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This document is a fill-in-the-dates calendar that students in a daily living skills or family life education class can use to remind themselves to live a healthy and productive life. Set up with a page of tips on the top with a monthly calendar page below, the guide covers the following topics: (1) living better with less; (2) home safety rules; (3) healthy eating; (4) volunteering; (5) grandparent-grandchildren relationships; (6) recording family memories and growing a family tree; (7) distribution of inherited personal property in families; (8) looking good; (9) exercise--the key to the good life; (10) using medicines safety; (11) lifestyle changes; and (12) stress-relieving activities. (KC)

This handbook is intended to provide vocational educators with methods for teaching culturally diverse students. The first two sections offer information on cultural diversity in vocational education and the concept of multicultural education and on understanding the culturally diverse. Four principles of cultural diversity are described, and learning about cultural diversity in the local community is discussed. The third section focuses on teaching the culturally diverse. The learning process is summarized, and then preplanning procedures are outlined. Discussion of instructional procedures first considers teaching methods--presentation, discussion, job instruction, self teaching, and combinations--and then surveys teaching techniques or procedures used with a method of teaching. These are described: role playing, demonstrations, resource persons, field trips, lectures, supervised study, problem solving, and tests and inventories. Other topics addressed include using realia; infusing concepts and activities to preserve, extend, and enrich cultural diversity; and parent involvement. The final section summarizes in a table format possible problems and preventive/correctional educational practices. The left hand column describes the problem/observation, while the right hand column contains helpful practices. A list of sources of materials is appended. (YLB)

This manual reviews the use of work samples in the vocational assessment of blind and visually impaired persons and suggests improvements in their use. The information in the manual was gathered through a literature review, a national survey of vocational evaluators in rehabilitation facilities and schools for the blind, and ideas developed by the principal author while teaching vocational evaluation courses. The first chapter contains a summary of literature describing some of the fields in which persons with visual impairments are employed and a discussion of the implications for work sample use. The second chapter presents an overview of job and training analysis methodologies as they relate to visually impaired persons, while the ways work samples may be employed in a vocational assessment process are reviewed in Chapter 3. In Chapter 4, major approaches to vocational assessment and the use of work samples with visually impaired persons are described; the following chapter lists techniques for selecting and administering work samples. Chapter 6 defines work samples, describes different types, and offers guidelines for their use. Chapter 7 contains information concerning locally developed work samples used in the vocational evaluation of visually impaired persons, while the following chapter provides similar information concerning commercial work sample systems. The final chapter summarizes the state-of-the-art in the use of work samples in the vocational evaluation of visually impaired persons and presents recommendations for the future development and use of work samples. (KC)

This handbook for the distributive education coordinator was designed to provide information on adult distributive education (D.E.) and to outline the necessary steps in establishing and conducting an adult program. It begins with an introduction which lists the intrinsic values of adult D.E. and the advantages that these programs offer to the student, school, businesses, and community. The remaining content discusses each of the following eight steps in setting up an adult D.C. program: (1) determining what to offer, (2) obtaining course outlines (includes a list of available outlines), (3) recruiting adult instructors (covers qualifications and certification), (4) preparing adult instructors, (5) promoting adult D.C. programs, (6) teaching adult D.E. programs, (7) filing state department forms (includes sample form), and (8) evaluating adult D.E. programs (includes sample evaluation form). The appendix contains a form for a statement of qualifications for vocational education teachers in Mississippi and Mississippi's policies and regulations for adult education. (EM)

Intended to assist local administrators in achieving sex fairness in vocational education programs, this guide provides an overview of legislation and issues and offers some suggestions for evaluation and action. Unit 1 gives a description of the legislation addressing vocational education and the problem of sex stereotyping. Unit 2 deals with assessing progress made within the school in the areas of Title IX and Title II. The development of a plan of action is described in unit 3. Responsibilities and activities are also discussed for these stages of the plan development process: select and organize plan development team, review and develop policies and procedures, plan and develop leadership activities, plan and develop student activities, designate Title IX Compliance Officer and Accountability Report Developer, apply for special grants, review plan (advisory council), approve plan, implement plan, and evaluate. Appendixes, amounting to approximately one-half of the guide, include sample plans for secondary and postsecondary schools, application form and format for proposal for special grants, application requirements, sex equity resources, and criteria for measuring progress toward equity. (YLB)

This unit of instruction is one of a series of materials developed by the Comprehensive Vocational Teacher Education Program for the Mississippi ARC (Appalachian Regional Commission) Region to provide teacher educators, vocational directors, teachers, and others with basic instructional materials needed to guide and assist inservice vocational teachers in improving professional teaching competencies. This unit on developing individualized education programs (IEPs) for handicapped vocational students contains lesson plans, instructional material, teaching aids, transparency masters, evaluation instruments, and references needed to conduct a 3-hour inservice training session. The three lesson plans cover the characteristics of an IEP, steps in developing an IEP, and practical experience in IEP development. Included in the lesson plans are student learning objectives, materials and equipment needed, introduction, learning activities with suggested dialogue, application, evaluation, and summary. An appendix includes case study information for a practical exercise in IEP development. Directions for using the instructional inservice unit are included in the package. (SK)

This unit of instruction is one of a series of materials developed by the Comprehensive Vocational Teacher Education Program for the Mississippi ARC (Appalachian Regional Commission) Region to provide teacher educators, vocational directors, teachers, and others with basic instructional materials needed to guide and assist inservice vocational teachers in improving professional teaching competencies. This unit on working with vocational advisory committees contains lesson plans, instructional material, teaching aids, transparency masters, evaluation instruments, and references needed to conduct a minimum of 3 hours of inservice training on the subject. Subjects covered in the lesson plans are types and functions of advisory committees, criteria for selecting members, and qualities of effective committees. The lesson plans include student learning objectives, materials and equipment needed, introduction, learning activities with suggested dialogue, application (drill, illustration, questions, participation in discussion, and so forth), evaluation, and summary. Directions for using this instructional inservice unit are included in the package. (KC)

This unit of instruction is one of a series of materials developed by the Comprehensive Vocational Teacher Education Program for the Mississippi ARC (Appalachian Regional Commission) Region to provide teacher educators, vocational directors, teachers, and others with basic instructional materials needed to guide and assist inservice vocational teachers in improving professional teaching competencies. This unit on vocational education for the handicapped contains lesson plans, instructional material, teaching aids, transparency masters, evaluation instruments, and references needed to conduct a minimum of 3 hours of inservice training on the subject. The three lesson plans cover the Education for All Handicapped Children Act (Public Law 94-142), problems and solutions of mainstreaming, and the Individualized Education Program (IEP). Included in the lesson plans are student learning objectives, materials and equipment needed, introduction, learning activities with suggested dialogue, application (drill, illustration, questions, participation in discussion, and so forth), evaluation, and summary. Directions for using this instructional inservice unit are included in the package. (KC)

This unit of instruction is one of a series of materials developed by the Comprehensive Vocational Teacher Education Program for the Mississippi ARC (Appalachian Regional Commission) Region to provide teacher educators, vocational directors, teachers, and others with basic instructional materials needed to guide and assist inservice vocational teachers in improving professional teaching competencies. This unit on student vocational organizations contains lesson plans, instructional material, teaching aids, transparency masters, evaluation instruments, and references needed to conduct a minimum of 3 hours of inservice training on the subject. The two lesson plans contain names and addresses of national vocational organizations as well as purposes for each and suggestions for implementing their programs in the vocational classroom. Included in the lesson plans are student learning objectives, materials and equipment needed, introduction, learning activities with suggested dialogue, application (drill, illustration, questions, participation in discussion, and so forth), evaluation, and summary. Directions for using this instructional inservice unit are included in the package. (KC)

This teaching unit is one of a series of materials developed by the Comprehensive Vocational Teacher Education Program for the Mississippi ARC (Appalachian Regional Commission) Region to provide teacher educators, vocational directors, teachers, and others with basic instructional material needed to improve professional teaching competencies. The purpose of this unit is to provide the vocational instructor with lesson plans that will make it easier to teach employability skills, which are integral to job success. The lessons are designed to be used by any vocational teacher, regardless of subject or occupational area. Ten units, containing one or more lesson plans, are included in the guide. The units cover the following topics: personal budgeting, credit and installment buying, checking and savings accounts, personal insurance, your paycheck, citizenship, business law, job application and interview, personality development, and your job and your health. Each lesson plan contains objectives, resources, content material with suggested activities or notes to the teacher, vocabulary, and suggested evaluation activity. (KC)

This unit of instruction is one of a series of materials developed by the Comprehensive Vocational Teacher Education Program for the Mississippi ARC (Appalachian Regional Commission) Region to provide teacher educators, vocational directors, teachers, and others with basic instructional materials needed to guide and assist inservice vocational teachers in improving professional teaching competencies. This unit on the vocational teacher's role in student counseling, placement, and follow-up contains lesson plans, instructional material, teaching aids, transparency masters, evaluation instruments, and references needed to conduct a minimum of 3 hours of inservice training on the subject. The three lesson plans contained in the unit include student learning objectives, materials and equipment needed, introduction, learning activities with suggested dialogue, application (drill, illustration, questions, participation in discussion, and so forth), evaluation, and summary. Directions for using this instructional inservice unit are included in the package. (KC)

This planning guide for inservice vocational teacher education is one of a series of materials developed by the Comprehensive Vocational Teacher Education Program for the Mississippi ARC (Appalachian Regional Commission) Region to provide teacher educators, vocational directors, teachers, and other appropriate individuals with material needed to improve professional teaching competencies. The purposes of the guide are the following: (1) to provide direction for developing, conducting, and reporting on inservice training activities; (2) to standardize the form to be employed in developing, conducting, and reporting on inservice training activities; and (3) to provide the project director, the training coordinator, and other responsible staff members with a basis for controlling the quality of and reporting on inservice training activities. The publication is organized in seven sections covering the following topics: steps for developing and implementing inservice training; planning and programming an inservice training session; developing a unit plan; developing a lesson plan; developing and coding instructional materials; evaluating inservice training; and inservice records and report. Sample lesson plans for inservice education are included in the guide. (KC)

This unit of instruction is one of a series of materials developed by the Comprehensive Vocational Teacher Education Program for the Mississippi ARC (Appalachian Regional Commission) Region to provide teacher educators, vocational directors, teachers, and others with basic instructional materials needed to guide and assist inservice vocational teachers in improving professional teaching competencies. This unit on evaluating student performance and recording student achievement in vocational education contains lesson plans, instructional material, teaching aids, transparency masters, evaluation instruments, and references needed to conduct a minimum of 3 hours of inservice training on the subject. The two lesson plans contained in the unit include student learning objectives, materials and equipment needed, introduction, learning activities with suggested dialogue, application (drill, illustration, questions, participation in discussion, and so forth), evaluation, and summary. Directions for using this instructional inservice unit are included in the package. (KC)

This handbook, one of a series of materials, was created to help vocational education teachers in the Mississippi ARC (Appalachian Regional Commission) Region to use resources available in their communities to enrich their classroom teaching. Resources are categorized as communication, government agencies, industry, and local business and professional people. For each category, specific resources are listed; for each suggested resource, information is supplied on what to look for (e.g., free advertising, use of teletrainer) and suggestions for obtaining these resources are provided. An appendix to the handbook contains information and samples for preparing newspaper articles and radio and television spot announcements, and a glossary. (KC)

This unit of instruction is one of a series of materials developed by the Comprehensive Vocational Teacher Education Program for the Mississippi ARC (Appalachian Regional Commission) Region to provide teacher educators, vocational directors, teachers, and others with basic instructional materials needed to guide and assist inservice vocational teachers in improving professional teaching competencies. This unit on sex equity in vocational education contains lesson plans, instructional material, teaching aids, transparency masters, evaluation instruments, and references needed to conduct a minimum of 3 hours of inservice training on the subject. The two lesson plans cover the definition of sex equity and the reasons for sex equity, including legislation and the changing labor force. Included in the lesson plans are student learning objectives, materials and equipment needed, introduction, learning activities with suggested dialogue, application (drill, illustration, questions, participation in discussion, and so forth), evaluation, and summary. Directions for using this instructional inservice unit are included in the package. (KC)

This unit of instruction is one of a series of materials developed by the Comprehensive Vocational Teacher Education Program for the Mississippi ARC (Appalachian Regional Commission) Region to provide teacher educators, vocational directors, teachers, and others with basic instructional material needed to guide and assist inservice vocational teachers in improving professional teaching competencies. This unit on effective classroom communication contains lesson plans, instructional materials, teaching aids, transparency masters, evaluation instruments, and references needed to conduct a minimum of 3 hours of inservice training on the subject. The two lesson plans contained in the unit include student learning objectives, materials and equipment needed, introduction, learning activities with suggested dialogue, application (drill, illustration, questions, participation in discussion, and so forth), evaluation, and summary. Directions for using this instructional inservice unit are included in the package. (KC)