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This curriculum of life skills is designed to reduce recidivism, increase post-release employment and wage rates, and successfully integrate released inmates back into families and communities. It uses a newsletter format, with newsletters arranged into eight volumes. Each volume concerns a unit of related information, including an instructor introduction, minimum number of hours of instructional time, resources, and chart of newsletter contents categorized by academic, workplace, and cognitive development focus. Volume 1 is an introduction to the Metamorphosis program and helps learners think about personal styles, work interests and strengths, and academic abilities and needs. Although the content of the cover articles in volumes 2 and 4 forms an introduction for more in-depth use of a commercial material called Success Is a Thinking Skill, the information in each article is complete enough to stand alone without additional materials. The cover articles in volumes 3, 5, and 7 provide introductions for videos in a relationship series (Keys to Loving Relationships; Homes of Honor Parenting) that focus on interactions at work, with friends and spouses, and in parenting, yet are complete enough for independent use. Cover articles in volumes 6 and 8 provide the basis for real-life applications in getting jobs and managing money. Each volume includes these features for learner use: article(s) that provide introductions to the character traits found in the commercial material called Character First; computer-based assignments in two software programs; reflection questions; cloze exercise(s); and a comprehension exercise for a newsletter article. (YLB)

This handbook provides information targeted for migrant advocates working with the Louisiana Migrant Education student advocacy program. The handbook lists the advocate's job responsibilities and gives a job description for advocates. Because the advocate is a vital link between the family and the school system, it is important for advocates to make regular school visits. School visits address issues such as proper grade placement, missed school, needs assessment, monitoring student progress, and communication with parents. Tips and pointers for home visits are listed, including spending time socializing with the migrant family and making referrals to appropriate social agencies. Since the goal of the Louisiana Comprehensive Plan for the Education of Migrant Children is to help children succeed in school, the handbook provides eligibility guidelines for various preschool programs. Procedures for identifying and serving limited English proficient (LEP) students are given, including guidelines from the U.S. Department of Education. Secondary alternative schools are listed with contact information. Migrant advocates are encouraged to engage in public relations activities to promote migrant education programs. Items to include when sending public service announcements to the media are listed. Information on community resources and contact phone numbers are provided. (CDS)

This executive summary reports on the number of students not reading on grade level in all second and third grades throughout Louisiana. The report notes the provisions of the legislation that requires such data be generated, and discusses selection of the Developmental Reading Assessment (DRA) as the uniform assessment instrument to be implemented statewide in the Fall of 1998. The report then presents a summary of the findings of the Fall 1998 administration of the DRA, noting that: (1) 43.64% of the second graders were reading on or above grade level; (2) 65.52% of the third graders assessed were reading on or above grade level; and (3) 54.49% of the second and third graders were reading on or above grade level. A table listing second and third grade reading ability by parish is attached. (RS)

This guide represents Louisiana public higher education's initial effort to improve the transfer process by making the process of transfer and evaluation of credit more easily understandable. A student transfer guide, this document includes a matrix of forty General Education college credit courses which (with few exceptions) can transfer between and among most of Louisiana's public two-year and four-year colleges and universities. The courses in this guide's matrix are typically referred to as "general education" or "core curriculum" courses. While for the most part all of these courses will transfer for credit between and among Louisiana's institutions, students must remember that these courses may or may not be applied to a particular degree program. This guide also includes contact information for the campus-designated individual at the eight two-year and 14 four-year institutions to whom inquiries may be directed regarding the transfer process. Additionally, information on tuition rates and office contacts for financial aid and housing are included for the student's use. The current Board of Regents' General Education requirements include 39 credit hours of college-level courses for a baccalaureate degree program (12 hours for an associate degree program), which include coursework in English, mathematics, computer literacy, natural sciences, arts, humanities, and social sciences. (VWC)

Noting that parents have a responsibility to help their children prepare for a career, this handbook is designed as a practical resource for parents in Louisiana looking for assistance in helping their children choose and prepare for a career. The handbook presents a parent partnering model connecting learning and earning that focuses on parents' efforts, their relationship to their child's teacher, school, and the community. Also described are actions parents can take to raise a work-ready child or teen, including modeling joy in work and learning, requiring chores, and developing an economic sense. The handbook delineates ways parents can work effectively with teachers and schools, including monitoring homework, developing a portfolio for their child, supporting school change, and advocating PTA involvement. Strategies outlined for parents to strengthen community participation in the career development process include recruiting employers for internships, pushing for expanded post-secondary educational options, and volunteering as a mentor or tutor. The handbook presents SCANS skills, comprised of five competencies and a 3-part foundation of skills and personal qualities needed for solid job performance. Also described is the School-to-Work Opportunities Act of 1994 requiring teachers to expose sixth through eighth graders to career options. In addition, the handbook contains: a self-evaluation checklist for parents regarding their efforts in career preparation; homework tips; suggested activities for elementary and middle or high school students; suggestions for helping their child get a job; and ten things that teachers wish parents would do related to career education. The handbook concludes with contact information for school-to-work partnerships in Louisiana. (KB)

This document presents guidelines for what every K-12 Louisiana student should know and be able to do as a result of studying the four strands of fine arts: dance, theater arts, visual arts, and music. Following introductory and explanatory information, the contents are organized by strand. Each section begins with a focus paragraph explaining the strand or discipline's importance to the overall education of students. A standard statement gives a general description of the knowledge acquisition expectations. Designated content areas within each strand coincide with the four fundamental components of discipline-based art education (DBAE): creative expression, aesthetic perception, historical and cultural perception, and critical analysis. Specific benchmarks in each content area of the strand are listed for grades K-4, 5-8, and 9-12. Charts, a glossary, references, and acknowledgements are included. (MM)

This document presents guidelines for what every K-12 Louisiana student should know and be able to do as a result of studying the four core strands of the social sciences: geography, civics, economics, and history. Following introductory and explanatory information, the document is organized by strand. Each section begins with a focus paragraph that explains the strand's importance to the overall education of students. A standard statement gives a general description of the knowledge acquisition expectations. Specific benchmarks in each content area comprised by the strand are listed for grades K-4, 5-8, and 9-12. Charts, a glossary, references, and acknowledgements are included. (MM)

The content standards define what Louisiana students should know and be able to do in the English language arts in order to become lifelong learners and productive citizens in the 21st century. The content standards demonstrate an expanded definition of literacy--one that includes not only knowledge and application of subject matter, but also the ability to be literate technologically and to function as part of a team working individually, collaboratively, and strategically to achieve a common goal. The English language arts (reading, writing, speaking, listening, viewing, and visually representing) are interwoven as pervasive themes throughout the document. The content standards are not categorized by strands. Brief descriptions of five foundation skills are provided along with an information literacy model for lifelong learning, and the seven English language arts content standards. Benchmarks for grades K-4, 5-8, and 9-12 are provided for each standard followed by charts presenting the same information. Contains 50 references, a 27-item glossary, and lists of department of education personnel, English language arts content standards team members, and contributors to the information literacy model for lifelong learning. (RS)

Libraries in Louisiana strengthen the economy and serve the people. Libraries and their employees play a significant role in the Louisiana infrastructure, consuming state goods and services, complementing educational institutions, creating a literate citizenry, and providing cost effective access to information for business, industry, government officials and employees, private citizens, and students. This pamphlet summarizes the economic and service impact of Louisiana public and academic libraries in 1996, providing data and statistics on topics including: the value of the state's public and academic library collections; taxes derived from library employees; library operating and collection development expenditures; costs of renovations; grants; literacy and unemployment rates; per capita public library expenditures; role of public libraries in Louisiana; number of visits to public libraries, number of library cards, and number of books borrowed; access; operating hours; and voter support for Louisiana libraries. The pamphlet also covers the role and services of the State Library of Louisiana. (SWC)

A manual for the 1996 Louisiana Summer Reading Program is presented in five sections with an Olympic and sports-related theme and illustrations. An evaluation form, a 1996 monthly calendar, and clip art images are provided. The first section covers promotion and publicity, and contains facts about the Olympics, promotion ideas, and sample news releases. The next section contains program suggestions and recipes. Suggestions for decorating the library, including clip art designs, bookmarks, doorknob and bulletin board decorations, and resources for additional clip art designs are provided in the third section. The fourth section contains storytime planners divided into the following age categories: toddlers, preschool-kindergarten, first-third grades, fourth-fifth grades, and sixth grade. The fifth section comprises the majority of the document and provides activities; coloring pages and handouts; costumes; crafts; fingerplays; flannel boards; games, riddles, and puzzles; poems; puppets and puppet plays; songs; and stories. (Contains 463 references.) (SWC)

The purpose of this report is to provide a record of the development of the State of Louisiana's public libraries, to create an evaluation tool that is useful to local library administrators and trustees. With one exception, "Public Libraries in Louisiana: Statistical Report, 1996" is a summation of the annual reports submitted to the State Library by Louisiana's 65 public/parish libraries for the 12-month period covering January 1 through December 31, 1996. Libraries are listed in this report by legal service area populations in descending order. Included with the Introduction are three tables: Louisiana Public Library Statistics: Five Year Summary; National and State Selected Data and Rankings; and Automation Systems and Public Access Internet Workstations. Eight tables make up the body of the report: Libraries: General Information; Personnel; Collections; Circulation; Operating Income; Operating Expenditures; and Other Measures. The Louisiana Public Library Directory is included at the end. (AEF)

This report is the unofficial, pre-publication summary of Louisiana 1994 IPEDS (Integrated Post-secondary Education Data System) academic library statistics forms. The primary impetus for this publication is to provide Louisiana academic library directors a timely and more user-friendly presentation of IPEDS statistics. Libraries are grouped according to criteria based on the Carnegie Classification for their institution. Carnegie classes include: Research; Doctoral; Medical; Comprehensive; Liberal Arts; Two Year; and Religion and Theology. For simplicity, the libraries in the "Research" group combine different Carnegie categories: Research I, Doctoral II and Medical School. A list of definitions for selected column headings precedes the statistical information. Statistics are provided for the following: staffing levels, by Carnegie category; expenditures, by Carnegie category; collections, by Carnegie category; services to patrons, by Carnegie category; staffing--FTE (Full-time Equivalent) and expenditures 1994 fiscal year (FY), by individual college; expenditures--FY 1994, by college; collections--FY 1994, by college; and services--FY 1994, by college. A copy of the 1994 IPEDS Academic Libraries Survey and general instructions is included. (MAS)

This document outlines the curriculum of Louisiana's accounting technology associate degree program, which is a 6-term (77-credit hour) competency-based program designed to prepare students for employment as accounting technicians providing technical administrative support to professional accountants and other financial management personnel. Presented first are a description of the program and a list of the general education (behavioral science, humanities, mathematics, and natural and applied science) courses required of students in the accounting technology program. Next, the course numbers/titles and credit hours of the program's 26 required and 16 elective courses are listed. The third section of the document contains descriptions of each course, and the fourth section lists the competencies that each course is intended to help students develop. Among the topics of the required and elective courses described are the following: principles of accounting, payroll accounting, computerized accounting, business law, spreadsheets, database management, business English, business communications, environmental science, computer literacy, word processing, desktop publishing, job-seeking skills, electronic calculators, business math, office procedures, human relations, filing/records management, total quality management, keyboarding, federal income tax, technical report writing, medical transcription, legal transcription, medical terminology, medical coding, paralegal studies, and speech. (MN)

This document outlines the curriculum of Louisiana's office systems technology associate degree program, which is a 6-term (75-credit hour) competency-based program designed to prepare students for employment as special assistants for business executives and top management. Presented first are a description of the program and a list of the general education (behavioral science, humanities, mathematics, and natural and applied science) courses required of students in the office systems technology program. Next, the course numbers/titles and credit hours of the program's 24 required and 18 elective courses are listed. The third section of the document contains descriptions of each course, and the fourth section lists the competencies that each course is intended to help students develop. Among the topics of the required and elective courses described are the following: principles of accounting, business law, spreadsheets, database management, business English, business communications, environmental science, computer literacy, word processing, desktop publishing, job-seeking skills, electronic calculators, business math, office procedures, human relations, filing/records management, total quality management, keyboarding, federal income tax, technical report writing, medical transcription, legal transcription, medical terminology, medical coding, paralegal studies, and speech. (MN)

A manual for the Louisiana Summer Reading Program is presented in 14 sections with a western theme and illustrations. An evaluation form, a 1995 calendar, and a list of audiovisual materials with addresses and prices are also provided. Section 1 discusses promotion, publicity, and programs; and includes sample news releases; program ideas, and recipes. Library decorating ideas and terms are covered in the second section, with directions for making decorations. Section 3 provides storytime planners divided into the following categories: toddlers; preschool-kindergarten; first-third grades; fourth-fifth grades; sixth grade; and all ages. The fourth section presents sample activities and project descriptions. Section 5 contains coloring pages and handouts. Section 6 supplies directions for making costumes. Section 7 provides a sampling of crafts with directions. Section 8 contains fingerplays, and section 9, talks about flannelboard projects. Games, riddles, and puzzles are covered in the 10th section. Section 11 is a sampling of poetry. Puppets and puppet plays are presented in section 12. Section 13 contains songs; section 14 provides stories. The 15th section is a list of resources; highlights include the following: magnets; crafts catalog; quilting; audio; square dancing record supplier; The Louisiana Square Dance Association 1994 LSDA Directory of Member Clubs; and the Hand Weavers Guild of America, Inc. (Contains 483 references.) (AEF)

Libraries need to reach out to teens and enhance their skills in serving the teenage population. Through the Louisiana Young Adult Services program, it is hoped that all staff working with young adults will be reached to accomplish the following: (1) promote a better understanding of the psychology of this age group; (2) increase skills in approaching and responding to young adults; (3) increase knowledge of young adult literature and reference tools; and (4) increase success in attracting young adults to public libraries. This manual contains information on understanding the nature of young adults and developing a young adult service philosophy for a library. Ideas are provided for programs, activities, and workshops. Ready-to-use book talks and publicity materials are included, along with bibliographies for young adult collection development. Introductory materials include suggestions for a survey of teen users, an assignment alert package for teachers, community resources, and young adult service goals and objectives. Twenty-eight activities are described. In addition to general information on book-talking, ideas are provided for 7 thematic booktalks; 13 workshop ideas are outlined. The "Good Reads and Good Looks" section contains bibliographies that list hundreds of books and many films for young adult patrons. A listing of titles is provided for librarians and others working with young adults. The publicity section contains 10 sample releases, letters, and announcements. (MAS)

As part of the Louisiana state teacher assessment program to enhance student learning, this manual provides suggestions and resources for teacher practice keyed to attributes of the "Louisiana Components of Effective Teaching." Each of these attributes is accompanied by suggested strategies, evidence of completion, and resources. The strategies are specific suggestions for gaining knowledge about and practicing teaching skills; they include varied types of activities. Suggested evidence of completion consists of observable means by which teachers and principals can document professional development activities. The resources section lists materials and persons essential for successful completion of the activity. The attributes are grouped in three sections covering performance domains for planning, management, and instruction. The planning component attribute concerns whether the teacher plans effectively for instruction. The management attributes concern maintaining an environment conducive to learing, maximizing the amount of time available for instruction, and managing learner behavior to provide productive learning opportunities. The instruction attribute concerns delivering instruction effectively, presenting appropriate content, providing chances for student involvement in learning, and assessing student progress. Appendixes contain forms, examples, and supplementary material. (JB)

This report is an interim statistical report, addressing characteristics of the Starting Points Preschool Program in Louisiana, and containing information on children who were enrolled in 1993-94. The Starting Points Preschool Program was initiated in 1992-93 through the United States Child Care and Development Block Grant Act of 1990 in order to improve the availability, affordability, and quality of child care services. Federal regulations associated with this program require that both parents or guardians of the children be working or enrolled in job training or education programs and that families meet a household income requirement. The purpose of the Starting Points Preschool Program is to provide quality early childhood education services to children who meet the two previously stated federal criteria, as well as three state-specified criteria of age, at-risk status, and parent or guardian agreement to participate in program activities. Following an introduction that includes tables on program funding and participation, the report presents tables of data in six categories. The six categories are: (1) applicant information; (2) enrollment data and characteristics of classes; (3) demographic characteristics of the Starting Points participating children; (4) eligibility criteria and parent or guardian data; (5) parental involvement; and (6) program assessment data. Each of these sections includes a summary statement. A final summary of the report includes tables on program characteristics and on comparison of the programs 2 years of operation. Four appendices contain correspondence, pages from the program's guidelines for application, program regulations, and a copy of the project survey. (TJQ)

The Louisiana guide for administration of secondary language programs in grades 4-8 outlines the state foreign language mandate and offers guidelines and suggestions for a variety of program elements. An introductory section gives the broad rationale for foreign language instruction and cites the state mandate. The guide then proceeds to specify: how the mandate is funded, for both salaries and instructional materials; staffing by Louisiana-certified teachers and foreign nationals granted interim certification; details of program administration at the state, local, school, and classroom levels; possible program models (FLES and immersion); preferred teaching methods and techniques; and suggested methods for evaluation of programs, teachers, and students. Appended materials include: suggested instructional times, with reference to state polices; state policy memoranda concerning second language programs in grades 4-8; notes on interim certification for foreign teachers; tips for receiving foreign teachers into the local system, including host family role; an articulation planning chart; notes on evaluation of foreign teachers; and evaluation forms. (MSE)

Issue papers that focus on improving and expanding quality early childhood services in Louisiana are presented in this report. Each paper includes a description of current practice, several questions and answers concerning the issue, and a list of recommendations and strategies. Following an executive summary and introduction (which includes a table listing current early childhood services in Louisiana), the papers are divided into two general categories: educational issues and organizational issues. Papers on educational issues address the following topics: assessment; readiness; developmentally appropriate curriculum; retention and extra-year programs; heterogeneous grouping; continuity and coordination between early childhood providers; and working with parents. Organizational issues covered include: approval and licensing of programs; approval and certification of early childhood providers; staff development opportunities and requirements; and before- and after-school child care. Contains a list of 119 resources and references. (MM)

This manual for the 1993 Louisiana Summer Reading Program has ideas for libraries to get the summer program started. The theme is trains, and all of the ideas have something to do with this theme. The following topics are covered: (1) evaluation; (2) promotion, publicity, and programs; (3) calendar; (4) decorating the library; (5) storytime planners; (6) action stories; (7) coloring pages and handouts; (8) costumes; (9) crafts; (10) fingerplays; (11) flannelboards; (12) games, riddles, and puzzles; (13) poems; (14) puppets and puppet plays; (15) songs; (16) audiovisual materials; and (17) a resource list. (Contains 129 references.) (JLB)