This brochure is intended to inform parents and educators regarding the use of assistive technology devices and services in the special education evaluation process and programming. It is designed to help team participants develop the student's Individualized Education Program (IEP). Topics covered include: (1) the federal definition of assistive…

The purpose of this Essential Tool is to assist state-level transition coordinators and others responsible for forming, conducting, and evaluating the performance of interagency transition teams that are focused upon the school and post-school needs of youth with disabilities. This Essential Tool is designed to guide the coordination efforts of…

In more than 90 percent of the American colleges the prevailing method of transfer from secondary school to college is by certification, based on the pupil's record in secondary school. In the large majority of cases a record of graduation from an accredited secondary school is required to every student admitted to college. When it is considered…

The Office of Education through its Division of Higher Education is engaged in conducting a series of studies on the general subject of the relation of the State to higher education. The fifth bulletin consisted of a series of diagrams showing schematically for each of the 48 States the legal powers vested in State officials or agencies over the…

Accreditation practices and the standards used to accredit secondary schools should reflect the best that is known about secondary education if they are to serve a real purpose. To this end, responsible State agencies are constantly reexamining and revising their practices and their standards. The present study is designed to make it possible for…

Three state agencies cooperated to place social workers in schools in the role not of counselors, but of coordinators of services to help early-grade pupils having problems. The goal was identification and referral of children who might become delinquents. (Author)

A potential process for establishing child development programs is described which attempts to avoid many of the organizational problems encountered. (SW)

Explores forms of impact between community colleges and state and local agencies. Emphasizes the relationships between institutional goals and agency needs. Outlines strategies for improving understanding of institutional impact through the identification of consensual goals and the exchange of information about institutional goals and program…

Presents the methodology and findings of a nationwide survey of state-level agencies responsible for two-year college education, which was conducted to assess the type and comprehensiveness of the information these agencies provide to prospective two-year college students. Identifies the states providing model materials. (CAM)

An intergovernment program implementation framework is shown to be strongly affected by the way federal expectations and administrative actions interact with the state and local education agency programs. They can influence the components of categories of implementation factors, process variables, and the agency role orientations. (CM)

An Experience-Based Career Education (EBCE) moves from the "hot house" to the field, a number of strategies for program implementation will be tried and examined. These are recounted, as are continuing research and development efforts. Responsibility for long-term institutionalization may reside with the State Agencies of Education.…

Career education in Colorado is summarized in terms of the State's career education concept and related terms; activities of the State executive committee, State board of education, and State advisory council for career education; standards for eligibility; and current practices. (TA)

Describes the Ohio School Facilities Commission, whose mission is to provide funding, management oversight, and technical assistance to Ohio's 612 school districts for the construction and renovation of school facilities. Discusses the commission's actions at various stages of the construction process. (EV)

Describes the state networks of education service agencies (ESAs) in Georgia, Nebraska, Ohio, Oregon, Texas, and Wisconsin. Compares state ESA accreditation programs with regard to intent, evaluation methods, standards employed, use of performance indicators, and sanctions for poor performance. Contains 12 references. (SV)