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This document comprises a teaching guide and a student guide. The teaching guide is designed to help junior and senior high school teachers in Alberta, Canada implement the study skills curriculum, "Make School Work for You," in the classroom. The guide includes suggestions for familiarizing students with the contents of the student resource, sample instructional activities for introducing study skills and strategies, and ideas for assessing students' learning. Section 1 of the teaching guide suggests ways to use the study resource, including teaching study skills in content areas, or using it as a core text for study skills courses. Sections 2 through 4 suggest introductory activities and contain the corresponding blackline masters for copying and answer keys. Section 5 presents sample instructional activities for each chapter of the student resource: (1) "Know Yourself"; (2) "Get Organized"; (3) "Make Every Class Count"; (4) "Use Tests To Show What You Know"; (5) "Present Your Learning"; (6) "Get Along with Others"; (7) "Get People on Your Side"; and (8) "Stay Motivated." Section 6 gives suggestions for assessing student understanding. Section 7 contains sample performance tasks for student assessment, including a personal inventory of learning styles, and essay planner for test preparation. Section 8 contains blackline masters from the activities section of the student resource. An evaluation form completes the teaching guide. The student guide includes several self-evaluation activities to assist students in identifying their own learning challenges and strengths, setting goals, organizing their study time, getting along with others, and staying motivated. Also highlighted are note-taking and test-taking skills as well as ways to present one's learning effectively. (Contains 19 references.) (KB)

This guide for French-speaking parents of students with learning disabilities in Alberta 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. Among many suggestions for developing reading skills are using games to learn sight words, paired reading, and talking about books. Writing suggestions include using various techniques to get started writing, helping students develop proofreading and editing strategies, and using word processing. The section on spelling covers helping children find the correct spelling of a word, editing spelling in written work, and ways to learn new words. The following section, on mathematics, offers suggestions on practicing number facts, getting math work done, problem-solving, preparing for a math test, and using technology. Suggestions for preparing and taking tests include study tips, accommodations for test taking, test writing strategies, and utilizing test results. The final section is on projects and covers finding information, alternative ways to show learning, book reports, and technology. Appendices include forms and the correct order of strokes in letter formation. (CR)

To develop this handbook, three Aboriginal teachers gathered extensive data through workshops; questionnaires; and research with Elders, Aboriginal parents, teachers, advocates, and others who work first-hand with children with special needs. The handbook opens by presenting the traditional Aboriginal perspective on disabled children--that they were considered a gift to show an appreciation of life, and that they were included in all parts of community life. The term "special education" and parents' rights concerning special education are explained. A story of an Aboriginal boy named Eagle with a serious hearing loss follows his progress through the Alberta (Canada) requirements for special education--screening, referral, assessment, program planning and implementation, program placement, appeals, children's services, health-related support services, transition planning, and school board policy. Eagle's story is used to demonstrate each step and the ways in which parents can become involved in their children's education. Roles and responsibilities are presented for family members, school staff, and community members. Three sections cover parent-school communication, problem solving, and conflict resolution. Two sections explain special education funding for reservation and nonreservation students. First Nations and Alberta support groups are listed, as are resources produced by Alberta Learning. Four appendices cover getting to know your child's school, special education definitions, and special education funding rates for the 2000-2001 school year for Alberta Learning and Indian and Northern Affairs Canada. (TD)

This guidebook is intended for parents of French-speaking students in Alberta. It describes French-as-a-first-language education in Alberta and provides information to help parents, in collaboration with school personnel and the wider francophone community in Alberta, to preserve and develop their children's identity as speakers of French and as members of the French Canadian culture. The guide includes the following sections: (1) French education in Alberta; (2) On the road to French-as-a-first-language school; (3) The first partner in French-as-a-first-language education--the role of the parent; (4) Books, studying, and homework; (5) Language, identity, and culture in the home; (6) Home/school communication; (7) Adolescence--a stage of life; (8) Testimonies from former students and parents; (9) Data bank of resources; and (10) Bibliographic references and glossary. (KFT)

Schools have expressed a need to know the identity and/or circumstances of young offenders in order to address school safety and security issues, and to provide a collaborative and coordinated case management approach for the rehabilitation of the young person. A framework for the exchange of information between youth justice and school officials concerning students who have young offender status is presented here. A young offender is an individual charged with, or found guilty of, a criminal code or other federal statute offense that was committed when he or she was between the ages of 12-17. The protocols outlined here describe obligations and procedures for disclosure, security, and the storage and destruction of information concerning students who have young offender status. These guidelines facilitate the exchange of necessary information, such as reports required by a youth court, and provide the effective supervision and enforcement of youth court orders, as well as ensuring the safety of students, staff, or other persons. The protocols also can guide school boards in developing procedures in the best interests of students and staff. Finally, the protocols ensure that appropriate authorities in the education and justice systems are aware of their responsibilities as dictated by law. (RJM)

Waste diversion and reduction continues to be a prominent discussion among Canadian municipalities as we collectively recognize the impact that waste production has on the environment and our future, especially in the context of climate change. Much of the focus in this regard has been on individual waste generation and reduction and the “zero-waste” movement, with less focus on construction, renovation, and demolition (CRD) waste. Research shows that CRD waste contributes between 27% and 40% of total municipal solid waste in Canada and it is estimated that the CRD sector is responsible for 40% of raw material consumption in North America. With an estimated potential of 95% of CRD materials being available for salvage, reuse, repurposing, and recycling, there is a lot of opportunity for growth in responsible CRD waste management. My research shows that deconstruction, rather than demolition of buildings, is an important next step in waste diversion for Canadian municipalities and the waste generated from CRD presents an opportunity to recover a significant amount of resources. This research explores the barriers for deconstruction programs and policies for large, Canadian municipalities, how to overcome those barriers, and establishes a framework for moving forward in a municipal setting, working with the City of Edmonton for a real-world application. The results show that deconstruction has a small foothold in Canada and the US, but there are some leading-edge and developing examples. My framework builds on these and offers a path for actioning residential building deconstruction that can have a significant impact on reducing CRD waste going to landfills.

This packet of materials is intended for high school educators who are interested in implementing career education programs. Introductory information explains the need for career education, the targeted audience, access to resources, and objectives. Descriptions of the career education programs of seven schools throughout the province of Alberta are provided. These schools represent large and small student populations, rural and urban settings, well-developed programs, and programs with dreams just being realized. They portray a cross-section of innovative practices that demonstrate the diverse career education possibilities in Alberta's secondary schools. The schools and specific focus of the career education program are as follows: Bev Facey Composite High School with a focus on goal setting; Crescent Heights High School with a student-centered approach; L. Y. Cairns School with a focus on school teamwork; Grande Cache Community School with a focus on community partnerships; Bishop Carroll High School with a focus on meaningful learning; Roland Michener Junior/Senior High School with a developmental approach; and Lacombe Composite High School with an open-door policy. Key points of each program/focus are highlighted in the left-hand margin. Contacts are listed. Other contents include the following: a list of addresses, materials, and services provided by four sources; addresses of three professional groups; and information on related conferences. (YLB)

This information packet is useful to teacher-librarians and teachers who would like to integrate global education concepts into existing curricula. The techniques outlined in this document provide strategies for implementing global education integration. The central ideas of the global education package include: (1) interrelatedness; (2) peace; (3) global community; (4) cooperation; (5) distribution and sustainable development; (6) multicultural understanding; (7) human rights; (8) stewardship; (9) empowerment; and (10) social justice. Throughout the packet, ideas are offered for inclusion of global perspectives in language arts, science, mathematics, and social studies. Recommendations are included for purchases of resource materials and cross reference charts for concepts across grades and curriculum areas. (EH)

This paper serves as a companion document to "Ensuring Affordability in Alberta's Advanced Education System". In viewing both funding to providers and funding to support learners through a broad lens, it is clear that neither can be considered in isolation; they are the primary levers to promote access, affordability and quality. This document provides a context for consideration of key issues related to the provision of funding to public providers of advanced education opportunities. Ultimately, it is through advanced education providers that high quality, relevant and responsive learning opportunities can be ensured.

This resource provides schools and jurisdictions with a sample framework and strategies for developing and/or supporting a culture of character and citizenship. The framework encourages individual schools to assess and put action plans in place to improve their cultures. It also looks at how character and citizenship education can be supported by administrators, school staff, parents, students, school jurisdictions and the larger community. It supports safe and caring schools. This resource may be especially helpful to leadership teams who are working collaboratively to make character and citizenship an integral part of school culture. The following chapters are included: (1) Character and Citizenship Education in Alberta Schools; (2) A Sample Framework for Character and Citizenship; (3) Choosing Approaches for Character and Citizenship Education; (4) Assessing Character and Citizenship Education Initiatives; (5) Creating a Safe and Caring School Culture; (6) Infusing Character and Citizenship Education Across the Subjects; (7) Choosing Resources to Support Character and Citizenship Education; (8) Integrating Character and Citizenship Education in Co-curricular and Extracurricular Activities; (9) Bullying Prevention and Character and Citizenship Education; (10) Involving Parents in Character and Citizenship Education; (11) Developing Community Partnerships; (12) Instructional Strategies that Support Character and Citizenship Education; and (13) Getting to the Heart of the Matter. Appended are: (1) Assessment Tools; (2) What Character and Citizenship Looks Like; (3) Using Action Research to Initiate School Change; (4) Attributes of a Safe and Caring School; (5) Sample Evaluation Tools and Strategies; (6) Bullying Prevention Resources; (7) Graphic Organizers; (8) Service Learning; and (9) Issue-based Inquiry. Assessing character and citizenship education initiatives, creating a safe and caring school culture, infusing character and citizenship education across subjects and co-and extracurricular activities, as well as bullying prevention and parental and community involvement are discussed in this publication. (An index is included.)

This document provides a new perspective on teaching English language arts in a francophone school, a perspective that takes into account the aspirations of the francophone community within the following contexts: the federal and provincial legal provisions governing French first-language education in Alberta, the linguistic reality of Alberta's francophone students and lastly, our current knowledge regarding language learning in a minority milieu. This document is a part of a series entitled Teaching English Language Arts to Francophone Program Students (Grades 3 to 9). Two documents from this series have already been published: A Guide to Transfers and Interference (Alberta Learning, 2001) (ED456639) and Bridging the Francais and English Language Arts Programs of Study (Alberta Learning, 2001) (ED471059) Teaching English Language Arts to Francophone Program Students: Pedagogical Considerations is the third and last document of this series.

The journey for children who are gifted and talented can be exciting and challenging. There are so many twists and turns, detours, and confusing signs that many parents feel they need some sort of road map to guide their children on this journey. Because each child is different, there is no one road map to follow. What this handbook can offer is travelling tips that parents can use to help their children get a good start on their educational road, so they have the best opportunities possible to develop the skills and attitudes they need to live a satisfying and happy life. This handbook represents a synthesis of current research and effective practices for supporting children who are gifted and talented at home and at school. Because parents know best what makes a difference in their children's happiness and success, Alberta Learning collaborated with the Alberta Associations for Bright Children (AABC) in the development of this resource. The sample strategies in this handbook will not be effective or appropriate for all children who are gifted and talented. As parents, it is up to you to consider what will work best for your child and for your family. For those children who are extraordinarily gifted (less than one in 10,000 children), these strategies may have limited application and parents will need to search out highly individualized solutions for these children. Throughout the resource the term "gifted and talented" will be shortened to "gifted." This handbook is a compilation of information and sample strategies for parents. Information is aligned with current legislation, Alberta Learning policies and the Standards for Special Education (2003).

This is the course outline for apprenticeship requirements for a water well driller in Alberta. A graduate of Water Well Driller apprenticeship training is a journeyman who, through skill and knowledge, is capable of operating the machines used to produce bore holes. They will be able to complete a bore hole into a finished productive well, complete well records and reports as required by the industry, and complete well records and reports as required by government. They will be able to disinfect and service completed wells and pumping equipment and be familiar with the work in related trades such a mechanics and plumbers.

The Private Colleges Accreditation Board of Alberta, Canada, requires each private college with accredited degree programs to submit an annual report consisting of two parts: a Narrative and a Statistical Summary. This document contains instructions for completing both portions of the report. The Narrative focuses on programs, enhancement of teaching, accomplishments, progress on the strategic plan, and summaries of activity. The statistical report contains data on students, finances, learning resources, and staff. Changes made to the previous edition of these instructions are summarized for quick reference. The report contains 16 sample tables or forms. (SLD)

This document presents information about the apprenticeship training program of Alberta, Canada, in general and the auto body technician program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the apprenticeship and industry training committee structure; local apprenticeship committees; provincial apprenticeship committees; the Alberta Apprenticeship and Industry Training Board; safety education; legal and administrative aspects of safety; technical training establishment; procedures for recommending revisions to the course outline; the apprenticeship route toward certification as an auto body prepper, auto body refinisher, or auto body repairer; and an auto body technician training profile. The second part of the document presents the course outline for the following sections of the program: first period technical training (industry overview and regulations, component removal and installation, substrate preparation); second period technical training for refinishers (paint damage analysis and estimating, color matching of paint, application of finishes and topcoats, paint and related materials management); second period technical training for repairers (welding, nonstructural panel repair work, vehicle support systems); and third period technical training for repairers (body damage analysis and estimating, structural repair work, vehicle support systems). The times allotted for each of the topics to be covered in each course component are detailed. (MN)

This document presents information about the apprenticeship training program of Alberta, Canada, in general and the gasfitter program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the apprenticeship and industry training committee structure; local apprenticeship committees; provincial apprenticeship committees; the Alberta Apprenticeship and Industry Training Board; safety education; legal and administrative aspects of safety; the technical training establishment; procedures for recommending revisions to the course outline; the apprenticeship route toward certification; and a gasfitter training profile. The second part of the document presents the course outline for the following program sections: first period technical training for residential gasfitting (mathematics, blueprint reading, and basic sciences for gasfitting; gasfitting burners and combustion; gasfitting pipe installation; gasfitting theory and code interpretation; gas shop and lab work); second period technical training for residential and commercial gasfitting (mathematics; blueprint reading; theory and code interpretation; electrical theory; burners and combustion; gas shop and lab work); and third period technical training for gasfitting for commercial and industrial settings (calculations for gasfitters; theory and code interpretation; propane theory; electrical theory and electronics; refrigeration and air-conditioning; commercial/industrial gas burner controls and appliance control systems; troubleshooting and servicing; gas shop and lab work). The times allotted for each course component are detailed. (MN)

Intended for parents as a companion to the Alberta Curriculum Guides, this summary, in English- and French-language versions, uses an "at a glance" schematic to list the curricular goals for Grade 9 in Alberta. In addition to English language arts, mathematics, science, and social studies, goals cover health and life skills, physical education, optional subject areas (ethics, fine and performing arts, languages other than English, career and technology studies, environmental and outdoor education), and supports for learning, such as distance learning and an Integrated Occupational Program. The summary includes parent information on accessing additional information about the curriculum and learning resources, other languages that may be available at a child's school, and Web sites for additional information on education in Alberta. (HTH)

Intended for parents as a companion to the Alberta Curriculum Guides, this summary uses an "at a glance" schematic to list the curricular goals for Kindergarten in Alberta. In addition to English language arts and mathematics, the goals cover creative and cultural expression, physical skills and well-being, personal and social responsibility, and community and environmental awareness. The summary includes parent information on accessing additional information about the Kindergarten program, other languages that may be available at a child's school, and Web sites for additional information on education in Alberta. (HTH)

Intended for parents as a companion to the Alberta Curriculum Guides, this summary, in English- and French-language versions, uses an "at a glance" schematic to list the curricular goals for Grade 1 in Alberta. In addition to English language arts, mathematics, science, and social studies, goals cover health and life skills, physical education, optional subject areas (drama and languages other than English), and supports for learning, such as early literacy and special needs. The summary includes parent information on accessing additional information about the curriculum and learning resources, other languages that may be available at a child's school, and Web sites for additional information on education in Alberta. (HTH)

This document compiles 11 individual summaries of Catholic school curriculum standards in Alberta, Canada, for Kindergarten through grade 9 and senior high school. Intended for parents as a companion to the Alberta Curriculum Guides, the summaries use an "at a glance" schematic to list the curricular goals for each subject area. In addition to English language arts, mathematics, and science, subject areas include social studies, physical education, health and life skills, fine arts, and languages other than English, with variations depending upon grade level. Each summary also lists sources for additional information. (HTH)

Intended for parents as a companion to the Alberta Curriculum Guides, this summary, in English- and French-language versions, uses an "at a glance" schematic to list the curricular goals for Grades 10, 11, 12 in Alberta. In addition to English language arts, mathematics, science, and social studies, goals cover career and life management, physical education (for grade 10), optional subject areas (fine and performing arts, languages other than English, career and technology studies, environmental and outdoor education, physical education for grades 11 and 12), and supports for learning, such as distance learning and guidance and counseling. The summary includes parent information on accessing additional information about the high school curriculum, other languages that may be available at a child's school, provincial diploma examinations, and Web sites for additional information on education in Alberta. (HTH)

Intended for parents as a companion to the Alberta Curriculum Guides, this summary, in English- and French-language versions, uses an "at a glance" schematic to list the curricular goals for Grade 7 in Alberta. In addition to English language arts, mathematics, science, and social studies, goals cover health and life skills, physical education, optional subject areas (fine and performing arts, languages other than English, career and technology studies, environmental and outdoor education), and supports for learning, such as distance learning and special needs. The summary includes parent information on accessing additional information about the curriculum and learning resources, other languages that may be available at a child's school, and Web sites for additional information on education in Alberta. (HTH)

Intended for parents as a companion to the Alberta Curriculum Guides, this summary, in English- and French-language versions, uses an "at a glance" schematic to list the curricular goals for Grade 5 in Alberta. In addition to English language arts, mathematics, science, and social studies, goals cover art, music, health and life skills, physical education, optional subject areas (drama and languages other than English), and supports for learning, such as distance learning and special needs. The summary includes parent information on accessing additional information about the curriculum and learning resources, other languages that may be available at a child's school, and Web sites for additional information on education in Alberta. (HTH)

Intended for parents as a companion to the Alberta Curriculum Guides, this summary, in English- and French-language versions, uses an "at a glance" schematic to list the curricular goals for Grade 6 in Alberta. In addition to English language arts, mathematics, science, and social studies, goals cover art, music, health and life skills, physical education, optional subject areas (drama and languages other than English), and supports for learning, such as distance learning and special needs. The summary includes parent information on accessing additional information about the curriculum and learning resources, other languages that may be available at a child's school, and Web sites for additional information on education in Alberta. (HTH)

Intended for parents as a companion to the Alberta Curriculum Guides, this summary, in English- and French-language versions, uses an "at a glance" schematic to list the curricular goals for Grade 3 in Alberta. In addition to English language arts, mathematics, science, and social studies, goals cover art, music, health and life skills, physical education, optional subject areas (drama and languages other than English), and supports for learning, such as distance learning and special needs. The summary includes parent information on accessing additional information about the curriculum and learning resources, other languages that may be available at a child's school, and Web sites for additional information on education in Alberta. (HTH)

Intended for parents as a companion to the Alberta Curriculum Guides, this summary, in English- and French-language versions, uses an "at a glance" schematic to list the curricular goals for Grade 2 in Alberta. In addition to English language arts, mathematics, science, and social studies, goals cover art, music, health and life skills, physical education, optional subject areas (drama and languages other than English), and supports for learning, such as early literacy and special needs. The summary includes parent information on accessing additional information about the curriculum and learning resources, other languages that may be available at a child's school, and Web sites for additional information on education in Alberta. (HTH)

Intended for parents as a companion to the Alberta Curriculum Guides, this summary, in English- and French-language versions, uses an "at a glance" schematic to list the curricular goals for Grade 4 in Alberta. In addition to English language arts, mathematics, science, and social studies, goals cover art, music, health and life skills, physical education, optional subject areas (drama and languages other than English), and supports for learning, such as distance learning and special needs. The summary includes parent information on accessing additional information about the curriculum and learning resources, other languages that may be available at a child's school, and Web sites for additional information on education in Alberta. (HTH)

Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 9 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 9 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 9"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; and (9) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the senior high school (grades 10-12) curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Senior High School," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the high school curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Senior High School"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Career and Life Management"; (8)"Physical Education"; and (9) optional courses in Career and Technology Studies, Fine Arts, Physical Education, and Languages Other than English; the optional courses section also covers off-campus education and educational experiences outside of regular school programs. Sections on transitions from senior high school into work and further learning, and post-secondary education are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with answers to frequently asked questions and a one-page questionnaire requesting feedback on the handbook. (HTH)

Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 7 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 7 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 7"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; and (9) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 4 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 4 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 4"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; (9) "Art and Music"; (10) "Drama"; and (11) "Languages Other than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 8 curriculum in Alberta, Canada. Based on the Alberta Learning"Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 8 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 8"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; and (9) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)