In Part 2 of a two-part article individual educational program objectives are applied to nonverbal communication areas as follows: proxemics, or the use of distance, spatial arrangements, and territories; vocalics, or the use of prosodic, paralinguistic, or nonlinguistic features; and artifactual cues involving clothing and cosmetics. (Author/SBH)

This is part one of two performance assessment resources booklets for Level I of the Intermediate Science Curriculum Study (ISCS). The two booklets are considered one of four major subdivisions of a set of individualized evaluation materials for Level I of the ISCS developed as a part of the ISCS Individualized Teacher Preparation (ITP) program.…

This is part two of two performance assessment resources booklets for Level I of the Intermediate Science Curriculum Study (ISCS). The two booklets are considered one of four major subdivisions of a set of individualized evaluation materials for Level I of the ISCS developed as a part of the ISCS Individualized Teacher Preparation (ITP) program.…

This is part one of two performance assessment resources booklets for Level II of the Intermediate Science Curriculum Study (ISCS). The two booklets are considered one of four major subdivisions of a set of individualized evaluation materials for Level II of the ISCS developed as a part of the ISCS Individualized Teacher Preparation (ITP) program.…

This is part two of two performance assessment resources booklets for Level II of the Intermediate Science Curriculum Study (ISCS). The two booklets are considered one of four major subdivisions of a set of individualized evaluation materials for Level II of the ISCS developed as a part of the ISCS Individualized Teacher Preparation (ITP) program.…

This is one of four performance assessment resources booklets for Level III of the Intermediate Science Curriculum Study (ISCS). The four booklets are considered one of four major subdivisions of a set of individualized evaluation materials for Level III developed as a part of the ISCS Individualized Teacher Preparation (ITP) program. Each of…

This is one of four performance assessment resources booklets for Level III of the Intermediate Science Curriculum Study (ISCS). The four booklets are considered one of four major subdivisions of a set of individualized evaluation materials for Level III developed as a part of the ISCS Individualized Teacher Preparation (ITP) program. Each of…

This is one of four performance assessment resources booklets for Level III of the Intermediate Science Curriculum Study (ISCS). The four booklets are considered one of four major subdivisions of a set of individualized evaluation materials for Level III developed as a part of the ISCS Individualized Teacher Preparation (ITP) program. Each of…

This is one of four performance assessment resources booklets for Level III of the Intermediate Science Curriculum Study (ISCS). The four booklets are considered one of four major subdivisions of a set of individualized evaluation materials for Level III developed as a part of the ISCS Individualized Teacher Preparation (ITP) program. Each of…

The handbook provides a model for beginning and operating programs for talented/gifted students in rural schools, K-12, based on a program developed in Shasta County, California, in 1976-77 and disseminated nationwide in 1978-79. The model produces individualized programs planned by a committee composed of the student, classroom teacher(s),…

This is one of four major subdivisions of a set of individualized evaluation material for Level I of the Intermediate Science Curriculum Study (ISCS) developed as a part of the ISCS Individualized Teacher Preparation (ITP) program. The manual contains a composite list of selected measurable objectives for Level I of the ISCS program. It is…

A rating scale that allows teachers to evaluate specific areas related to management of the learning disabled student's individualized education program (IEP) is presented. Ten factors are assessed including systematic instruction of short-term objectives, preparation of individualized lesson plans, and provision of immediate feedback. (CL)

Addresses pitfalls in formulating individualized education program (IEP) goals and objectives for handicapped students as mandated by P.L. 94-142 (the Education for All Handicapped Children Act). Short-term objectives are subordinate to goals and should reflect a hierarchical relationship to goal. Some of the inadequacies of written objectives are…

Techniques for developing a schedule in an early intervention program for handicapped students include setting the stage, selecting and arranging the time blocks, scheduling individual and group programs, and assigning staff. Classroom arrangement decisions must be made and the schedule should be evaluated in relation to individualized education…

The article examines evaluation strategies for determining prevocational/vocational work potential and interests of handicapped students. The use of existing information as well as information gained from interviews is considered. Prevocational/vocational programing is addressed in terms of the individualized education program. (CL)