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The McKinney-Vento Homeless Assistance Act, reauthorized as Title X, Part C, of the No Child Left Behind Act, requires schools to enroll homeless students immediately, even if they do not have the documents normally required for enrollment such as school records, medical records, proof of residency, or others. Unfortunately for many homeless students on the move, incomplete records often result in classroom/curriculum placements that promote frustration and result in failure. This document offers teachers, school counselors, and other school personnel valuable tools and information to assist in making sound educational decisions for immediate placement of homeless children and youth in appropriate classroom settings.

This publication concentrates on assessments that occur on a day-to-day basis within the science classroom. Such classroom assessments constitute an ongoing process in which teachers and students interact to promote enhanced student learning. This process involves using a variety of assessment strategies and tools to collect information about student learning and then using the data collected to diagnose learning problems, monitor student progress, or provide meaningful and timely feedback to students. Therefore, the main purpose of this publication is to promote an assessment process that enhances student achievement in science. Specifically, this publication was produced to help teachers: (1) clarify science learning targets for their students; (2) understand the range of assessment methods available to teachers and explore the alignment of these methods to learning targets; (3) analyze assessment information to determine individual student learning needs; (4) modify instructional and/or assessment practices to enhance student learning; and (5) reflect on current grading practices and determine if current methods accurately portray student achievement. (Contains 49 figures.)

Educational systems promote student growth in a variety of dimensions. Basic content knowledge can be effectively assessed with multiple-choice and completion tests. However educational reforms have become more concerned with higher-order cognitive dimensions (problem-solving, creativity), social dimensions (communication skills, ability to work in groups) and other dimensions (life-long learning). While they are objective and efficient, traditional assessment measures may not serve these kinds of goals as well as other types of measures. Before we can choose an accurate, efficient method of assessment, we must clearly understand the goals of science instruction. Do these goals encompass only the basic memorization of facts? If so, our traditional methods may be sufficient. If we wish to institute a science program that encourages dimensions that go beyond these basics, we will need to develop a repertoire of additional assessment methods. The organization of this manual is intended to aid teachers in developing expertise in identifying learning goals, choosing assessment methods, and communicating assessment results in such a way that student performance is enhanced. [This report was produced by the SERVE Center at the University of North Carolina at Greensboro. For previous edition, see ED363622.]

A survey of 3,600 teachers by the National Center for Early Development and Learning (Pianta et al., 1999; NCEDL, 1999) found that teachers were concerned about children's transitions to school. Teachers reported that almost half (48 percent) of children entering kindergarten had moderate or serious problems adjusting to the new experience. These findings suggest that many children would benefit from additional support and resources during this period of transition. In order to address this critical need, SERVE has developed a set of training materials called "Planning for Terrific Transitions: A Guide for Transition-to-School Teams" to help all stakeholders effectively plan, implement, and evaluate their transition process. Topics include forming a comprehensive transitions team, conducting a needs assessment, conducting focus groups, and evaluating goals and strategies. The training focuses on a five-step transition improvement process that teams will use to begin improving their own transition systems. After the training, teams will continue their transitions improvement work and complete each step in the process. Materials for use "back on the job" are included in the participant's manual.

Teacher Growth and Assessment (TGA) is a comprehensive teacher evaluation system that includes structures for both accountability and professional growth, taking teacher evaluation to a new level. TGA provides the opportunity to use teacher evaluation data to plan professional development, involve teachers in self-assessment, and structure activities around expectations of performance. This is accomplished through two complementary phases: (a) summative and (b) formative. The summative phase establishes the process for accountability that ensures overall competency of the classroom teacher while also acknowledging those who meet or exceed state teaching standards within specific areas. Why engage in teacher evaluation? An effective system of teacher evaluation properly implemented can be a principal?s most powerful tool in fulfilling the role of instructional leader. The intent of this system of teacher evaluation is to provide principals with a tool to increase their own instructional leadership skills while guiding teachers in improving their practice.

This training is designed to help learners improve their transition processes through more effective planning, implementation, and evaluation. By the end of training, participants should be able to: (1) form a comprehensive transition team; (2) initiate a needs assessment process; and (3) explain how to conduct a focus group; (4) initiate a transition plan; (5) explain their role in transition implementation; and (6) plan for the evaluation of their transition goals and strategies. For much of this training, participants work as teams, bringing their own transition issues and needs to the training. The work in class will center on a five-step transition improvement process that teams will use to begin improving their own transition systems. The process takes into account the unique challenges of collaborating with a diverse set of team members, including early childhood staff, elementary staff, and parents. Back on the job, teams will "pick up" where this training leaves off, continuing their transitions improvement work and completing each step in the process. There are five modules, or "sessions," included in this training. Each session provides information gleaned from the transitions literature, opportunities for discussion, and practice exercises to help participants improve their transition programs on the job. By the end of training, participants will have several working documents to take back to the job for completion.

The purpose of this handbook, is to assist teachers in assessing their students in reading, regardless of the grade level or subject they teach. It is intended as a starting point on the journey to helping students become effective readers, regardless of the material they are reading. SERVE, one of the Regional Educational Laboratories, has adapted this handbook from the North Carolina Department of Public Instruction to complement SERVE's Competent Assessment of Reading (CAR) program. This handbook is aimed at improving the quality of the learner-teacher interactions found in the everyday assessment of reading in the classroom. It provides practical advice and reproducible tools for assessing reading in grades 3-12. The assessment tools in this handbook are designed to help teachers clarify and assess, for themselves and for their students, important targets for reading. The tools designed as formative assessments provide feedback to students and information about what further instruction students need in order to improve their reading. This handbook is divided into the following four sections: (1) Introduction; (2) Assessment Tools; (3) Conclusion; and (4) Additional Information.

Professional development research suggests that teachers learn best from and with each other in ongoing, job-embedded activities. "A Facilitator's Guide to Professional Learning Teams" provides a way of engaging school faculties in sustained, onsite professional development that builds capacity and collegiality, improves teaching quality, and focuses on student achievement. This practical "how-to" guide will provide facilitators with field-tested tools and procedures for establishing and maintaining professional learning teams in schools. Among the suggestions and resources the reader will find are ideas and activities for organizing Professional Learning Teams, analyzing data, setting goals, guiding teams through successful meetings, sustaining team momentum, and monitoring team progress and effectiveness.

The purpose of this handbook is to assist teachers in assessing their students in reading, regardless of the grade level or subject they teach. It is intended as a starting point on the journey to helping students become effective readers, regardless of the material they are reading. SERVE, a Regional Educational Laboratories, has adapted this handbook from the North Carolina Department of Public Instruction to complement SERVE's Competent Assessment of Reading (CAR) program. This handbook is aimed at improving the quality of the learner/teacher interactions found in the everyday assessment of reading in the classroom. It provides practical advice and reproducible tools for assessing reading in grades 3-12.

The professional development CAR Toolkit is focused on the assessment of reading process at the text level, rather than at the word level. Most students in grades 3-6 generally need support in comprehending text, not just decoding words. While the assessment of reading methods in the CAR Toolkit will help teachers pinpoint difficulties at the word level, which is critical to being an effective reader, the RAT members felt that there are materials already available to teachers for this purpose. Instead, the CAR Toolkit engages teachers in thinking and acting through the assessment process in reading with appropriate assessments matched to the purpose of the intended learning. This process will reveal more than just word-level difficulties. It will provide ways to assess reading as a whole. In other words, it will help teachers to assess the complexities of reading that are generally associated with students in grades 3?6.

This document is a practical guide for designing principal-development programs. The target audience includes individuals involved in the design and implementation of principal-preparation and development programs, particularly at the school-district level. Chapter 1, "The Call for New School Leaders and Leadership Development," expresses the need for changing principal-development programs. Chapter 2, "A Brief History of the Duval County-SERVE Leadership Program," describes one particular program. Chapter 3, "Design and Management," presents considerations of the program plan, program content, and resources. Chapter 4, "Participants," examines issues of who will participate and how they will be recruited and selected. Chapter 5, "Content," describes a particular course of study adapted for a principal-preparation program. Chapter 6, "Delivery," examines various techniques that program planners can consider for presenting content to participants. Chapter 7, "Logistics," presents issues related to site, scheduling, materials, and communication. Chapter 8, "Evaluation," considers ways to determine the merit of a principal-development program as it relates to regulatory issues, participant growth, and school improvement. Chapter 9, "Lessons Learned," presents key points from the Duval County-SERVE program, along with other key practices. Each chapter contains guiding questions for program developers that imply a general framework while the answers provide site-specific details. (WFA)

This book is intended to provide the content and structure for a group study of reading and instructional practices that advance reading achievement. The book includes concise summaries of research that reflect sound practices in reading instruction and the most current understanding of the process of reading. It pulls together much of what has been learned in recent years about reading and the teaching of reading. In the book, teachers engage in discussions about this content--the best way to gain the most from it is to join together and organize joint study of the research findings and plan and conduct "experiments" to try out useful ideas. Activities in the book for collectively studying reading are designed to build a professional culture of collaboration among those who participate in the study. The book finds this "professional learning community" highly beneficial in implementing new practices and developing the school's capacity to become self-diagnosing and self-renewing. The dual purposes of the book are: to make the best available research on effective reading instruction accessible to teachers and administrators; and to guide and support teachers and administrators as they form a professional learning community through the study and application of effective reading instruction. Includes a glossary of relevant terms. An Appendix contains: Recommended Study-Team Session Structure; Discussion Questions; Follow-Up and Collective Action Activities; Designing Action Research Projects; Refining Lessons through Reteaching: The Plan-Teach-Revise Reteach Cycle; Analysis of Reciprocal Teaching Script; and Assigning Action Responsibilities. Contains an extensive, focused bibliography. (NKA)

With a continuing emphasis on improving student reading achievement across the nation, many elementary educators are exploring the idea of initiating a volunteer reading tutoring program. Although individuals associated with tutoring programs may think about implementation issues, often the focus is on program location, the recruitment and training of tutors, and the selection and scheduling of students--evaluation of a tutoring program is often forgotten. This guide focuses on tutoring through the lens of the national America Reads Challenge initiative, and it takes program implementation to a deeper level by examining volunteer transportation, tutor work ethic, and school expectations. The guide summarizes and synthesizes findings from evaluations and provides introductory information to funders, program coordinators and staff, school administrators, elementary teachers, and tutors about implementing and evaluating a volunteer reading tutoring program. It also provides evaluation results and accompanying conclusions from five America Reads tutoring programs as well as program evaluation recommendations. (Contains 30 notes and 13 tables.) (NKA)

An important challenge facing education today is the difference in academic achievement among students of different ethnic and racial backgrounds. This situation prompted a study to examine the impact of charter schools on North Carolina's white-minority achievement gap. Examination of test-score gaps between disadvantaged African-American minority and White students in regular North Carolina public schools provides a benchmark by which to examine the gap-reduction benefit of charter schools serving disadvantaged minorities. Because of the quantitative-descriptive research design used and variables such as poverty level, learning disabilities, and behavioral and emotional handicaps not controlled for, no inferences can be drawn from study results that charter schools reduce the achievement gap. Study results show that charter-school student achievement varies at least as widely as it does in regular district public schools. However, six charter schools demonstrated reduced achievement gaps, suggesting the need for further research, be done to explore why, and why at so few schools. No recommendations can be made to policymakers and practitioners at this time because of the exploratory nature of this study. The report includes 15 references, 2 figures, and 8 tables. (RT)

This report presents information from a study of teachers of the year regarding their personal experiences with teacher leadership. It highlights: reasons to promote leadership (e.g., teachers have the most expertise and knowledge of how to improve education for students and can form a critical mass with their peers for positive or negative change within the school); how to recognize teacher leadership (e.g., teachers maintain a constant focus on student learning, lead change, work closely with legislators and policymakers, and provide professional development for other teachers); and what a school would look like with a critical mass of teacher leaders (the school culture would be supportive of teacher leadership within professional learning communities, curriculum and professional development would emphasize improved student learning, shared decision making would be the norm, students would become empowered in their own education, and successful strategies to promote teacher leadership would exist, including networking, leadership development, and time and resources for engaging in learning and leading with colleagues). The report discusses who is responsible for promoting teacher leadership, focusing on the role of university preservice teacher education programs, school principals, school districts, policymakers, and teachers. (Contains 11 references.) (SM)

From 1995 to 2000, the SouthEast Initiatives Regional Technology in Education Consortium (SEIR-TEC) provided technical assistance and professional development to 12 schools, referred to as intensive sites. Typically, this effort entailed a member of the SEIR-TEC staff spending three or four days per month working with teachers and administrators on various aspects of technology integration, especially professional development and technical assistance. The nature and extent of the initiatives were determined in large measure by the needs of local teachers and administrators, such as technology planning, teaching with technology, and program evaluation. Most of the intensive sites have made substantial progress toward technology adoption and integration. This booklet sheds some light on factors that influence technology adoption by sharing some of the lessons learned and observations made from work with resource-poor schools across the region. Accompanying each of the eight lessons are suggested steps that educators might take in order to move their technology programs forward and a story from one of the SEIR-TEC intensive site schools. (Contains 14 references.) (AEF)

This resource book is designed to guide school systems through a decision-making process to design an assessment system that is best suited to their particular needs. The assessment system will collect information from children through assessment measures and perhaps other sources of data, such as health records and demographic data. The principles outlined in the guide are based on recommendations from the National Education Goals Panel, other position statements, research, and experiences with assessment systems. The guide discusses wide-scale assessment systems; it does not address evaluations of individual children when screening tests indicate a need for further evaluation. The book focuses on balancing the need for information with concern for children and discusses assessment "shoulds" and "should nots," as well as data collection and assessment safeguards. A separate section considers assessments for kindergarten students. Appendixes include a planning guide for developing an assessment system and references for position statement Web sites and additional information. (SLD)

This resource guide aims to provide mainstream teachers with practical, research-based advice on how to teach, evaluate, and nurture their limited-English-proficient (LEP) migrant students. Because migrant students are overwhelmingly Mexican or Mexican American, most examples in the guide focus on this population. The 12 chapters contain the following: (1) introduction and glossary; (2) introductory information on characteristics of migrant students and families, facts about learning a second language, and tips for supporting migrant students; (3) strategies for involving LEP students in the classroom; (4-7) strategies for making language arts, mathematics, social studies, and science comprehensible to the English language learner; (8) ways to make student evaluation both fair and demanding; (9) ways to foster home-school partnerships; (10) the challenge of meeting high school graduation requirements; (11) ways to help students plan for postsecondary education; and (12) technical assistance and resources. Chapters contain references, sample activities, sample lesson plans, checklists, and rubrics. The resource chapter includes organizations/institutions serving linguistic and cultural minorities, additional references, software, online resources for teachers and students, contact information for the 15 regional Comprehensive Centers, and websites for publications and curriculum materials. (SV)

This guide is designed to help school districts develop a consolidated plan for programs and resources. It outlines the importance of generating a consolidated plan to reduce duplication, identify children's needs, and coordinate funds from various programs. Consisting of 10 modules, the guide addresses all components of the planning process and offers suggestions for the wise use of resources, particularly as such use relates to districtwide planning. Each module is contained in an individual booklet and addresses a specific plan component: Module 1: Overview; Module 2: Establishing the Team; Module 3: Creating Vision and Mission Statements; Module 4: Conducting a Comprehensive Needs Assessment; Module 5: Identifying and Selecting Research-Based Programs and Strategies; Module 6: Planning Professional Development; Module 7: Linking the Pieces; Module 8: Budgeting the Plan; Module 9: Implementing the Plan; and Module 10: Charting Progress and Revising the Plan. Each module includes information, examples, worksheets, and checklists to assist teams in a step-by-step approach to planning. Technical-assistance providers, state department of education staff, or district staff may use the modules as the basis for workshops to train planning teams, and planning teams may use the modules to work independently. Each module may be used as a stand-alone guide for the particular topic it addresses. (RJM)

The intent of this publication is to support schools as they connect the vision they have for technology and student learning with the tasks they need to accomplish in order to achieve their vision. Chapter 1 provides an understanding of the origins of "Planning into Practice" and lays the groundwork for how to use the materials. Chapter 2 focuses on technology planning and the processes involved in creating a strategic technology plan. Chapter 3 provides strategies and tools for integrating technology into the curriculum. Chapter 4 is an overall orientation to professional development as a process of design, and it also addresses technology competencies for teachers and presents ideas for professional development. Chapter 5 features community engagement. Chapter 6 focuses on managing hardware and software and discusses various computer configurations for educators, how to make the most of a few computers, methods for evaluating software, and software resources. Chapter 7 presents a model and instruments for evaluating a technology program. Chapter 8 provides resources and recommendations for funding technology initiatives. Throughout the text, URLs are included to online resources and other materials. The Appendix includes blank forms used in the text that may be reproduced. Also included are a few additional resources and printouts of Microsoft PowerPoint Presentations that present the key points in each chapter; these are also available online at the SEIR-TEC web site at http://www.seirtec.org. Early in each chapter the tools provided in that chapter are listed. At the end of each chapter, a "Putting It All Together" section is provided. (AEF)

This book is designed to assist teachers, school principals, district administrators, resource officers, students, and parents in creating safe environments where learning is the primary focus. The content is a blend of usable research and successful practice in which exemplary efforts and programs at local, state, and national levels are highlighted. Methods for identifying and assessing school safety needs and developing positive responses to those needs are also provided, as are "dynamite ideas" that highlight successful practices in schools. The text is divided into 5 chapters. Chapter 1 looks at ways to establish a safe environment and examines the effects of school violence, explores strategies for building resiliency, and outlines strategies for assessment and program planning. The second chapter details prevention strategies, such as essential prevention components, whereas chapter 3 establishes crisis-management and intervention strategies and includes information on creating a crisis-management plan and reporting violent incidents. Chapter 4 examines the roots of violence, such as community risk factors, and chapter 5 explores national, state, and local school safety initiative issues. Five appendices feature information on definitions for school incident types, a school-incident report form, and a sample parent and student discipline contract. (Contains approximately 190 references.) (RJM)

This study guide is designed to help teachers understand the role assessment plays in helping students learn and to help teachers improve their own assessment capacities. The guide contains assigned readings, discussion questions, activities, checks for understanding, and reflections for learners using the "Classroom Assessment: Linking Instruction and Assessment" manual. Chapters in the study guide are: (1) "Classroom Assessment and Instruction"; (2) "Clarifying Learning Targets"; (3) "Using Multiple Assessment Strategies"; (4) "Making Decisions and Taking Action"; and (5) "Documenting and Communicating." In order to complete the study guide, one will need the manual and access to the video provided for each school. The study guide assumes that users will have participated in a three-hour overview provided by the school administration. (SLD)

This publication assembles the most current research on professional development and change for teachers looking to accelerate their professional growth and the improvement of student learning. Designed as a how-to resource, it reviews the stages of building an effective professional development system. The seven chapters are: (1) "Developing a Vision of Effective Professional Development"; (2) "Creating a Context for Change"; (3) "Planning for Professional Development"; (4) "Investing in Professional Development"; (5) "Providing Continual Assistance"; (6) "Assessing and Monitoring Progress"; and (7) "The 1998 National Awards Program and Winners" (Christy Casbon). There are six appendixes: "Evaluating Current Professional Development Opportunities"; "Steps in Using Self-Directed Change Model"; "Evaluating Professional Development: A Tool for Staying on Track"; "Features of Effective Learning Experiences"; "Shifting the Paradigm of Professional Development"; and "National Staff Development Council Standards for Staff Development." (SM)

The relationship between family and the workplace and the impact of both on school readiness are well documented. As society changes, home, work, and school relationships are being reassessed and retooled. Noting that employers are taking an increasing role in helping families cope with societal changes, this handbook offers information to businesses interested in becoming more involved in helping employees balance work and family life. Part 1 of the guide discusses the evolution of family-friendly policy, providing information on the benefits of progressive family policies, connections to education, and bottom-line benefits. Part 2 describes various types of family-friendly programs, including alternative work arrangements, flexible scheduling, and family-supportive benefits. Part 3 provides information on planning, implementing, and sustaining a worksite parenting program, based on a model developed by the North Carolina Business Committee for Education. Part 4 of the guide provides examples of Gold Star Programs that have successfully implemented family-friendly policies and programs representing varying sizes, types, and regions of the country. Four appendices include an employee survey on a worksite parenting program, checklists for establishing a worksite parenting program, organizational and other types of resources, and information on the Family Medical Leave Act. (KB)

This booklet provides technical assistance for those interested in the collaboration process for early childhood programs and is based on the experiences of Collaborative Partnerships in Florida. Section 1 of the document describes the collaborative grant process in Florida with the goal of improving early childhood services and outlines eight key components of collaboration: (1) formalized partnership agreements; (2) collaborative staff development; (3) simplified system of entry; (4) outreach initiatives to increase family access to comprehensive services; (5) sharing of funding sources; (6) effective transitions; (7) inclusion of children with disabilities; and (8) use of validated information to enhance quality. Part 2 of the booklet presents a rationale for the collaboration process and discusses benefits and difficulties of collaboration. Part 3 examines the five factors critical to program success: the interagency council role, the partnership coordinator, quality, transition, and streamlined system of entry. Part 4 identifies lessons noted over the 6 years the collaboration grants have been in place. Areas of concern that interfere with the project coordinator's effective functioning relate to turf, time, and training. Transition issues relate to documentation and tracking, and bureaucracy and turf. Challenges presented by quality relate to monitoring and training. Impediments to producing an effective simplified system of entry include turf and bureaucratic issues. Concerns related to evaluation of the collaboration grant process center around planning and methods. Part 5 of the booklet asserts that collaboration has proved to be an effective tool for change and has improved resources for children and families in Florida. (Contains 10 references and suggested readings.) (KB)

Describing the SouthEastern Regional Vision for Education (SERVE) program and its mission to promote and support the continual improvement of educational opportunities for all learners in the Southeast, this paper discusses ways that teachers can decipher their students' progress in reading to help further develop students' reading skills. It is based on site visits to 18 schools endorsed as having strong reading programs. After a brief overview, it summarizes 10 needs and strategies for improving reading and then presents these needs, strategies, and results in more detail. The paper concludes that the 10 strategies described need to be considered in the context of the "big picture" (the way the faculty approaches its work); and that the schools visited are not doing any one thing exclusively. Contains 31 references. Four appendixes contain a questionnaire, a list of schools considered in the study, 8 points on how children learn to read, and a 95-item bibliography. (SC)

Describing the SouthEastern Regional Vision for Education (SERVE) program and its mission to promote and support the continual improvement of educational opportunities for all learners in the Southeast, this paper focuses on the importance of improving student literacy outcomes in schools due to the demands of living in a technological, information-based society. Focusing on two North Carolina local education agencies, it discusses "The New Three R's in Reading and Writing: Research, Redesign, and Rubrics" and considers their application in a reading literacy case report of how a reading program was changed. The paper then describes Surry County's experience with the Developing Efficient Readers project. It concludes with a discussion of the commonalities and differences of each approach and makes 5 recommendations for district leaders. A questionnaire, a list of about 70 SERVE publications, and an order form for the SERVE publications are included. (SC)