Describes a pilot project to include the global approach in the curricula of six Washington, D.C., area elementary schools. Discussion of the project's evaluation is included. (IRT)

In July 1992, New American Schools Development Corporation (private, tax-exempt organization) announced selection of 11 designs to serve as models for schools of future. Nationwide competition sought to improve existing public schools with new ideas and money from corporate donations. Winning proposals incorporate concepts such as longer school…

At a Florida elementary school, the principal and teachers are piloting a curriculum of core knowledge developed over a four-year period by E.D. Hirsch, an advisory board, and a teacher/parent network. An appropriate core curriculum can provide all students with a foundation of knowledge for studying and appreciating the unique qualities of any…

Suggests schools should not wait for negative incidents or for specific student inquiries about racism before introducing multicultural concepts. An Albuquerque school piloted "Different and the Same," a supplementary video-based curriculum to help young children identify and prevent prejudice. Developed by the company producing…

Inclusion-oriented schools should define their philosophy, form a committee, develop a written plan, provide early staff development, review children's individual needs, develop program modifications, and prepare parents and students. During the second year, schools should implement a pilot program, provide ongoing staff development, and evaluate…

The 33 modules of a Utah district's successful Resilient Youth Curriculum pilot program provide guidelines for initially working through students' protected exteriors to establish trust and facilitate the resiliency-building process. Students then develop ownership of the program by participating in planning, shaping, and implementing the…

Even as Goals 2000 (the latest manifestation of factory-model schooling) is being adopted nationwide, a smaller, but growing counter-movement aimed at decentralizing and democratizing public schools has emerged. Manifestations include magnet and charter schools and the new, smaller, autonomous institutions called in-district charter or pilot…

A Tucson, Arizona elementary school is one of 45 development sites for the Toyota Families in Schools Program, which brings in parents to learn alongside their children and in their own classrooms for 4 hours daily. Parents also receive vocational instruction aligned with local job opportunities. (MLH)

Principals desiring to develop a school-uniform policy should involve parents, teachers, community leaders, and student representatives; beware restrictions on religious and political expression; provide flexibility and assistance for low-income families; implement a pilot program; align the policy with school-safety issues; and consider legal…

Summarizes a study comparing effects of three different preschool models on urban public school children's success. Children enrolled in child-initiated programs mastered more basic skills than those in academically directed or middle-of-the-road classrooms. By fourth grade, the negative effects (lower scores and maladaptive behavior) of overly…

The Fairfax County (Virginia) Schools have developed a pilot program, Success by Eight, that groups students ages 5 to 8 for different types of learning, based on performance in each subject. By restructuring K-2 classes into multiple, flexible groups, the program provides opportunities for continuous learning and development during critical…

Jumpstart, a homegrown before-school tutoring program piloted at a Massachusetts school, has proven successful with at-risk first graders. Implemented as a low-cost alternative to Reading Recovery and Success for All programs, the 18-week action-research project employed 11 inclusion and Title I aides as volunteers. (MLH)

As part of a statewide pilot program, Florida schools are implementing instructional delivery systems to mainstream more students with disabilities and develop more special/general educator partnerships. Effective coteaching models have common planning time, flexibility, risk-taking, defined roles and responsibilities, compatibility, communication…