A successful in-house management development program is characterized by staff involvement in planning, designing, and conducting the program. Top management support is critical, as are program diversity and relevancy, preparation and excellence, and evaluation and followup. (Author/MLF)

The Standards for Evaluations of Educational Programs, Projects, and Materials was published in 1980 by the McGraw-Hill Company. Three sections of this article discuss major issues related to the development of the Standards, its content and form, and the work planned for its application and future development. (Author/RL)

The article offers guidelines for severely handicapped personnel preparation programs. Five areas which need to be addressed by such programs are addressed: need for the program, adequacy of resources to develop and maintain the program, staff needs and instructional integrity, program limitation, and a process for program evaluation. (SB)

The author describes how her personal interest in puzzles led her to create Puzzle Parties at the College of Santa Fe in New Mexico. Now regular events, these puzzle parties attract several hundred adults and children from the community. (SJL)

The development and operation of a successful volunteer program to assist in mainstreaming special education elementary students are traced. Recruitment, orientation, role responsibilities, and evaluation of the volunteers are discussed. (CL)

The first of thirteen papers presented at a 1980 conference on rubella-caused deafness provides an overview of the problems involved in advocacy, organization, and planning of services. (CL)

General premises and specific steps in developing a successful consultation program for parents of gifted students are identifed. Procedures begin with defining specific outcomes for each session and culminate in conducting follow-through and follow-up evaluations. (CL)

Outlines the advantages of implementing an advanced placement program in a high school and the steps that are involved in doing so. (IRT)

Describes the elements of a successful school breakfast program, argues for the ease with which one can be implemented, and answers criticisms against such a program. (IRT)

Increasing specialization in recreation services calls for changes in recreation education. (JD)

Suggests a set of rules by which organizational managers may regulate or control the rate of instructional development. (JEG)

Offers suggestions concerning important elements in planning workshops: organization of committees, program planning, definition of topic and purpose, statement of objectives, the audience, format, timing, site selection, registration, publicity, speaker selection, contracts, budgets, and evaluation questionnaires. (FM)

Outlines some considerations a principal should keep in mind when planning a middle school. (IRT)

Suggestions to strengthen the program planning process and to match communication strategies with program objectives include selecting the right people, limiting group size, naming a facilitator, agreeing on a technique, respecting opinions, identifying audiences, reviewing market research, listening to clients, and selecting the right media. (JOW)

If planners want to be ethically responsible for the consequences of their work, all who are affected by the program should be at the planning table. The reality of planning is that those with the most power will construct programs according to their interests. Planners must take responsibility to foster substantive involvement. (JOW)