Categories of effective and ineffective behavior in regard to Goal Two of the Quality Education Program (understanding other social, cultural, and ethnic groups) are listed. Both the rationales for areas of effective student behavior and the categories or teacher strategies are also included. (See TM 001 375 for project description.) (MS)

Categories of effective and ineffective behavior in regard to Goal One of the Quality Education Program (regarding student self-esteem and understanding) are listed. Both the rationales for areas of effective student behavior and the categories of teacher strategies are also included. (See TM 001 375 for project description.) (MS)

The general needs assessment instrument can provide the means for a school district to assess its needs relative to the Ten Goals of Quality Education. It is comprised of 63 area behavior statements, which encompass the 10 goals, and a 5-point rating scale (most important-least important) for each. The individual needs assessment instrument is…

This booklet, which is part of the Quality Education Program Study, describes the purpose and use of needs assessment instruments. (See TM 001 375 for project description; see TM 001 378 for copy of assessment instruments.) (MS)

Categories of effective and ineffective behavior in regard to Goal Five of the Quality Education Program (regarding good citizenship) are listed. Both the rationales for areas of effective student behavior and the categories of teacher strategies are also included. (See TM 001 375 for project description.) (MS)

The general needs assessment instrument can provide the means for a school district to assess its needs relative to the Ten Goals of Quality Education. It is comprised of 63 area behavior statements, which encompass the 10 goals, and a 5-point rating scale (most important-least important) for each. The individual needs assessment instrument is…

Categories of effective and ineffective behavior in regard to Goal Six of the Quality Education Program (regarding good health habits) are listed. Both the rationales for areas of effective student behavior and the categories of teacher strategies are also included. (See TM 001 375 for project description.) (MS)

Categories of effective and ineffective behavior in regard to Goal Seven of the Quality Education Program (regarding creativity) are listed. Both the rationales for areas of effective student behavior and the categories of teacher strategies are also included. (See TM 001 375 for project description.) (MS)

The Personalizing Educational Prescriptions (PEP) Project has two main objectives: (1) the improvement of the diagnostic process with emphasis on the development of personalized educational prescriptions for all pupils; and (2) the improvement and expansion of multimedia services for all pupils. This report describes project goals, approaches, and…

Categories of effective and ineffective behavior in regard to Goal Four of the Quality Education Program (regarding interest in school and learning) are listed. Both the rationales for areas of effective student behavior and the categories of teacher strategies are also included. (See TM 001 375 for project description.) (MS)

Categories of effective and ineffective behavior in regard to Goal Eight of the Quality Education Program (regarding vocational development) are listed. Both the rationales for areas of effective student behavior and the categories of teacher strategies are also included. (See TM 001 375 for project description.) (MS)

Categories of effective and ineffective behavior in regard to Goal Nine of the Quality Education Program (regarding student understanding of human accomplishment) are listed. Both the rationales for areas of effective student behavior and the categories of teacher strategies are also included. (See TM 001 375 for project description.) (MS)

This form was devised to provide a set of procedures for collecting and utilizing direct observations of specific student behaviors which clearly illustrate the achievement of one of the ten goals of this program. Forms can be used by teachers, students, and parents. (See TM 001 375 for summary of project.) (MS)

Categories of effective and ineffective behavior in regard to Goal Three of the Quality Education Program (regarding basic skills) are listed. Both the rationales for areas of effective student behavior and the categories of teacher strategies are also included. (See TM 001 375 for project description.) (MS)

Providing students with the opportunity to establish their own learning goals is an essential factor in stimulating them to assume learning responsibility. Since the experience may be new for students, careful teacher planning for the first day is necessary and includes such preparations as creating a guideline of objectives, arranging the…