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This practical guide for training and personnel specialists working in the human service agencies provides an understanding of how the Human Service Task Bank and the Manpower Management Information System (MMIS) (described in HE 007 310) can be used to address personnel and training problems. The Manpower Management Information System and the Human Service Task Bank are a data base that grew out of a study of the problems associated with manpower utilization and the lack of career mobility within the Florida Department of Health and Rehabilitative Services. This document discusses: (1) the basic elements of the human service task bank; (2) the human service task bank for curriculum design; (3) five functions and eleven roles of human service work; (4) functional job analysis scales; (5) codebook for task component designations; (6) codebook for functional knowledge and skill categories; (7) outline for delivery of human services; (8) outline for the human service supervisor; and (9) the human service task bank. (Author/KE)

The study was designed to collect and analyze data for a needs assessment of the Uptown Community of Chicago. Baseline data about the people residing and/or living in Uptown, their needs, fears, hopes, and expectations, and information regarding the causes and remedies of Uptown problems are given. Participants included persons from virtually every ethnic group, those active in more than 40 agencies and/or organizations in the community, and a cross-section of age groubings from various vocations and professions. The data were analyzed to identify the needs and the educational programs most appropriate for fulfilling them. Three processes were used to collect data: the Nominal Group Process Technique, a survey questionnaire, and personal interviews. Recommendations include a model for a life-centered educational curriculum plan. (Author/MSE)

The purpose of this Child Development Associate (CDA) training module is to give the CDA intern experience in constructing card files of lessons, activities and environmental conditions (classroom equipment and arrangements of equipment). At the highest level of proficiency, upon completing this module, it is intended that the CDA intern will be able to set up a card file box and identify, select and record two lessons, two activities and two environmental conditions which are used to teach the child about his or her self. Instructional and behavioral objectives are given. Teacher's materials consist of pre-test directions, an answer key and activity guides. Trainee materials include a pre- and post-test, an activity list and record, a glossary and 12 lessons. (Author/RH)

Designed to last approximately 12 days, Unit III of the 4-unit life planning and career development curriculum for rural high school students focuses on skills application. Through experience simulation, students apply skills learned in Unit II to the information from Unit I; they project their future lives and simulate their responses to problems that might stand in the way of self-realization. The unit concentrates on a simulation game, "The Game of Life: Choice and Chance," and a Learning Activity Package on assessment skills. The game is based on life stages and the role of choice and chance at each stage. The game packet, included with Unit III, contains monitor's instructions, a list of "identities," chance and consequence sheets for the various life stages, instructions for scoring life's "satisfaction points," and five game boards. Unit III also includes a teacher's guide, learning objectives, 10 complete lesson plans, an appendix of additional teaching tips and student activities, and an adaptation manual designed to help school personnel tailor the program to a particular area. The field-tested curriculum is designed for the rural Midwest, but detailed adaptation manuals are available for the Northwest, Southwest, Northeast, and Appalachian South. (SB)

A model curriculum in social planning at the graduate level has been developed and tested as an area of study at Florida State University (FSU). The project, which lasted from early 1967 through the summer of 1968, involved (1) a workshop to review the educational needs that should be met by the proposed curriculum, (2) a second workshop that reviewed curricular dimensions and established specifications for 6 experimental courses; a course in basic principles, 3 courses designed to explore the scope of social planning from individual, group, and community vantage points, and 2 others which relate social planning philosophy to the general planning program of FSU's Department of Urban and Regional Planning, (3) implementation of the curriculum including the 6 courses, with concurrent evaluation in the form of discussions between instructors, departmental faculty, and students during the 1967-1968 academic year, and (4) a comprehensive evaluation of the curriculum in the context of long-range plans to provide social planning specialization at the master's and doctoral levels. The 6 courses are being continued on an operational basis at FSU as th e core of a social planning specialization and conducted in the context of a 2-year master's degree program. The report contains course outlines, conceptual background material, and recommendations for further evolution of the new courses. (Author/WM)

A practicum was designed to develop training that would increase teachers' understanding of an integrated curriculum and how to plan for implementation. Subjects were 23 teachers at a K-5 elementary school. Training was developed to provide a common knowledge base of an integrated curriculum, productive collaboration and planning, and understanding of work-behavior styles. The researcher developed and administered pre- and posttests, teacher attitude surveys, and training session evaluations; acted as a resource person for team planning for integrating curriculum; reviewed lesson plans; and made classroom observations of curriculum integration. Analysis of the data showed that teachers who participated in the training had a clear understanding of integrating curriculum and how to plan for integrating curriculum. The posttest results showed mastery of concepts presented in the training, and teacher attitude surveys showed participants felt communication had increased between grade-level team members and between and among grade levels. (A Readiness for Curriculum Integration survey, a curriculum integration assessment questionnaire, and a survey to measure school-wide communication about curriculum are appended. Contains 29 references.) (AA)

Two models based on the use of manpower data are presented in this report. They offer guides for (1) the development of a ten-year master plan and (2) the development of curriculums as appropriate, based on the time schedule of that master plan. The College Master Plan Model presents two aspects of college master planning which are divided into the following sections: (1) State Planning Context (legislation and budget notes; community college legislation; Educational Coordinating Commission plans, rules, and regulations; State Department of Education plans, rules, and regulations; and community college board and administration); and (2) College Planning Cycle (college master plan; college planner and planning team; mission and purposes; problems and solutions; outcome goals and priorities, institutional research--data input; objectives and programs; production of master plan document; approval of master plan document; and revision and extension). The Curriculum Planning Model is then described in the following sequence: college master plan; idea proposal; the committee; institutional research; development team; office of instruction; operational units; implementation; evaluation; and revision. Each model is accompanied by a flow chart. (BL)

This guide is part of the Delaware Department of Education's ongoing efforts to provide assistance and support to local school districts in their development of a standards-based curriculum. The guide details the essential skills and knowledge that middle school students must attain at each grade level in English language arts, mathematics, science, and social studies; specifies the eligible content for the Delaware Student Testing Program at grade 8; gives district curriculum committees material to help guide the development and revision of curricula; serves as a reference for teachers in planning lessons and developing units; and provides an overview of all performance indicators at each grade level in order to facilitate teachers' planning of disciplinary and interdisciplinary units of study. The performance indicators are presented by discipline. The last section presents a multidiscipline menu of performance indicators by grade. (SM)

This guide is part of the Delaware Department of Education's ongoing efforts to provide assistance and support to local school districts in their development of a standards-based curriculum. The guide details the essential skills and knowledge that middle school students must attain at each grade level in English language arts, mathematics, science, and social studies; specifies the eligible content for the Delaware Student Testing Program at grade 8; gives district curriculum committees material to help guide the development and revision of curricula; serves as a reference for teachers in planning lessons and developing units; and provides an overview of all performance indicators at each grade level in order to facilitate teachers' planning of disciplinary and interdisciplinary units of study. The performance indicators are presented by discipline. The last section presents a multidiscipline menu of performance indicators by grade. (SM)

This guide is part of the Delaware Department of Education's ongoing efforts to provide assistance and support to local school districts in their development of a standards-based curriculum. The guide details the essential skills and knowledge that middle school students must attain at each grade level in English language arts, mathematics, science, and social studies; specifies the eligible content for the Delaware Student Testing Program at grade 8; gives district curriculum committees material to help guide the development and revision of curricula; serves as a reference for teachers in planning lessons and developing units; and provides an overview of all performance indicators at each grade level in order to facilitate teachers' planning of disciplinary and interdisciplinary units of study. The performance indicators are presented by discipline. The last section presents a multidiscipline menu of performance indicators by grade. (SM)

This annotated bibliography covers documents and journal articles, dating from 1969, that have been announced in the ERIC system. The reports are organized into eleven categories: (a) General Discussions on Black Colleges and Students; (b) Federal Support to Black Colleges; (c) Admissions, Recruitment, and Student Financial Aid; (d) Administrative Planning and Management; (e) Curriculum: Development, Planning, and Innovative Instruction; (f) Faculty Issues; (g) Interinstitutional Cooperative Programs; (h) Institutional Research; (i) College-Community Relationships; (j) Student Services: Counseling, Guidance, and Placement; and (k) Libraries. For each document, the author gives the ERIC classification number, author, title, publication date, number of pages, and an abstract. Journal articles are selectively annotated. (LP)

This Child Development Associate (CDA) training module is about how to write and use lesson plans. CDA interns are taught how to write and analyze behavioral objectives, choose appropriate materials and techniques, and observe and evaluate instruction. Instructional and behavioral objectives are given. The teacher's materials consist of pretest directions, an activity list and directions. The student's materials include pre- and post-tests, an activity record, a glossary and 12 lessons. (Author/RH)

This guide is designed to promote and assist in the integration of the civics curriculum, required for immigrant legalization, into the English-as-a-Second-Language (ESL) curriculum through both curriculum development and program planning. The guide has two major parts. The first part is a listing, in a suggested sequence, of civics/ESL competencies appropriate to each of three language proficiency levels: beginning 1, beginning 2/3, and intermediate. The civics content is not limited to facts presented in the federal text, but includes information and activities enabling students to complete the legalization process, access services, exercise rights and responsibilities, and interact successfully with members of the larger community. The sequence of competencies is based on the degree of English fluency needed and the student's need to learn about personal and related civic processes, organizations, and events. Part two consists of sample lesson plans providing examples of a variety of instructional strategies in a sequenced lesson integrating language structures and civics content. Suggested instructional approaches for both the integrated ESL/civics content and the lesson plans are also outlined. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

This document reports on a cooperative academic planning and curriculum development workshop. Section A, plenary sessions on curriculum change and improvement, presents workshop reports concerning black college survival and academic planning for science on the local and national level. Section B, seminars on educational systems, concerns a task analysis approach to higher level objectives and criterion-reference testing, theories and practices for individualization at the college and university level, humanities innovation in black colleges, and developing the total program. (MJM)

This document is one in a set of four documents which present a personnel development program aimed at improving the competence of instructional leaders in planning and implementing curricula in generic work skills, especially in vocational education. (Generic work skills are defined as those skills that facilitate the operation of goal-oriented groups involved in the accomplishment of specific tasks that require cooperative interaction among the members of the group.) Divided into three parts, this module is designed (1) to provide guidelines and a framework for implementing a generic work skills curriculum into the classroom curricula or educational program; (2) to help the user acquire the instructional management skills needed to teach generic work skills; and (3) to help the user adapt the curriculum to the needs and constraints of his/her situation. Each section is organized so that the guidelines and a framework are presented first and then an application exercise. A self-evaluation activity is included at the end of the module. (BM)

In order to determine the relationship between teacher participation in curriculum planning and teacher attitudes toward curriculum planning and use, the Curriculum Attitude Inventory (CAI) was developed and tested twice on groups of teachers who had been identified by their principals as having either strong positive or negative attitudes toward curriculum planning. Reliability coefficients of .54 and .66 were obtained between the CAI and principals' ratings. The CAI was then administered to 257 teachers divided into groups according to participation or non-participation in curriculum planning. Results indicated that teachers who had participated in curriculum planning showed a significantly more positive attitude to curriculum planning and use than those who had not participated. (RT)

The Office of Career Planning and Curriculum Development for the Human Services was established in September 1972 to study the problems associated with manpower utilization and the lack of career mobility within the Florida Department of Health and Rehabilitative Services (HRS). Objectives of the study were: (1) to identify the contributing factors and supplementary problems associated with these areas; and with (2) recruitment; (3) screening; (4) job preparation and training; (5) deployment; and (6) performance evaluation. Approaches were: (1) measurement of work behavior using a variation of the work diary and time log methods of work measurements; and (2) a structured questionnaire that functioned as the basic vehicle for identifying biographical characteristics of the worker and some basic environment information. The results of this job analysis are an empirical data base in the form of a Manpower Management Information System and Human Service Task Bank. (Author/KE)

The Office of Career Planning and Curriculum Development for the Human Services was established in September 1972 to study the problems associated with manpower utilization and the lack of career mobility within the Florida Department of Health and Rehabilitative Services (HRS). Objectives of the study were: (1) to identify the contributing factors and supplementary problems associated with these areas; and with (2) recruitment; (3) screening; (4) job preparation and training; (5) deployment; and (6) performance evaluation. Approaches were: (1) measurement of work behavior using a variation of the work diary and time log methods of work measurements; and (2) a structured questionnaire that functioned as the basic vehicle for identifying biographical characteristics of the worker and some basic environment information. The results of this job analysis are an empirical data base in the form of a Manpower Management Information System and Human Service Task Bank. (Author/KE)

The Office of Career Planning and Curriculum Development for the Human Services was established in September 1972 to study the problems associated with manpower utilization and the lack of career mobility within the Florida Department of Health and Rehabilitative Services (HRS). Objectives of the study were: (1) to identify the contributing factors and supplementary problems associated with these areas; and with (2) recruitment; (3) screening; (4) job preparation and training; (5) deployment; and (6) performance evaluation. Approaches were: (1) measurement of work behavior using a variation of the work diary and time log methods of work measurements; and (2) a structured questionnaire that functioned as the basic vehicle for identifying biographical characteristics of the worker and some basic environment information. The results of this job analysis are an empirical data base in the form of a Manpower Management Information System and Human Service Task Bank. (Author/KE)

The Office of Career Planning and Curriculum Development for the Human Services was established in September 1972 to study the problems associated with manpower utilization and the lack of career mobility within the Florida Department of Health and Rehabilitative Services (HRS). Objectives of the study were: (1) to identify the contributing factors and supplementary problems associated with these areas; and with (2) recruitment; (3) screening; (4) job preparation and training; (5) deployment; and (6) performance evaluation. Approaches were: (1) measurement of work behavior using a variation of the work diary and time log methods of work measurements; and (2) a structured questionnaire that functioned as the basic vehicle for identifying biographical characteristics of the worker and some basic environment information. The results of this job analysis are an empirical data base in the form of a Manpower Management Information System and Human Service Task Bank. (Author/KE)

This curriculum planning project of the Columbia University Urban Center attempts to provide Columbia University with a complete profile on current and planned curricula dealing with urban and minority affairs; to recommend directions for the University's future development; to order these recommendations according to priority; and, to outline structural arrangements and strategies to facilitate their implementation. A number of surveys were conducted to collect opinion from various sectors of the academic community and other universities. The report includes discussion of faculty and administration views, student views, black and Puerto Rican community opinions, and national college curriculum in this area. The individual authors make their own extensive recommendations on urban and ethnic studies. (Author/JW)

This curriculum planning project of the Columbia University Urban Center attempts to provide Columbia University with a complete profile on current and planned curricula dealing with urban and minority affairs; to recommend directions for the University's future development; to order these recommendations according to priority; and, to outline structural arrangements and strategies to facilitate their implementation. A number of surveys were conducted to collect opinion from various sectors of the academic community and other universities. The report includes discussion of faculty and administration views, student views, black and Puerto Rican community opinions, and national college curriculum in this area. The individual authors make their own extensive recommendations on urban and ethnic studies. (Author/JW)

THE METHODOLOGY USED IN DEVELOPING EXPERIMENTAL CURRICULUM MATERIALS (ED 010 626) FOR AN INNOVATIVE GUIDANCE PROGRAM IN CAREER PLANNING WAS PRESENTED. RESEARCH DATA, GATHERED DURING A QUESTIONNAIRE SURVEY OF STUDENT ATTITUDES AND INTERESTS RELEVANT TO CAREER PLANNING, WERE USED FOR THE CURRICULUM CONTENT. THE CONTENT FORMAT WAS ORGANIZED TO PROVIDE A FRAMEWORK OF RELEVANT AND MEANINGFUL INFORMATION FOR YOUTHS TO USE IN GAINING PERSPECTIVE ON THEMSELVES AND IN ACQUIRING APPRECIATION AND UNDERSTANDING OF THE DECISION-MAKING PROCESSES INVOLVED IN CAREER PLANNING. THE THEORETICAL CONSTRUCT OF DEVELOPMENTAL TASKS (TRYON AND LILIENTHAL, 1950) WAS USED AS ONE BASIS FOR CURRICULUM PLANNING. A TAXONOMY FOR EDUCATIONAL OBJECTIVES IN THE AFFECTIVE DOMAIN (KRATHWOHL AND OTHERS, 1964) WAS USED FOR DEFINING CURRICULUM OBJECTIVES, THE NATURE OF DESIRED LEARNING EXPERIENCES, AND MEANS OF EVALUATION. ALTHOUGH THE CURRICULUM WAS DEVELOPED FOR JUNIOR HIGH SCHOOL GUIDANCE SESSIONS, A PRELIMINARY TRYOUT INDICATED THAT IT COULD BE READILY ADAPTED FOR USE WITH UPPER ELEMENTARY AND SENIOR HIGH SCHOOL STUDENTS AS WELL. STUDENTS EXPOSED TO THE CURRICULUM DURING THE TRYOUT APPEARED TO (1) RESPOND FAVORABLY TO THE NOVELTY OF CONTENT, AS IT WAS DIRECTLY RELATED TO THEIR PLANS AND PERSONAL CONCERNS, AND (2) USE AN OPEN-ENDED, SCIENTIFIC APPROACH IN RELATING THE CONTENT TO THEIR OWN EXPERIENCE. RELATED REPORTS ARE ED 010 623 THROUGH ED 010 626. (JH)

In a curriculum project designed to establish guidelines for teacher use in planning homemaking education, the choice of resource materials was based on the philosophy of home economics education, socioeconomic trends, and the developmental tasks of adolescence. A conceptual framework was formulated which served as a basis for the scope and sequence, and outlines of both are included in the document. Concepts were selected according to relevance to various grade levels and their value as fundamentals to build upon, and focused on problems of families and individuals in the area of family relations and child development. A wide variety of ideas and suggestions to aid in developing specific plans for teaching the identified concepts are included in the document. Resource materials at each grade level are organized according to introductory statements, unit objectives, content, educational experiences, and evaluation ideas, with generalizations listed for each concept. Educational experiences are listed according to cognitive levels: knowledge, application, analysis, and evaluation. Major concepts are: (1) Nature of the family, (2) Effect of the family on the maturation of the individual, (3) Interaction of individuals with each other in a family, (4) Relevance of various activities of a family, and (5) Interaction of the family with the community. Texts and references are listed in the appendix. (FP)

The report is an accounting of activities of the Vocational Development Study (VDS) project during the three-year funding period of July 1971 to July 1974. The longitudinal study, planned to cover a 10-year span, was begun in the fall of 1968. The project was developed to identify the effects of the high school experience on youth in vocational guidance. The sample consisted of the total ninth grade enrollment in three medium-sized Pennsylvania school districts--Altoona, Hazleton, and Williamsport. Data were collected at several stages through standardized aptitude and achievement tests and inventories of interests, values, and vocational development. Information on family and environmental background, occupational and educational aspirations, as well as school-generated data were also collected and analyzed. The report presents the background of the project and describes procedures involved in sample selection and data collection, handling, and storage. The VDS project resulted in 20 published research monographs and numerous papers and articles. Copies of the monographs and papers and a list of the articles are included in the report. In addition, a one-year graduate followup survey was made of the Altoona class. Several questionnaires are appended. (NJ)

The report is an accounting of activities of the Vocational Development Study (VDS) project during the three-year funding period of July 1971 to July 1974. The longitudinal study, planned to cover a 10-year span, was begun in the fall of 1968. The project was developed to identify the effects of the high school experience on youth in vocational guidance. The sample consisted of the total ninth grade enrollment in three medium-sized Pennsylvania school districts--Altoona, Hazleton, and Williamsport. Data were collected at several stages through standardized aptitude and achievement tests and inventories of interests, values, and vocational development. Information on family and environmental background, occupational and educational aspirations, as well as school-generated data were also collected and analyzed. The report presents the background of the project and describes procedures involved in sample selection and data collection, handling, and storage. The VDS project resulted in 20 published research monographs and numerous papers and articles. Copies of the monographs and papers and a list of the articles are included in the report. In addition, a one-year graduate followup survey was made of the Altoona class. Several questionnaires are appended. (NJ)

Following a historical review of Native American educational practices, this book chapter examines various approaches for increasing Native American representation in higher education, presented within the framework of three orientations to curriculum planning. First, Native students may be expected to change to fit the curriculum--to learn the rules and practices of the institution as well as obtain supplemental educational instruction and psychosocial support on their own. This approach relies on Native student assimilation to institutional culture and usually results in the student's culture being viewed as a deficiency. Second, creating culturally congruent curricula involves faculty taking the time to learn about cultural values and concepts and then taking action to integrate these values and concepts into the educational process in a caring fashion. Cultural discontinuity theory can serve as a foundation for this approach. Third, empowering students and communities necessitates correcting the imbalance of power that has kept the voices of Native Americans out of the academic dialogue. The classroom can serve as a forum for challenging social inequalities; the capacity of students to assume teaching and learning roles can be recognized; and universities can involve tribal communities in defining educational needs, developing curricula, and evaluating outcomes. Curricula of higher educational institutions that attend to the needs of all could be powerful catalysts for social change. (Contains 48 references.) (TD)

This research aims to describes (1) problems in planning and organizing (2) actualization of curriculum planning updates, (3) actualization of curriculum curriculum organization descriptions, (4) "Gethok Tular" word of mouth strategy, (5) description of low self-esteem or low self-esteem strategies. "Andhab Asor". The method used in this study is a qualitative method, through a phenomenological approach with a case study design in the Regional Coordinator of Bantur, Malang Regency. There are 3 data collection techniques used by researchers, namely interviews, documentation studies, and observation. Data analysis techniques used in this study include (1) data collection, (2) data compaction, (3) data presentation, (4) drawing conclusions/verification. The validity data obtained through this study used technical triangulation and source triangulation, with persistence, reference testing, and member checking. The results in this study indicate that (1) the main problems that occur in planning and organizing are the lack of technology, (2) the actualization of curriculum planning planning, using online vark questionnaires to determine the learning model used by teachers with the planned 2013 curriculum design, ( 3) the actualization of curriculum organization lies on the basis of the patchwork curriculum and the integrated curriculum as the type of organization. (4) the word of mouth strategy is considered capable of overcoming the lack of technology from senior teachers, (5) the "Self Humble" or "Andhab Asor" strategy is considered capable of overcoming the demotivation of teachers in learning to create digital-based media. [For the full proceedings, see ED654100.]

EXPERIMENTAL MATERIALS THAT WERE DEVELOPED FOR THE VOCATIONAL GUIDANCE OF JUNIOR HIGH SCHOOL STUDENTS WERE PRESENTED IN THIS APPENDIX TO ED 010 625. THESE MATERIALS WERE PLANNED TO ENABLE STUDENTS TO THOROUGHLY AND SYSTEMATICALLY EXPLORE THEIR OWN SELF-PERCEPTIONS, ATTITUDES, PERSONAL VALUES, ACHIEVEMENT, ABILITIES, AND DIVERSE CAREER POSSIBILITIES. DEVELOPMENT OF THE MATERIALS WAS GUIDED BY THE HOPE THAT THEY WOULD ENABLE THE STUDENTS TO EMERGE FROM LEARNING EXPERIENCES WITH CLEARER CONCEPTIONS OF WHO THEY ARE AND WHERE THEY ARE GOING. SAMPLE STUDENT WORK SHEETS, QUESTIONNAIRES, AND READING AND WRITING MATERIALS WERE INCLUDED FOR ALL LESSONS. THE QUESTIONNAIRE RESPONSES OF APPROXIMATELY 100 BOYS AND GIRLS (GRADES 6, 8, 10, AND 12) WERE PRESENTED IN GRAPH FORM TO ALLOW STUDENTS USING THESE STUDY MATERIALS TO LOOK AT THE CAREER PLANS AND ATTITUDES OF A SAMPLE OF THEIR PEERS WHILE SIMULTANEOUSLY VIEWING AND EVALUATING THEIR OWN. ALTHOUGH DEVELOPED FOR USE WITH JUNIOR HIGH SCHOOL STUDENTS, THE AUTHOR SUGGESTED THE MATERIALS WERE ALSO SUITABLE FOR USE BY STUDENTS IN THE UPPER ELEMENTARY GRADES OR AT THE SENIOR HIGH SCHOOL LEVEL. INCLUDED WITH THE MATERIALS WERE TEACHING GUIDELINES AND EVALUATION SHEETS FOR A RECOMMENDED FOLLOWUP EVALUATION OF THE EMPIRICAL EFFECTS OF THE CURRICULUM MATERIALS. RELATED REPORTS ARE ED 010 623 THROUGH ED 010 626. (JH)

The Tulsa Technology Center's Curriculum Department led the institution's staff in developing a competency-based occupational curriculum for the district. The process of curriculum development involved planning, developing, implementing, and evaluating the instruction within the district. The process was designed to provide a total district instructional system, including program examination, review charting, assessment of area needs, implementation, tracking, audiovisual selection, instructional planning, and testing. Although the process met some resistance at first, especially when presented in large groups, more enthusiasm was generated when instructors met with curriculum developers. After the curriculum guide for one course was developed, it was easier for all those involved to appreciate the process and to cooperate more fully in developing other areas of the curriculum. The model curriculum that was developed allows all instructors to follow an accepted format and campus administrators to implement a standardized curriculum in order to improve instruction throughout the district. (A glossary of terms used in the curriculum development process is included in the report.) (KC)

This guide is part of the Delaware Department of Education's ongoing efforts to provide assistance and support to local school districts in their development of a standards-based curriculum. The guide details the essential skills and knowledge that elementary students must attain at each grade level in English language arts, mathematics, science, and social studies; specifies the eligible content for the Delaware Student Testing Program at grades 3 and 5; gives district curriculum committees material to help guide the development and revision of curricula; serves as a reference for teachers in planning lessons and developing units; and provides an overview of all performance indicators at each grade level in order to facilitate teachers' planning of disciplinary and interdisciplinary units of study. The performance indicators are presented by discipline. The last section presents a multidiscipline menu of performance indicators by grade. A glossary of terms is included. (SM)

The purpose of this study was to develop a valid and reliable health promotion workbook to assist staff and volunteers of the AIDS Calgary Awareness Association in the systematic design, development, administration, and evaluation of preventive health promotion programs. Information was gleaned from a review of health promotion, social marketing, and AIDS-related literature; consultations with health promotion practitioners; and workbooks provided by national health organizations. A first copy of the workbook was developed through formative consultation with an internal working group from AIDS Calgary. The draft copy and a Workbook Evaluation Instrument were given to three external reviewers for summative comments. A second draft was resubmitted to the first two groups and a third group of external reviewers. From the comments of all reviewers, the workbook was determined to be ready for use. Recommendations for the improvement of practice included the request to apply process and product evaluation to confirm the workbook's content and construct validity. Appendixes provide an explanation of the Simple Systems Model; a Health Promotion Model (Source: Uganda Work Experience); copy of the letter sent to national health promotion organizations with a list of organizations contacted; the workbook evaluation instrument; and the final product--the Health Promotion Workbook. (Contains approximately 55 references.) (Author/LL)

Curriculum of a school consists of all the experiences that a learner encounters under the direction of the school. The curriculum of any educational system is planned and developed according to the needs of the society. Just as the society is dynamic, the curriculum is also dynamic. Hence, curriculum is usually changed from time to time. This paper focuses on the processes of curriculum development in mathematics.This includes determination of educational goals and objectives, selection of learning experiences, organization, try out of the curriculum, implementation and evaluation. Some models for curriculum development are also discussed.

The term educator is defined as, "one skilled in teaching (Merriam-Webster)". In this annotated bibliography, the term educators includes special education teachers, general education teachers, career and technical educators, and any other educators that would be involved in teaching Career and Technical Education (CTE) skills to students with disabilities. The topic of educators is important in transition planning because the Individuals with Disabilities Education Act (IDEA, 2004) suggests that teachers involved in the education of individuals with disabilities should be involved in the Individual Education Plan (IEP) process. Once a student reaches 16, the IEP process also includes transition planning. If a student is participating in CTE classes then CTE educators should be involved in the IEP process to help ensure that they are aware of the accommodations, modifications, and supports and services the student is entitled to, as well as to provide some insight on the transition planning process. The literature summarized in this annotated bibliography states there is often a disconnect between special education teachers and CTE teachers. The literature also states that it is imperative that CTE educators be involved in the IEP process and should receive training and/or professional development regarding evidence-based practices for teaching CTE skills to individuals with disabilities and how best to involve them into the CTE curriculum.

The term educator is defined as, "one skilled in teaching (Merriam-Webster)". In this annotated bibliography, the term educators includes special education teachers, general education teachers, career and technical educators, and any other educators that would be involved in teaching Career and Technical Education (CTE) skills to students with disabilities. The topic of educators is important in transition planning because the Individuals with Disabilities Education Act (IDEA, 2004) suggests that teachers involved in the education of individuals with disabilities should be involved in the Individual Education Plan (IEP) process. Once a student reaches 16, the IEP process also includes transition planning. If a student is participating in CTE classes then CTE educators should be involved in the IEP process to help ensure that they are aware of the accommodations, modifications, and supports and services the student is entitled to, as well as to provide some insight on the transition planning process. The literature summarized in this annotated bibliography states there is often a disconnect between special education teachers and CTE teachers. The literature also states that it is imperative that CTE educators be involved in the IEP process and should receive training and/or professional development regarding evidence-based practices for teaching CTE skills to individuals with disabilities and how best to involve them into the CTE curriculum.

The manual is designed to provide teachers of hearing impaired students with a criterion referenced record of the student's existing skills. The record is intended to progress with the child through the elementary grades and to be used for developing individual profiles and plans. The manual consists of forms with columns for recording the following information: objective and date to be achieved, present level and date, criterion, evaluation results, and materials/resources/comments. The following developmental skills are covered: gross motor, fine motor, penmanship, tactile functions, visual reception, visual awareness, visual memory, visual association, visual closure, sensory integration, visual perception, and thinking activities. Additional sections focus on auditory development, speech, language, and visual aspects of communication. (CL)

This Child Development Associate (CDA) training module is designed to enable the CDA intern to recognize social development in children's solitary, associative and cooperative play. The trainee will also learn about techniques and environmental conditions that can be used to foster socialization. Instructional and behavioral objectives are given. The teacher's materials include pre-test directions, an answer key and directions for resource person and the field supervisor. The student's materials consist of pre- and post-tests, an activity record and nine lessons. (Author/RH)

The material for a course in college and university administration and management, which utilizes a Planning, Programming, Budgeting and Evaluation System (PPBES) as well as a Management Information System (MIS), is provided. The course permits the student to progress at his/her own pace, and makes use of audiovisual materials, such as tape cassettes, film, transparencies, as well as the traditional lecture and small group discussion method and reading materials. The five units of the course are: Planning; Programming; Budgeting; Evaluation; and Management Information Systems. Forms by which the student evaluates each unit, questionnaires related to course revision and course evaluation, and a post-evaluation self-test are provided. (For related documents, see JC 740 025-027.) (DB)

Exercises and activities for incorporating career education into the secondary school curriculum (10-12) are contained in this teacher's manual. Activities are developed for language arts (112), mathematics (32), science (21), social studies (49), related arts/fine arts (61), and guidance (41). An index of titles is included for each subject area. Teaching activities are written in a format which matches specific goals of school subjects with career education concerns (curriculum focus). Career education focus (DELLA Statement), estimated class time, essential resource materials, and the instructional process are outlined for each lesson. The appendix contains the following materials: DELLA Statements (generated for the Career Development Education Model), background in curriculum design, bibliography of suggested materials, interview sheet, list of career clusters, lists of career-related games and simulation, index of publishers/distributors, lists of evaluation instruments, notes on role playing and on brainstorm technique and planning field trips, sample job application form, sample resumes, supplemental resources for guidance, and bibliography of materials dealing with sex bias. (TA)

Exercises and activities for incorporating career education into the secondary school curriculum (10-12) are contained in this teacher's manual. Activities are developed for language arts (112), mathematics (32), science (21), social studies (49), related arts/fine arts (61), and guidance (41). An index of titles is included for each subject area. Teaching activities are written in a format which matches specific goals of school subjects with career education concerns (curriculum focus). Career education focus (DELLA Statement), estimated class time, essential resource materials, and the instructional process are outlined for each lesson. The appendix contains the following materials: DELLA Statements (generated for the Career Development Education Model), background in curriculum design, bibliography of suggested materials, interview sheet, list of career clusters, lists of career-related games and simulation, index of publishers/distributors, lists of evaluation instruments, notes on role playing and on brainstorm technique and planning field trips, sample job application form, sample resumes, supplemental resources for guidance, and bibliography of materials dealing with sex bias. (TA)