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This paper explores how principles of self-determination apply to individuals who are deaf-blind and how it affects families, educational programming, and service delivery. Five underlying principles are identified including: all persons desire self-determination and are capable of achieving it; self-determination is a continuum; and self-determination is a life-span issue. Different cultural interpretations of the concept of self-determination are noted. Practices that foster self-determination are discussed including: (1) opportunities for decision-making and risk-taking; (2) access to the environment through communication; and (3) vocational experiences and employment. Suggestions are offered to serve providers for infusing self-determination concepts into technical assistance services and program planning, including the Individualized Family Service Plan, the Individualized Education Program, and the Individualized Transition Plan. Discussion of curricula focuses on the current development of specific curricula for young adults, family members, and educators. A review of resources notes state deaf-blind projects, information and referral resources, Helen Keller National Center regional representatives, national organizations, and e-mail discussion groups. (Contains 32 references.) (DB)

This paper examines the role departmental chairs play in curriculum planning, who is chosen to lead the process, the behaviors used, and the complementary or conflicting roles played by other faculty members. Data for the analysis were drawn from interviews with 44 department chairs and 83 faculty in Carnegie classification institutions; these departments were defined as "continuously planning" departments, i.e., they engaged in regular, collaborative, and information-based curriculum planning. The study examined how chairs of such departments viewed their leadership role in curriculum; what contextual variables influence the role department chairs play; and in what kinds of situations do chairs decide to have faculty members provide curriculum leadership. Seven broad categories of self-reported leadership roles were developed from the interview data: facilitator, initiator, agenda setter, coordinator, advocate, sensor, and standard setter. The study found that department size affects the role department chairs play, especially in regard to the undergraduate curriculum when the department also offers graduate programs. Institutional type also affects the type of leadership department chairs provide, with chairs in research and doctoral institutions seeing their primary roles as facilitators and advocates. Curriculum leadership is also influenced by institutional climate that emphasizes curriculum planning, assessment, and other types of strategic planning. (Contains 14 references.) (CH)

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)

This qualitative case study assessed web-based instruction in a computer-aided design/computer-assisted manufacturing (CAD/CAM) course designed for workforce development. The study examined students' and instructors' experience in a CAD/CAM course delivered exclusively on the Internet, evaluating course content and delivery, clarity of presentation of complex technical concepts, and student receptivity to the Internet delivery mode. Components of student experience examined were motivation, nature of interactions, advantages and disadvantages, issues associated with Internet delivery, and student outcomes. Narrative data from telephone interviews (n=20) with students in the United States and Canada was the principal source of data. The course packet, provided electronically, included a syllabus, faculty, calendar, assignments, notes, e-mail link and index, as well as links to industrial and educational sites and the university home page. Findings indicated that the Internet delivery met the expectations of the students by offering a course not available through traditional delivery; participants were satisfied with all components of the course except for selected technical problems and they felt that this distance learning course was as effective as a traditional course. (Contains 40 references.) (CH)

Any educational technology is only as good as the way it is used for learning. There are many different instructional models using many different types of software, and not all models are equally effective in meeting users' needs. This Technical Paper begins with an overview of ways computer technologies can be used in instruction, and groups them according to the role they play in instruction, as supplementary, complementary, and primary. Then four "generic" instructional models for PLATO[R] are presented: Review/Reinforcement (supplementary: software that adds little or no new content and parallels teaching already done in other modes); Enrichment/Exploration (complementary: software that adds new content to the curriculum, often in ways for which there is no non-computer alterative); Problem-Centered (complementary); and Skill Development System (primary: software that acts as the main source of initial teaching, as a replacement for non-electronic modes of instruction, often as a way of enabling the instructor to assume new "guide on the side" roles, or in distance education). For each of the four models, answers are included to six basic questions that address: the learning goal of the technology application; how to assign learners to use the technology; what the learner's role will be; what the instructor's role and program structure will be; how the resources will be managed; and how the learners will be assessed. At the end is a comparison chart highlighting the features of the four models. (AEF)

It is argued that a functional-notional syllabus is practical and useful for second language instruction at the college level. It constitutes a natural progression from secondary school curricula that emphasize communication in that it uses the same basic organization and similar categories. However, it differs from them in that it pays particular attention to the complexity of speech acts and their organization rather than merely listing individual speech acts and appending a small section on dialogue structures. The notional functional syllabus also focuses on written rather than spoken language, a transition needed by students at this stage. These notions of continuity and progression should be carried through the college language curriculum. The syllabus might be designed in three stages to correspond to a conventional 3-year language sequence in which students progress from organizational to discursive and, finally, argumentative texts. A functional-notional syllabus can also integrate academic German into the regular language instruction program. A bibliography of 65 entries is included, and a list of functions and general and specific notions appropriate for a university German course is appended. (MSE)

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 presents information designed to assist school personnel in assessing the strengths and needs of children and planning developmentally appropriate curriculum strategies. The first topic addressed is assessment strategies, which include developmental screening, diagnostic instruments, teacher observation, parent observation and interviews, reports from medical personnel, and reports from early intervention services. The second section suggests guidelines for assessing behaviors of young children. The next topic is observation and recordkeeping strategies, such as developing each child's portfolio and using checklists. A sample learning prescription is provided, illustrating how to summarize the information acquired through observation procedures. The final section of the paper presents assessment information to families and suggests strategies for acquiring additional information from parents through conferences. Contains 7 additional resources and 12 references. (BAC)

This technical assistance paper provides preschool planners and staff with information on developmental characteristics of preschool children relevant to planning and providing a quality preschool program. Following a case scenario underscoring the need for understanding child development, a theoretical framework concerning child development is presented. The framework includes summaries of the work of theorists and provides explanations about significant aspects of social, emotional, physical, and cognitive development. Significant developmental principles are discussed, and the normative development characteristics for 3-, 4-, and 5-year-old children are presented in the form of charts. The paper also examines the importance of understanding individual differences, and the teacher's responsibilities toward each child. Concluding comments are on the valuable role of play, and the influences of family, culture, and community on the development of the child. Contains 18 references. (BAC)

Integration of environmental education and second language instruction is discussed, with two purposes: to describe educators' efforts to protect the planet's deteriorating environment, and to explore what destructive attitudes and actions that have led to environmental devastation have their counterparts in language education methods. The intended result is to heighten students' environmental awareness, knowledge, appreciation, and protective efforts through learner-centered instructional approaches, including learner-generated materials, cooperative learning, encouragement of creativity, integration of subject areas, and involvement with the community. The paper has three main sections. First, environment education is described and placed in the context of a global approach to education. Controversies in environmental protection are discussed briefly here. Second, the psychological and linguistics roots of a learner-centered approach to education are contrasted with those of a teacher-centered approach, and learner-centered classroom techniques are described. The third section contains environmental activities for second language learners using a learner-centered approach, including songs, data-based exercises, problems in decision-making, and making resolutions about protecting the environment. (MSE)

A resource of statements about the values of music in education, this paper is intended to help answer the question, "Why is it important to teach general music to children in grades K-6?" Material is quoted from several disciplines including psychology, education, music education, and the medical field. The paper is directed primarily to music educators and to administrators in Oregon who are responsible for curriculum balance in schools. (DB)

This lesson packet focuses on the growing situation of refugees and cultural awareness. In the document are definitions of terms, suggestions for infusing lessons on the refugees into the curriculum, and resource information. One of the purposes of working to create refugee awareness is to help ordinary students become extraordinary citizens of American society and the world community. The document is divided into the following sections: (1) "Introduction"; (2) "Overviews of Current Refugee Emergencies"; (3) "Proven Lesson Planning Ideas" (e.g., Analyzing Refugee Experience, Applying the Durable Solutions, Exhibiting a Willingness to Respond); (4) "Teacher Resources"; and (5) "Conclusion." (EH)

This paper proposes a teaching model for the implementation of a Science-Technology-Society (STS) curriculum. The topics of technologic literacy, STS goals, and STS instruction are included. The historical and contemporary perspective of technology is addressed. The Graham model of STS instruction is compared with the Oregon instructional model. The eight parts of the Oregon model are described by the following: (1) "Issues in Application of Technology"; (2) "Diagnosis of Understanding"; (3) "Technological Processes"; (4) "Instructional Method and Technology"; (5) "Science Content"; (6) "Essential Learning Skills"; (7) "Problem Solving and Decision Making"; and (8) "Responsible Action". (KR)

The Oregon vision for transforming science education is called concept/process-based science. It is not a program but a conceptual framework which presents goals for the direction of science program development. It focuses science programs on helping students develop basic scientific understandings through the use of the key processes of human problem solving. Section 1 of this document, "Elementary Science Education," consists of two subsections: "The Vision for Concept/Process-Based Elementary Science" and "Promoting the Development of Thought." The latter deals with coordinating five basic sources or factors which provide stimulation and support for students' cognitive growth. These are: (1) experience with objects; (2) social interaction; (3) beginning capabilities in initial conceptions; (4) language; and (5) development--coordinating the factors. Section 2, "Changes In Elementary School Science," consists of the following subsections: (1) "Changes in Curriculum"; (2) "Changes in Learning"; (3) "Changes in Instruction"; and (4) "Changes in Evaluation." Section 3, "School Support," contains information on (1) changes concerning program materials, support, and time allocation, and (2) changes in staff development, which concern teachers' understanding and practices. (PR)

Guidelines are offered to ensure a stimulating and challenging learning environment for gifted learners. Curriculum modifications are suggested in the areas of: (1) content (complexity, abstractness, and variety; organization; purpose and choice; interaction with peers; focus on issues, themes, or questions; and role of methodologist, technologist, and communicator); (2) process (study skills, research skills, thinking skills, creativity skills, and communication skills); (3) product (teacher's role, variety of products, quality products, and student involvement); and (4) environment (the teacher and the classroom). An appendix briefly outlines considerations for curriculum approaches, administrative options, and support services and resources required for program development. Another appendix lists eight recommended guides for curriculum development, 12 catalogs, and over 40 suggested materials for classroom use. (17 references) (JDD)

The Education Working Paper Series is produced by the Education Unit at the World Bank (HDNED). It provides an avenue for World Bank staff to publish and disseminate preliminary education findings to encourage discussion and exchange ideas within the World Bank and among the broader development community. Throughout the 1990s and into the present decade, Chile's educational system has undergone major changes. After a prolonged seventeen year authoritarian military regime, three successive democratic governments and the country's economic and political elites identified education as strategic for achieving economic development and a more just and integrated society. Public and private educational expenditure increased in the context of economic growth, political stability, and consensual policies--by as much as threefold. Between 1990 and 2003, major programs for both educational quality and equity improvement were agreed upon and implemented, based on a set of reforms to the curriculum, school hours, and institutional regulations (e.g. the teaching profession). This case study examines secondary educational reform in a favorable social and political context--one of consensus and continuity and in which education received high political priority and resources--by examining its policy process, contents, implementation, and results. The viewpoint is that of the government, in terms of: diagnosing needs and designing and implementing policies and programs, reforming institutions, interpreting results, building agreements, and negotiating conflict. (Contains 70 footnotes, 34 tables, 17 figures, and 2 boxes.) [An initial draft of this paper was developed as part of the collective effort that led to the publication of "Expanding Opportunities and Building Competencies for Young People: A New Agenda for Secondary Education" (World Bank 2005). For Number 2 in the Education Working Paper Series, see ED493641.]

This paper is designed to provide local adult education administrators and teachers in Florida with information to help them to implement adult high school programs more effectively, in compliance with the State of Florida Adult High School Course Curriculum Framework. The paper addresses the following five areas: (1) purpose and terminology; (2) course matrix, including literacy completion points; (3) student eligibility and assessment, with entrance criteria and graduation requirements; (4) the instructional program and certification requirements for adult education instructors; and (5) acronyms. A directory of technical assistance directors and consultants organized by the five regions of the state, and a state-level staff directory are included in the paper. (KC)

This paper is intended to help program developers to initiate or refine school-based, self-contained delinquency prevention programs. These programs are limited, short-term efforts to minimize delinquent behavior among youth by creating school situations in which the factors that contribute to delinquent behavior are reduced. Designed as an accompanying document to a monograph that reviews theory, research, principles, strategies, and options concerning delinquency prevention, the paper describes desirable program features and suggests activities through which those strategies and principles can be applied. Following an introductory section, chapter 2 presents an overview of self-contained delinquency prevention programs and their benefits; compares such programs with larger scale efforts for selective organizational change; and explains why the focus is on schools. Chapter 3 describes program features in detail, and refers to the principles and strategies upon which they are based. The features discussed include content and activities, participants, program routine, setting, and evaluation. Finally, chapter 4 explains how the principles and strategies apply to tasks and activities in a sequence of implementation steps, and contains recommendations for initially assessing prospects for a program, obtaining support, and developing a plan of action. (Author/MJL)

This paper considers how colleges and universities can best fulfill the commitment of service to external communities, broadly defined to include local, national, and international concerns. Data come from interviews with key institutional representatives. The first section of the paper offers specific examples of how various colleges and universities link their activities to external communities through: (1) responsive curricula (ethics courses, "break" programs, first-year programs, capstone courses); (2) cooperative extension and continuing education programs; (3) clinical programs and field-based learning opportunities for students in professional programs; (4) administrative initiatives (service on local boards, speaking at public/private events); (5) centralized administrative-academic units with outreach missions; (6) academically based centers that support outreach activities (related to specific fields or problems); (7) encouraging individual faculty member professional service and outreach; (8) student initiatives; (9) institutional initiatives designed to have an economic or political impact (low interest mortgages to faculty members and staff, purchasing from minority-owned companies); and (10) providing public access to facilities and cultural events. The second part of the paper focuses on strategies to enhance civic life on campus, including: leadership; ideas that "fit" community needs; institutional support for such efforts; collaboration; and political "savvy." (Contains 30 references.) (SM)

Provides five fully developed library media activities that are designed for use with specific curriculum units in art, music, reading, language arts, social studies, and science. Library media skills, curriculum objectives, grade levels, resources, instructional roles, procedures, evaluation, and follow-up are described for each activity. (LRW)

This document offers practical guidelines and suggestions to assist those responsible for reviewing, evaluating, developing, and implementing general education curricula. Emphasis is placed on collaborative practices, ongoing open communication, thorough planning, and reliable information, with the aim of facilitating the process of renewing a program from inception to a successful conclusion. Organizational, political, academic, and financial issues are considered, together with the role of responsibilities of leadership. The first step to renewing a general education program should be to set up a task force that develops a time line for program review and revision, and a summary of contemporary trends in general education. The task force should then develop a list of learning objectives for the program, involving members of the campus community who are not on the task force. The identified learning objectives should then be evaluated as to whether they are currently being met by the present program. If they are, the work of the task force is finished. If they aren't being met, then a new or revised education program must be developed. Once a new program is designed, a time line for implementation should be constructed and assessment modes keyed to successive implementation stages should be built. The program should then be presented to the faculty for approval. Once approved, the curriculum can be developed, courses can be developed, the program can be implemented, and faculty development activities can be created. The new program should continue to be evaluated, as well as the evaluation process itself. (Contains 10 references.) (EMS)

These background papers are written to provide information for the teacher on technical problems that might arise as students carry on various USMES investigations. Background papers are also written which include information about the types of investigations which may provide good opportunities for learning in specific areas. This set includes papers directly related to: biology, design problems, electric circuits, geometry and shapes, group dynamics, graphical representation, measurement, probability and statistics, ratios, proportion and scaling, and simulation activities. (MK)

Provides seven fully developed library media activities that are designed for use with specific curriculum units in art, family life education, reading, language arts, science, and social studies. Library media skills, objectives, grade levels, instructional roles, procedures, evaluation, and follow-up are described for each activity. (LRW)

This paper is divided into the following five sections, each of which considers an aspect of teaching grammar: the importance of teaching English grammar, teaching the patterns of words and sentences, the functions of words, making sentences, and a curriculum proposal for teaching standard English in the elementary grades through high school. (LL)

Presented is a working paper which reviews the research on learning, language, social behavior, and curriculum for moderately retarded children IQs from 30 to 50 and provides a bibliography of approximately 1,000 items. The review of the research covers learning processes of the moderately retarded in sections on reinforcement, discrimination learning, information processing, and academic learning; language learning in the moderately retarded in sections on language and cognition, language assessment, and language programs; social behavior with emphasis on the improvement of adaptive behavior; and curriculum research. Discussed are implications of the research for curriculum development such as cost effectiveness and procedures for development of a social curriculum which is planned to consist of three interrelated components (social learning, communication skills, and perceptual-motor skills in three phases (play, sensory awareness, and achievement). The bibliography provides an alphabetical listing (by author) and a listing by the following topics: learning characteristics, behavior modification, Down's syndrome, communication, social behaviors, educational programing, curriculum guides, parent aids, and measurement. (DB)

Goal IX of the Educational Quality Assessment (EQA) deals with appreciating human accomplishments. The assessment instruments concentrate on attitudes that measure the degree of value students place on areas of human accomplishment and the willingness of students to explore environments where firsthand experiences are available. The purpose of this paper is (1) to provide school districts concerned about the improvement of student attitudes as they relate to Goal IX with clues to strategies and programs that may effect change, (2) to help school districts utilize the EQA School Report as a diagnostic tool for the design and implementation of curriculum change, and (3) to provide suggested strategies and sources of literature specifically designed to focus on Goal IX. Two distinct approaches are presented. The indirect approach analyzes the condition variables that have significant correlation coefficients to Goal IX scores. The direct approach analyzes the student response patterns to the questionnaire items to determine areas or subscales that can serve as a point of focus for investigating educational research and implementing intervention strategies. The document also discusses intervention techniques and ongoing programs. An extensive bibliography and appendixes that provide a sample school report and describe available information packets are included. (Author/IRT)

The purpose of this paper is to assist school district decision makers in formation of computer policy by: (1) developing a framework for analyzing the policy making process; (2) reviewing national and local policies on computer use; (3) analyzing current practice as de facto policy; and (4) evaluating the effects of written and/or de facto policy. Part I of this document describes the policy making process generally, and offers some specific ways that various groups approach policy developing. Part II presents some characteristics of computer use in schools and reviews policies that have been established by other districts. Part III describes a model for analyzing current computer use in schools, and discusses how this model can help a school board in understanding de facto policy in their districts. The summary and recommendations list a number of characteristics of school computer use including utilization of computers without any stated policy; unequal distribution of computer resources due to economic differences; and initiation of computer acquisition by individuals, which complicates policy making. The conclusion calls for the adoption of a standard analytical tool--the distributional matrix--so that districts can compare their patterns of computer use. A list of references completes the document. (JB)

Intended to introduce educators in secondary schools and colleges to discussion promoting economic literacy for all students, this paper offers a critique of the typical economics curriculum, a rationale for economics education, and a working definition of economic literacy. The first section reviews and critiques current curriculum planning in the United Kingdom's secondary schools, questioning the basis on which some writers have justified the inclusion of economics in the curriculum. In the second section, it is argued that inclusion of economics understanding in "core" curriculum would be too overwhelming, based on the rationale that it is only through an economics perspective that students can achieve sufficient objectivity to ensure realistic scrutiny and evaluation of economic issues, problem experiences, and policies that confront individuals and nations. The third section translates themes from this argument into a working definition of economic literacy. Appendices containing examples of economics reasoning conclude the publication. (LH)

Noting that current students will become citizens of the Information Age, and that much of their social and professional success will depend on their speaking and listening skills, this paper supports the call for required courses in oral communication and proposes components of successful oral communication programs. The introduction describes the current lack of speaking and listening instruction in American schools, and defines five functions of language: controlling, feeling, informing, ritualizing, and imagining. The second section deals with the need for oral communication skills in society, pointing out that oral skills are vital for success in many careers from police work to corporate board rooms, and that oral communication training can also be of benefit at home. The inadequacy of current high school students' oral communication training is highlighted in the third section, while the fourth section recommends practices and behavioral objectives for an overall oral communication program within the categories of (1) specific communication competence skills, (2) awareness of when standard and nonstandard English are appropriate, (3) key curriculum guidelines, (4) ideal learning environment, and (5) teacher training requirements. In the fifth section, characteristics of a strong oral communication program are enumerated, and it is stressed that oral skills activities must be part of the curriculum, appropriate for grade level, reinforced by teachers, and reinforced outside of class as well. Following the conclusion is a 13-item annotated bibliography of oral and listening skills resources. (SKC)

This manuscript, provided in a format that lends itself to workshop presentation, contains materials for vocational and secondary educators on curriculum and classroom modifications for handicapped learners. Content is divided into seven areas. The first section discusses overall curricular modification and adaptation for handicapped students. In the next six sections, curriculum modification and adaptation in the areas of hearing impairment, vision impairment, physical impairment, emotional impairment, mental impairment, and learning disabilities are addressed. Each of the seven sections is composed of suggestions for curricular adaptation and modification, a checklist of responsibilities of the vocational educator, a checklist of responsibilities of the special educator, practice exercises, and cartoons and narratives for making overhead transparencies. A suggested workshop agenda is appended. (YLB)

This document examines the need for health education and presents suggestions for implementing and/or improving health education programs. Chapter 1 states that the school has an obligation to emphasize positive health practices in cases where the home has been deficient in encouraging the child to practice sound health habits. This chapter also describes assessment instruments for grades 8-11 which concentrate on the individual's willingness to consistently exhibit positive health habits. Chapter 2 first examines the fact that although there is an abundance of health textbooks and materials, students still do not practice good health habits. Research concerning the formation of health habits through school programs is then presented and discussed. The first part of chapter 3 presents suggestions for improving health education curriculum. Inservice teacher education and student surveys to determine what is deemed relevant by students are discussed as major tasks in upgrading the health education curriculum. Suggested methods of gathering information from students as to what they consider important to learn are presented, along with a sample student questionnaire. The second part of chapter 3 describes on-going programs in drug abuse education. A scope and sequence chart to aid teachers in establishing the starting point and periods of greatest concentration in specific areas of instruction, and suggested pupil-teacher activities are appended. (PB)

Designed as a resource for members of the World Health Organization, this guide on competency-based curriculum development in medical education may be applied to programs for other health professions and occupations. An explanation of subject-centered curricula and integrated curricula is offered, and ways in which these models differ from competency-based medical education are discussed. Identifying the elements of competence involves an analysis of: physicians' activities through self-reports, observation, and task analysis; analysis of critical incidents and expert judgment; and analysis of health care needs based on public health statistics, medical records, and social, economic, and political realities. A model is presented to evaluate professional performance through consideration of the client, the problem, and the setting. Three themes are discussed that are important in determining the nature and organization of student learning experiences: time, sequence, and mastery learning. Entry, formative, and summative assessment of competence are covered. New educational roles for the teacher and the student and strategies for curriculum change are also addressed. (SW)

This document discusses the need to control curriculum quality and describes two methods to assess school districts' efforts at curriculum quality control. Exercising such control means effecting a congruence between what should be taught (the school district's objectives), what is taught, and what students learn. In the first method of assessing curriculum quality control, the school district looks at its own curricular documents, using the following criteria: clarity and validity of objectives; compatibility between curricular objectives and testing measures; clarity of the grade-by-grade sequence of objectives and of the description of major instructional tools; and curricular adaptability to classroom use. In the second method, called the Educational Performance Audit, independent auditors gather data from school visits and interviews as well as curricular documents. The auditors then assess curriculum quality control according to whether a district (1) can demonstrate control of resources, programs, and personnel; (2) has measurable and valid objectives; (3) has documentation explaining program development, implementation, and conduct; (4) uses results from its own assessments to correct ineffective programs; and (5) has improved "productivity" (the level of pupil achievement). The document also suggests steps for citizens to take and barriers to overcome in improving their schools' curriculum management. (RW)