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This study analyzes whether Illinois' supply of early childhood teachers will be adequate to meet the increased demand brought about by the state's new Preschool For All plan. We find that the supply produced by the new-certificant pipeline, combined with an existing reserve pool of qualified teachers, will be sufficient to meet demand if certified teachers are offered professional salaries and the plan is phased in at a rate of about 10,000 additional students per year. Chicago will be more dependent on its new-certificant pipeline and needs to understand why so many students do not make it from "interest" to program enrollment to program completion. The following are appended: (1) Assessment of Illinois Early Care and Education Data and Research Reports: Executive Summary; and (2) Enrollments and Degrees Conferred in Early Childhood Education by Institution. (Contains 12 tables and 5 figures.)

In order to help the state of Illinois assess the extent to which it is providing access to educational opportunities that lead to successful transitions to college and the workforce, the IERC is undertaking a six-year longitudinal study following the 113,660 students in the Illinois high school class of 2002. This report, the second one in the series, addresses college participation in the first academic year after high school graduation (AY 2002-2003). The following are appended: (1) The Independent Effects of Factors Associated with College Going; (2) Descriptive Statistics for the Variables Employed in the Logistic Regression Models; (3) Supplementary Table; (4) College Participation per 1000 of the Illinois Class of 2002; and (5) College Going and High School Teacher Quality. (Contains 25 tables and 10 figures.)

This report presents the results of the Illinois Survey of Early Childhood Certificants, which we distributed to over 4,000 individuals in Spring 2005. The survey found that certified teachers are willing to consider working in Illinois early childhood centers under the right conditions, and that better salaries would make such positions more attractive--it is salaries not setting that deter potential recruitees. Many details about the characteristics and work experiences of this Reserve Pool are presented in the report, along with tables and charts comparing the Reserve Pool to other groups of respondents. The following are appended: (1) Response Rate Analysis; and (2) A Closer Look at Incentive Strategies Using Regression Analysis. (Contains 22 tables and 11 figures.)

In a previous Illinois Education Research Council (IERC) policy research report, The Distribution of Teacher Quality in Illinois (IERC 2005-1), we introduced the Illinois Teacher Quality Index (TQI). The TQI is a school-level indicator of teacher quality that describes a school's concentration of certain teacher attributes that research suggests are associated with student performance. In this report, we continue our exploration of the TQI, its distribution, and its relationship to student performance outcomes. A Technical Appendix is included. (Contains 9 figures and 17 tables.)

This study looks at the distribution of all 140,000 teachers in 2002-2003 among Illinois' public schools using five teacher attributes that have been shown in previous research to be related to student performance and for which they were able to obtain data--college competitiveness, years of experience, type of credential, performance on the Basic Skills test and ACT score. A composite measure of school teacher quality was created and named the Teacher Quality Index (TQI) using a statistical procedure called principal components analysis to combine these teacher quality characteristics plus ACT English scores into a standardized index. The study uses a school's TQI as an indicator of average teacher quality at that school. Findings showed: teacher quality is distributed unevenly across schools in Illinois, although most of the variation is found among schools within districts; and students in high minority and high low-income schools throughout the state typically face teachers with lower quality attributes than their peers in other schools, while substantial variation existed in school TQI within these school-type categories. It is concluded that one-size-fits-all policies aimed at improving overall teacher quality, such as raising teacher salary levels for all teachers, will fail to address the systematic sorting of teachers among schools that exists within districts in Illinois. Rather, policies must be targeted to attract the highest quality teachers in a district or region to the neediest schools. (Contains 4 figures, 14 tables, and 11 footnotes.) [Abstract modified to meet ERIC guidelines.]

This competency-based secondary learning guide on assisting the elderly and individuals with disabilities is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. The following competencies are addressed: relate needs of the elderly to quality of life, identify support services for assisting the elderly and/or individuals with disabilities, and describe elder abuse. Twenty-seven supplements contain information and activity sheets on the following: facts and myths about aging, adult needs, media images, housing, support services, self-esteem, stress, coping, and abuse. Concluding the guide is an 89-item bibliography. (MN)

This competency-based secondary learning guide on conserving limited resources is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. The following competencies are addressed: identify resources available to individuals and families; identify use and misuse of resources; determine how use of resources affects the environment and their availability; and apply principles of conservation in consumption practices. Twenty-four supplements contain information and activity sheets on the following: goal analysis, decision making, environmental effects, limited resources, earth-friendly shopping, alternative home maintenance products, solid waste, garbage, lifestyle options, recycling, environmental symbols, and labels. Concluding the guide is a 55-item bibliography. (MN)

This competency-based secondary learning guide on understanding the impact of new technology is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. The following competencies are addressed: explain the evolution of technology as a means through which needs and wants are satisfied; identify current and expected developments in technology for selected areas of life (including business management, communication, consumer services, education, entertainment, financial management, household operation, industrial production, law enforcement, recreation, and transportation); identify the positive and negative effects of technological developments on people; and determine the skills needed to adapt to technological advancement at work and home. Twenty-six supplements contain information and activity sheets on the following: what technologists and futurists say, current and expected developments, scanning, impact of technology on education, positive and negative effects, skills workers will need, creativity, and fastest growing occupations. Concluding the guide is a 19-item bibliography. (MN)

This competency-based secondary learning guide on applying consumer and homemaking skills to jobs and careers is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. The following competencies are addressed: (1) assess own qualifications concerning job requirements and personal preferences; (2) describe characteristics that are necessary to get and hold a job; (3) identify and relate homemaking skills to specific jobs and careers that apply to paid employment; and (4) demonstrate the procedures for locating and applying for a job. Twenty-eight supplements contain information and activity sheets on the following: job values, accomplishments, fastest growing occupations, employers' expectations, home and family roles, at-home businesses, getting job information, letters of application and cover letters, resumes, interviewing, and testing. A bibliography contains 18 resources. (KC)

This competency-based secondary learning guide on assisting at-risk populations (dropouts and homeless people) is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. The following competencies are addressed in the dropout section: analyze reasons for dropping out of school, identify constructive ways to reinforce self-esteem, and identify sources of assistance for achieving personal goals. Seventeen supplements contain information and activity sheets on the following: dropout characteristics, reasons for dropping out, self-esteem, psychological needs, confidence, understanding others, and dropout agencies. A bibliography contains 23 items. The homeless section addresses these competencies: explain the circumstances contributing to homelessness; identify problems resulting from homelessness and possible solutions; describe ways homeless persons may seek to satisfy their human needs; and determine available sources of help for individuals and families facing homelessness. Twelve supplements contain information and activity sheets on the following: housing crises, spouse/partner abuse, poverty, satisfying human needs, empathy, and government sources of help. A bibliography contains 28 items. (MN)

This competency-based secondary learning guide on managing home and work responsibilities is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. Four competencies are addressed: (1) identify problems in managing home and work life; (2) discuss values and goals in terms of adjusting expectations, redefining roles, and sharing responsibilities; (3) apply work simplification techniques and time management strategies in the performance of household tasks; and (4) describe techniques for reducing stress. Twenty-eight supplements contain information and activity sheets on the following: problem solving, decision making, self-sufficiency, managing guilt, interpersonal communication, values and goals, work simplification and time management, adjusting standards, organizational skills, home responsibilities for children, and stress. A bibliography contains 22 references. (KC)

This competency-based secondary learning guide on improving responses to crises is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. The following competencies are addressed: identify life situations that cause stress for individuals or families; describe ways children and adults may react to stress; determine strategies for coping with stress; and employ a conflict management strategy in a life situation. Twenty-nine supplements contain information and activity sheets on the following: life span development, stress levels, stress management, personal strengths, support systems, coping strategies, values, anger, constructive communication, good listening, and conflict resolution. Concluding the guide is a 69-item bibliography. (MN)

This competency-based secondary learning guide on improving individual, child, and family nutrition is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. The following competencies are addressed: define wellness; plan food choices to meet nutritional needs for individual, child, and family; assess mental health; and assess one's own state of physical fitness and identify needed improvement. Twenty-six supplements contain information and activity sheets on the following: health habits, wellness, food pyramid, nutrients, fast food, dietary goals, nutritional needs through the years, new food labels, personal strengths, self-esteem, assessing physical fitness, and taking a pulse. A bibliography contains 68 items. (MN)

This competency-based secondary learning guide on managing individual and family resources is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. Four competencies are addressed: (1) determine the resources available to self and family; (2) describe how the management of resources affects achievement of goals; (3) analyze lifestyle patterns to determine how resources may be used; and (4) plan strategies and practices to determine how resources may be used to yield greater satisfaction. Twenty-eight supplements contain information and activity sheets on the following: types of resources, values, personal goals, analyzing lifestyle patterns, use of money, making decisions, consumer decisions, increasing resources, spending plans, time use, and energy level. A bibliography contains 23 resources. (KC)

This competency-based secondary learning guide on making consumer choices is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. Four competencies are addressed: (1) identify reliable sources of consumer information; (2) evaluate information presented on product labels and in the media; (3) compare merchandise in terms of cost, quality, appearance, care required, and needs; and (4) determine the use and misuse of credit. Twenty-two supplements contain information and activity sheets on the following: sources of consumer information, new food labels, guarantees, warranties, clothing care symbols, evaluating advertising, comparison shopping, efficient purchasing, and credit (should you use credit? Guidelines for credit, etc.). A bibliography contains 26 resources. (KC)

This competency-based secondary learning guide on balancing work and family is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. Five competencies are addressed: identify trends that influence work and family lifestyle choices; define work and family obligations (responsibilities); describe ways work and family affect each other; analyze personal situation to determine areas of needed improvement; and plan management strategies to increase work/school satisfaction and family satisfaction. Thirty-two supplements contain information and activity sheets on the following: attitudes and values, employer supports and benefits, role expectations, stress, the superwoman myth, analyzing priorities, survival tips, short- and long-term goals, and family budget. A bibliography contains 39 items. (YLB)

This competency-based secondary learning guide on strengthening parenting skills is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. Five competencies are addressed: determine expectations in the motor/physical, mental/intellectual, emotional, and social development of adolescents; describe ways to assist adolescents in their development; identify differences in family situations that affect parenting; identify appropriate methods of coping with stress; and investigate supportive services available to parents. Thirteen supplements contain information and activity sheets on the following: developmental expectations (13-18 years), minute dramas, case studies, one-parent families, and stress. A bibliography contains 29 items. (YLB)

This competency-based secondary learning guide on preventing teen pregnancy is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. Four competencies are addressed: predict the consequences for self, partner, and families in case of pregnancy; explain the reproductive systems; evaluate methods of birth control and prevention of sexually transmitted diseases; and determine the risks associated with sexually transmitted diseases and the procedures in diagnosis and treatment. Twenty-one supplements contain information and activity sheets on the following: feelings about parenting, child rearing costs, the juggling act, reproductive system, birth control, and sexually transmitted diseases. A bibliography contains 32 items. (YLB)

This competency-based secondary learning guide on strengthening parenting skills is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. Four competencies are addressed: explain the nurturing roles and responsibilities of parents; determine expectations in the physical, mental/intellectual, emotional, and social development of school-age children; describe ways to foster a school-age child's social, emotional, motor/physical, mental/intellectual, and language development; and demonstrate positive techniques of relating to school-age children and guiding their behavior. Eighteen supplements contain information and activity sheets on the following: self-esteem, parenting roles, self-confidence, developmental expectations, television shows for children, verbal messages, discipline or punishment, building confidence, and setting limits. A bibliography contains 38 items. (YLB)

This competency-based secondary learning guide on strengthening parenting skills is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes these sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. Three competencies are addressed: explain the nurturing roles and responsibilities of parents; determine expectations in the physical, mental/intellectual, emotional, and social development of infants, toddlers, and preschoolers; describe ways to foster an infant's, toddler's, and preschooler's social, emotional, motor/physical, mental/intellectual, and language development; and identify procedures and precautions in providing a safe, healthful, comfortable environment for infants, toddlers, and preschoolers. Thirteen supplements contain information and activity sheets on the following: parenting attitudes, developmental expectations, what you can do for your child, safety hazards, and immunization. A bibliography contains 29 items. (YLB)

This general guide provides information on the 15 Project Connect Learning Guides for secondary education that are adaptations of the guides developed for adult consumer and homemaking education programs. An introduction discusses usefulness of the guides, participation in Future Homemakers of America-Home Economics Related Occupations, and development of the guides. Other sections describe parts of the learning guides and provide teacher tips for using them. A section that describes instructional planning using the learning guides includes flowcharts that list each competency and student outcome in the learning guides and a matrix of topics used in the guides. The following section describes characteristics of the economically disadvantaged and characteristics that may affect learning; it provides suggestions for teaching economically disadvantaged students. A selected bibliography contains 19 references dealing with economically disadvantaged and culturally diverse learner populations. (YLB)

This learning guide on conserving limited resources is part of a series of learning guides developed for competency-based adult consumer and homemaking education programs in community colleges, adult education centers, community centers, and the workplace. Focus is on the connections among personal, family, and job responsibilities so that these aspects of living will complement each other. Introductory material includes general guidelines/check list for users with key to symbols used to designate enhancement activities and an introduction. The guide covers four competencies: identify resources available to individuals and families; identify use and misuse of resources; determine how use of resources affects the environment and their availability; and apply principles of conservation in consumption practices. Materials provided for each competency include a list of learner outcomes, key ideas, definitions, facilitator strategies, and suggested learner activities. Twenty-four supplements contain information and activity sheets on the following: personal resources, goals, environmental crisis, earth-friendly shopping, solid waste, garbage, lifestyle options, recycling, and labels. A bibliography contains 67 items. (YLB)

This learning guide on assisting the elderly and individuals with disabilities is part of a series of learning guides developed for competency-based adult consumer and homemaking education programs in community colleges, adult education centers, community centers, and the workplace. Focus is on the connections among personal, family, and job responsibilities so that these aspects of living will complement each other. Introductory material includes general guidelines/check list for users with key to symbols used to designate enhancement activities and an introduction. The guide covers three competencies: relate needs of the elderly to quality of life; identify support services for assisting the elderly and/or individuals with disabilities; and describe elder abuse. Materials provided for each competency include a list of learner outcomes, key ideas, definitions, facilitator strategies, and suggested learner activities. Twenty-seven supplements contain information and activity sheets on the following: facts and myths about aging, adult needs, media images, support services, disabilities, self-esteem, coping, and elder abuse. A bibliography contains 91 items. (YLB)

This learning guide on applying consumer and homemaking skills to jobs and careers is part of a series of learning guides developed for competency-based adult consumer and homemaking education programs in community colleges, adult education centers, community centers, and the workplace. Focus is on the connections among personal, family, and job responsibilities so that these aspects of living will complement each other. Introductory material includes general guidelines/check list for users with key to symbols used to designate enhancement activities and an introduction. The guide covers three competencies: assess own qualifications concerning job requirements and personal preferences; describe characteristics that are necessary to get and hold a job; and identify and relate homemaking skills to specific jobs and careers that apply to paid employment. Materials provided for each competency include a list of learner outcomes, key ideas, definitions, facilitator strategies, and suggested learner activities. Twenty-two supplements contain information and activity sheets on the following: self-assessment; job values; fastest growing occupations, 1986-2000; fastest declining occupations, 1986-2000; employers' expectations; employability skills; accepting criticism; homemaking skills; and at-home businesses. A bibliography contains 17 items. (YLB)

This learning guide is designed to connect personal, family, and job responsibilities for adults and out-of-school youth in economically depressed areas of the state (including transitional ex-offenders and corrections populations) so that these individuals learn to manage and balance these aspects of their lives in order to prepare for or continue successful employment. This learning guide contains four competency units that provide information on managing home and work responsibilities. The competency units cover the following topics: (1) identifying problems in managing home and work life; (2) discussing values and goals in terms of adjusting expectations, redefining roles, and sharing responsibilities; (3) applying work simplification techniques and time management strategies in the performance of household tasks; and (4) describing techniques for reducing stress. Each competency unit consists of learner outcomes, key ideas, definitions, teaching strategies and methods, and suggested learning activities. Thirty-one supplements include information and activity sheets on the following: work and family conflicts; decision making; problem solving; activities with children; guilt; interpersonal communication; listening skills; values and goals; role-sharing strategies; conflict adjustment; fathering roles; sharing housework; home responsibilities for children of various ages; adjusting standards; organizational skills; time-consciousness; time management; wasting time; and stress management. A bibliography lists 25 references. The Illinois goals for world-class education for the 21st century also are included. (KC)

This learning guide on understanding the impact of new technology on life and work is part of a series of learning guides developed for competency-based adult consumer and homemaking education programs in community colleges, adult education centers, community centers, and the workplace. Focus is on the connections among personal, family, and job responsibilities so that these aspects of living will complement each other. Introductory material includes general guidelines/check list for users with key to symbols used to designate enhancement activities and an introduction. The guide covers four competencies: explain the evolution of technology as a means through which needs and wants are satisfied; identify current and expected developments in technology for agriculture, business management, communication, construction, consumer services, education, entertainment, financial management, health care, household operation, industrial production, law enforcement, recreation, and transportation; identify positive and negative effects of technological developments on people; and determine the skills needed to adapt to technological advancement at home and work. Twenty-six supplements include information and activity sheets on the following: impact of technology, what futurists say, food for Zero-G; positive and negative effects of technology, help for those terrified of technology, concerns about medical life support, skills workers will need, creativity, and fastest growing occupations. A bibliography contains 20 items. (YLB)

This learning guide on assisting at-risk populations is part of a series of learning guides developed for competency-based adult consumer and homemaking education programs in community colleges, adult education centers, community centers, and the workplace. Focus is on the connections among personal, family, and job responsibilities so that these aspects of living will complement each other. Introductory material includes general guidelines/check list for users with key to symbols used to designate enhancement activities and general comments on assisting at-risk populations. The guide is divided into two parts that deal with the at-risk populations of dropouts and homeless persons. Competencies are identified for each part with a set of outcomes, definitions, key ideas, facilitator strategies, and learner activities. Supplementary and resource aids are listed at the end of the sections. Three competencies are addressed for dropouts: analyze reasons for dropping out of school; identify constructive ways to reinforce self esteem; and identify sources of assistance for achieving personal goals. Seventeen supplements contain information and activity sheets on the following: potential dropouts, reasons for dropping out, self-confidence, self-esteem, goal setting, and resources. This section contains 21 references. Four competencies related to the homeless are addressed: explain the circumstances which contribute to homelessness; identify problems resulting from homelessness and ways these might be resolved; describe ways in which homeless persons may seek to satisfy their human needs; and determine available sources of help for individuals and families facing homelessness. Twelve supplements include information and activity sheets on the following: housing crises, interpersonal crises, danger signals of becoming homeless, poverty, empathy, and government, community, and local sources of help. This section lists 27 references. (YLB)

This learning guide on improving responses to individual and family crises is part of a series of learning guides developed for competency-based adult consumer and homemaking education programs in community colleges, adult education centers, community centers, and the workplace. Focus is on the connections among personal, family, and job responsibilities so that these aspects of living will complement each other. Introductory material includes general comments for use of the learning guide; general guidelines/check list for users with key to symbols used to designate enhancement activities; and introduction. The guide covers four competencies: identify life situations that cause stress for individuals or families; describe ways children and adults may react to stress; determine strategies for coping with stress; and employ a conflict management strategy in a life situation. Materials provided for each competency include a list of learner outcomes, key ideas, definitions, strategies/methods for facilitators, and suggested activities for learners. Twenty-nine supplements contain information and activity sheets on the following: development through the life span, stress and stress management, case studies; support systems, values, anger, constructive communication, listening, and conflict. A bibliography lists 68 items. (YLB)

This learning guide is designed to connect personal, family, and job responsibilities for adults and out-of-school youth in economically depressed areas of the state (including transitional ex-offenders and corrections populations) so that these individuals learn to manage and balance these aspects of their lives in order to prepare for or continue successful employment. This learning guide contains four competency units that provide information on family and personal resources. The competency units cover the following topics: (1) determining the resources available to self and family; (2) describing how resource management affects goal achievement; (3) analyzing lifestyle patterns to determine how resources can be used; and (4) strategies and practices to determine how resources can be used to yield greater satisfaction. Each competency unit consists of learner outcomes, key ideas, definitions, teaching strategies and methods, and suggested learning activities. Twenty-six supplements include information and activity sheets on the following: types of resources; family resources; time, money, energy, and skills resources; matching resources; values; personal goals; case studies of various family situations; shopping; using resources; using money; family life cycles; lifestyle studies; increasing resources; and using time and energy. A bibliography lists 25 references. The Illinois goals for world-class education for the 21st century also are included. (KC)

This learning guide is designed to connect personal, family, and job responsibilities for adults and out-of-school youth in economically depressed areas of the state (including transitional ex-offenders and corrections populations) so that these individuals learn to manage and balance these aspects of their lives in order to prepare for or continue successful employment. This learning guide contains four competency units that provide information on health and wellness. The competency units cover the following topics: (1) defining wellness; (2) planning food choices to meet nutritional needs for individual, child, and family; (3) assessing mental and emotional health; and (4) assessing one's state of physical fitness and identifying needed improvements. Each competency unit consists of learner outcomes, key ideas, definitions, teaching strategies and methods, and suggested learning activities. Twenty-seven supplements include information and activity sheets on the following: physical, mental, and social health; health habits; wellness; nutrition; food pyramid; fast-food; dietary guidelines; nutritional needs of various age groups; mental health habits; personal strengths; self-esteem; fitness; and the new food label. A bibliography lists 67 references. The Illinois goals for world-class education for the 21st century also are included. (KC)

This learning guide is designed to connect personal, family, and job responsibilities for adults and out-of-school youth in economically depressed areas of the state (including transitional ex-offenders and corrections populations) so that these individuals learn to manage and balance these aspects of their lives in order to prepare for or continue successful employment. This learning guide contains four competency units that provide information on making wise consumer choices. The competency units cover the following topics: (1) sources of consumer information; (2) comparison shopping; (3) evaluating information on products and in the media; and (4) the use and misuses of credit. Each competency unit consists of learner outcomes, key ideas, definitions, teaching strategies and methods, and suggested learning activities. Twenty supplements include information and activity sheets on the following: sources of consumer information; standards for comparisons; quality; thrift; case studies; food labeling; guarantees and warranties; advertising; clothing care and analysis; using credit; installment buying, and credit applications. A bibliography lists 19 references. The Illinois goals for world-class education for the 21st century also are included. (KC)

This learning guide is designed to connect personal, family, and job responsibilities for adults and out-of-school youth in economically depressed areas of the state (including transitional ex-offenders and corrections populations) so that these individuals learn to manage and balance these aspects of their lives in order to prepare for or continue successful employment. This learning guide contains five competency units that provide information on balancing work and family lives. The competency units cover the following topics: (1) trends that influence work and family lifestyle choices; (2) work and family responsibilities; (3) ways in which work and family affect each other; (4) analyzing personal situations to determine areas of needed improvement; and (5) planning management strategies to increase work satisfaction and family satisfaction. Each competency unit consists of learner outcomes, key ideas, definitions, teaching strategies and methods, and suggested learning activities. Thirty-three supplements include information and activity sheets on the following: balancing work and family; family and work attitudes; employer benefits; role expectations; family tasks and who performs them; roles throughout the life cycle; work and family influences on each other; stress, six ways to overcome the Superwoman myth; healthy lifestyles; employability traits; analyzing work-family balance priorities; stress relief; spillover; case studies of various life situations; life events; survival tips for balancing home, family, and work; short-term and long-term goals; financial stress and budgeting; and scheduling and household planning. A bibliography lists 40 references. The Illinois goals for world-class education for the 21st century also are included. (KC)

This learning guide is designed to connect personal, family, and job responsibilities for adults and out-of-school youth in economically depressed areas of the state (including transitional ex-offenders and corrections populations) so that these individuals learn to manage and balance these aspects of their lives in order to prepare for or continue successful employment. This learning guide contains four competency units that provide information on parenting skills for parents of school-age children. The competency units cover the following topics: (1) the nurturing roles and responsibilities of parents; (2) expectations for the physical, mental, emotional, and social development of school-age children; (3) ways to foster social, emotional, motor, intellectual, and language development for this age group; and (4) positive techniques for relating to and guiding school-age children. Each competency unit consists of learner outcomes, key ideas, definitions, teaching strategies and methods, and suggested learning activities. Eighteen supplements include information and activity sheets on the following: self-esteem; parenting roles in the parents' lives; building self-confidence; developmental expectations of school-age children; parents' view of children; helping children develop; children's motivators; general things you can do for a child; television for children; parents' attitudes; reactions to children's behavior; verbal messages; discipline or punishment; building confidence; children's actions and caregiver's reactions; and setting limits for children. A bibliography lists 36 references. The Illinois goals for world-class education for the 21st century also are included. (KC)

This learning guide is designed to connect personal, family, and job responsibilities for adults and out-of-school youth in economically depressed areas of the state (including transitional ex-offenders and corrections populations) so that these individuals learn to manage and balance these aspects of their lives in order to prepare for or continue successful employment. This learning guide contains four competency units that provide information for young people and parents about preventing teen pregnancy. The competency units cover the following topics: (1) predicting the consequences for self, partner, and families in case of pregnancy; (2) explaining the reproductive systems; (3) evaluating methods of birth control and prevention of sexually transmitted diseases; and (4) determining the risks associated with sexually transmitted diseases and the procedures in diagnosis and treatment. Each competency unit consists of learner outcomes, key ideas, definitions, teaching strategies and methods, and suggested learning activities. Twenty-one supplements include information and activity sheets on the following: feelings about being a parent; parenting costs; readiness for parenting; parenting and life plans; child rearing task costs; parenthood: when and why; effects a baby can have; the juggling act; case studies; the reproductive systems; myths or facts about preventing pregnancy; birth control choices; birth control methods; sexually-transmitted diseases; and signs and symptoms of having a sexually transmitted disease. A bibliography lists 27 references. The Illinois goals for world-class education for the 21st century also are included. (KC)

This learning guide is designed to connect personal, family, and job responsibilities for adults and out-of-school youth in economically depressed areas of the state (including transitional ex-offenders and corrections populations) so that these individuals learn to manage and balance these aspects of their lives in order to prepare for or continue successful employment. This learning guide contains five competency units that provide information on parenting skills for parents of teenagers. The competency units cover the following topics: (1) expectations for the physical, mental, emotional, and social development of adolescents; (2) ways to assist adolescents in their development; (3) differences in family situations that affect parenting; (4) appropriate methods of coping with stress; and (5) supportive services available to parents. Each competency unit consists of learner outcomes, key ideas, definitions, teaching strategies and methods, and suggested learning activities. Thirteen supplements include information and activity sheets on the following: adolescent development; minute dramas illustrating typical problems; case studies; parent reactions to typical situations with teenagers; children in one-parent families; single parents; and stress and stress reduction. A bibliography lists 19 references. The Illinois goals for world-class education for the 21st century also are included. (KC)

This learning guide is designed to connect personal, family, and job responsibilities for adults and out-of-school youth in economically depressed areas of the state (including transitional ex-offenders and corrections populations) so that individuals learn to manage and balance these aspects of their lives in order to prepare for or continue successful employment. This learning guide contains four competency units that provide information on parenting skills for parents of infants, toddlers, and preschoolers. The competency units cover the following topics: (1) the nurturing roles and responsibilities of parents; (2) expectations for the physical, mental and intellectual, emotional, and social development of infants, toddlers, and preschoolers; (3) ways to foster emotional, motor, intellectual, and language development for this age group; and (4) procedures and precautions for providing a safe, healthful, comfortable environment. Each competency unit consists of learner outcomes, key ideas, definitions, teaching strategies and methods, and suggested learning activities. Thirteen supplements include information and activity sheets on the following: parents' feelings; children's needs and how to meet those needs; parent job description; developmental milestones; toys for various ages; enhancing children's social, emotional, and motor development; safety hazards; emergency numbers; solving common problems; recommended immunizations; and an immunization record. A bibliography lists 26 references. The Illinois goals for world-class education for the 21st century also are included. (KC)

Project Connect was developed in Illinois to connect personal, family, and job responsibilities for adults and out-of-school youth in economically depressed areas of the state (including transitional ex-offenders and corrections populations). Making these connections enables individuals to learn to manage and balance these aspects of their lives in order to prepare for or continue successful employment. The project developed and field tested 15 competency-based learning guides that focus on these three types of life responsibilities. This general guide explains the goals of Project Connect and the rationale for the guides and provides information on the following: (1) using facilitators; (2) types of participants that can be served and the settings where they can be found; (3) an overview of the learning guides and an explanation of the parts of each guide; (4) facilitator tips for using the guides; (5) instructional planning, including a flowchart that identifies each competency and learner outcome in a packet and a matrix of topics used in the learning guides; (6) characteristics of the learner population with teaching suggestions; (7) strategies and implications for facilitators; (8) a selected bibliography listing 19 references; and (9) the vision statement, mission statement, and Illinois goals for world-class education for the 21st century (repeated in each learning guide). (KC)

This curriculum guide, the last in a set of six, contains teacher and student materials for a unit on energy conservation prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10 and a teacher presentation outline for the unit. The unit, which begins by listing the agricultural practices and science concepts to be taught, along with activities and applications, contains the following components: teaching steps, lesson outlines, teacher's presentation outlines for each day, student information guide, terms and definitions, worksheets, student activity note sheets, student activity information sheets, student activity record sheets, quizzes, practice problems, and 14 transparency masters. Teacher's activity sheets and tests have answers provided. The unit covers the following topics: energy conservation in landscape design, homestead improvement, nursery practices, and the design of agricultural facilities. (KC)

This curriculum guide, the fifth in a set of six, contains teacher and student materials for a unit on electrical energy prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10 and a teacher presentation outline for the unit. The unit, which begins by listing the agricultural practices and science concepts to be taught, along with activities and applications, contains the following components: teaching steps, lesson outlines, teacher's presentation outlines for each day, student information guide, terms and definitions, worksheets, student activity note sheets, student activity information sheets, student activity record sheets, quizzes, practice problems, and 14 transparency masters. Teacher's activity sheets and tests have answers provided. The unit covers the following topics: providing for the electrical needs of agricultural machines; repair of electrical circuits; designing electrical circuits for agricultural buildings; and estimating electrical power needs for agricultural facilities. (KC)

This curriculum guide, the fourth in a set of six, contains teacher and student materials for a unit on mechanical engineering prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10 and a teacher presentation outline for the unit. The unit, which begins by listing the agricultural practices and science concepts to be taught, along with activities and applications, contains the following components: teaching steps, lesson outlines, teacher's presentation outlines for each day, student information guide, terms and definitions, worksheets, student activity note sheets, student activity information sheets, student activity record sheets, quizzes, practice problems, and 12 transparency masters. Teacher's activity sheets and tests have answers provided. The unit covers the following topics: (1) selection of the best horticultural or agricultural tool for a job and (2) agricultural mechanics. (KC)

This curriculum guide, the third in a set of six, contains teacher and student materials for a unit on solar energy prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10 and a teacher presentation outline for the unit. The unit, which begins by listing the agricultural practices and science concepts to be taught, along with activities and applications, contains the following components: teaching steps, lesson outlines, teacher's presentation outlines for each day, student information guide, terms and definitions, worksheets, student activity note sheets, student activity information sheets, student activity record sheets, quizzes, practice problems, and 10 transparency masters. Teacher's activity sheets and tests have answers provided. The unit covers the following topics: drying of agricultural and horticultural crops; space heating of agricultural facilities; production of biomass as an energy source; and production of ethanol and methanol. (KC)

This curriculum guide, the second in a set of six, contains teacher and student materials for a unit on the electromagnetic spectrum prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10 and a teacher presentation outline for the unit. The unit, which begins by listing the agricultural practices and science concepts to be taught, along with activities and applications, contains the following components: teaching steps, lesson outlines, teacher's presentation outlines for each day, student information guide, terms and definitions, worksheets, student activity note sheets, student activity information sheets, student activity record sheets, quizzes, practice problems, and 15 transparency masters. Teacher's activity sheets and tests have answers provided. The unit covers the following topics: ornamental plant and crop production; growing plants under supplemental or artificial lights; design of greenhouse facilities; and evaluating plant growth. (KC)