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Direct linkOliver, Brandie M.; Berger, Christy T. – Professional School Counseling, 2020
Social/emotional learning (SEL) programs and practices have gained momentum across the state of Indiana in recent years in response to the changing needs of students and families. Many school communities have adopted SEL due to the heightened challenges posed by students impacted by trauma or chronic stress. As schools began to adopt SEL programs…
Descriptors: Social Emotional Learning, Trauma, School Counseling, Counselor Role
Forman, Susan G.; Ward, Caryn S.; Fixsen, Dean L. – Journal of Applied School Psychology, 2017
The preceding articles provide important examples and guidance for the provision of high-quality behavioral health services for children and adolescents in schools. In this article, we discuss (a) the conceptual framework that underlies the need to develop comprehensive integrated care, (b) the foundational implementation issues that need to be…
Descriptors: School Psychology, Health Behavior, Program Implementation, Comprehensive School Health Education
Zhang, Xiaoxia; Gu, Xiangli; Zhang, Tao; Keller, Jean; Chen, Senlin – Journal of Physical Education, Recreation & Dance, 2018
Comprehensive school physical activity programs (CSPAPs) aim to promote physical activity and healthy lifestyles among school-age children and adolescents. Physical educators are highly qualified individuals taking on the role of certified physical activity leaders. Physical education teacher education (PETE) programs should consider preparing…
Descriptors: Physical Activities, Comprehensive Programs, Physical Education Teachers, Physical Education
American Association of School Librarians, 2018
AASL's new integrated standards are designed to empower leaders to transform teaching and learning. The new "National School Library Standards for Learners, School Librarians, and School Libraries" reflect an evolution of AASL Standards, building on philosophical foundations and familiar elements of previous standards while featuring the…
Descriptors: National Standards, School Libraries, Educational Environment, Best Practices
Hartman, Allan S.; And Others – 1979
To comply with official state regulations, public school districts in Massachusetts must establish minimum standards for reading, mathematics and writing by September 1980, and for listening and speaking by September 1981. The standards must apply to three grade levels: early elementary, late elementary, and secondary. Parents, teachers,…
Descriptors: Basic Skills, Community Involvement, Educational Assessment, Educational Policy
Ramsbotham, Ann; And Others – 1980
The legislative history and provisions, implementation, and intended use of 12 state-mandated programs are described. Florida's program was mandated in 1971. The other states (Alabama, Arkansas, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas and Virginia) initiated programs after 1975; most are in their…
Descriptors: Disabilities, Educational Assessment, Elementary Secondary Education, Graduation Requirements
Spencerport Central Schools, NY. – 1987
During the 1982-83 school year the Spencerport (New York) Central School District began a comprehensive project to study the effective schools research and its implications at all levels of a suburban school system. A leadership planning team (consisting of teachers, principals, and district personnel) participated in a series of workshops and…
Descriptors: Academic Achievement, Annual Reports, Change Strategies, Cooperative Planning
Spencerport Central Schools, NY. – 1986
During the 1982-83 school year the Spencerport (New York) Central School District began a comprehensive project to study the effective schools research and its implications at all levels of a suburban school system. A leadership planning team (consisting of teachers, principals, and district personnel) participated in a series of workshops and…
Descriptors: Academic Standards, Annual Reports, Change Strategies, Cooperative Planning
Spencerport Central Schools, NY. – 1986
This document is the third annual status report of the Spencerport (New York) More Effective Schools/Teaching Project. Section 1 describes nine documents developed during the project; identifies persons participating in the project; states the applicability of effective schools research to all levels of a suburban school system; and sets forth the…
Descriptors: Academic Achievement, Annual Reports, Definitions, Educational Assessment
Mid-Atlantic Teacher Corps Network, Philadelphia, PA. – 1979
The conference's keynote address is presented by Bernard C. Watson. Papers include: Vantage from the State Department of Education, by Robert G. Scanlon (Pennsylvania); Minimum Competency: As the Public Sees the Question, by Jacqueline Grennan Wexler; Minimum Competency Testing (MCT): A Tripartite Response from the Profession, by W. James Popham;…
Descriptors: Accountability, Bureaucracy, Community Attitudes, Educational Policy
Spencerport Central Schools, NY. – 1984
This document presents an overview of the design and implementation stages of the Spencerport (New York) More Effective Schools/Teaching Project. The first section lists nine reasons for the uniqueness of the Spencerport project, including district size, its racial and economic components, participant satisfaction, a set of clearly defined goals,…
Descriptors: Definitions, Elementary Secondary Education, Minimum Competencies, Program Design
Taebel, Donald, Ed.; Coker, Homer, Ed. – 1987
A brief review of the events leading up to the enactment of the Career Incentive Program is provided. Competencies used to evaluate the teachers are listed, defined, and exemplified. Detailed procedures for implementation are given along with various forms used in the assessment process. The complete law is printed out. (Author)
Descriptors: Elementary Secondary Education, Evaluation Criteria, Evaluation Methods, Measurement Techniques
Phi Delta Kappa, Cleveland, OH. Greater Cleveland Interuniversity Chapter. – 1981
This report on competency testing utilizes a literature review, examines the state of the art to define competencies, and presents information from the field to delineate programmatic and administrative questions and their implications. Information was collected from school districts implementing minimum competency testing (MCT) programs through…
Descriptors: Educational Practices, Elementary Secondary Education, Interviews, Minimum Competency Testing
Peer reviewedLovell, Ned B.; Riegle, Rodney P. – Illinois School Research and Development, 1980
This article presents 11 concrete policy guidelines to help school districts avoid some of the most common problems associated with the implementation of minimal competency testing. (Author/SJL)
Descriptors: Administrative Problems, Administrator Guides, Elementary Secondary Education, Guidelines
Hinds, Lillian R.; Blass, Rosanne J. – 1981
The results of a follow-up study on local school district development and implementation of minimal competency testing (MCT) programs are reported. Critical questions regarding: (1) motivation and purposes; (2) selection of tests, procedures, and standards; and (3) impact, follow-up, and change are examined. The follow-up study investigated…
Descriptors: Elementary Secondary Education, Followup Studies, Minimum Competency Testing, Program Development
