WICHE (the Western Interstate Commission for Higher Education) is a regional, nonprofit organization. WICHE and its 15 member states work to improve access to higher education and ensure student success. Its student exchange programs, regional initiatives, and its research and policy work allow it to assist constituents throughout the West and…

Effective, efficient, and sustainable ID/DD organizations: are they possible in today's world of dwindling resources and mounting demands for more and better services? Yes--with the practical tools and strategies in this lifeline for ID/DD leaders. Developed by two of the most trusted authorities in the disability field, this innovative business…

This guide is designed to help districts and schools evaluate reform efforts related to the American Recovery and Reinvestment Act (ARRA), including School Improvement Grants. It includes practical, how-to tips for conducting program evaluations, whether one takes a "do-it-yourself" approach or seeks outside assistance to evaluate reform…

Tribal managers and staff working with Federal grants must be fully knowledgeable of all applicable Federal requirements and skilled in applying these requirements to the daily operation of their programs, whether starting a new program or striving to maintain a quality program which meets the intent of the enacting legislation. It is the…

This handbook was prepared to assist directors in administering their EPDA projects in the following areas: TTT, basic studies, vocational and technical education, special education, early childhood, school personnel utilization, educational administration, media specialists, and pupil personnel services. The subjects covered include 1) publicity;…

A FEDERAL REQUIREMENT SPECIFIES THAT EACH SCHOOL DISTRICT MUST FOLLOW UP EACH STUDENT WHO COMPLETES A PROGRAM FINANCED UNDER PUBLIC LAW 88-210. A COMMITTEE OF REPRESENTATIVES FROM FIVE SECONDARY AND POST-SECONDARY SCHOOLS WITHIN THE COUNTY DEVELOPED A SURVEY FORM AND PROCEDURES FOR OBTAINING DATA REQUIRED BY THE FEDERAL GOVERNMENT AND, IN…

This book is designed for Executive Directors in Adult Basic Education, delineating his various roles and responsibilities. Although his primary responsibility is related to his administrative or managerial role, other roles which he shares in common with the instructional staff are: as teacher or educator, as planner, as evaluator, and as Action…

THE STANDARDS DESIRED FOR HEALTH SERVICES IN THE CONNECTICUT VOCATIONAL-TECHNICAL SCHOOLS ARE PRESENTED. THE DIRECTOR IS RESPONSIBLE FOR THE HEALTH SERVICES OF HIS SCHOOL. HE WILL ARRANGE FOR THE SCHOOL MEDICAL ADVISOR'S SERVICES, EMPLOY THE SCHOOL NURSE, AND MAKE BUDGET PROVISIONS FOR THE PERSONAL SERVICES AND THE NECESSARY EQUIPMENT AND SUPPLIES…

Tribal Child Care and Development Fund administrators work each day to ensure that the children and families in tribal communities have the child care services that best meet their needs. The Child Care and Development Fund (CCDF), a federal block grant for States, Tribes, and Territories, is a key resource to help increase the availability,…

Administrative concerns in implementing metrics at a district level are discussed and specific recommendations are made regarding them. The paper considers the extent and manner of staff training necessary, the curricular changes associated with metrics, and the distinctions between elementary and secondary programs. Appropriate instructional…

THE STAFF OF THE STATE DEPARTMENT OF PUBLIC INSTRUCTION, ADVISORY COMMITTEES, ADMINISTRATORS OF JUNIOR AND COMMUNITY COLLEGES, AND DIRECTORS AND ADMINISTRATORS OF AREA VOCATIONAL SCHOOLS WERE INVOLVED IN CREATING THESE GUIDELINES DESIGNED TO HELP NEW BOARDS OF DIRECTORS OF AREA VOCATIONAL SCHOOLS AND AREA COMMUNITY COLLEGES. CONTENTS INCLUDE (1)…

This monograph is designed to be a working tool and reference for community college trustees and other professionals interested in the community colleges. It examines the scope of community college student personnel programs and reviews the eight functional areas common to such programs: (1) administration, (2) admissions and records, (3)…

Outlines the qualifications school districts must meet to receive Federal funds for a breakfast program. (MF)

This article describes some of the important provisions of PL 94-142 and outlines the extent of the building principal's involvement in their implementation. It discusses the principal's role in coordinating mainstreaming efforts between regular and special education personnel and suggests strategies for facilitating regular teachers' acceptance…

This guide is designed to provide information to CETA prime sponsors in Virginia concerning non-traditional agencies serving the handicapped. Following an introductory section, the first of three additional sections discusses the operation of these private agencies, their traditional funding and referral sources, and how they prepare handicapped…