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Alcohol and other drug abuse (AODA) affect every segment of our society. This publication reports the progress Wisconsin school districts have made toward providing programs that address these problems. The report opens with a statement of the problem and a description of Wisconsin's model for treating these abuses. Investigators evaluated district programs using the model as a standard. Data from previous years allowed comparisons indicative of progress within a district. Periodic surveys of Wisconsin students confirm that alcohol and other drugs posed a problem for rural, urban, and suburban youth. To face the depth and complexity of these problems requires a unified, cooperative, strategic, and comprehensive program. Also required is a valuation program to determine the efficacy of efforts. Wisconsin's Comprehensive AODA Program Checklist provides school districts statewide with a uniform self-assessment instrument to measure the degree to which they have achieved their goals in comprehensive AODA programming. This report furnishes an analysis of the data accumulated by the school districts and lists various resources available to each district. Thirteen appendices supply graphs of select items, summaries of item averages for the 1992-93 AODA program checklists, year-to-year comparisons, and a list of program facilitators. (RJM)

This document presents a guide to help students, who are entering the ninth grade, and their parents prepare for the transition from middle school to high school. The booklet is organized around a series of questions that students might ask themselves as they begin to plan for their high school careers. Each question is considered and discussed to help students make the appropriate decisions. Students are advised to consider what they might like to do as a career when they finish school, what basic skills they will need, whether they are learning the right things to help them in the future, and what courses they are required to take and what other courses might be useful to them. A section on subject areas offered in high school defines 17 possible subject areas, including agricultural education, computer education, English and language arts, mathematics, science, and technology education. A section on job areas that may be of interest to students lists example of jobs in each of the 14 general job areas defined by the U.S. Department of Labor. A grid is included to help students identify which subject areas in high school will help be useful to specific job areas. Three resources are listed for students desiring further information. (NB)

Pupil personnel service (pps) workers, who devote most of their efforts to the humanistic aspects of education, have shown reluctance toward embracing a performance model of accountability. Nevertheless, pps workers realize that a good system of accountability is intrinsically necessary as well as desirable. Some guidelines for developing an accountability system for pps as part of the total educational enterprise are provided. Some of the basic elements of accountability are discussed and their application to a school system or district program of pps and to programs at the school level are described. This general discussion is followed with brief illustrations designed to clarify the procedures previously discussed. These illustrations are not be be interpreted as an organizational model for pps. Nor are the elements of accountability discussed here intended to be a blueprint for an accountability system. Each pps administrator will want to adopt the principles and procedures described here to his own circumstances and needs--expanding, condensing, or modifying them as necessary. (Author/RC)

The report (in working draft form) of the Connecticut Task Force on Curriculum for the Gifted and Talented summarizes three theoretical models for curriculum planning, gives an overview of elementary and secondary curricula currently being used in Connecticut school districts, and provides an annotated bibliography on curriculum development. Stressed is a view of curriculum which includes both product and process variables in a differentiated curriculum. Explained with examples are the application to curriculum for the gifted on the following models: J. P. Guilford's Structure of Intellect model, the Taxonomy of Educational Objectives developed by B. Bloom, and the Cognitive-Affective interaction model of F. Williams which identifies key pupil behaviors, teacher behaviors, and curriculum content. Briefly described are curricula currently being used in approximately 25 Connecticut school districts including district-wide, regional, arts-oriented, academic, semi-separated, consultative, well-established, and pilot programs. Lists of materials being used in the programs are provided. The final section consists of an extensive bibliography on curriculum development including an annotated listing of approximately 45 curriculum materials or articles on curriculum development, and approximately 30 abstracts of selected materials. (DB)

The report focuses on a preservice and inservice Diversified Occupations (DO) training program to prepare teachers in vocational and practical arts education for educable mentally retarded (EMR) high school pupils. Described are the following topics: program context (which emphasized DO programs in 15 area vocational centers); program goals and activities (such as identification and training of personnel); selection of instructional content (as outlined in a teaching competencies checklist); instructional units (with two sample lectures provided); delivery system development, including workshops and Learning Activity Packages (LAPS); implementation of undergraduate and graduate course concentrations in DO; research on problems such as the development of instructional materials for EMR adolescents; and project evaluation. A major portion of the document is in the form of appendixes such as a lecture on understanding the mentally retarded, a sample LAP which contains directions for constructuring a silk screen, and a letter about slides which teach woodworking techniques. (LH)

During the spring of 1973, an indepth survey of the status of pupil personnel services in New York school districts was conducted as part of the State Education Department's regular program for such studies. The survey was a cooperative effort of the Division of Pupil Personnel Services, the Bureau of Educational Data Systems, and the Bureau of Statistical Services. This primarily statistical report summarizes the results of the survey and is concerned with the management of pupil personnel services. It should be useful to local school officials in contrasting their programs with others around the State. (Author)

Described is Connecticut's comprehensive model for the education of the gifted and talented. Discussed are the following basic program components: state legislation and funding to provide reimbursement to local school districts for special programs or services, full-time consultative leadership in programming for the gifted and talented, and a coordinated professional development component encompassing preservice and inservice training as well as advanced graduate study. Also provided are an historical perspective of Connecticut programs for the gifted and a brief listing of informational resources. (LH)

The papers included in this monograph are related to or are an outcome of a three-year demonstration project undertaken by the Jane Addams School of Social Work, University of Illinois at Urbana-Champaign. The project's purposes were to define a role for school social workers in school-community-pupil relations and the concomitant tasks and responsibilities in such a role; to identify the theory and knowledge base necessary for such social work practice; to develop a training program for a school social work specialist in school-community-pupil relations; and to evaluate the process and outcomes of the project. The model of school social work practice developed by this project differs substantially from traditional models because of the following reasons: (1) school conditions and practices that bear adversely on low income and minority students; (2) community conditions that increase the alienation of students and parents from existing schools and social institutions; (3) lack of role clarity among professional pupil personnel workers; and (4) failure to update pupil personnel services to be responsible to the current needs of students. The articles review: (1) the history of school social work; (2) the development of a new model for school social work; (3) the use of change in existing school-community-student relationships; and (4) future directions for school social work. (Author/HLM)

This study is a pioneer effort to bring together the theory of counselor education, implementation of counselor role in the schools once a person is employed and the evaluation of his/her effectiveness with others. It is an extensive research project studying both the elementary and secondary school counselor the study sought to examine the value of providing on-the-job consultation to a recently trained group of counselors from each of four institutions. It included identification of the four counselor education objectives and the proposed time to be spent by the trained counselor across a set of functions if he were implementing the training model. The analysis included a study of functions performed by counselors; professional staff perceptions of guidance functions and relationships; personality factors of counselors and their relationship to selected guidance outcome variables. On the basis of this three-year project, the authors offer a number of recommendations for increasing the relevance and effectiveness of counselor education programs. These include: emphasis on the counselor's role as consultant to parents, teachers and administration; additional research on influence of on-site consultation; increased training in psychological education; and development of better procedures for career guidance training. (NG)

During fiscal year 1975, 4 school attendance centers were operated: (1) Migrant Action Program, Mason City; (2) Reinbeck Community, Reinbeck; (3) Muscatine Community, Muscatine; and (4) Muscatine-Scott County, serving Muscatine and West Liberty schools. Although each local educational agency (LEA) approached the migrant child's educational problems differently, the individualized instruction concept was central in all programs. There were 229 migrant children served during the year. Standardized testing, Migrant Student Record Transfer System printouts, and teacher judgement determined the grade level instructional activities. Normal age-grade criteria was used for grade classification during the regular school term; during the summer, instructional grouping was established by attainment level with the actual age range limited to a 3-year differentiation. Although summer programs were integrated with the regular Title I summer programs in the morning, afternoon sessions were for migrant children only and included such enrichment activities as art, swimming, field trips, and club activities. Coordination with other program concerned with the migrant's problems was maintained. Each LEA provided inservice training for their entire migrant program staff. Each LEA reported that the migrant educational program was successful. This report includes the Muscatine Community School evaluation report to show in more detail the LEA perspective in migrant education. (NQ)

The Chicago Satellite, as a member of the EPDA Midwest Center Consortium, sought to create the EPDA's "New Professional" by retraining in-service teachers and school staff.The University of Illinois at Chicago Circle's College of Education and the Department of Educational Psychology at the Urbana campus are working in conjunction with Chicago School District #9 and the Midwest Center at Indiana University to develop and test a model aimed at improving the educational atmosphere of a large inner city high school. A collaborative project was conceived wherein the universities, school district, and community get together to find new ways of cooperative planning which would produce classrooms and curricula that would meet the needs of their students. The model employed attempts to train a new professional able to serve the student client as well as the system client. The major objectives were: (1) development of new degree programs at the university level, (2) development of experimental pilot courses which could identify and teach newly needed skills, and (3) development of courses related to the practical problems of inner-city schools. A second set of objectives included organizational development, staff development, and program development. The fully-developed program was shown to have considerable impact. (Author/NG)

As one component of the Midwest Center/Consortium for Planned Change, the Ohio Satellite aimed at making public schools aware of the need for the structuring of a fully-functioning guidance program, with teaming as a viable change and problem-solving process. A third goal was the recruitment of minority group members as "new professionals," to work in Black urban settings. In working toward this goal, the Ohio Satellite operated in three directions: (1) seeking to improve the counselor education program at Ohio State University, which was achieved by adding four new courses to the basic counselor training program, and requiring counselor trainees to have continuous field experience; (2) operationalizing a collaborative decision-making model in relation to a fully functioning guidance program, which took the form of a modeling process wherein team leaders were trained, and workshops were held; (3) developing a process for assisting the faculties of target schools in using the "teaming" model within daily operations. The Ohio Satellite established a demonstration site for testing and operationalizing guidance as an institutional function in a public school setting, as well as developed a field experience program which gained the acceptance of those responsible for the counselor education program at Ohio State University. (Author/SE)

As part of the Midwest Center/Consortium for Planned Change, the University of Louisville School of Education and the Louisville Public Schools designed a program for the training of a "new professional" to help alleviate problems of inner-city students. Main goals of the program were: (1) to improve the competence of pupil personnel workers by helping them understand the culture, value system, and community standards of the clients being served, and help them improve their skills in consulting with parents; (2) to increase the effectiveness of the pupil personnel staff by providing an opportunity for personal growth and development through group interaction experiences; (3) to develop an effective model for the operation of a Pupil Personnel Team in individual schools; (4) to develop a model for the resolution of staff and administrative problems; and (5) to redefine the role of counselors, whereby they become consultants to teachers as well as counselors to students. Parents of students were actively involved in the program. Pupil personnel workers enrolled in the university to take courses and participated in several workshops organized to realize the goals stated. Most of the major goals of the program were realized. (Author/SE)

The primary goal of the School-Community-Pupil (SCP) Project at the Jane Addams School of Social Work at the University of Illinois, Urbana was to train a new kind of professional school social worker who would work to improve the way school systems respond to children, particularly minority children. The SCP Project was based on the hope that with training and directed practice, the interns could be of help to the school districts in which they worked at the same time that they were learning about school social work. To this end, evaluative information kept project faculty informed of program strengths and weaknesses and encouraged revision of course content and internship plans as needed. The academic courses emphasized planned change in institutions. Instructors prepared students to identify school situations which were, or might become, problem situations for children, such as desegregation, ability grouping, and antisocial behavior. Working with the school administrators, field supervisors, and social workers, the student interns applied problem-solving techniques learned in class to actual school situations. With administrative sanction, then, student interns were encouraged to contact teachers, pupils, psychologists, and parents in their efforts to alleviate problem areas. Over an experimental period of three years, the SCP model was practiced by 52 interns in school systems in Illinois. The results of the program evaluation indicate that the SCP approach to school social work should be continued. (Author/NG)

Recognizing the need for improved, more flexible, more reality-based training for pupil personnel workers, the Division of Foundations and Human Behavior, Indiana University, in conjunction with the Department of Counseling and Guidance, formed a relationship with the Indianapolis Public Schools in order to seek out methods of improving PPS training. A major goal of this Satellite Project was to bring together university staff, parents, and teachers for the purpose of collaborative planning and programming. The Satellite operations formally extended over three project years. During the first year the goals of the target communities, schools, and university were defined and synthesized. Needs of the schools and communities began to be assessed (and continued to be throughout the project). From the needs assessment came the development of training modules for university students, community persons, and school staff members. These efforts dominated the activities of the second year. In the final project year the training programs continued, but greater emphasis was placed upon institutionalizing desirable changes at school, university, and state educational levels. Dissemination of project findings and evaluations then began. Key features of the Satellite project were; (1) collaboration and planned systems change, (2) learning by doing, (3) competency-based learning, and (4) incorporating an inner-city counseling program with an attending course of study. The program had considerable impact. (Author/NG)

Presented is a revised working draft of Connecticut's 5-year (1975-1980) state plan for the identification and education of the gifted and talented (GT). Briefly discussed in the first three sections are an overview and position statement (concerning legislation, administration and personnel); projected needs assessment; goals, objectives, and implementation strategies (such as planning inservice training programs, collecting and evaluating data on effective programing for GT students, and securing needed funding and technical assistance). (LH)

Presented is a model plan for inservice training of professional personnel who work with gifted and talented children in Connecticut. Discussed are such aspects as basic philosophical assumptions regarding the use of human resources, teaching strategies, and background knowledge; and the design and implementation of inservice training programs (including needs assessment, evaluation, and coordination). An instrument to aid local school districts in evaluating current and proposed inservice training programs is described, and an explanatory chart and sample assessment forms are provided. (LH)

Described is the establishment in New York City of a center for multiply handicapped children. In addition to a project summary, provided are twenty-five selections written by various staff members which focus on such topics as the role of the special education coordinator; selection, intake screening, and evaluation; the medical program; the role of the paraprofessional; experiences of a student teacher; taxonomic instruction; review of reading materials; adaptation of a social learning curriculum; speech and language programs; a class tribute to Dr. Martin Luther King; music activities; puppetry; the roles of social workers, guidance counselors, physical therapists and occupational therapists. (CL)

The paper discusses the various problems related to the current concerns with nonbiased assessment, with particular emphasis on the placement of minority group students in classes for the mildly retarded. Sections address the following topics: special education litigation; underlying issues in court cases (including the meaning of IQ test results, labeling effects, and effectiveness of special education); legislation requiring nonbiased assessment; differing conceptions and empirical results regarding bias in tests; prerequisites to implementation of nonbiased assessment procedures (including multidisciplinary contributions, outcomes criteria, and placement options and effective programs); and specific changes in assessment procedures (such as minimizing the risk of classfication). Among suggestions are that efforts be continued to insure that assessment procedures result in positive benefits for individuals, that the idea of multifactored assessment be implemented, and that nonbiased assessment be viewed as a process rather than a set of instruments. Appended materials include the Guadalupe court decision, P.L. 94-142 (Education for All Handicapped Children Act) rules and regulations regarding assessment and placement procedures, the Northeast Regional Resource Center outline of the nonbiased assessment process, and a rough draft of special education assessment procedures. (SBH)

A study involving 231 principals, 155 school psychologists, 155 special education teachers, and 216 regular education teachers was conducted to investigate Ss' expectations regarding their own and others' roles in the team serving handicapped students. Members indicated whether or not each activity from a list of 25 was appropriate to their role and/or to each of the three other roles. Results indicated that there was intra- and interrole ambiguity about what activities were appropriate for each of the four target roles. Administrative implications of the findings, including role clarification and improved participation of multidisciplinary team members, were considered. (SBH)

This study discusses latent trait theory applications to test item bias methodology. A real data set is used in describing the rationale and application of the Rasch probabilistic model item calibrations across various ethnic group populations. A high school graduation proficiency test covering reading comprehension, writing mechanics, and mathematics was administered to 1,042 white and 11,441 black students in a large west coast school district. Using UCON estimation procedures for item difficulties, item plots for each ethnic group by the three separate subtests were prepared. The derivation of acceptable tolerance limits is described and applied to the current data set, wherein a biased item is revealed. The mathematics are given although their derivation is not described except when required for completeness. (Author/BW)

This report is presented in compliance with Chapter 73-235, Laws of Florida, and the Guidelines for Placement Services and Follow-up Studies, State Department of Education, which requires school districts to provide placement and follow-up services to all students who graduate from or leave the school system. The information contained in the report emanates directly from placement and follow-up activities conducted and reports submitted by occupational and placement specialists assigned to senior high schools and vocational adult centers. The report is presented in two major sections--Placement and Follow-up. The section dealing with placement describes the mechanics by which placement services have been provided as well as the results attained by placement specialists assigned to each high school. The section dealing with follow-up describes the procedures by which the follow-up instrument was developed, the survey population was identified, and the survey was administered, tabulated and analyzed. This report can serve as a guide to other school systems wishing to undertake a similar follow-up of its students. (Author)

This report describes the first year of a 3-year transitional bilingual program for Chinese, Japanese and Korean middle school students in the Torrance Unified School District. The program focused on four specific areas: student instruction, staff development, materials, and parent involvement/education. Project students, once identified, were served by a school staff that included English as a Second Language, social science and science teachers, and bilingual instructional assistants. Students were tracked in the areas of retention, attendance, and placement in special programs, and records of student work were kept. Materials had been located, developed, or were under development for all languages, and staff underwent specialized inservice training. Certain objectives of the program, however, had not been attained--more progress was needed in the areas of cultural events, increasing and measuring student self-esteem, and informing parents of school activities. (JL)