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…

THE PURPOSE OF THIS GUIDE IS TO ASSIST JUNIOR COLLEGE PRESIDENTS, CHAIRMEN OF BUSINESS ADMINISTRATION DEPARTMENTS, AND TEACHER COORDINATORS IN ORGANIZING, OPERATING, AND ADMINISTERING DISTRIBUTIVE EDUCATION PROGRAMS IN JUNIOR COLLEGES. IT WAS DEVELOPED UNDER THE SUPERVISION OF A STATE LEVEL CURRICULUM SPECIALIST FOR DISTRIBUTIVE EDUCATION. THE…

This guidebook offers practical advice on planning, administering, and evaluating telecourses. An introductory section provides a definition and history of telecourses. The following section covers procedures such as planning for implementation of the telecourse, securing approval for the telecourse, deciding on the credit and grade options the…

Explains how administrators can plan and manage specially funded educational projects. (Author/DN)

Designed as a resource for project directors and others who must implement career education products, this handbook is divided into two sections: a procedural guide and a set of thirty illustrated techniques. A glossary of terms and an introduction explaining basic assumptions, purposes, uses, and philosophy of the handbook precede the procedural…

Based on a national review of student and employer follow-up efforts, this training guide describes the options that are available at each step in the process of designing, developing, and implementing follow-up systems and the advantages and disadvantages in each case. The guide is divided into five major sections. The first section discusses the…

This document presents the management system developed by the University of New Hampshire-Portsmouth Twelfth Cycle Teacher Corps Project. This system, although very flexible and continually modified, is presented as a model that may be useful to other projects. According to the report, project goals, training objectives, and expected outcomes are…

The bulletin is intended to assist local educational agency administrators in developing and/or strengthening and expanding occupational services for disadvantaged and handicapped persons as required by Federal and State legislation and outlined in the Illinois State plan. The publication opens with a discussion of the criteria for the…

The "School Administrator's Guide to Implementing Language Programming" serves as a starting point to plan for and implement language programming. It provides a general overview; suggests practical strategies for working with students, parents, teachers and the surrounding community; and includes details on areas to address in selecting…

Designed for college administrators, this guide provides a synthesis of a broad spectrum of approaches to creating gerontology courses and curricula. First, an introductory chapter looks at reasons for developing a gerontological curricula, potential audiences for such a program (i.e., health care providers, other caregivers, older adults, and…

This workbook is designed to build or improve the basic planning skills needed by persons responsible for program planning in alcohol service agencies. An understanding of the generic planning process in the development or expansion of community alcoholism-realted services can be acquired through the use of this guide. The workbook attempts to…

Guidelines detail the resource room program for children with educational disability. Aspects covered include administration, the teacher, placement, class organization, and physical classroom needs. (JD)

Workshops sponsored by the Ohio Modern Language Teachers' Association (OMLTA) are described and information about organizing OMLTA workshops is provided. Specifically, guidelines are given on: policies, the local workshop director's responsibilities, selecting consultants, site selection, luncheon arrangements, and publicity. The workshops by…

IN 1965-66, 14 SCHOOL DISTRICTS ESTABLISHED 20 CLASSES IN SCHOOLS, MENTAL HEALTH CENTERS, AND HOSPITALS FOR EMOTIONALLY DISTURBED CHILDREN (AGES 6 THROUGH 17). OUTLINED WERE DEFINITIONS AND CHARACTERISTICS OF EMOTIONALLY DISTURBED CHILDREN, PURPOSES OF THE PROGRAM, MINIMUM PLANT FACILITIES, RELATED PERSONNEL, ELIGIBILITY REQUIREMENTS, CLASS SIZE…

Intended as a guide for school administrators, this publication describes and discusses "The Varying Role of the School Volunteer,""A Tutorial Program in Operation,""A Volunteer Resource Program in Operation,""An Inner-City Extended School-Day Program,""Essential Ingredients of a Successful Program," and "How to Recruit, Screen, and Retain."…