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The Arkansas Better Chance (ABC) program longitudinal study (2009-2021) reviews the changing circumstances and outcomes of participation in Pre-K services in Arkansas. The "core comparison" of this study is between ABC participants and students who had no known Pre-K participation but have similar low socio-economic household income levels. The results show that ABC participants generally have better ACT Aspire proficiency, better attendance rates in kindergarten, elementary, and secondary school, as well as lower rates of chronic absenteeism, and higher persistence compared to students of similar socioeconomic status who had no known Pre-K services. The study also examines changes in the type of Pre-K services used as well as changes in meal status designation for kindergarten students. Compared to a decade earlier, ABC participants in Fiscal Year 2021 make up a larger share of Division of Elementary and Secondary Education (DESE) kindergarten enrollees and are more likely to have Direct Certification or free meal status. This data on Pre-K participation and meal status provide the context for the comparison scores that make up the bulk of the analysis.

This report presents data on public elementary and secondary education revenues and expenditures at the local education agency (LEA) or school district level for fiscal year (FY) 2019. Specifically, this report includes the following types of school district finance data: (1) revenue, current expenditure, and capital outlay expenditure totals; (2) revenues by source; (3) current expenditures by function and object; and (4) revenues and current expenditures per pupil. School district finance expenditure functions include instruction, instructional staff support services, pupil support services, general administration, school administration, operations and maintenance, student transportation, other support services (such as business services), food services, and enterprise operations. The finance data used in this report are from the School District Finance Survey (F-33), a component of the Common Core of Data (CCD). The tables and figures in this report present descriptive information on revenues and expenditures for FY 19. Table 1 presents the revenues and current expenditures of the 100 largest school districts in the United States in order of their enrollment. Table 2 presents current expenditure detail of the two largest school districts by enrollment in each state by region, while table 3 presents median inflation-adjusted revenues and current expenditures per pupil by region and locale. Table 4 provides a comparison of independent charter school district per pupil finances to noncharter and "mixed" school district per pupil finances by state. ("Mixed" school districts include both noncharter and charter schools.) Tables 5 and 6 present federal and local revenues, respectively, by specific source of revenue and state. Table 7 presents total revenues per pupil by poverty quartile for each state. Table 8 provides capital outlay expenditure detail by state. The selected findings discussed within the report demonstrate the range of information available when using F-33 data and are not intended to emphasize any particular issue(s). [For "Revenues and Expenditures for Public Elementary and Secondary School Districts: FY 18. Finance Tables. NCES 2020-308," see ED607969.]

This report presents data on public elementary and secondary education revenues and expenditures at the local education agency (LEA) or school district level for fiscal year (FY) 2018. Specifically, this report includes the following types of school district finance data: (1) revenue, current expenditure, and capital outlay expenditure totals; (2) revenues by source; (3) current expenditures by function and object; and (4) revenues and current expenditures per pupil. School district finance expenditure functions include instruction, instructional staff support services, pupil support services, general administration, school administration, operations and maintenance, student transportation, other support services (such as business services), food services, and enterprise operations. The finance data used in this report are from the School District Finance Survey (F-33), a component of the Common Core of Data (CCD). The tables and figures in this report present descriptive information on revenues and expenditures for FY 18. Table 1 presents the revenues and current expenditures of the 100 largest school districts in the United States in order of their enrollment. Table 2 presents current expenditure detail of the two largest school districts by enrollment in each state by region, while table 3 presents median inflation-adjusted revenues and current expenditures per pupil by region and locale. Table 4 provides a comparison of independent charter school district per pupil finances to noncharter and "mixed" school district per pupil finances by state. ("Mixed" school districts include both noncharter and charter schools.) Tables 5 and 6 present federal and local revenues, respectively, by specific source of revenue and state. Table 7 provides capital outlay expenditure detail by state. The selected findings discussed within the report demonstrate the range of information available when using F-33 data and are not intended to emphasize any particular issue(s). [For "Revenues and Expenditures for Public Elementary and Secondary School Districts: FY 17. Finance Tables. NCES 2020-303," see ED603496.]

Increasing numbers of children are being labeled emotionally and behaviorally disturbed and are at risk of later antisocial behavior and school dropout. To change problem behavior, students and their caregivers must be taught to use new and better skills, and schools must systematically implement strategies to ensure that these skills are generalized and maintained in multiple settings. School-wide planning is essential to developing interventions. Positive behavior support consists of four interrelated systems: school-wide procedures to define, teach, reward, and correct students' social behavior; procedures to address problems that arise from scheduling, monitoring, and architectural flaws; classroom procedures that teachers use to maintain order and motivation; and individual student procedures that provide extra resources and structures to support and control the 5-7 percent of students who typically present behavioral challenges. Target interventions may be designed for individual students or small groups with similar needs. When target interventions are not successful, intensive individual behavior intervention plans are designed, involving multiagency planning and cooperation beyond the school. Criminal justice, social services, or mental health specialists may need to be involved in addition to school staff. Rural teachers can feel powerless and isolated when beginning a system of positive behavior management. Important supports for teachers are mentors, released time for observation of experienced teachers, regular sessions that allow for sharing and support, continuing professional development, and encouraging reflective practice. (Contains 19 references.) (TD)

The life and experiences of Herbert Hoover are examined in this lesson from the period when he was growing up in Iowa to when he was the administrator of aid to starving and suffering children in Europe during World War I. The lesson about Hoover as a Quaker schoolboy and as administrator of the Belgian Relief Commission is based on the National Register of Historic Places registration files, "Herbert Hoover National Historic Site" and "West Branch Commercial Historic District," and materials from Herbert Hoover National Historic Site. This lesson may be used in connection with studies of World War I, as an introduction to Herbert Hoover's presidency and the Great Depression, or in a unit devoted to citizenship. The lesson is divided into the following teaching activities sections: (1) "Locating the Site: Maps"; (2) "Determining the Facts: Readings"; (3) "Visual Evidence: Images"; and (4) "Putting It All Together: Activities." (BT)

This unit of study aims to help students in grades 9-12 experience the history, culture, religion, and literature of India by emphasizing active participation in the diverse art forms indigenous to India and those that are shared by India and the United States. Components of study in the unit are: The "Ramayana"; Indian Classical Dance; The "Mahabharata"; and Indian Shadow Puppetry. The unit enumerates seven educational goals for students and lists nine competencies that students should show after completion of activities. Each component in the unit lists materials needed and specific student activities. The unit is illustrated with color photographs. (BT)

This resource package has been developed to assist Canadian youth with disabilities in making the transition from high school to postsecondary education or from postsecondary education to the world of work. The steps for the transitions are clearly described in the package; the supports are identified; and the final career requirements are documented. Relevant information is offered to empower youth to connect with services and programs that are designed to assist with the transition to postsecondary education. New resources developed especially for this package cover a wide range of topics, including: (1) labor market information, trends, and career projections; (2) services available on the electronic highway to assist students and job seekers; (3) a discussion on self-esteem; (4) workplace accommodations and a related bibliography; (5) discussing a disability with a service provider or employer; (6) resume writing; (7) a description of student financial assistance programs in Canada; (8) a list of scholarships and grants for postsecondary students with disabilities; (9) a summary of groups for students with disabilities, caucuses, and committees in different colleges and universities across Canada; and (10) a contact list of offices which provide services for students with disabilities at universities and colleges in Canada. (Contains 44 references.) (CR)

Learning to see reality at multiple levels provides instructional leaders with several advantages (e.g., being adaptive and solving problems before they occur, being creative by choosing a different future, and being generative by bringing forth something new). Four distinct levels of reality in systems thinking are: events encountered on a daily basis, patterns of events, systemic structure as the cause behind the events, and shared visions as the guiding force behind the creation of structures. The language of systems thinking involves links and loops as the dynamic thinking tools that provide the visual means to represent patterns of events occurring over time and structures producing those dynamics. Causal loops are stories told using variables and arrows ("links") to depict how one variable influences another. The reinforcing loop situation generally goes into highly amplified growth or decline. The balancing loop, which is similar to naturally occurring growth, is often found in situations that appear to be self-correcting and self-regulating. Systems archetypes include: drifting goals, escalation, fixes that fail, growth and underinvestment, limits to success, shifting the burden, success to the successful, and tragedy of the commons. (Most of this document consists of graphics of loops and links, descriptions of archetypes in "at a glance" format, and case examples that involve various archetypes.) (SM)

A study examined whether a half-day or all-day kindergarten readiness program was the more beneficial in preparing students for kindergarten. A questionnaire was drawn up after research into this domain and submitted to 45 faculty members at a child development center. The findings were found to be somewhat evenly divided between the half-day and all-day readiness programs. However, the results provided small but significant evidence in favor of the half-day program as indicated by both the half-day and all-day teachers regarding the acquisition of learning skills, readiness skills, and social skills. The half-day program seemed to be better for the 4- and 5-year-old child, if a choice is available. Results also indicated that readiness and social skills are learned in the morning when a child is rested. (The questionnaire and a progress check list for the 4-year-olds are appended). (AA)

Energy cost management is important in all school food service operations, particularly at times when rising energy costs threaten budgets. This document is designed as a reference manual on energy and provides information about monitoring energy use and developing energy improvement and conservation plans. The manual offers energy conservation ideas at two levels for existing school food service production and service: (1) non-technical and low cost enhancements; and (2) capital investment and systems changes. The manual is adaptable to the needs of food service managers so they can more easily and efficiently run their operation by learning how to organize an energy planning team as well as conduct audits of utility bills in order to lower production costs. Concluding sections provide a glossary of terms and equations, sample energy records forms, and technical information regarding reading utility company meters and BTU Rating lists for various equipment. (GR)

This curriculum guide is designed to assist the visitor in the Herbert Hoover National Historic Site and the Herbert Hoover Presidential Library-Museum. The guide includes information on President Hoover's life and career, as well as classroom activities for students. The suggested pre- and post-visit activities are to reinforce the ideas presented at the site and in the exhibits, but may be used in conjunction with a social studies unit. The reading list contains books of interest for further study. Themes are developed by examining the first 11 years of Hoover's life for the personal, intellectual, and economic values gained from his cultural community, as well as examining Hoover's adult achievements and individual character. (EH)

This paper offers suggestions for using portfolios to assess teacher performance. Key policy decisions that should be addressed prior to preparation of the portfolios include purpose, domains, audience, administrative matters, technical issues, and legal issues. After these policy decisions have been made, guidelines for portfolio design--its compilation, contents, and the scoring process--are described. Portfolios reflect teachers' professional development over time, provide supporting documentation, offer a tool for self-evaluation and reflection, and can be tailored to assess broad or specific teaching assignments. However, they are costly and time-consuming, may not represent teachers' work, are vulnerable to cheating and plagiarism, and may give teachers who have access to superior resources an unfair advantage over others. A conclusion is to use portfolios in conjunction with other assessment methods and to start with caution, preferably using the portfolio as a professional development tool first. A table provides examples of items to be included in a duties-based teacher-evaluation system. (LMI)

This guide is designed to assist in defining the role and responsibilities of vocational preparation (VP) teachers in Missouri. Section 1 discusses the role of the VP teacher in instructing and preparing students from special populations in prevocational skills essential to completing a vocational program. Section 2 summarizes relevant legislation. The remainder of the guide is divided into five sections, each of which focuses on one of five areas of responsibility of the VP teacher. Each section begins with an overview and concludes with sample resources. Section 3 addresses skills useful to students in obtaining employment and in other life situations. Suggestions are included for teaching practical and less tangible skills. Section 4 addresses methods for effective career exploration. It includes how to use resource books, guest speakers, field trips, and job shadowing. Section 5 focuses on vocational assessment to determine the most appropriate vocational education/occupation areas for each student. Section 6 offers guidelines for assisting the VP teacher in working with vocational instructors to ensure the skills and assessments he/she teaches are those necessary for successful entrance into the vocational education program. Section 7 looks at some ways meetings or contacts with other teachers, administrators, counselors, other educational personnel, parents, and advisory committee members might be handled. A glossary and 42 references are appended. (YLB)

Guidelines for maintaining indoor air quality in schools with HVAC air cleaning systems are provided in this document. Information is offered on the importance of air cleaning, sources of air contaminants and indoor pollutants, types of air cleaners and particulate filters used in central HVAC systems, vapor and gas removal, and performance standards for air filters. Tips for upgrading the cost effectiveness of air filters and for maintaining and purchasing them are also provided. Three figures and three tables are included. (LMI)

This paper offers guidelines in the consideration of an open or closed classroom-observation system. Factors in the definition of an observation approach include target, timing, focus, topic of observation, and data-collection system. Because there are advantages and drawbacks to any classroom-observation system, the following factors should be considered when deciding whether to use an open or a closed observation system: the purposes of the observation, the amount of time and staff available to collect and analyze the data, and the extent to which the behaviors and event under study are clearly defined. Whatever observation approach is used, evaluators other than the researcher should be able to replicate the lesson, teaching context, and sequence of activities. Analysis, evaluation, and utilization of data should be conducted after the observation. The qualitative data provided by an open-ended approach can be more helpful in understanding and justifying decisions after the observation is conducted. One table is included. (LMI)

This paper provides guidelines for improving the objectivity, quality, and relevance of classroom observations. Suggestions are organized according to the three stages of the observation process--prior, during, and after the observation. Tips for establishing and maintaining a positive climate and for necessary preparations prior to the observation are grouped into four areas: scheduling; preparing the observer; preparing the teacher; and preparing the students. During the observation, the following practices will increase the quantity and quality of data: attending to classroom activities; recording information; and collecting objective information. After the observation, it is important to complete the documentation and follow up with the teacher. Other recommendations include holding several formal and informal teacher evaluations throughout the year, utilizing multiple information sources, and retaining all documentation. Two tables and two figures are included. (LMI)

Many individuals with autism need systematic, intensive teaching in self-care skills due to deficits in language and attention skills, interfering behaviors, and/or sensory impairments. Teaching self-care skills should occur naturally during daily routines, in all environments. Assessments are done to determine current abilities, strengths, and likes as well as frustrators and limitations. Targeted skills may be designated by participants of an interdisciplinary team. A longitudinal and functional approach should be taken when planning a self-care skill program. The steps for each self-care skill need to be broken down and clearly defined. Steps in a task analysis for combing hair and for toothbrushing are listed. To teach effectively, it is helpful to define the style in which the individual with autism learns best, whether it be visual, sounds, words, touch, and/or smell. The instructional design should also consider the use of physical and verbal cues, behavioral support, generalization and maintenance, and reinforcement. Two case study examples are provided, one of a boy learning to feed himself and one of a girl learning to dress independently. Appendixes contain sample assessment charts and an instructional aid for a sample morning routine. (JDD)

The Magnetic Sentences Industry Game is a high-energy in-class exercise designed to help students gain hands-on experience with setting, implementing, evaluating, and revising business-level strategy. Students compete in teams to create and market sentences using Magnetic Poetry (a product of Magnetic Poetry, Inc.). Revenues earned are highly dependent on the successful development and implementation of a cohesive business-level strategy. The game experience should create opportunities for the class to discuss a variety of strategic issues including external environment, internal environment, competitive dynamics, the advantages and disadvantages of various generic business-level strategies, organizational learning, and strategic groups.

Interviews with 23 former or current consumers of vocational rehabilitation services found not all were employed but the majority lived independently. Employees were happy with their jobs. However, workplace accommodations were virtually nonexistent. Suggestions are provided on areas in which people who are deaf and low functioning may need services. (Contains 4 references.) (Author/CR)

Whole vectors are not just for drawings. Easy, straightforward, and surprisingly versatile, whole vectors are perfect for calculations. (Author/MM)

Designed to provide information related to quality early care and education services for providers, policy makers, and clients in Idaho, This "blueprint" outlines the nine essential elements for best practices in early care and education settings. The document is presented in three parts. Part 1 delineates standards and indicators in nine areas: (1) effective administration and business practices; (2) early care and education staff; (3) positive relations; (4) program for child development and learning; (5) continuity for children and families; (6) environments for learning, health, and safety; (7) health promotion; (8) family involvement; and (9) inclusion practices. Part 2 of the document presents a glossary of relevant terms. Part 3 discusses the public comment process for the proposed blueprint and notes that over 130 comments were considered in the final version of the blueprint. The Evaluation tool is included. The document concludes with a 20-item bibliography that includes Web sites. (KB)

Describes an activity for high school students on household plastic wraps to introduce polymer science. Tests wraps for added plasticizers and stress and strain properties. Suggests focus points for student evaluation. (YDS)

This module, the first of four units about vocational competency measurement, is module 17 in the Vocational Education Curriculum Specialist series. The purpose stated for the document is to trace the growth of the formal measurement of skills, knowledge, and attitudes in vocational programs and to present some uses of competency testing in vocational programs. Content is organized into three sections, each of which focuses on one goal and two or more objectives. Section 1 examines the growth and significance of student competency testing in vocational education programs. In the second section, the components that make up a comprehensive set of vocational competency measures are described. The discussion also covers definitions used for various testing techniques. The module concludes with an overview of the uses of competency measures for evaluation, instruction and administration, and communication among instructors, administrators, students, and parents. Each section concludes with individual study activities, discussion questions, and group activities. Self-check items and possible responses to them are appended for use as a pretest and review of the module content. (YLB)

This module, the second of four units about vocational competency measurement, is module 18 in the Vocational Education Curriculum Specialist series. The purpose stated for the document is to help vocational educators determine the specific job-related competencies that need to be tested. Content is organized into two sections, each of which focuses on one goal and two or more objectives. Section 1 describes the necessary steps for systematically determining requirements for vocational competency measures, including involvement of expert advisors, collection of job and task information for a specific occupation, and verification of task importance. Section 2 focuses on listing task priorities on the basis of which existing competency measures will be reviewed or new measures will be developed. Each section concludes with individual study activities, discussion questions, and group activities. Self-check items and possible responses to them are appended for use as a pretest and review of the module content. (YLB)

One of five modules in the foundation series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into three sections, each based on one of the goals. The first section analyzes how changes in the economy and labor market affect vocational education and why accurate predictions of labor market needs are difficult to obtain. In section 2 rationales and methods are assessed for providing job experiences to supplement classroom instruction. The third section focuses on vocational education for special student populations. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include material on getting information from the Bureau of Labor Statistics, suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

One of five modules in the curriculum development series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into three sections, each based on one of the goals. The first section identifies barriers to equal education faced by special students and legislation to eliminate these barriers. The second section focuses on developing action plans including techniques for assessing and instructional methods for meeting needs of special students. In section 3 are provided procedures and guidelines to review and modify biased curricula, facilities, and materials. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include a fact sheet on sex stereotyping in measurement instruments, suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

One of five modules in the foundation series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into three sections, each based on one of the goals. The first section examines federal laws pertaining to vocational education up to 1963. In section 2 the period from 1963 to 1976 is discussed, with emphasis on the Vocational Education Act of 1963. The third section focuses on Title II of the Education Amendments of 1976, which extended and revised the 1963 Act. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include key legislative provisions for sex equity and summaries of pertinent legislation, suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

One of five modules in the foundation series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into four sections, each based on one of the goals. The first section looks at administration and funding of vocational education at federal, state, and local levels. In section 2 discussion focuses on purposes and relationships of various institutions and organizations offering vocational educational programs and types of programs offered. Section 3 overviews national, state, and local advisory groups. Section 4 describes purposes and characteristics of state and local annual and five-year plans. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

One of five modules in the foundation series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into three sections, each based on one of the goals. The first section describes vocational education's evolution; its changing definition; its relationship to general, career, postsecondary, and adult education; and impact of federal policy and legislation. The philosophic, economic, and sociological concepts underlying vocational education are considered in section 2. The third section focuses on data on enrollment and financial statistics. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

The introductory module in the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are revised versions of earlier study guides--see note.) Introductory materials include an overview, instructions to the learner, detailed list of behavioral goals and objectives, and resources needed to complete learning activities. The module is divided into two sections, each based on one of the goals. The concept of curriculum management is presented in the first section. The second section describes the roles of vocational education curriculum specialists, teachers, research and evaluation specialists, guidance counselors, general administrators, advisory committee members, employers, and students in the curriculum selection, development, implementation, and evaluation processes. Each section follows a standard format: text, individual study activities, discussion questions, and group activities. A summary of the module follows. Appendixes include suggested responses to the study activities, a self-check, responses to the self-check, and recommended references. (YLB)

This literacy kit is designed for adult students reading at the 0-2nd level and their teachers or tutors. It is divided into eight sections: basal reader, phonics, sight words, spelling, writing, comprehension, generative words, and survival skills. The basal reader section consists of a cross-reference guide relating chapters in the reader to topics, worksheets of comprehension questions, and a sheet of discussion questions for each chapter. The other sections provide worksheets, word lists, or questions. All sections contain directions and information for the teacher and conclude with bibliographies. The sections are interrelated and designed to reinforce learning. A general bibliography contains 16 references. Included with the literacy kit is the adult basal reader entitled"Sam and Val." (YLB)

Discusses challenges faced in teaching a curriculum based on multicultural theory: the large volume of scholarship on diversity, student resistance to diversity issues, and professor attitudes toward diversity. Presents a technique for meeting these challenges based on modeling appropriate diversity-sensitive behaviors that involves the use of language and course content to model respect for several forms of diversity. (EV)

Provides guidelines and resources to assist teachers as they enable children with deaf-blindness to enlarge their lives through communication. Addresses the educational needs of children with deaf-blindness, prioritizing their curriculum needs, general strategies for communication, developing receptive communication, using communicative cues, inclusive programming, and assistive technology. (CR)

Provides lesson plans for grades one to three science, grades two to six social studies/Italian, grade three reading/language arts, grade four and five reading/language arts/social studies, grade five art/social studies, and grades five and six social studies. Lists print and nonprint resources and discusses library media skills and subject area objectives, instructional roles, activities, procedures, evaluation, and follow-up. Includes activity sheets. (PEN)

Reviews interventions to help children who are deaf-blind to acquire and use communication skills. Focuses on children whose hearing and vision loss preclude traditional methods of communication training. Considers approaches from initial motor-based contacts with the outside environment to learning formal signs or the use of assistive technology. (DB)

Chronicles the geographic and historical locational changes of the textile industry of the U.S. South. Economics of scope, flexible production, and quality of output characterize the contemporary textile industry. Provides basic geographic content enabling a teacher to develop a unit by applying geography to interpret the past and present. (CMK)

Describes the use of "open scenes" to meet state-mandated educational goals, such as those in Kentucky's Education Reform Act. Discusses how open scenes can be an effective pedagogical technique to develop acting skills and help students meet the goals of current educational reform. Discusses the use of a GOTE sheet (goals, other, tactics, and expectation). Appends Kentucky's goals. (CR)

This unit of instruction consists of a general biology course for secondary school students with learning disabilities or who are reluctant learners. All units include the objectives, list of new words and a list and type of activities to achieve the objectives. Student participation is emphasized. The students choose the type and sequence of the exercises to be done. Better readers help poorer ones. Students determine the number of activities they complete in each unit. The materials to be used and the source from which they can be obtained are presented. The evaluation process is outlined and a progress record form included. Each learning activity includes an introduction, presenting the concept to be learned, the purpose, the necessary materials and procedure, as well as a student report sheet. Extra credit activities and optional learning experiences are provided. (EB)

The 10 activities in the unit on art careers attempt to provide eighth and ninth grade students with opportunities for acquiring occupational information, to help students discover themselves in relation to art careers, and to explore various clusters of careers. The suggested occupational areas are: architecture, product design, cartooning, interior decoration, letters and posters, special design, fine arts, dress and fabric design, and graphic interior design. The introduction discusses the overview of the course, major objectives and strategies. A few major topics examined in the course are: the purpose and function of a product design; the role of advertising; periods of trial, error and discovery; and success factors. Each lesson investigates an occupational cluster and is organized around goal, performance objective, activities, and outcome measure. A resource list supplements each lesson. Activities involve vocabulary building appropriate to the career, field trips, suggestions for discussion, suggested projects (displays, models, reproductions), media, and occupational research. A list of art-related careers completes the document. (JB)

This article explains a movement-based approach to the development of language in children with deaf-blindness. This approach uses the salient features of individuals or objects to stimulate use of language in the immediate environment, and later to refer to persons or concepts in a more abstract fashion. It stresses the use of structure and a hierarchy of media cues. (DB)

Fans, motors, coils, and other control components enable a heating, ventilating, and air-conditioning (HVAC) system to function smoothly. An explanation of these control components and how they make school HVAC systems work is provided. Different systems may be compared by counting the number of controlled devices that are required. Control systems are categorized according to their means of data processing, transmission, and power source: pneumatic, electric, electronics, direct digital, and self-powered. Likewise, the HVAC system is composed of various components: sensors, controllers, actuators (the system's power elements), and controlled devices, (e.g., dampers, valves, and speed regulators). All of these control elements work together to form a control loop. An overview of HVAC systems controls is offered, which focuses on unit ventilators, variable air volume systems, rooftop air conditioning, and supplemental systems. Monitoring the HVAC is also important, and methods such as multiple location supervision are explored. It is suggested that control system maintenance is another important component of any HVAC system, which entails the inventorying of tools and parts. Some control problems that may affect IAQ are provided. (Contains four figures, six references, and a glossary of terms.) (RJM)

To help maintain good indoor air quality (IAQ) in schools, guidance for the development and implementation of an effective program for maintenance and operation of heating, ventilating, and air-conditioning (HVAC) systems are discussed. Frequently, a building's occupants will complain about IAQ when the temperature or humidity are at uncomfortable levels. Such extremes in humidity or temperature can lead to respiratory distress and other problems. To manage IAQ, facilities managers must take the lead and ensure that an effective plan is in place for dealing with HVAC maintenance and other matters. Such plans usually begin with an IAQ profile, which includes an audit of the HVAC and related systems. Documentation is an important component of the plan, as is ensuring that all personnel are properly trained. HVAC commissioning, in which performance and design are verified using computerized controls to monitor the HVAC system, are other vital aspects of an HVAC plan. When such plans are not in place, or even when plans fail, some of the consequences for IAQ include inadequate ventilation, malfunctioning controls, excessive humidity, odors, and irritating vapors. (Contains 4 figures and 18 sources for further information.) (RJM)

When individuals are given tests that are too hard or too easy, the resulting scores are likely to be poor estimates of their performance. To get valid and accurate test scores that provide meaningful results, one should use functional-level testing (FLT). FLT is the practice of administering to an individual a version of a test with a difficulty level that best matches the test taker's current performance. The often-confused terms "in-level" and "out-of-level" testing refer to the assessment itself and the group for which it was designed, but FLT refers to the individual being assessed and to matching the difficulty level of the test to the individual's expected level of performance. To implement FLT, the teacher must first determine the expected level of performance and then ensure that there is test material for all levels. There are challenges to administrating the FLT including the careful administration and scoring of the tests and the difficulty in explaining results so that test takers feel they were treated fairly. Some issues in scoring and reporting results are discussed. (Contains six tables and three references.) (SLD)

Presents a secondary-level lesson plan designed to introduce students to teen courts in schools and develop decision-making skills. Includes learning objectives, step-by-step instructional procedures, a chart illustrating a teen court referral system, and three student readings. (CFR)

Although poor air quality in a school can have multiple causes, the heating, ventilating, and air-conditioning (HVAC) system plays a major role. Suggestions that architects, facilities managers, school board members, and administrators can use in selecting HVAC systems are discussed. Focus is on the performance criteria for classroom systems, and includes temperature and humidity ranges, indoor air quality, energy use, operation and maintenance, simplicity, staffing and standardization, reliability, flexibility, vandal proofing, and capital cost. Detailed descriptions of the kinds of systems used for classrooms are also discussed, such as the use of unit ventilators, variable air volume systems, single zone systems, multizone units, water source heat pumps, and separate ventilation air systems. The advantages of each of these systems are presented. Other considerations facing decision makers include choosing between mechanical or natural ventilation, and figuring ways in which building design, climate, and capital costs will affect such decisions. Likewise, school officials must consider the specifics of location, architecture, use, and management of the facility. To achieve the performance objectives of any HVAC system, requires a balancing of air and water flows, testing performance, documentation, and using trained operating personnel. (Contains five illustrations and nine references.) (RJM)

Describes a college level course in which computer mapping is incorporated into the geography curriculum. Discusses problems associated with using commercial mapping software in the general geography classroom. Concludes that students have reduced computer anxiety and a better understanding of geographic concepts as a result of the computer mapping activity. (CFR)

Critiques the scientific merit of a claim against evolution that is based on a calculation of the level of salt in the oceans. (WRM)

Discusses the study of identification codes and check-digit schemes as a way to show students a practical application of mathematics and introduce them to coding theory. Examples include postal service money orders, parcel tracking numbers, ISBN codes, bank identification numbers, and UPC codes. (MKR)

Asserts that the end of the Cold War and new world realities present challenges to social studies teachers. Presents suggestions for helping students change their way of thinking about the world and the place of the United States within it. Encourages teachers to examine the existing social studies curriculum for relevance. (CFR)

Ideas for an elementary level interdisciplinary teaching unit which were generated from a drive taken in the plains country of eastern New Mexico are presented. The purpose is to show what could be included in a unit on the immediate environment. In social studies classes, students can read a map of the area of the drive. An interest in history can be created by describing picturesque places visited or the history of some of the small towns. A map of the area traveled through can also be applied to arithmetic. For example, miles per gallon, as well as miles per hour, could be computed between points, or an imaginary tour of the area could include budgeting for food and lodging, plus estimated times of departure and arrival. With regard to art education, artists from the local area can speak to the class or students can visit the exhibits of local artists. Unit teaching and language arts are natural partners. For example, listening skills can be improved as students listen to the teacher and their peers as the unit is discussed. Speaking is also involved as students interact with their fellow classmates and the teacher. In science classes, students can discuss the water cycle of the arid New Mexico region. Windmills, which are in abundance in the Southwest, farming, and fossils found near the small town of Portales are additional topics of interest to science students. The ideas from this unit of study can be adapted to teaching about other parts of the country. A road map of New Mexico and a 17-item reference list are appended. (RM)