Risks are taken in establishing alternative school programs but they can be minimized by giving the proper attention to several critical factors. (Author)

Middle level students have unique needs that can be met by a school advising program. Outlines the goals and a timeline for implementing an advisory program along with nine components essential to a successful guidance and advisory program. (MLF)

Outlines a three-step process to justify the existence of the guidance program, including writing a job description, logging daily duties, and evaluating the program. (Author/WD)

This article presents suggestions for enhancing the success of inservice programs, with particular attention to the need for adequate follow-through. Issues addressed include selection of topics, specification of goals, adequate planning and support, and thorough preparation of those responsible for program development. (PGD)

Staff development is the key to middle school effectiveness, and this article lists characteristics of an effective staff development program, examples of activities and topics, and questions for program evaluation. (DCS)

Presents 10 comprehensive objectives related to instituting shared decision-making and individualized education in secondary schools. Illustrates applications of each objective with features from schools. (Author/JM)

Presents the Quality Reading Program Questionnaire, which has been used in more than 100 school districts to evaluate or improve existing reading programs. (Author/WD)

Takes the reader step-by-step through the sequence of events required to develop an alternative educational program. (Author/JM)

Middle level program planning involves three phases over three years: developing a written school philosophy, designing the curricular program, and implementing the plan to meet objectives. (Author/DCS)

Developing, launching, and maintaining an assessment center plan requires continuous attention to three essential ingredients: communication, education, and politics. The four key considerations in developing a master plan are costs, scheduling, sources of funding, and terms of the agreement required by NASSP. A sample agreement is provided. (TE)

Based on the view that athletics are a valuable part of the school program, this article suggests where budget cuts in the athletic program might be made. (Author/JM)

Suggests techniques for planning and administering gifted programs, identifying gifted students, and gaining program acceptance. (JM)

Discusses development of the six components of any sound performance appraisal program: (1) explicit job descriptions, (2) definitions of key areas of responsibility, (3) criteria for performance appraisal, (4) methods for data collection and analysis, (5) written procedures, and (6) legal review of all procedures. (PGD)

Outlines the special summer humanities institutes for secondary school principals that began at three universities in 1984 and were funded by the National Endowment for the Humanities. (MD)

Offers recommendations about how to evaluate student activity programs. (JM)