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The "2005 Annual Report on Our Call to Action: Pursuit of Excellence" details the school system's significant progress toward meeting the identified milestones within each of the system's four strategic goal areas. The overall trend data continue to provide strong evidence of the effectiveness of our strategies and initiatives detailed in "Our Call to Action: Pursuit of Excellence." The data also highlight areas requiring additional improvement to increase the performance of all students. Available baseline and trend data are presented for each data point. The baseline year of 2000 was established in alignment with the initial adoption of "Our Call to Action." When data are not available for data points in the 2000 baseline year, the baseline year is the first year in which the data are available. "Our Call to Action: Pursuit of Excellence" establishes the strategic course of the school system's overall operation, including the operating budget, and lays the foundation for an unprecedented effort to improve the instructional program in each school. The plan reflects an effective organization, implementation, and accountability process that was recognized earlier this year when Montgomery County Public Schools (MCPS) won the United States Senate Productivity Award for Maryland. That achievement reflects a strategic planning focus and a comprehensive reform effort that began with the initial "Our Call to Action" in November 1999 and continues to be refined and strengthened each year. This strategic planning process guides staff throughout the school system in their work with schools, parents, and the community. Moreover, the strategic plan addresses the requirements of the state of Maryland Bridge to Excellence in Public Schools Act and the achievement goals of the federal "No Child Left Behind Act (NCLB)." The 2005 annual report provides a comprehensive accounting of the school system's performance on the established milestones and data points of the strategic plan. The plan's four goals--ensure success for every student, provide an effective instructional program, strengthen productive partnerships for education, and create a positive work environment in a self-renewing organization--align with the Board of Education's four core governance policies and provide a framework for monitoring the progress of ongoing reform and improvement efforts. Within each goal, the established milestones and data points are the rubric for monitoring performance. [For "Annual Report on Our Call to Action: Strategic Plan for the Montgomery County Public Schools" of 2004, see ED485914.]

Goal 1 of the Montgomery County Public Schools (MCPS) Strategic Plan, "Our Call to Action: Pursuit of Excellence" (MCPS, 2004), is to "Ensure Success for Every Student." One measure of success for students who plan to attend college is their preparation for college-level course work. The Advanced Placement (AP) program offers MCPS students an opportunity to take college-level courses while enrolled in high school. The growing number of MCPS students taking AP exams and doing well, earning a 3 or higher, along with the continued growth of the International Baccalaureate (IB) program speaks to MCPS students' interest in taking advantage of academic opportunities. This report provides a descriptive examination of the results of AP exam takers in the 2003-2004 school year. The key research questions addressed in this report are: (1) How many students took an AP exam and who were they? Has it changed over time? (2) How many students take multiple exams? (3) What AP exams do Montgomery Public School (MCPS) students take? (4) How did students perform on the exams? (5) Do students who have not taken the course take the exam? How do they do? (6) How many MCPS students took the IB exams? How did they do? and (7) For the graduating Class of 2004, how many exiting seniors took an AP exam and how did they do? AP data are reported by the College Board to MCPS for students who identify themselves as MCPS students. These students are compared with official MCPS enrollment files and demographic and course-taking history added to the file for analyses. IB exam data were provided by IB program staff at the school level. MCPS transcript data are extracted from the Student Information Data System. The section beginning on page 6, entitled "Results" provides descriptive information on students who took the AP exam in 2003-2004, the number of exams taken, the subject matter of the exams, and performance on the exams. It is organized to respond to the research questions identified in colleges and universities relating to students' transcripts for both AP and IB course work and exam scores. MCPS continues to offer more rigorous courses to high school students, especially AP courses and exams, and continues to encourage the growth of the IB program. Expanding both of these opportunities while maintaining current levels of success will contribute to MCPS's ability to meet Goal 1. Tables containing numbers and percentages of students taking the most popular MCPS AP exams are presented in the Appendix. (Contains 11 tables and 5 graphs.) [This document was produced by the Department of Shared Accountability.]

The vast majority of Montgomery County public schools made sufficient progress on state testing and accountability standards in 2004 to comply with the adequate yearly progress (AYP) requirements under the "No Child Left Behind (NCLB) Act of 2001." Information released by the Maryland State Department of Education (MSDE) in October 2004 shows that 90% of the 190 schools in the Montgomery County Public Schools (MCPS) made AYP, up from 75% in 2003 when the "NCLB" testing and accountability system began. This includes 119 of 125 elementary schools, 28 of 37 middle schools, 19 of 24 high schools, and 5 of 6 special schools. In 2003, the school system did not make AYP because it only met 36 of the 38 state targets. This year, MCPS met all 38 targets. Sections in this report include: Executive Summary; Background; MCPS 2004 Adequate Yearly Progress Performance; Discussion of Results; and Conclusion. Appended is: Individual School 2004 Adequate Yearly Progress Information. [Report produced by the Department of Shared Accountability.]

The Montgomery County Public Schools (MCPS) introduced the High School Academic Attainment (HSAA) model in 2001 to augment the existing state accountability system. The Maryland State Department of Education (MSDE) accountability system was implemented in the 1990s and focused primarily on elementary and middle schools. The HSAA model was designed to hold high schools accountable for the rigor of course taking and student performance. A cohort analysis was conducted to examine the graduating classes of 2000 through 2004. Transcript analyses were conducted on all students who graduated from MCPS high schools during those years. Each student was evaluated in terms of the four HSAA categories describing their high school course taking and performance. Appended are: (1) Indicators for MCPS and Student Subgroups; and (2) MCPS High Schools Performance on the HSAA Indicators. [Report produced by the Department of Shared Accountability.]

"Schools at a Glance" provides, in a single document, information about enrollment, staffing, facilities, programs, outcome measures and operating costs. The information is presented for each school, with summaries for the county and by level (elementary, middle, high, and special schools). The 2004-2005 "Schools at a Glance" has been significantly expanded to include many of the school-related data elements reported in the "Annual Report on Our Call to Action: Pursuit of Excellence." Additionally, several of the data elements previously reported in "Schools at a Glance" are now disaggregated by race, gender, and student group (i.e., special education, Free and Reduced-price Meals, and ESOL). [Report produced by the Department of Reporting and Regulatory Accountability.]

The percentage of high school students passing the first semester Algebra 1A final exam in January 2000 dropped precipitously from the passing rate one year earlier. That decline in final exam passing rates was due largely to the adoption among all schools of a uniform algebra exam combined with a system-wide uniform grading scale. High school differences in Algebra 1A exam performance were reported to the Board of Education on May 9, 2000. As part of a continuing analysis, the current report summarizes the connections between Algebra 1A exam performance and: (1) teachers' education levels; (2) years of teaching experience; (3) certification for math instruction, and (4) completion of pertinent in-service training courses. (ASK)

The Montgomery County Public Schools (Maryland) system has assembled in this document its policies, procedures, criteria, and standards that apply to educational facilities development. The policies it contains are part of a planning process that recognizes the interrelationship of its facilities planning policy with other policies such as those on educational programs and capital modernization/renovation projects. The planning process is designed to promote public understanding of planning for county schools and to encourage community members, local government agencies, and municipalities to identify and communicate their priorities and concerns to the Superintendent and Board of Education. Policy guidelines are presented for facilities planning and construction; naming new facilities; facilities renovation; site acquisition; and facilities development plans. (GR)

The Montgomery County (Maryland) school system evaluated its Success for Every Student Plan, an initiative designed to bring all children in the county's schools, regardless of race or socioeconomic status, to the same high achievement levels. The program was evaluated through school system records with attention to 12 outcomes. An average of 60% of students in grades 3 through 8 reached the state proficiency standard on the mathematics criterion-referenced tests (CRT), and an average of 71% of students in these grades reached the reading CRT proficiency standard. Overall the average reading performance placed students in grades 3 through 8 at the 73rd to 79th percentile nationally, the highest range ever achieved. Improvements in the instruction of the average high school student were signaled by the fact that 69% of ninth graders completed Algebra I or a higher mathematics course, and 54% of all high school students took honors and advanced placement tests. The average Scholastic Assessment Test score of 1092 remained the highest in Maryland, with 77% of all 12th graders taking the test. All but one of the state standards of the Maryland School Performance Program were achieved by elementary and secondary schools. Attendance was high, and the dropout rate declined to 2%. All of these markers of success mean that Montgomery County is making progress toward its goal of success for every student. Data reports contain specific details about progress for the 12 outcomes measured. (Contains 37 tables.) (SLD)

This booklet presents materials and practical suggestions to help substitute teachers working in the Montgomery County Public Schools (MCPS), Maryland. Section 1 discusses Substitute Teaching in Montgomery County Public Schools. It includes four sections: Professional Expectations (eligibility, duties and responsibilities, classroom control and discipline, corporal punishment, alcohol and drug free workplace, confidentiality, inclement weather, and MCPS policies and regulations); Working with Students; Advice for Substitute Teachers; and Important Telephone Numbers. Section 2, "Using the Automated Substitute Calling System," includes How Substitutes Receive Assignments, Registering with the Automated Calling System, Accepting an Assignment, Receiving a Call From the Computer, Calling Times, Changing Your Telephone Number, Reviewing and Canceling Jobs, Prearranged Assignments, Tips on Using the System, and Rotary Telephones. Section 3, "Marketing Yourself," explains how to search for open substitute jobs. Section 4, "School Telephone List," lists the telephone numbers for all schools within the MCPS. (SM)

This overview of Korean Americans and their culture is designed to help administrators, teachers, and other instructional personnel understand general factors about the presence of Korean Americans in the United States and their cultural backgrounds and attitudes toward education. An attempt is made to improve English language instruction by exploring similarities and differences between Korean and English. The five sections discuss (1) Korean history; (2) culture and the acculturation process; (3) education; (4) religion; and (5) the Korean language. Korean parents hold ambivalent and often inconsistent expectations about the cultural choices their children make in finding their places in American life. Biculturalism becomes a useful construct for realizing that children can develop new values and cultural orientations while still respecting the cultural traits of the Korean family and community. Appendixes contain a map of Korea, a timeline of Korean history, and some information on classroom behavior and relationships. (Contains 21 references.) (SLD)

The purpose of this manual, which accompanies a video program, is to provide general background information for foreign language teachers who are, or soon will be, teaching in total, partial, or two-way immersion classrooms. Part of a series of video programs, this manual highlights special immersion programs for immersion teachers while planning for, implementing, and interpreting assessments in the immersion classroom. The program describes the following: planning assessment of content and language; using a variety of assessment tools; and using assessment results to gauge the effectiveness of instruction. This manual and the video program have been designed to complement each other and may be used in a variety of ways. Activities for assessing content and language, feedback, evaluation methods (including observation, conferences, interactive diaries, testing), and an evaluation plan (including record keeping) are the focus of the manual. Appended materials include a Spanish and French classroom scenario, an immersion planning sheet, an assessment planning sheet, and recommended background reading. (VWL)

The purpose of this manual, which accompanies a video program, is to provide general background information for foreign language teachers who are, or soon will be, teaching in total, partial, or two-way immersion classrooms. Part of a series of video programs, this manual highlights special considerations for immersion teachers about deciding what culture is, when it should be taught, and how to teach it. The program is divided into three sections that discuss the following: defining culture; identifying reasons to teach culture; and developing a plan for teaching culture. This teacher's manual and the accompanying video may be used in a variety of ways. The viewer may first wish to read the information in the section "Background Reading," and then view the video program and complete the seven related activities included in the manual, or the viewer may wish to first watch the video, read the articles, and complete the activities in the manual. (VWL)

The purpose of this manual, which accompanies a video program, is to provide general background information for foreign language teachers who are, or soon will be, teaching in total, partial, or two-way immersion classrooms. Part of a series of video programs, this manual highlights techniques, strategies, and special considerations that immersion teachers must think about as they plan for and teach language arts to upper grade elementary students who have been enrolled in immersion programs since kindergarten or Grade 1. This teacher's manual and the accompanying video may be used in a variety of ways. The viewer may first wish to read the report of the Commission on Reading "Becoming a Nation of Readers" in the section "Background Reading," and then view the video program and complete the related activities included in the manual, or the viewer may wish to first watch the video, read the articles, and complete the eight activities in Parts 1 and 2 of the manual. Appendixes include two short stories, definitions of types of discourse, and a list of writing intents. (Contains 24 references.) (VWL)

The purpose of this manual, which accompanies a video program, is to provide general background information for foreign language teachers who are, or soon will be, teaching in total, partial, or two-way immersion classrooms. Part of a series of video programs, this manual highlights techniques, strategies, and special considerations that immersion teachers must think about as they plan for and teach mathematics and science to immersion students at the elementary school level. The manual and the video program have been designed to complement each other in a variety of ways. The video program has been divided into two sections and it is recommended that each section be viewed separately. The first section explores three principles for teaching math and science in the immersion classroom: actively involve students; integrate the teaching of language, math, and science; and adapt language and content instruction to students' background and life experiences. The second section presents three scenarios during which the viewer may identify the three principles from Part 1 in real classroom situations. Appended materials include math and science objectives, an immersion planning checklist, a checklist for evaluating an immersion lesson, and a discussion of caregiver speech. A background paper by Gilbert J. Cuevas is included. (Contains 22 references.) (VWL)

The purpose of this manual, which accompanies a video program, is to provide general background information for foreign language teachers who are, or soon will be, teaching in total, partial, or two-way immersion classrooms. Part of a series of video programs, this manual highlights special considerations in teaching language arts in kindergarten through the Grade 2 immersion classroom. The program describes the following phases in teaching beginning immersion students to read: preparing students to learn to read; helping students make a transition to beginning readers; implementing formalized instruction in reading; and teaching the writing process. This teacher's manual and the accompanying video may be used in a variety of ways. The viewer may first wish to read the report of the Commission on Reading "Becoming a Nation of Readers" and a related paper by Donna Gouin in the section "Background Reading," and then view the video program and complete the seven related activities included in the manual, or the viewer may wish to first watch the video, read the articles, and complete the activities in the manual. (VWL)

The purpose of this manual, which accompanies a video program, is to provide general background information for foreign language teachers who are, or soon will be, teaching in total, partial, or two-way immersion classrooms. Part of a series of video programs, this manual highlights special considerations for immersion teachers as they plan and teach social studies lessons. The program discusses the following: goals of social studies; instructional strategies that promote learning of social studies concepts as well as second language acquisition; instructional strategies to help students acquire abstract concepts even when their language proficiency is limited; and the importance of relating social studies concepts learned in the immersion classroom to students' lives outside the classroom. This teacher's manual and the accompanying video may be used in a variety of ways. The viewer may first wish to read the paper by Cynthia Lewis in the section "Background Reading," and then view the video program and complete the five related activities included in the manual, or the viewer may wish to first watch the video, read the articles, and complete the activities in the manual. Appended materials include social studies objectives for Montgomery County (Maryland) public schools for Grades 1, 3, and 5. (Contains 18 references.) (VWL)

The purpose of this manual, which accompanies a video program, is to provide general background information for foreign language teachers who are, or soon will be, teaching in total, partial, or two-way immersion classrooms. Part of a series of video programs, this manual provides definitions, results, and answers to the most commonly asked questions about immersion programs. This teacher's manual and the accompanying video may be used in a variety of ways. The viewer may first wish to read the information in the section "Background Reading," and then view the video program and complete the related activities included in the manual, or the viewer may wish to first watch the video, read the articles, and complete the activities in the manual. The teacher activities included in this manual focus on the following: immersion program models; immersion programs in the United States; goals of immersion; the roles of teachers, administrators, and parents in immersion education; advantages of elementary school programs; membership organizations; and publications. (Answers to 20 commonly asked questions and research and evaluation studies are includes.) (Contains 18 references.) (VWL)

As a supplement to "What You Need To Know About Riding The School Bus," this booklet answers some of the most common questions concerning transportation for students with special needs. Using a simple question/answer format, the booklet addresses 22 issues regarding scheduling, the duties and responsibilities of the driver/aide, parent responsibility, behavior, and other topics. Questions include: (1) How soon after placement will a child's transporation be arranged? (2) Can pickup/drop off times change throughout the year? (3) What if a child is picked up and delivered to a location other than his home? (4) Is a child entitled to door-to-door service? (5) What if a child moves to another part of the county? (6) What accommodations are needed when a child requires a wheelchair? (7) Are aides available on every bus? (8) Can buses come back for children who are not at the bus stop in time? (9) Does participation in special education guarantee transporation? (10) What accommodations will be made for children unable to conform to bus rules? (11) Can safety seats by provided? (12) How will deaf parents be notified of early closings and bus trouble? (13) How will hearing-imparied children communicate with drivers and aides? (PB)

A revision of the 1979 publication, this document presents the educational objectives and course descriptions of the social studies program for grades K-8 of the Montgomery County Public Schools, Rockville, Maryland. The document begins by outlining the social studies themes and units for each grade level, by describing the program and its relationship to other curriculum areas, and by listing career education instructional objectives in social studies. For each grade level, an overview is presented of the social studies program and a listing of educational objectives for unit themes. The program is designed around a sequence on "expanding horizons." This design begins with the student's immediate environment and expands into the community, state, nation, and world, developing a global perspective. The program provides activities which help learners to develop the knowledge, attitudes, and skills necessary for effective citizenship in a democratic society. Through the integration of content and attitudinal and skill objectives, the program shows the interrelationships among the physical, cultural, and global environments in which people live. (RM)

Discussion material and exercises related to pre-algebra groups are provided in this five chapter manual. Chapter 1 (mappings) focuses on restricted domains, order of operations (parentheses and exponents), rules of assignment, and computer extensions. Chapter 2 considers finite number systems, including binary operations, clock arithmetic, properties of operational systems, multiplicative systems, and subtraction/division. Other operational groups are considered in chapter 3. Additional topics include the cancellation law, non-commutative groups, and designs from finite systems. Chapter 4 focuses on integers, discussing set of integers, (Z,+) as a commutative group, subtraction, multiplication/division, order of operations, exponents, and absolute value. Transformational geometry is the major focus of chapter 5. Topics discussed in this chapter include: symmetry, plotting points, translations, translations and groups, line reflections, rotations, isometries, and dilation. Each chapter concludes with a set of review questions. In addition, a set of cumulative review questions for chapters 1-3 is included. (JN)

The booklet, intended for students and other visitors to the Lathrop E. Smith Environmental Education Center (Rockville, Maryland), explains how windmills work and their economic and environmental advantages. The history of windmills in Europe and Asia is briefly described, as well as the history of windmills and wind generators (for electricity) in America. The windmills at the Smith Center (an American multi-bladed wind pumper, an 1800-watt wind generator, and a 200-watt wind generator) are explained and illustrated. Factors affecting windmill performance, such as wind speed, tower height, and tower location, are covered. Economic and environmental advantages of wind power are detailed. Additional sources of information are listed: six books, two periodicals, two agencies, and four films. A 13-item glossary is provided. (MH)

The Solar Schoolhouse at the Lathrop E. Smith Environmental Education Center (Rockville, Maryland) is described. Background and construction information is given. Drawings of the Schoolhouse's four sides are provided, as well as drawings illustrating the greenhouse effect, a solar collector, the Schoolhouse's summer cooling and winter heating systems, sun angle and tilt, and solar azimuth and radiation. Maps show mean daily solar radiation (annual) and zones of relative suitability for year-round solar energy collection. Solar collectors, the economy of the Schoolhouse's solar heating system, functioning of the winter heating and summer cooling system, other Schoolhouse features (windows, roof overhang, and insulation), orientation and tilt, and educational purpose are described. A 9-item glossary is provided. (MH)

The booklet, intended to acquaint students or visitors with the herb garden at the Lathrop E. Smith Environmental Education Center (Rockville, Maryland), describes 25 herbs and suggests ways to extend learning further by providing historic background and other information about the herbs. Each herb is described on a separate page, with each listing including a drawing, common and botanical name, type (perennial, biennial, annual, shrub, or tree), brief history, cultivation preferences, uses (culinary, medicinal, aromatic, and ornamental), and suggestions for preservation. Herbs covered are lemon balm, sweet basil, sweet bay, chamomile, chive, dill, garlic, scented geraniums, hyssop, lamb's ears, lavender, sweet marjoram, apple mint, oregano, parsley, pennyroyal, peppermint, rose, rosemary, sage, santolina, savory (winter and summer), French tarragon, thyme, and lemon verbena. (MH)

The 1983-85 outdoor education handbook for teachers and principals in the Montgomery County Public Schools' (Maryland) outdoor education program gives the Superintendent of Schools' message to participants, lists seven objectives, describes potential areas of study (some possible at all centers, some unique to particular centers), describes program management, and includes several appendices. Objectives indicated include cultivating children's awareness, knowlege, appreciation, and concern for the natural environment and the effect of people's actions upon it. Studies listed for all centers are ecology, geology, forest/aquatic/field/meadow community studies, wildlife, weather, map and compass, astronomy, archaeology, and winter activities; individual centers provide opportunities for historical and geographic studies, aquatic studies, hiking, orienteering, and visits to a solar house and an electricity-generating windmill. A section on program management gives 13 suggestions for successful programs; detailed listings of responsibilities of principals, on-site coordinators, teachers, student assistants, and nurses; and procedures for snow days. A suggested plan for scheduling activities, sample daily and weekly schedules, sample K-P procedures, a tick advisory, sample letters to parents, a parent permission form, an illness/injury reporting form, an attendance/charges voucher, a feedback form, a list of equipment for outdoor education, maps of the centers, and a sunset/twilight/sunrise chart are appended. (MH)

This teacher guide contains 12 detailed local history investigations, complete with procedures, required materials, and evaluation exercises, based on performance objectives that support the Montgomery County (Maryland) Public Schools' social studies and mathematics instructional objectives for grades K-6. The exercises draw students into their local environment and put them in contact with learning resources in the community. Before beginning each on-site investigation, students should visit libraries, historical societies, or county courthouses to find related materials in census and tax records, land titles, pension rolls, election returns, diary entries, letters, and photographs. Sites for investigation are an old railroad station, farm, town, church, graveyard, log cabin, barn, bridge, foundation, mill, and street. Measuring buildings, using and drawing maps, observing architectural and design features, comparing construction techniques, calculating ages and dates from tombstones, and writing imaginary letters and diaries are among the suggested procedures for learning about people of the past and how they lived. (NEC)

This teacher guide for the astronomy unit of an outdoor education program consists of a series of performance objectives, intended to provide interesting, hands-on activities, involving interdisciplinary skills, that augment commitments of the mathematics, sciences, and social studies program of the Montgomery County (Maryland) Public Schools. Each activity is arranged sequentially according to the skills involved and outlines specific objectives, procedures, materials required, special considerations, and evaluation techniques. The 12 daytime activities are determining time with a shadow stick, making and using a sundial, finding direction without a compass, using a watch to locate north, measuring angles with fists, measuring and locating sky objects on the azimuth, making a simple astrolabe, measuring objects above the azimuth, using an astrolabe to measure the angle of the sun's rays, determining the "altazimuth" of objects, making a model of our solar system, and constructing and using a spectroscope. The five suggested nighttime astronomy activities are determining cardinal direction, using an astrolabe to measure the altitude of stars, observing apparent movement of stars, photographing star trails, observing meteors, and locating Polaris, Ursa Major, Ursa Minor, and Cassiopeia. Glossaries of stars, constellations, and terms are included, as is a bibliography. (NEC)

Classroom projects, activities, and games for use in primary classrooms, which were developed by high school students serving as aides, are presented. Most of the projects are organized into the following curriculum areas: reading/language arts, multidisciplinary studies, mathematics, social studies, and science. Class activities having similar objectives appear together. Several projects within each curriculum area are described in detail, while the remainder are listed by title and are described briefly. Appendices include instructions for binding books, suggestions for setting up a classroom library of books written by students, and steps involved in organizing a field trip. (JW)

A set of 20 learning modules in early U.S. history for students of English as a Second Language are presented. They are intended for use in alternative classes for limited-English-speakers or in mainstream U.S. history classes as individualized assignments, to give students a basic foundation in U.S. history, introduce them to some of the reading and thinking skills needed to understand social studies materials, and reinforce the English instruction the students are getting elsewhere. Units cover pre-Columbian history, discovery and exploration, the colonial period, and the American Revolution. The content and language have been simplified. Each unit contains a vocabulary section, a short reading, history activities, language activities, and a key to the activities. The vocabulary section includes a word list, definitions, and sentences illustrating word-usage and previewing the reading. Maps and illustrations are provided. (MSE)

Four classroom activities useful for language immersion instruction are described and specific applications and extensions are noted. All are best used to teach content and language at the same time. The first, entitled "Think-Pair-Share," is a cooperative learning technique that increases student participation in classroom experiences and increases opportunities for students to learn from one another. It establishes teacher expectations for students' attention and participation by requiring that students think about and interact with all questions. The second activity encourages students to use questioning to discover the common attribute of a collection of items. The items may be revealed one at a time or all together. An exercise called "comparison circles" is an instructional technique based on the logic of Venn diagrams. Relationships among groups of objects in science and social studies are demonstrated to help students learn to classify objects according to common characteristics. Finally, the "guess box" uses a technique similar to "Twenty Questions." A mystery item is placed in a box and students must identify the item by gaining information through questioning. A list of prompts for the guess box activity is included. (MSE)

The grade 6 social studies curriculum on Africa for French immersion is outlined. The syllabus consists of seven units. Each contains an instructional objective (in English); a number of specific performance objectives; and for each performance objective, required and optional vocabulary, a list of related activities, and exercises for classroom use. Unit topics include: general physical and cultural characteristics of the African continent; the social, political, and economic role of families in selected African ethnic groups; early African civilizations; human developments in African countries from European contact through independence movements; the ways in which African people in selected countries meet contemporary challenges; the global concept of interdependency as it relates to African nations and the rest of the world; and the contributions of people of African heritage to U.S. history, culture, and growth. (MSE)

Intended for use in inservice teacher and professional education, as well as with secondary level students, the curriculum guide is designed as part of Project Protection to promote understanding of the individual and societal problems of child maltreatment in terms of prevention. The document contains six units which deal with the following aspects of child abuse and neglect: reasons for past and present maltreatment in the society; acts of physical and psychological neglect and abuse, physical and psychological manifestations of maltreatment, and child maltreatment as compared to acceptable child-rearing practices; the typically abusive or neglectful caretaker, characteristics of the vulnerable child, and ability to cope with stress as the key factor in the episode of child maltreatment; the psychodynamic dimension of child maltreatment in relation to both the child's and caretaker's conscious and unconscious reactions to stress; dysfunctions within society, the family, and the individual which could result in circumstantial, incidental, or intentional child maltreatment; and the variety of help available to both the caretaker and the maltreated child. It is noted that units may be taught separately in 5 to 10 days according to the needs and interests of students, or that all six units may be taught sequentially as a complete course of study. Each unit includes appropriate literature and supplementary instructional materials. The Montgomery County (Maryland) school system's current policy statement and reporting procedures for child abuse and neglect are also provided, as well as an annotated bibliography of selected literature for use at the professional level. (Author/SBH)

This handbook establishes the Montgomery County Public Schools procedure for implementing the Maryland state law on early identification, Section 98C, added to Article 77 of the Annotated Code of Maryland by House Bill 234. This law mandates that each student entering the first year in any primary grade in any public school must be evaluated for the purpose of identifying learning disabilities. Further, it is stated that the schools are to develop programs specifically adapted to meet the needs of the children after they have been assessed. A basic plan for implementing this mandate includes conducting early screening of all students, administering continuous assessment of students, and developing instructional strategies based on the screening and/or assessment findings. Information relating to the different aspects of this implementation process is provided in the various sections of this handbook. As a child enters a primary grade, the teacher uses a variety of sources to learn about the child's developmental level in order to plan appropriate programs. Classroom teacher observation is one of the best sources of information about children's levels of achievement. Utilizing this knowledge, the Maryland Systematic Teacher Observation Instrument was designed. It summarizes each child's performance and can be completed by the teacher as daily classroom routines are in progress. A copy of this instrument is included. (MV)

This publication contains six booklets useful to classroom teachers in helping students acquire test-taking skills. These materials are designed to familiarize students with the mechanics involved in taking tests, and teachers with skills which relate to the wider year-long scope of the curriculum. This should minimize format-related problems, improve student attitudes and skills for taking tests, and insure an accurate assessment of student achievement. (Author)

Provided is a manual describing a model for early childhood services for visually impaired children (birth to school readiness) developed in Montgomery County, Maryland; presenting the philosophical framework from which the services were developed; and providing some field-tested strategies for intervention with the children and their families. Section I describes how the model was developed and funding obtained, with chapters 1 and 2 covering a statement of needs and objectives, design of the program, procedures, staffing patterns, and support requirements; and chapter 3 reviewing the pilot study and project validation. Reviewed in Section II is literature on the impact of blindness on family and child, theoretical approaches in early childhood education, and language development. Chapters are devoted to the methodology of the field testing study, and the results and discussion of findings. Section III presents resource material to assist with assessment and program planning for teachers and others who provide early teaching and counseling services for children and their parents. Sections cover motor, language, sensory/perceptual, social awareness, and cognitive/creativity development. Tables and charts are provided throughout the text. Appended materials include lists of instructional materials and equipment and suggested resources, language evaluation scales, instructions for use of the eye report, and assessment activities and achievement criteria. (IM)

Safety policies, procedures, and related information are presented in this manual to assist school personnel in a continuing program of accident prevention. Chapter 1 discusses safety education and accident prevention in general. Chapter 2 covers traffic regulations relating to school safety patrols, school bus transportation, bicycles, and operation of vehicles. Chapter 3 is concerned with emergency drills and disaster preparedness. Civil defense and disaster preparedness, and radio alerting systems are discussed. Chapter 4 deals with plant and employee safety in the cafeteria and garage and repair shop; it also provides employee information. Chapter 5 discusses the instructional and special activities area, which includes practices in emergency care and first aid, and regulations governing special events such as holidays, paper drives, parades, etc. Chapter 6 covers buildings and grounds, discussing responsibilities of the maintenance division and emergency closing of schools and central office. A bibliography and index are included. (TA)