Community, collaboration, and relationships have become more important than ever during the COVID-19 pandemic. Across the country, school districts have embraced this opportunity to rethink how to engage with families and the surrounding community. With strong leadership that treats families, caregivers, and community organizations as full and…

Educational goals state broadly and in long-range terms what it is hoped the educational process will achieve, but not how those goals are to be achieved. Goals are preferably set before educational needs are assessed. Goal setting is most effective when ten suggestions are followed: (1) identify and analyze strengths and weaknesses; (2) involve a…

New Jersey's legislatively mandated policy for a "thorough and efficient" (T & E) education requires each district to develop a community profile. This profile can be used by an Educational Goal Development Committee as an aid in establishing community involvement in the goal-setting process, as required by T & E regulations.…

A report of community opinions about responsible citizenship in seven Pennsylvania school districts is presented. The document is organized into three parts. Part I, a description of four community citizenship committee models, outlines the criteria which participating school districts considered in forming their committees. Committees chose to…

Discusses the development of communication between school and community. This includes several vital procedures and contributing organizational structures which provide secondary and intermediate age students with exposures to a variety of career opportunities. (Author/RK)

Author cautions educators that improvement in educational practices must be evident before the public's attitudes about schools can be changed significantly. (Author/MB)

After experiencing a drop in enrollment of over 25 percent in 10 years, the Cincinnati (Ohio) Public Schools instituted a decentralization program. The program gives local schools greater autonomy, places greater emphasis on the principal's leadership role, and depends for some decision-making on Local School Advisory Committees (LSACs) composed…

The purpose of this Personalized Activity Kit is basically threefold. When the participant has performed the steps presented, he will have three products: (1) an improved statement of school goals, (2) a priority list of validated needs, and (3) an operational philosophy. Several steps are involved in developing each of these products,…

This Personalized Activity Kit is designed to provide an overview of the major factors that must be considered in improving existing school programs as well as in initiating needed programs. The factors reviewed here are student objectives, districtwide program structure/program objectives, school building philosophy/staff objectives, staff…

The purpose of this Personalized Activity Kit is to provide an introduction to the concept of program budgeting by focusing on several key elements to be considered in the development of a program budgeting system. These elements are an examination of the school's organizational patterns in defining and designing the district's educational…

Contents of this report on Title I, E.S.E.A., include: the nature and purposes of Title I; the uses of Title I; Process for developing Title I proposals--responsible bodies: role of parents, community advisory committee, community school board, New York City Board of Education staff, State Department of Education; time-table for development of…

This manual is designed to help school personnel implement a social studies program in grades K-12 in New York State. It provides the State mandates for social studies, recommends the scope and sequence of the social studies program, and suggests a procedure for implementing social studies revisions at the local level. How to form a local social…

The product of a Bureau of Indian Affairs (BIA) workshop (1968) on American Indian community involvement in educational programs, this handbook is designed to aid local school board members in assuming educational leadership roles. The following topics are covered: (1) the beginnings of an educational program (philosophy, policy, and educational…

In its annual evaluation of the vocational and technical education program of Maryland, the Maryland Advisory Council on Vocational-Technical Education reviewed the State Plan and statistical record of the Division of Vocational Technical Education (DVE) for fiscal year 1972, and conducted interviews with representatives of DVE. Included in this…

Prepared by the Arizona Indian Education Association, this publication constitutes Arizona's 1976-77 Johnson-O'Malley State Educational Plan as stipulated by Public Law 93-638 (Indian Self Determination and Education Assistance Act) and Arizona Revised Statutes 15-1161. Indicating the corresponding regulation number in the margin, this publication…