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This guide for parents of students with learning disabilities in Alberta (Canada) presents a variety of strategies parents can use to help their children in grades 1 through 9 become successful learners. Section 1 offers ideas for helping students get and stay organized such as using self-talk to create a positive attitude and organizing materials. Section 2 reviews the reading process. Among many suggestions for developing reading skills are using games to learn sight words, paired reading, and talking about books. Section 3 reviews writing suggestions. They include: using various techniques to get started writing, helping students develop proofreading and editing strategies, and using word processing. Section 4 regarding spelling, covers helping children find the correct spelling of a word, editing spelling in written work, and ways to learn new words. Section 5, regarding mathematics, offers suggestions on practicing number facts, getting math work done, problem solving, preparing for a math test, and using technology. Section 6 reviews the test process. Suggestions for preparing and taking tests include study tips, accommodations for test taking, test writing strategies, and utilizing test results. Section 7 is on projects and covers finding information, alternate ways to show learning, book reports, and technology. Seven appendices include useful forms and the correct order of strokes in letter formation. (Contains 25 references.) (DB)

This teacher's training guide is the companion volume to "Sytemes politiques et economiques," to help high school students learn about political and economic systems. Divided into seven sections, section 1 offers directions and suggestions on how to use the student volume including how to utilize the cartoon drawings that accompany the student text. Section 2 explains the organization of the student volume in table format identifying the featured topics presented in each chapter, supporting activities, key concepts, and important general ideas. Section 3 provides the teacher with supporting material for each chapter including diagrams, cartoons, and background information. Section 4 presents the answers to student activity exercises. Section 5 offers two or three versions of student tests for each chapter. Section 6 contains three comprehensive multiple choice examinations, one for political systems and two for economic systems. Section 7 is the answer key for the examinations in section 6. (RH)

This textbook (for high school students) presents a thorough discussion of basic political and economic systems. Divided into two sections (political systems and economics systems), each chapter identifies the concepts that students learn; defines new terms introduced in the chapter; highlights in color, key terms and phrases; provides activities to reinforce learning the concepts; offers enrichment exercises to deepen student understanding of the material; employs cartoon images to reflect visually chapter concepts and ideas; uses tables, diagrams, and time lines to illustrate concepts; features topical headings to identify key ideas to study; offers an end of the chapter summary; and presents a list of important terms and people. Major topics included in the chapters covering political systems are political ideologies; general political theories; the state, the individual, and the workings of political systems; democratic regimes; and dictatorial regimes. This section of the student resource concludes with a series of exercises to ensure understanding. The major topics featured in the economics portion of this volume are general economic theories; free or market economies; the mixed economy and the government's domain; central economies; and political tendencies and economic realities. The economic systems section also concludes with a series of exercises to ensure understanding. In describing a given ideology or structure, a country whose government currently represents that ideology or structure is given as an example. In depicting economic systems, the resource, for the most part, avoids mathematical and statistical presentations in favor of the theoretical. The volume concludes with an in-depth index of terms. (RH)

This intermediate- to advanced-level reader is designed for learning Ukrainian as a native or second language. It provides a selection of short texts in modern Ukrainian, including poems, short stories, fairy tales, fables, sayings (aphorisms), and dialogs. (CNP)

This intermediate- to advanced-level reader is designed for learning Ukrainian as a native or second language. It provides a selection of short texts in modern Ukrainian, including poems, short stories, fairy tales, fables, sayings (aphorisms), and dialogs. (CNP)

This intermediate- to advanced-level reader is designed for learning Ukrainian as a native or second language. It provides a selection of short texts in modern Ukrainian, including poems, short stories, fairy tales, fables, sayings (aphorisms), and dialogs. (CNP)

Under the Canadian Constitution, each province and territory has exclusive jurisdiction over education. This French language publication explains the ABCs of Alberta's school system. The text details Alberta's goals, various levels of responsibility, funding, public and private schooling, academic core and optional programs, home education, testing, high-school diploma requirements, programs for students with special needs, and programs for students from other countries. The guide is intended for parents, providing them with the information they may need to make the best educational choices for their children. The text is divided into nine topics. It discusses Alberta's commitment to universal public education, the roles and responsibilities of partners in education, and education property taxes. Other topics include opportunities for choice in education, such as separate schools; charter schools; Francophone schools; alternative programs; home education; blended programs; and virtual programs. Details on private schools and residency are also provided. Some of the other information offered includes the enrollment requirements of out-of-province students, provincial cooperation in basic K-12 programs, details on the school year, responsibilities toward students with special needs, strategies in preparing students for the future, expectations in reaching high standards, and how to ensure quality teaching. (RJM)

This document is intended to help students in Alberta identify skills and prepare portfolios highlighting their strengths and abilities and to help education and business leaders work together to develop a student portfolio sample promoting skills for success in education, training and work. The document is divided into two parts. Part I is a career skills portfolio sample that is based on "The Critical Skills Required of the Canadian Work Force," as depicted by the Conference Board of Canada. The sample materials are organized into five sections dealing with the following topics: identifying and communicating skills, values, and plans; identifying and communicating academic and technical skills; identifying and communicating personal management skills; identifying and communicating teamwork skills; and applying skills in project work. Part 2 is an implementation handbook that creates and guides the reader through a process for achieving the following: critical formation of business-education partnerships to spearhead portfolio projects; development of portfolios in schools; and use of portfolios in local business communities. Appended are the following: descriptions of selected portfolio initiatives in Alberta; transparency masters; promotion/marketing ideas; and sample letters. Contains 15 references. (MN)

This manual is a support document that supplements other Career & Technology Studies (CTS) documents, including the "Career and Technology Studies Program of Studies" and the "Guide to Standards and Implementation" for each strand. Appendixes support each section and may be photocopied or adapted. Section A describes CTS program rationale, goals, project management, organization into 22 strands and almost 650 modules, and key features of the curriculum. Section B describes the following: implementation process; student career planning; scheduling and delivery strategies to expand students' access CTS strands and modules; connections between CTS and other courses; and CTS in junior and senior high school. Section C on classroom implementation outlines steps in planning for learning and discusses choosing instructional strategies, assessing student achievement, selecting and choosing resources, and professional development. Fourteen documents are appended: Scope and Sequence Charts and Module Descriptions; Tracking and Reporting Student Achievement in CTS; CTS in Junior High School; Making Connections in CTS; Strategies for Implementing CTS; CTS Module Parameters; Career Planning in CTS; CTS-IOP (Integrated Occupational Program) Connections; Strategies for Instruction; Developing Facilities to Support CTS; Student Learning Guide Development Matrix and Directory; Assessing Student Achievement in CTS; Standard Health and Safety Practices for CTS; and Credentialling Opportunities for CTS Students. (YLB)

This manual is intended for use by the Alberta, Canada, school boards, administrators, consultants, education staff, and other individuals involved in school building projects. The purpose of the School Capital Plan, funding, and Alberta Education's funding framework are detailed. The school building project components of the School Capital Plan are described. The components include: restoration and upgrading of existing school facilities, modernization of obsolete school facilities, construction of new space, equipment for career and technology studies, temporary lease space, purchase of buildings, and emergent capital items. The process of requests for school building projects include school boards submitting requests for the projects, the Alberta Education reviewing the boards'requests, the School Buildings Board making decisions on the requests, and the Minister of Education announcing the decisions. The steps in the construction of the school building projects are: (1) the School Buildings Board informs the school boards of the funding amount, (2) the school boards plan projects and report progress, (3) school boards submit project tender(s) or subtrade tender(s) to Alberta Education, (4) school boards construct projects, (5) school boards receive finding payments, and (6) school boards may host official openings of projects. Five appendixes, which compose one-third of the manual, include: a glossary of terms; legislation, regulation, and policy statements; forms (e.g., new construction project application, expenditure plans, and project cost summary forms); utilization and capacity definitions and capacity calculations; and operational information with bibliographic references. (RE)

This guide provides support for school jurisdictions and schools as they implement school-based decision-making (SBDM) for the purpose of improving teaching and learning. The intended users include school boards, school councils, school staffs, and central-office personnel who wish to create effective SBDM processes and policies, which focus on teaching and learning. The resource guide contains numerous Alberta stories and practical examples of SBDM from jurisdictions around the province. Each chapter includes a focus article written by an Alberta educator. These articles offer an indepth analysis of complex issues of SBDM. General guidelines and practical suggestions from research and current practice follow the focus article. Next, examples of current practice related to the chapter are introduced with the goal of providing a variety of approaches for the reader to consider. Finally, concluding each chapter are workshops intended to strengthen the SBDM knowledge and skills of stakeholders. The guide provides numerous references and information for all members of the school community. (JMD)

With this curriculum guide, teachers can assist secondary students in Alberta (Canada) in meeting the following objectives: develop skills that can be applied in their daily lives, refine career planning skills, develop technology-related skills in food preparation and service, enhance employability skills, and apply and reinforce learning from other subject areas. The curriculum is organized is strands and modules. This guide for the food service strand contains 37 modules that define what a student is expected to know and be able to do. The guide is organized into the following sections: (1) program rationale and philosophy, learner expectations, program organization, curriculum and assessment standards, and types of competencies in career and technology studies; (2) strand rationale, philosophy, and organization; (3) planning for instruction for career and technology and foods courses; (4) curriculum and assessment standards for introductory foods competencies; (5) curriculum and assessment standards for intermediate foods competencies; (6) curriculum and assessment standards for advanced foods competencies; (7) assessment tools; (8) linkages and transitions; (9) learning resource guide; and (10) sample student learning guide. (KC)

This annual report provides province-wide results for the entire school year (January, June, and August examinations combined) The graphs, tables, and text describe student performance for the entire school year to assist school personnel in identifying patterns of student achievement and evaluating program effectiveness. The diploma examinations are designed to certify the level of individual student achievement, ensure that province-wide standards of achievement are maintained, and to report individual and group results. In the 1995-96 school year, in all courses except Mathematics 30 and Mathematics 33, more than 90% of students achieved the province's acceptable standard. A high percentage of students also achieved the standard of excellence in the sciences. Although 51% of the system's grade 12 students were male, fewer males than females wrote the diploma examinations in most courses. The reason for this lower participation by males cannot be determined from available data, but individual districts may wish to study this and other examination results in local contexts. Results are presented for regular student and mature student population subgroups. Mature students do not have current school-awarded marks but have earlier marks. Appendixes discuss the test development process, guidelines for interpreting and using the examination results, and the percentage distribution of marks in diploma examination courses. (Contains 38 figures and 42 tables.) (SLD)

Parental involvement is critical to a child's success in school. This handbook provides parents with information about the Grade 6 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Education "Program of Studies: Elementary Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate when they have completed the Grade 6 curriculum, including samples of what students are expected to learn in each subject. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "Religious Education";(3) "Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Physical Education"; (8) "Health"; (9) "Fine Arts"; and (10) "Languages Other Than English." The handbook concludes with a one-page questionnaire asking for feedback on the handbook. (LPP)

Parental involvement is critical to a child's success in school. This handbook provides parents with information about the Grade 5 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Education "Program of Studies: Elementary Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate when they have completed the Grade 5 curriculum, including samples of what students are expected to learn in each subject. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "Religious Education";(3) "Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Physical Education"; (8) "Health"; (9) "Fine Arts"; and (10) "Languages Other Than English." The handbook concludes with a one-page questionnaire asking for feedback on the handbook. (LPP)

Parental involvement is critical to a child's success in school. This handbook provides parents with information about the Grade 7 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Education "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate when they have completed the Grade 7 curriculum, including samples of what students are expected to learn in each subject. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "Religious Education";(3) "Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Physical Education"; (8) "Health and Personal Life Skills"; (9) "Complementary Courses," including Career and Technology Studies, Fine and Performing Arts, and Languages Other Than English; and (10) "French Immersion." The handbook concludes with a one-page questionnaire asking for feedback on the handbook. (LPP)

Parental involvement is critical to a child's success in school. This handbook provides parents with information about the Grade 8 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Education "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate when they have completed the Grade 8 curriculum, including samples of what students are expected to learn in each subject. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "Religious Education";(3) "Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Physical Education"; (8) "Health and Personal Life Skills"; (9) "Complementary Courses," including Career and Technology Studies, Fine and Performing Arts, and Languages Other Than English; and (10) "French Immersion." The handbook concludes with a one-page questionnaire asking for feedback on the handbook. (LPP)