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This curriculum was developed to support American Indian high school students in their transition from high school to postsecondary life. It provides a structured process and culturally relevant activities that can be led by either teachers, tribal elders, community members, or paraprofessionals. The curriculum is based on principles such as a belief in the resilience of American Indian youth and their communities and the awareness of sensitive topic areas. It is organized into four themes and within each theme into topical units and lesson plans (each approximately 30-60 minutes). The four themes are: (1) discovery; (2) framework; (3) choice; and (4) reflection. Units address the following topics: the first day, social supports, my family, my community, about me, responding to change, goal-setting, self-advocacy, problem-solving, organizational skills, communication skills, diversity awareness, vision, postsecondary education, career development, military training, and bringing it all together. Each lesson plan includes activity name, student outcome/s, portfolio placement, time frame, size of group, preparation, directions, discussion, closure, and additional suggestions, resources. Additional information includes a brief history of American Indian education and a chart showing Minnesota graduation standards. (DB)

This document describes a 1998 commissioning statute passed by the Minnesota legislature requiring that mechanical HVAC systems undergo an inspection process to uncover and rectify problems before or shortly after a school building is occupied. The document presents the statute, describes the commissioning/system-inspection process and optional full commissioning process, and discusses the system inspector. Appendices discuss the inspector's roles and responsibilities and qualifications, and offer a pre-functional checklist and functional test form. (EV)

This document is the 26th in a series that presents data on school districts in Minnesota in the areas of enrollment, staffing, and finance. Since 1994-1995, data has been presented as per average daily membership, but before that, weighted average daily membership was used. Increases in student enrollment in Minnesota began with the 1985-1986 school year and continued through 1999-2000, but at a reduced rate. Enrollment in 1998-1999 totaled 846,664 average daily membership. These students are enrolled in districts that vary greatly in size, but the 10 largest districts enrolled almost 30% of the state's public school students. The sections of this report are: (1) "Introduction"; (2) "Uniform Financial Accounting and Reporting Standards Sources of Expenditure Data Definitions" (3) "Trends and Patterns"; (4) "Definitions of Data Elements"; (5) "List of School Districts"; (6) "Map--Minnesota Counties and Development Regions"; (7) "Data for School Districts"; (8) "Data for Counties, Development Regions, and the State"; (9) "Data for Enrollment Size Groups"; and (10) "Summary Statistics." Sections 7 through 10 are in table form. (SLD)

This guide is a set of materials developed for use in adult education settings such as English-as-a-Second-Language (ESL) classes, community-based organizations, and parent groups for the purpose of helping immigrant parents see themselves as active participants in their children's learning. These materials are intended to meet the following goals: (1) to build on what people already know from their experience as parents and caretakers in their own countries; (2) to help parents restore their vision of themselves as first and primary teachers (something often lost in the immigration process); (3) to create opportunities for parents to explore similarities and differences between their new and native countries and to build bridges to link the two experiences; and (4) to encourage parents to define and keep values and traditions which are meaningful parts of their culture. This guide is divided into the following six modules: "Bridging Cultures"; "Schools Are Part of the Culture"; "Parents and Teachers"; "Discipline"; "Life at School"; and "Families." A "User's Guide" is also included. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)

This report focuses on the participation and performance of students with disabilities on the initial administration of Minnesota's Comprehensive Assessments (MCAs). The MCAs are criterion-referenced tests used for district accountability purposes and as tools for making decisions about curriculum and instruction. Assessments in mathematics and reading were initially administered to students in third and fifth grade in 1998 and 1999. The test of written composition was administered to fifth graders only. Results from the examination indicate: (1) school district participation across Minnesota included nearly 85 percent of third and fifth graders with disabilities; (2) participation rates of students across disability categories were similar in 1998 and 1999 with students with learning disabilities, with speech/language impairments, and with emotional/behavioral disorders participating at very high rates; (3) MCAs participation of students with moderate to severe impairments was the lowest of all disability categories at 4 to 9 percent; (4) performance of third graders across all disability categories averaged about 0.5 to 1 standard deviation below the expected mean; and (5) performance of fifth graders with disabilities averaged about 0.75 standard deviation below the expected mean. Appendices include federal requirements for assessment participation and allowable testing accommodations. (CR)

A follow-up study of the high school classes of 1997, 1998, and 1999 found Minnesota education faced peak enrollment numbers of 72,000-74,000, but numbers were projected to level off and decrease. Although graduating classes would remain predominantly white for the foreseeable future, the state was moving toward greater racial diversity, with students of color projected to reach 19 percent by 2008. The proportion of male and female students was expected to remain almost evenly divided. Females demonstrated considerably higher educational attainment. Family earnings were positively correlated with educational attainment and labor force participation. A majority of parents reported involvement in children's learning. Students showed a strong interest in experiential learning and rated teaching quality above average to excellent. Virtually all students participated in at least one work- or service-based learning experience. In the three years of the follow-up study, the proportion of Minnesota seniors who planned to work after graduating continued to rise. The almost universal aspiration (of 96 percent) was to attend college, but fewer than 30 percent actually did. While career aspirations were highly diverse, males and females tended to cluster around a few key fields, including teaching (most popular for females) and engineering (most popular for males). A majority of students rated goal setting as the most critical skill for meeting their fall plans. (The report also contains 51 figures, an overview of the study system, and research methodology.) (YLB)

This guide assists Minnesota school districts and libraries in technology planning by providing information for meeting the requirements for federal assistance through the Universal Service Fund E-rate program and gaining approval from the Minnesota Department of Children, Families & Learning. Fourteen technology plan criteria needing to be addressed for approval by the CFL are detailed. The following criteria are as follows: Executive leadership, organization, and partnerships; technology planning steering committee; overall organizational mission and technology vision statement; needs assessment to meet the technology vision statement; objectives for the use of technology to address needs; measurable benefits to stakeholders; policy and procedure development and revision; technology inventory; technology operations management requirements; technology support staff and skills; educational development and staff training; budget development and planning for funding; action plan; and evaluation and benefit analysis. Final comments address the submission of technology plans to the CFL, and provide a checklist for technology planning and a list of suggested Web resources that cover each of the guideline criteria. (GR)

Title I of the Elementary and Secondary Education Act mandates that state education agencies develop and implement an assessment system that allows for disaggregation of results at state, district, and school levels by gender, race, English proficiency, and migrant status. Schools receiving Title I funds must demonstrate "adequate yearly progress" in student progress. The purpose of this report is to examine data trends in Minnesota's Basics Standards Tests (BSTs), statewide tests of reading and math, for the years 1996-1999 for limited-English- proficient (LEP) students. Several observations are made, including the following: participation for LEP students in the Minnesota BSTs remains high; performance of LEP students remains low, with a persistent though narrowing achievement gap of 20-25% between LEP and non-LEP students; greater gains in mean percentages of items correct are being made by LEP students taking reading texts than math tests, which suggests English-as-a-Second-Language (ESL) teachers may be successful in teaching the reading skills needed on the BST; and, finally, the relative number of Minnesota LEP students taking advantage of test accommodations (i.e. extended testing times, translation of directions, special test settings, etc.) is low. Appendix A, data on "Accommodations and Translations Available to LEP Students on the Minnesota Basic Standards Tests of Math and Reading 1999," eight tables, four figures, and nine references are included. (KFT)

The fourth statewide administration of Minnesota's Basic Standards Tests in Reading and Mathematics took place in the spring of 1999. The first administration of the statewide Test of Written Composition for 10th graders also took place in 1999. Beginning with the class of 2000, students are required to pass these tests by the time they complete 12th grade in order to receive a high school diploma. This report examines the participation and performance of students with disabilities since the first statewide administration in 1996, across grades 8 through 11. Results from the examination indicate: (1) the participation of 8th grade students with disabilities on the 1999 Basic Standards Tests stands at 90 percent; (2) by 11th grade, over a fourth of the students with disabilities had not yet passed the tests and took them again, some for at least the fifth time; (3) the performance of 8th graders with disabilities has decreased slightly on the mathematics test across each of the 4 years of testing, with only 27 percent in 1999 passing; and (4) the passing rate for 8th graders with disabilities was higher on the reading test than the mathematics test. Appendices include federal requirements for assessment participation. (CR)

The central research question of this study is whether first-time scores for repeat limited-English-proficient (LEP) test-takers of Basic Standards Tests (BSTs), also known as "graduation exams," predict a passing score on the test the second time around. Three points are cautiously asserted: (1) 20% or fewer of LEP students who retook the BSTs passed, compared to 35% of all students passing the mathematics test and 52% of all students passing the reading test on the second attempt; (2) LEP students who scored below 64-68% on the reading test and below 66-69% on the mathematics test in 1997 had less than a 50% chance of passing the test in 1998; and (3) there was a small number of students who had very low scores on the first try in 1997, scoring 25% or fewer correct answers on the reading and math sections, who passed the BSTs on the second try in 1998. Although it is beyond the scope of this study, the apparently successful remedial instructional supports received by these students should be examined in greater depth. (Contains 10 tables, 4 figures, and 9 references.) (KFT)

This manual was designed to assist Minnesota's schools in minimizing the consumption of lead in drinking water by students and staff. It offers step-by-step instructions for testing and reducing lead in drinking water. The manual answers: Why is lead a health concern? How are children exposed to lead? Why is lead a special concern for schools? How does lead get into drinking water? How much lead in drinking water is too much? and What can be done to reduce lead levels in drinking water? This last question includes discussion of legal background and requirements, testing for lead in school drinking water, flushing taps, testing taps, flushing and retesting, other corrective actions, and reassessment. (Contains a glossary. Appendices contain a list of Minnesota laboratories certified to analyze lead in drinking water, and a lead testing record form. Also contains a list of other resources.) (EV)

This report highlights findings from the 1998 Minnesota Student Survey, administered to 3,791 voluntary participants, comparing students in alternative school settings with those in public schools. Alternative schools and area learning centers are high school diploma granting programs designed for students who are behind in their work, have dropped out of traditional programs, or need assistance with problems. Alternative school students were matched with randomly selected adolescents of the same gender and age. Comparison data is detailed in different sections of the report. Sections include information on the youth in the following areas: families and environment; psychological distress factors; sexual activity; school perceptions; and antisocial and illegal behaviors. The data revealed that the alternative education center students: (1) were more likely to believe that all their teachers were interested in them and that all teachers showed respect for students; (2) were disproportionately adolescents of color; (3) were more likely to have parents who abused substances; (4) were more likely, if they were female, to have a history of sexual abuse; (5) had a higher suicide rate; (6) had greater antisocial behavior; and (7) commonly used substances. The report includes six suggestions for improving services for adolescents, including incorporating their positive attitudes toward their teachers. (Contains 33 references.) (JDM)

This curriculum is designed to increase junior high and high school students' awareness of their own and other people's paradigms, and how those paradigms influence beliefs, interactions, and relationships. The lessons have been developed to foster ongoing learning in heterogeneous classroom communities that seek to understand and value diverse perspectives. The curriculum is divided into four units. Unit A, "My Perspective," focuses on understanding perspectives and where they come from. Unit B, "Other Perspectives," focuses on developing awareness of different perspectives. Unit C, "Accepting Others," emphasizes developing skills and attitudes for valuing different perspectives. Unit D, "Working Together," looks at applying perspective-taking skills to improve group decisions. Each unit comprises lessons which contain activities that include readings, discussions, group and individual reflections, cooperative learning groups, and individual assignments. Lessons also include reflection questions for the teacher or other adult facilitators to contemplate prior to presenting the lesson, as well as questions to reflect upon with the students. An adaptation section provides suggestions for lesson modification for students with disabilities. Another section discusses how the curriculum can be used to meet graduation standards. Sample letters are also provided to communicate with students' families on the curriculum. (Contains 13 references.) (CR)

This report provides an analysis and discussion of the participation and performance of eighth-grade students with disabilities on the 1996, 1997, and 1998 Minnesota Basic Standards Tests in Reading and Math. The data show significant increases in participation of students with and without disabilities. In particular, participation of students receiving special education services increased from 71 percent to 89 percent from 1996 to 1998 for the math tests, and from 69 percent to 89 percent from 1996 to 1998 for the reading tests. Students with a primary diagnosis of a learning disability had the highest participation rate in 1998, 97 percent, in both reading and math. The lowest number of participants included students with moderate to severe mental impairments. However, even this group, with participation of only 3 percent in 1996 and 1 percent in 1997, saw an increase of participation to 12 percent in 1998. The performance of students with Individualized Education Programs (IEPs) on the tests remained between 41 percent and 47 percent lower than that of students without IEPs. Appendices include federal requirements for participation in assessments and a list of allowable testing accommodations on the Basic Standards Tests. (CR)

The Preferred Future Worksheet is a planning tool that can assist school members or teams who are dealing with a school problem or issue. The worksheet has been designed to assist in analyzing the current situation, identifying a preferred future, and then creating a plan of action. Introductory material urges heterogeneous group membership and offers tips for facilitating the "preferred future" process such as: keep the group size under 10 members, assign roles within the group for effective facilitation of the process, and allow sufficient time (such as 2 hours) to complete planning sessions. The six steps of the process are then each briefly described: (1) define concerns and envision a preferred future (10 minutes); (2) identify strengths and barriers (15 minutes); (3) brainstorm strategies (25 minutes); (4) select possible strategies (20 minutes); (5) prioritize strategies (10 minutes); and (6) develop a plan (30-40 minutes). A blank worksheet is provided and followed by a completed sample resulting from a meeting of a group of school staff members to decide how to adapt curriculum/instruction to meet the needs of an increasingly diverse student body. (DB)

The Early Childhood Family Education (ECFE) is a program for Minnesota families with children from birth to the age of kindergarten enrollment. This booklet provides answers to common questions asked by individuals interested in the ECFE. The booklet's first section, "What Is Early Childhood Family Education," describes the model, while the second section, "What Happens in Early Childhood Family Education?" details the program components. The third section, "Who Participates in Early Childhood Family Education?" describes the importance of parental participation. The fourth section, "Why Start at Birth?" describes recent research concerning the importance of the first 3 years of life in child development. The fifth section, "Why Involve Parents?" describes recent research showing that early childhood programs are more effective with parental involvement. The sixth section, "Why Do We Need Early Childhood Family Education?" acknowledges the difficult nature of the parenting process and describes how the program seeks to help families succeed. The seventh section, "How Is ECFE Funded and What Does It Cost?" lists registration fees and funding sources. The eighth section, "Who Benefits from Early Childhood Family Education?" argues that all of society benefits from the program. The guide's final section provides quotations from past participants on their experiences with the program. (SD)

Intended for Minnesota legislators, this report compares special education requirements under Minnesota special education legislation and federal legislation. It is divided into two parts. Part 1 compares Minnesota special education law and federal special education requirements under the Individuals with Disabilities Education Act (IDEA). Part 2 deals with similar comparisons for Minnesota education rules. Each part of the report is page numbered independently. The first page of each part lists those laws or rules for which Minnesota requirements are consistent with the federal requirements. No further reference is made to those sections. Each page of the body of the report contains three columns: column 1 is the exact text of a state statute or rule; column 2 contains the citation for the matching federal requirement; and column three contains either a brief description of the difference or a statement that there is no analogue in the federal requirements. Provisions discussed include special education eligibility, procedural safeguards, Individualized Education Programs, mediation, and definitions. (CR)

The resource guide, developed by the ESL (English-as-a- Second-Language) Group of the Minnesota Literacy Training Network, contains useful classroom techniques and activities for teaching ESL. The ideas are both conventional and innovative, and support development of listening, speaking, reading, and writing skills. The first section lists activities found to be effective by ESL teachers. The second section contains ideas drawn from an ESL teacher education program. These two sections include ideas for: warm-up exercises; use of instructional technology; grammar elements (articles, prepositions, adverbs, verb tenses); craft activities; sentence reconstruction; vocabulary development exercises; personal stories; functional work English; echo reading; daily conversation; cloze exercises; telephone message comprehension; word games; realia use; student journals; video and other visual aids; cultural sharing; proverbs; biography poems; progressive story writing; group work; exercises using newspaper advertising; gardening; job interviews; making comparisons; and giving complements. The third section lists recommended ESL instructional materials, with titles, publishers, and general comments for each, and organized by skill level and skill. Dictionaries, instructor resources, and publishers' addresses are also included in this section. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

Developed by classroom teachers during the development phase of Minnesota's Graduation Standards, this performance package is made up of locally designed assignments that, taken together, show whether a student has learned and can apply the knowledge and skills related to dramatizing a story, fable, or folktale. It begins with reference to the particular content standard addressed in the package, the educational level of the package "partial primary"), and a summary statement of the content standard. It then describes the task associated with the student performances: create a group play, developing an animal character through movement, sound/rhythm, voice, costume, and props. It then offers specific statements from the standard regarding what students should know and should do, the products, task description, special notes, and feedback checklists for each task enumerated in the package. (RS)

Developed by classroom teachers during the development phase of Minnesota's Graduation Standards, this performance package is made up of locally designed assignments that, taken together, show whether a student has learned and can apply the knowledge and skills related to speaking to an audience or interact with a group. It begins with reference to the particular content standard addressed in the package, the educational level of the package (intermediate), and a summary statement of the content standard. It then describes the tasks associated with the student performances: (1) plan and complete three projects, serving in a different group role (group leader, materials coordinator, or general participant) for each project; and (2) prepare and give a demonstration to an audience. It then offers specific statements from the standard regarding what students should know and should do, the products, task description, special notes, and feedback checklists for each task enumerated in the package. (RS)

Developed by classroom teachers during the development phase of Minnesota's Graduation Standards, this performance package is made up of locally designed assignments that, taken together, show whether a student has learned and can apply the knowledge and skills related to interpret and evaluate complex works of music, dance, theater, visual arts, literature or media arts. It begins with reference to the particular content standard addressed in the package, the educational level of the package (high school), and a summary statement of the content standard. It then describes the tasks associated with the student performances: (1) in response to literature, write a journal entry, a poem, and perform two different oral interpretations of the same work; (2) write a literary analysis paper; (3) analyze narrative structure by drawing plot diagrams and storyboards for two different works; (4) develop a portfolio for each of two literary works that includes short essays about the reader's response, narrative structure, elements of fiction, the author's life, and critics' views; (5) write two analytical papers, one identifying the parallels between a literary work and another art form, and the other, the parallels between the literary work and nonfiction; and (6) create an anthology of fiction and nonfiction to explore questions of what story is and what the value of story is. It then offers specific statements from the standard regarding what students should know and should do, the products, task description, special notes, and feedback checklists for each task enumerated in the package. (RS)

Developed by classroom teachers during the development phase of Minnesota's Graduation Standards, this performance package is made up of locally designed assignments that, taken together, show whether a student has learned and can apply the knowledge and skills related to comprehending, interpreting, and evaluating information in fictional reading, viewing, and listening selections. It begins with reference to the particular content standard addressed in the package, the educational level of the package (middle schools), and a summary statement of the content standard. It then describes the tasks associated with the student performances: (1) develop and maintain a vocabulary log; (2) develop and maintain a fiction journal; (3) read a story or novel, create a "travel guide" to the fictional world of the story/novel, and write a sequel to the story/novel; and (4) read a novel and review it, basing evaluation on prescribed criteria. It then offers specific statements from the standard regarding what students should know and should do, the products, task description, special notes, and feedback checklists for each task enumerated in the package. (RS)

Developed by classroom teachers during the development phase of Minnesota's Graduation Standards, this performance package is made up of locally designed assignments that, taken together, show whether a student has learned and can apply the knowledge and skills related to writing a short story for a variety of academic and technical purposes, situations, and audiences. It begins with reference to the particular content standard addressed in the package, the educational level of the package ("partial middle"), and a summary statement of the content standard. It then describes the tasks associated with the student performances: (1) complete several narrative writing exercises; (2) develop a plan for a narrative (short story); and (3) write a narrative (short story). It then offers specific statements from the standard regarding what students should know and should do, the products, task description, special notes, and feedback checklists for each task enumerated in the package. (RS)

Developed by classroom teachers during the development phase of Minnesota's Graduation Standards, this performance package is made up of locally designed assignments that, taken together, show whether a student has learned and can apply the knowledge and skills related to comprehending, interpreting, and evaluating information from a variety of nonfiction formats in reading, viewing, and listening. It begins with reference to the particular content standard addressed in the package, the educational level of the package (middle), and a summary statement of the content standard. It then describes the tasks associated with the student performances: (1) develop and maintain a nonfiction journal; (2) map main ideas and supporting details as well as identify fact and opinions in nonfiction selections; (3) interpret graphics in nonfiction selections; (4) compare and contrast information in different nonfiction selections and identify differences in points of view of the authors; and (5) use structural organizers within the selections to aid comprehension. It then offers specific statements from the standard regarding what students should know and should do, the products, task description, special notes, and feedback checklists for each task enumerated in the package. (RS)

Developed by classroom teachers during the development phase of Minnesota's Graduation Standards, this performance package is made up of locally designed assignments that, taken together, show whether a student has learned and can apply the knowledge and skills related to writing short stories and letters for a variety of academic and technical purposes and audiences. It begins with reference to the particular content standard addressed in the package, the educational level of the package (intermediate), and a summary statement of the content standard. It then describes the tasks associated with the student performances: (1) write three short stories based on direct observation or experience; and (2) write three formal letters. It then offers specific statements from the standard regarding what students should know and should do, the products, task description, special notes, and feedback checklists for each task enumerated in the package. (RS)

Developed by classroom teachers during the development phase of Minnesota's Graduation Standards, this performance package is made up of locally designed assignments that, taken together, show whether a student has learned and can apply the knowledge and skills related to writing for a variety of academic and technical purposes, situations, and audiences. It begins with reference to the particular content standard addressed in the package, the educational level of the package ("partial middle"), and a summary statement of the content standard. It then describes the task associated with the student performances: write a persuasive essay, article, letter, or editorial It then offers specific statements from the standard regarding what students should know and should do, the products, task description, special notes, and feedback checklists for each task enumerated in the package. (RS)

Developed by classroom teachers during the development phase of Minnesota's Graduation Standards, this performance package is made up of locally designed assignments that, taken together, show whether a student has learned and can apply the knowledge and skills related to writing and speaking for a variety of academic and technical purposes. It begins with reference to the particular content standard addressed in the package, the educational level of the package (primary), and a summary statement of the content standard. It then describes the tasks associated with the student performances: (1) teach a skill or activity by writing directions and using illustrations as visual aids; (2) write a fictional story based on a personal experience; (3) write a report; and (4) participate in a panel discussion, making a short presentation and responding to audience questions. It then offers specific statements from the standard regarding what students should know and should do, the products, task description, special notes, and feedback checklists for each task enumerated in the package. (RS)

Developed by classroom teachers during the development phase of Minnesota's Graduation Standards, this performance package is made up of locally designed assignments that, taken together, show whether a student has learned and can apply the knowledge and skills related to comprehending technical information from documents or electronic media and writing for a variety of academic and technical purposes. It begins with reference to the particular content standard addressed in the package, the educational level of the package (middle school), and a summary statement of the content standard. It then describes the tasks associated with the student performances: (1) read, summarize, analyze, and critique the directions for several laboratory experiments; (2) apply directions, implement laboratory experiments, and analyze the directions for those experiments; and (3) write directions for laboratory experiments. It then offers specific statements from the standard regarding what students should know and should do, the products, task description, special notes, and feedback checklists for each task enumerated in the package. (RS)

Developed by classroom teachers during the development phase of Minnesota's Graduation Standards, this performance package is made up of locally designed assignments that, taken together, show whether a student has learned and can apply the knowledge and skills related to constructing and delivering speeches in the English language for a variety of purposes and audiences. It begins with reference to the particular content standard addressed in the package, the educational level of the package (high school), and a summary statement of the content standard. It then describes the task associated with the student performances: construct and deliver three public speaking presentations--each presentation must be developed for a different purpose and audience. It then offers specific statements from the standard regarding what students should know and should do, the products, task description, special notes, and feedback checklists for the task enumerated in the package. (RS)

Developed by classroom teachers during the development phase of Minnesota's Graduation Standards, this performance package is made up of locally designed assignments that, taken together, show whether a student has learned and can apply the knowledge and skills related to creating, interpreting, and evaluating a variety of artistic expressions. It begins with reference to the particular content standard addressed in the package, the educational level of the package ("partial intermediate"), and a summary statement of the content standard. It then describes the tasks associated with the student performances: (1) discover and record story elements from an existing piece of literature; (2) create a character autobiography and complete a character interview; and (3) create script and performance. It then offers specific statements from the standard regarding what students should know and should do, the products, task description, special notes, and feedback checklists for each task enumerated in the package. (RS)

Minnesota's Interagency Early Childhood Network, which includes representatives of early childhood, family, and health-related programs from four state agencies, developed this set of outcomes and indicators measuring the well-being of children and families. The outcomes and indicators are designed to be a source for community programs that focus on young children and their families. They can serve as benchmarks of progress to: (1) guide discussions with state and local policymakers, potential funders, and community members; (2) enhance existing programs and services by providing a focus for evaluating progress in meeting community priorities; and (3) promote healthy and child-focused communities. Seven outcomes (broad statements of intent) are listed, and several indicators (quantitative or qualitative measures of the extent to which the outcomes are being achieved) are given for each outcome. The outcomes are: (1) families and communities provide a safe and stable environment for their children; (2) families are supported by their communities; (3) families have adequate economic resources to appropriately provide their children; (4) children and families are healthy and well nourished; (5) parent and child relationships are positive and nurturing; (6) all children and their families have access to quality early childhood care and education; and (7) children reach their individual development potential. (EV)

This guide was designed as a reference for school administrators in special education and transportation to help them in arranging for and providing special transportation for students with disabilities. The guide has four chapters that examine: (1) questions often asked about a school district's responsibility for special transportation; (2) situations where education or transportation variables sometime obscure clear understanding of school-district responsibility for providing the education program or special transportation; (3) funding of special transportation, including a variety of examples; and (4) resource personnel who can be contacted within the Minnesota Department of Children, Families and Learning, or the Department of Public Safety. Some of the topics addressed include helping students on and off the bus, length of time on the bus, revocation of bus privileges, day care, use of parent's personal vehicle, selecting special bus equipment, modifying vehicles with federal funds, age limit of school buses, wheelchair orientation and tie-downs, and public transportation. Other topics include early childhood concerns, homeless students, transition programs, care and treatment, charter schools, Minnesota Academies, nonpublic schools, eligibility for aid, reporting examples, vehicle inspections, special-education program compliance, and transportation safety. A glossary of terms, titles, and acronyms appears at the end of the guide. (RJM)

Developed by classroom teachers during the development phase of Minnesota's Graduation Standards, this performance package is made up of locally designed assignments that, taken together, show whether a student has learned and can apply the knowledge and skills related to writing in the English language for a variety of technical purposes, situations, and audiences. It begins with reference to the particular content standard addressed in the package, the educational level of the package (high school), and a summary statement of the content standard. It then describes the tasks associated with the student performances: (1) write a report or a proposal; and (2) maintain a file of correspondence and write a section of a reference manual. It then offers specific statements from the standard regarding what students should know and should do, the products, task description, special notes, and feedback checklists for each task enumerated in the package. (RS)

Developed by classroom teachers during the development phase of Minnesota's Graduation Standards, this performance package is made up of locally designed assignments that, taken together, show whether a student has learned and can apply the knowledge and skills related to comprehending, interpreting, and evaluating complex information. It begins with reference to the particular content standard addressed in the package, the educational level of the package (high school), and a summary statement of the content standard. It then describes the task associated with the student performances: survey information about an issue affecting youth, collect notes in a reading file, and prepare an overview of the issue. It then offers specific statements from the standard regarding what students should know and should do, the products, task description, special notes, and feedback checklists for each task enumerated in the package. (RS)

Developed by classroom teachers during the development phase of Minnesota's Graduation Standards, this performance package is made up of locally designed assignments that, taken together, show whether a student has learned and can apply the knowledge and skills related to developing an implementing a plan to start a business or an organization. It begins with reference to the particular content standard addressed in the package, the educational level of the package (high school), and a summary statement of the content standard. It then describes the task associated with the student performances: research, write and present a business plan It then offers specific statements from the standard regarding what students should know and should do, the products, task description, special notes, and feedback checklists for the task enumerated in the package. (RS)

Developed by classroom teachers during the development phase of Minnesota's Graduation Standards, this performance package is made up of locally designed assignments that, taken together, show whether a student has learned and can apply the knowledge and skills related to creating and performing original artistic presentations. It begins with reference to the particular content standard addressed in the package, the educational level of the package (high school), and a summary statement of the content standard. It then describes the tasks associated with the student performances: (1) write, direct, and stage three dramatic scenes; (2) create and maintain a playbook (an informal record of playwrighting ideas and related information); (3) create two play drafts and a final working script; and (4) provide an explanation of the playwrighting process. It then offers specific statements from the standard regarding what students should know and should do, the products, task description, special notes, and feedback checklists for each task enumerated in the package. (RS)