions for two key actions: how to align curricular and instructional materials and how to train educators on the CCSS. The workbook ends with Chapter 11, which answers the final question--how to monitor progress and sustain momentum, a topic that obviously applies across all the implementation actions. Individual chapters contain endnotes. ["Implementing Common Core State Standards and Assessments: A Workbook for State and District Leaders" was written with the assistance of Marie O'Hara and Lauren Kurczewski. This paper was developed with the U.S. Education Delivery Institute.]

Data fuel the process of change. Schools and districts should have electronic data systems that store data and make it easy to extract useful information. School leaders and their staff have questions; they need answers. Their data, when stored in a suitable electronic data system, will help them construct better answers to their questions more quickly. Do they know what their questions are, what they will be? This guide will help district and school leaders think about what they want from an electronic data system. It will help them identify the right questions to ask about a data system and about their district's readiness and capacity to use it effectively. As they evaluate their responses, they will better understand what they already know and what they have yet to learn, as well as the context within which they will put that knowledge to work. After all, leaders will not receive good value on investments in these systems if they and their staff are not clear about what they expect, what they want, and what their questions are. (Contains 26 resources.) [This paper was also prepared by the Educational Service Agency (ESA) Alliance of the Midwest.]

This guide is one of three developed to provide guidelines, information, and resources useful in planning and developing postsecondary technician training programs in high technology. It is specifically intended for program planners and developers in the initial stages of planning a new program or specialized option in robotics. (Two companion guides offer a set of generalizable procedures for systematic program development in high technology and curricular information for planning a computer-aided design, computer-aided manufacturing training program.) The first part reviews the problem, objectives, methods, and outcomes of the project. Information is presented in the second part on industry trends in robotic technology, current projects in industry and education, and the need for training. Part 3 presents curriculum planning guidelines and specifications. Lists of technician-level competencies and sample course titles and course descriptions are provided. Other factors that must be considered in developing and implementing a new program are discussed, including special training for application processes, equipment requirements, faculty capabilities, and future trends. Appendixes include a compilation of site visits by project staff, a list of robot manufacturers and postsecondary programs, a bibliography of robotic technical papers, and a paper on robotics training. (YLB)

This paper is intended to stimulate research into the policy consequences of declining school enrollment and to provoke discussion of possible policy alternatives. The paper is organized in three sections. The first section presents a summary of public school enrollment projections for Illinois, based on a 1974 study by the State Department of Research and Statistics. The second section attempts to make current trends more meaningful to individual school districts by more closely examining enrollment trends on both a statewide and county-by-county basis. The third and largest section examines probable consequences of the projected enrollment decline from a macro point of view. In this final section, the discussion focuses primarily on the issues of facility use, school district revenues and expenditures, demand for teachers, and higher education, emphasizing their relationship to each other and to future educational program alternatives. (Author/JG)

Intended to assist practitioners in vocational education in improving program planning and evaluation, this paper provides an overview of needs assessment, which is a method of acquiring evaluative data required by the Vocational Education Amendments of 1978 (P.L. 94-482). The first two sections discuss various definitions of educational needs currently used and the six types of needs assessment methods commonly applied: self-perceived needs discrepancy analysis, interactive needs assessment, objective discrepancy analysis, subjective needs assessment, objective needs assessment, and subjective discrepancy analysis. The last two of these types are further illustrated in the third section as their use in national, state, and local studies is described. (The national study was conducted in large cities, while the other studies were made in Iowa, Tennessee, Florida, and Minnesota.) Then, the state of the art of needs assessment in vocational education is examined. The last section delineates significant issues and problems, including (1) the definition of the term "need"; (2) performance and treatment needs; (3) levels of intensity of educational needs; (4) the combination of hard and soft data; and (5) continuous needs assessment. The appendix contains a list of suggested readings. (This paper is one of a series of sixteen knowledge transformation papers.) (ELG)

In outlining futures techniques that can be used by school administrators for creative planning, this paper discusses several small group exercises. These include the "Six by Six" technique, in which a large group breaks up into six small groups for six minute discussions; the "PNT Approach," in which the length of each discussion period increases as positions become solidified; and scenario development, in which possible future situations are developed and analyzed. When discussing scenario development, the author describes in detail the Cross Impact Matrix Analysis on Transparencies (CIMAT) technique. The author then presents the use of case studies for problem solving, a technique he considers useful because the problems presented seem real and relevant and may require complex problem-solving approaches. He also describes role playing, in which participants act through a problem situation; the Delphi technique, in which questionnaires are used to order priorities or to get a consensus of opinion about when future events will occur; and futures games, for which he recommends that group leaders use those on the market rather than develop their own. Two techniques developed by the author, "Brainstorming-on-Microfiche," and "Brainstorming-in-Football Stadiums," are briefly mentioned. (Author/JM)

Locating and assessing new and emerging occupations is a required task for those vocational/technical educators who want to prepare for meeting the needs for skilled workers in the future as well as for those currently in demand. This ongoing process requires contact with a wide range of people and organizations. Information concerning job duties, education and training requirements, employment outlook data, employment settings, career opportunities, agencies and individuals to contact, and existing program offerings all must be assessed when examining a new occupation. Educators must monitor state and national legislation and resulting policy implications, changing economic conditions and social values, and technological developments. Information about jobs can be gained from employers, professional associations, special interest groups, newsletters and publications, and personal conversation and correspondence. Occupational projections available from both traditional and less expected sources should be analyzed by the vocational/technical education planner even when "new" jobs as a category may not be included. State Occupational Information Coordinating Committees may be especially helpful; or surveys of employers can provide occupational projection data as well as other information needed to plan for vocational/technical training. Local factors must always be taken into account prior to implementation of a program for what appears to be a new and emerging occupation. (KC)

Continuing education programmers must be risk takers; however, they should not be gamblers. The most successful of them are able to estimate a balance between potential rewards and risks, taking chances when the odds are favorable. Although it is essential that course planners balance potential financial rewards and risks, it is important to bear in mind that other nonfinancial rewards, particularly those related to reputation-related concerns, must not be forgotten. Once the programmer is ready to balance the financial rewards and risks of offering a particular course, the following factors should be considered: cost and value of programmer time, opportunity costs, sunk costs, enrollment probabilities, and up-side versus down-side potential. Each of these factors can be considered together with the others to arrive at a reward/risk index for the contemplated course, which will allow a planner to compare the course with other potential offerings. Finally, the potential risks of comtemplated courses can be shared in several ways: through shifts between fixed and variable costs, through joint decision-making efforts that allow risk to be shared between programmers and their superiors, and through a "portfolio management" approach that spreads risks among several courses rather than accounting on an individual-course basis. (MN)

This document presents guidelines for program review at Peralta Community College District's (PCCD) (California) institutions. The primary objective of the program review process is to assure that PCCD's educational programs reflect student needs and encourage student success. The review process consists of five stages: (1) a discipline self-study with a written report, based on questions posed in this document; (2) a validation of the program's self-study report, with commentary on the recommendations made; (3) a consolidated summary report prepared by the Vice President of Instruction and forwarded to the President for review and comment; (4) a complete compilation of all reports and documents, with a final college summary to be submitted to the Office of the Senior Vice Chancellor of Educational Services; and (5) various follow-up activities. This paper details each of the five stages and provides guidelines and suggestions for their execution. It also contains a format for program review, along with assessment questions in the areas of curriculum, instruction, student success, staffing and resources, staff development, community outreach and articulation, and accreditation. (EMH)

This paper provides tips and suggested activities for an online course in psychology. It describes the steps needed to start planning an Internet course and various features that are important to the success of the course (i.e., technical support, learning participation in discussions). Possible problems with computer-mediated instruction are also addressed. It is important to remember that teaching an online course is not an escape from teaching; it is teaching in a different format. (Contains 12 references.) (SLD)

Despite the ever-increasing number of higher education institutions offering online courses, there are still a lot of controversial debates and a strong sense of confusion about how well the concept of Web-based distance learning is being implemented. This paper summarizes the 10 primary steps toward the assessment, planning, design, implementation, and maintenance of a successful virtual classroom. Benefits and drawbacks of a Web-based classroom are first outlined, followed by these 10 steps: (1) Assess the needs and the necessary conditions to satisfy them; (2) Estimate the development cost, effort, and implications; (3) Plan the virtual classroom; (4) Design the virtual classroom; (5) Prepare and distribute contents; (6) Enable communication; (7) Implement online student assessment methods; (8) Implement class management procedures; (9) Set up the system; and (10) Maintain and update the virtual classroom. (AEF)

This draft is the outcome of a project in which colleges and further education (FE) teacher education providers worked to pilot a code developed by students and staff at Loughborough College in England. The code is intended to be a resource for improving practice and enhancing the standing of the FE sector. It focuses on the essentials, affirms good practice, provides a reference point in times of change, and counterbalances narrow instrumentalism and fragmentation. The code is intended to provide a basis for dialog and a framework for articulating values and clarifying mutual expectations. This paper is organized in sections that cover the following: (1) introduction, the code; (2) issues raised in developing the code; (3) the challenges of adapting and adopting the code; (4) guidelines for using the code; (5) applications of the code in the learning environment; (6) feedback from pilot colleges; and (7) 20 possible sources of information and other codes. (KC)

This resource text was developed to assist parents, teachers, school administrators, school board personnel, and other concerned citizens in their efforts to develop and implement local education standards. Having drawn heavily upon Internet-accessible resources for the development and implementation of educational standards, the text is intended as a stand-alone resource for those without easy access to a computer and the Internet or as a resource which the Internet can supplement. After the Introduction, Section II, entitled "Rationale," provides full-text policy statements and position papers about the necessity of standards from various agencies and associations. Section III, entitled "Guidance/Resources," names and describes general and governmental resources, centers, clearinghouses, and organizations which offer products and/or expertise to support decision making about and implementation of standard setting efforts. Section III also provides full-text or excerpts of five authoritative pertinent documents, as well as a sub-section entitled, "Standards and Frameworks by State." Section IV, "Implementation and Assessment," offers overviews of state policies and practices for upgrading academic standards, including a section on the role of state education agencies. Finally, Section V covers "Examples of Local Schools/School Districts Adopting Education Standards." (Contains 8 figures and 15 tables.) (LMD)

This paper discusses the importance of teachers and parents of students with learning disabilities working together to ensure that students' educational programs are appropriate and address their specific needs. It provides guidelines aimed at fostering positive teacher-parent relationships by discussing recent legislative mandates and current policy issues. It also addresses methods of positive and constructive communication and issues related to interaction between parents and teachers which should promote successful home-school partnerships. Recommended teacher strategies include: (1) explaining the class goals and objectives at the first meeting and inviting parents to share any relevant information that would help the teacher to understand the child; (2) preparing for teacher parent conferences and finding a mutually convenient time; (3) providing enough time to devote to the conference and providing a comfortable meeting room; (4) arranging seating so that all parties are perceived to be equal; (5) using clear terminology; (6) setting an agenda that is structured but still flexible; (7) encouraging parents to discuss any problems they or their children are experiencing; (8) ensuring that all parties know their rights; (9) being cognizant of cultural differences; and (10) involving students in the planning process as much as possible. (Contains 47 references.) (CR)