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DOCUMENT RESUME
ED 095 016 SE 018 089
AUTHOR Capasso, Ronald L.; Lachat, Mary'AnnTITLE Math Programs That Work: A National Survey.INSTITUTION New Jersey State Dept. of Education, Trenton. Office
of Program Development.SPONS AGENCY Bureau of Elementary and Secondary Education
(DHEW/OB), Washington, D.C.PUB DATE [74]NOTE 65p.
EDRS PRICE mF-$0.75 HC -$3.15 PLUS POSTAGEDESCRIPTORS Computer Assisted Instruction; Computer Oriented
Programs; *Diagnostic Teaching; *Directories;Educational Programs; *Individualized Instruction;Instruction; *Mathematics Education; *ProgramDescriptions
IDENTIFIERS Elementary Secondary Education Act Title III; ESEATitle III
ABSTRACTThis directory contains comprehensive descriptions of
diagnostic-prescriptive mathematical programs, for which some successhas been demonstrated in the classroom, as shown by statisticalevidence of significant improvement of student learning. The table ofcontents is designed to provide easy identification of programsrelated to specific grade levels. The descriptions offer informationrelated to program rationale, materials, classroom organization,inservice training, cost, evaluation data on achievement, and wherePossible. the location of New Jersey school districts using theprogram. (JP)
Mat
h P
rogr
ams
Tha
t Wor
kA
Nat
iona
l Sur
vey
Ron
ald
L. C
apas
so, E
d.D
.M
ary
Ann
Lac
hat,
Ed.
D.
U.S
. DE
PA
RT
ME
NT
OF
HE
ALT
H,
ED
UC
AT
ION
& W
ELF
AR
EN
AT
ION
AL
INS
TIT
UT
E O
FE
DU
CA
TIO
NT
HIS
DO
CU
ME
NT
HA
SB
EE
N R
EP
RO
DU
CE
D E
XA
CT
LY A
SR
EC
EIV
ED
FR
OM
TH
E P
ER
SO
N O
R O
RG
AN
IZA
TIO
NO
RIG
INA
TIN
G IT
. PO
INT
S O
F V
IEW
OR
OP
INIO
NS
ST
AT
ED
DO
NO
T N
EC
ES
SA
RIL
YR
EP
RE
SE
NT
OF
FIC
IAL
NA
TIO
NA
L.IN
ST
ITU
TE
OF
ED
UC
AT
ION
PO
SIT
ION
OR
PO
LIC
Y
OD
O P
repa
red
unde
r a
gran
tV
.)O
DD
from
the
Offi
ce o
f Pro
gram
Dev
elop
men
t,N
ew J
erse
y S
tate
Dep
artm
ent
of E
duca
tion
Thi
s se
ries
was
pre
pare
d un
der
the
ausp
ices
of:
Rob
ert W
. War
dS
tate
Edu
catio
n D
irect
or o
f Pro
gram
Dev
elop
men
tN
ew J
erse
y D
epar
tmen
t of E
duca
tion
Tre
nton
, N.J
.
Don
ald
A. W
atts
Sup
erin
tend
ent o
f Sch
ools
Nor
ther
n V
alle
y R
egio
nal H
igh
Sch
ool D
istr
ict
Clo
ster
. N.J
.
Ron
ald
L. C
apas
so, E
d.D
., P
resi
dent
Mar
y A
nn L
acha
t, E
d.D
., V
ice-
Pre
side
ntC
ap la
Ass
ocia
tes.
Inc.
, Edu
catio
nal C
onsu
ltant
sM
ayw
ood,
N.J
.
Intr
oduc
tion
In a
n ef
fort
to r
espo
nd to
the
need
s of
New
Jer
sey
scho
ol d
is-
tric
ts, t
he O
ffice
of P
rogr
am D
evel
opm
ent o
f the
New
Jer
sey
Sta
te D
epar
tmen
t of E
duca
tion
has
fund
ed a
n E
.S.E
.A. T
itle
IIIpr
ojec
t ent
itled
Pro
ject
TA
P (
Tec
hnic
al A
ssis
tanc
e P
rogr
am).
Thi
s di
rect
ory
is o
ne o
f the
pro
duct
s of
Pro
ject
TA
P. I
t con
tain
sco
mpr
ehen
sive
des
crip
tions
of d
iagn
ostic
-pre
scrip
tive
mat
hem
atic
s pr
ogra
ms,
for
whi
ch s
ome
succ
ess
has
been
dem
onst
rate
d in
the
clas
sroo
m, a
s sh
own
by s
tatis
tical
evi
denc
eof
sig
nific
ant i
mpr
ovem
ent o
f stu
dent
lear
ning
. The
se d
escr
ip-
tions
pro
vide
bas
ic p
rogr
am in
form
atio
n es
sent
ial t
o pr
uden
tde
cisi
on m
akin
g. It
is th
e ho
pe o
f the
Offi
ce o
f Pro
gram
Dev
elop
men
t tha
t tea
cher
s an
d ad
min
istr
ator
s w
ill a
vail
them
selv
es o
f thi
s do
cum
ent w
hen
mak
ing
deve
lopm
enta
l and
oper
atio
nal d
ecis
ions
rel
ated
to th
eir
need
s in
mat
hem
atic
s in
-st
ruct
ion.
The
rea
der
shou
ld ta
ke n
ote
that
the
prog
ram
s ch
osen
toap
pear
in th
is d
irect
ory
do n
ot c
onst
itute
all
the
diag
nost
ic-
pres
crip
tive
mat
hem
atic
s pr
ogra
ms
avai
labl
e to
sch
ools
; nor
shou
ld th
e re
ader
ass
ume
that
all
diag
nost
ic-p
resc
riptiv
em
athe
mat
ics
prog
ram
s w
ere
cons
ider
ed fo
r in
clus
ion.
In o
rder
to in
itial
ly id
entif
y pr
ogra
ms,
the
auth
ors
used
suc
h co
mpr
ehen
-si
ve s
ourc
es a
s th
e E
ight
h R
epor
t of t
he In
tern
atio
nal
Cle
arin
ghou
se o
n S
cien
ce a
nd M
athe
mat
ics
Cur
ricul
arD
evel
opm
ent.
Titl
e Ill
and
the
IVD
Pro
cess
(10
2 na
tiona
llyva
lidat
ed T
itle
III p
rogr
ams)
, and
Ale
rt: A
Sou
rce
of E
lem
enta
ryP
rogr
ams
and
Pro
ject
s. In
add
ition
to th
e af
orem
entio
ned
sour
ces,
indi
vidu
als
rega
rded
as
mat
hem
atic
s ed
ucat
ion
ex-
pert
s w
ere
cont
acte
d to
pro
vide
furt
her
insi
ght a
bout
exi
stin
gpr
ogra
ms
and
proj
ects
that
mig
ht b
e co
nsid
ered
for
incl
usio
n. In
the
final
ana
lysi
s, 5
0 pr
ogra
ms
wer
e in
itial
ly c
onsi
dere
d fo
r in
-cl
usio
n. T
he fi
nal d
ecis
ion
as to
whi
ch p
rogr
ams
wou
ld a
ppea
rin
the
dire
ctor
y w
as b
ased
on
avai
labl
e ev
alua
tion
data
that
indi
cate
d th
at th
e pr
ogra
ms
had
dem
onst
rate
d a
posi
tive
impa
ct in
the
clas
sroo
m.
The
use
of t
his
dire
ctor
y is
but
one
ste
p in
a to
tal d
ecis
ion
mak
-in
g pr
oces
s. T
he ta
ble
of c
onte
nts
is s
o de
sign
ed a
s to
pro
vide
the
read
er w
ith e
asy
iden
tific
atio
n of
pro
gram
s re
late
d to
spec
ific
grad
e le
vels
. The
des
crip
tions
offe
r in
form
atio
n re
late
dto
pro
gram
rat
iona
le, m
ater
ials
, cla
ssro
om o
rgan
izat
ion,
in-
serv
ice
trai
ning
, cos
t, ev
alua
tion
data
on
stud
ent a
chie
vem
ent
and,
whe
re p
ossi
ble,
the
loca
tion
of N
ew J
erse
y sc
hool
dis
tric
tsus
ing
the
prog
ram
. In
addi
tion
to th
e di
rect
ory,
the
proj
ect s
taff
accu
mul
ated
sam
ple
mat
eria
ls fo
r ea
ch p
rogr
am. T
hese
mat
eria
ls h
ave
been
dis
sem
inat
ed to
the
N.J
. Edu
catio
nal I
m-
prov
emen
t Cen
ters
Nor
thw
est a
nd S
outh
. It i
s su
gges
ted
that
adm
inis
trat
ors
and
teac
hers
con
tact
the
EIC
for
thei
r di
stric
t if
they
are
inte
rest
ed in
pre
view
ing
mat
eria
ls r
elat
ed to
the
prog
ram
s. It
is h
oped
that
the
com
bina
tion
of u
sing
the
dire
c-to
ry, p
revi
ewin
g sa
mpl
e m
ater
ials
, and
acq
uirin
g ap
prop
riate
tech
nica
l ass
ista
nce
will
res
ult i
n sc
hool
dis
tric
ts im
plem
entin
gpr
ogra
ms
that
bes
t mee
t the
nee
ds o
f the
ir st
uden
ts.
Ack
now
ledg
emen
ts
An
unde
rtak
ing
such
as
this
req
uire
s th
e tim
e an
d ef
fort
of a
larg
e gr
oup
of p
eopl
e. It
wou
ld b
e im
poss
ible
to li
st th
e na
mes
of
all t
he in
divi
dual
s w
ho c
ontr
ibut
ed to
the
succ
ess
of th
is d
irec-
tory
. Our
app
reci
atio
n is
ext
ende
d to
the
dire
ctor
s of
the
Titl
epr
ojec
ts a
nd c
omm
erci
ally
pro
duce
d pr
ogra
ms
that
app
ear
inth
is d
irect
ory.
Of c
ours
e, th
e su
cces
s of
Pro
ject
TA
P w
ould
not
be
a re
ality
with
out t
he s
uppo
rt o
f the
Offi
ce o
f Pro
gram
Dev
elop
men
t, N
ewJe
rsey
Sta
te D
epar
tmen
t of E
duca
tion.
We
wou
ld li
ke to
ext
end
our
deep
est a
ppre
ciat
ion
to M
r. R
ober
t War
d, D
irect
or o
f the
Of-
fice
of P
rogr
am D
evel
opm
ent,
and
his
staf
f for
the
time,
effo
rt,
and
ener
gy th
ey h
ave
com
mite
d to
Pro
ject
TA
P. T
heir
insi
ght
into
the
need
s of
New
Jer
sey
scho
ol d
istr
icts
and
thei
r de
sire
tobr
ing
abou
t mea
ning
ful a
nd s
yste
mat
ic c
hang
e st
ands
as
a m
a-jo
r co
ntrib
utio
n to
the
prod
uct h
erei
n.
A s
peci
al n
ote
of th
anks
is e
xten
ded
to D
r. J
ean
Fin
nert
y,P
rofe
ssor
of E
duca
tion,
Set
on H
all U
nive
rsity
, Sou
th O
rang
eN
ew J
erse
y, fo
r ed
iting
the
man
uscr
ipt o
f the
dire
ctor
y. F
urth
er-
mor
e, w
e ar
e m
ost a
ppre
ciat
ive
of th
e he
lp w
e re
ceiv
ed fr
om a
num
ber
of N
ew J
erse
y ad
min
istr
ator
s an
d te
ache
rs w
no w
rote
the
first
dra
ft co
pies
of t
he p
rogr
ams.
The
y w
ere:
Mr.
Cha
rles
Grz
eszk
iew
icz,
Sum
mit
Pul
bic
Sch
ools
Mr.
Man
ual D
eus,
Liv
ings
ton
Pub
lic S
choo
lsM
r. P
hilip
Pat
ire, L
odi P
ublic
Sch
ools
Ms.
Hel
ene
Gra
sso,
Sho
re R
egio
nal H
igh
Sch
ool,
Wes
t Lon
g B
ranc
hM
rs. T
here
sa W
eiss
, Milb
urn
Pub
lic S
choo
lsM
r. W
illia
m R
oper
, Rid
gew
ood
Pub
lic S
choo
ls
Ron
ald
L. C
apas
so, E
d.D
.M
ary
Ann
Lac
hat,
Ed.
D.
Cap
la A
ssoc
iate
s, In
c.M
ayw
ood.
New
Jer
sey
3
Tab
le o
f Con
tent
s
Pro
gram
Titl
eG
rade
Lev
els
Pag
e
Arit
hmet
ic P
rofic
ienc
y T
rain
ing
Pro
gram
1-8
7
Bili
ngua
l Con
tinuo
us P
rogr
ess
Mat
hem
atic
s1
10
Con
cept
ually
Orie
nted
Mat
hem
atic
s P
rogr
am1-
813
Hea
th E
lem
enta
ry M
athe
mat
ics
Pro
gram
K-6
16
Hea
th M
athe
mat
ics
Pro
gram
7-8
16
Indi
vidu
aliz
ed C
ompu
tatio
nal S
kills
Pro
gram
1-9
19
Indi
vidu
aliz
ed M
athe
mat
ics
Sys
tem
1-6
21
Indi
vidu
ally
Pre
scrib
ed In
stru
ctio
n1-
624
Pen
nsyl
vani
a R
etrie
val o
f Inf
orm
atio
n fo
rK
-627
Mat
hem
atic
s E
duca
tion
Sys
tem
s
PLA
N1-
1230
Pre
scrip
tive
Mat
hem
atic
s In
vent
ory
4 -8
33
Sys
tem
s A
ppro
ach
to In
divi
dual
ized
Inst
ruct
ion
1-6
36
Uta
h S
yste
m A
ppro
ach
to In
divi
dual
ized
Lea
rnin
gK
-639
Sum
mar
y
The
Arit
hmet
ic P
rofic
ienc
y T
rain
ing
Pro
gram
(A
PT
P)
is a
com
pute
r-as
sist
ed in
stru
ctio
nal p
rogr
am fo
r su
pple
men
tary
use
in th
e de
velo
pmen
t of c
ompu
tatio
nal s
kills
, and
is c
ompa
tible
with
any
ele
men
tary
mat
hem
atic
s pr
ogra
m, g
rade
s on
e th
roug
hei
ght.
Bas
ed u
pon
diag
nost
ic te
stin
g, s
kill
anal
ysis
, per
sona
lized
prac
tice,
and
imm
edia
te r
einf
orce
men
t, A
PT
see
ks to
dev
elop
the
stud
ent's
spe
ed a
nd a
ccur
acy
in c
ompu
ting
thro
ugh
se-
quen
ces
of ti
meo
pra
ctic
e pr
oble
ms.
The
pro
gram
's tw
enty
-nin
eco
mpu
tatio
nal s
kills
cov
er o
pera
tions
on
who
le n
umbe
rs, f
rac-
tions
, dec
imal
s, m
ixed
num
bers
, and
per
cent
s. T
he p
rogr
ampr
ovid
es tw
o co
mpu
ter
tape
s an
d a
varie
ty o
f sup
port
ing
guid
esan
d m
anua
ls.
Arit
hmet
ic P
rofic
ienc
yT
rain
ing
Pro
gram
Sci
ence
Res
earc
h A
ssoc
iate
s, In
c.C
hica
go
Nat
ure
of th
e P
rogr
am
For
who
m is
the
prog
ram
des
igne
d?
The
pro
gram
is d
esig
ned
for
use
with
stu
dent
s in
gra
des
one
thro
ugh
eigh
t who
are
in n
eed
of a
dditi
onal
pro
ficie
ncy
in c
om-
puta
tiona
l ski
lls.
On
wha
t rat
iona
le is
the
prog
ram
des
igne
d?
AP
TP
was
des
igne
d to
indi
vidu
aliz
e th
e le
arni
ng o
f cor
n-pu
tatio
nal s
kills
by
help
ing
stud
ents
mas
ter
such
ski
lls th
roug
hpr
actic
e at
thei
r ow
n le
vel a
nd a
t the
ir ow
n ra
te. T
he p
rogr
amfr
ees
the
teac
her
from
hav
ing
to s
uper
vise
stu
dent
pra
ctic
e, s
oth
at te
ache
r tim
e m
ay b
e ut
ilize
d fo
r pr
esen
ting
idea
s an
d w
ork-
ing
with
indi
vidu
al s
tude
nts.
The
fund
amen
tal a
ssum
ptio
n of
AP
TP
is th
at s
kill
prof
icie
ncy
is a
func
tion
of in
divi
dual
ized
pra
c-tic
e.
Wha
t are
the
gene
ral g
oals
and
obj
ectiv
es o
f the
pro
gram
?
The
obj
ectiv
es o
f AP
TP
are
to h
elp
stud
ents
ach
ieve
mas
tery
of
the
com
puta
tiona
l ski
lls c
usto
mar
ily in
trod
uced
in g
rade
s 1-
6; to
prov
ide
for
pers
onal
ized
pra
ctic
e af
ter
indi
vidu
al d
iagn
osis
has
indi
cate
d w
here
pra
ctic
e is
nee
ded;
and
, to
deve
lop
stud
ents
'sp
eed
and
accu
racy
in c
ompu
ting
thro
ugh
sequ
ence
s of
tim
edpr
actic
e pr
oble
ms.
Org
aniz
atio
n an
d M
ater
ials
How
is :h
e P
rogr
am o
rgan
ized
?
AP
TP
con
sist
s of
two
com
pute
r ta
pes
and
a va
riety
of s
uppo
rt-
ing
guid
es a
nd m
anua
ls. T
hese
are
div
ided
into
a s
et o
f lic
ense
dm
ater
ials
ava
ilabl
e as
a p
acka
ge le
ased
by
SR
A to
the
user
, and
a se
t of u
nlic
ense
d m
ater
ials
whi
ch m
ay b
e pu
rcha
sed
sepa
rate
-ly
. The
lice
nsed
mat
eria
ls in
clud
e th
e ba
sic
tape
(st
atem
ents
and
asse
mbl
y la
ngua
ge fu
nctio
ns n
eede
d to
atA
ually
run
the
prog
ram
s on
the
com
pute
r), t
he o
ptio
nal t
ape
(sou
rce
card
im-
ages
, ass
embl
y lis
tings
, and
flow
cha
rts)
, and
ope
ratin
g in
stru
c-tio
ns. T
he u
nlic
ense
d m
ater
ials
incl
ude
the
Tea
cher
's G
uide
, the
Pro
cter
's G
uide
, and
the
Stu
dent
's R
ecor
d B
ook.
The
twen
ty-n
ine
com
puta
tiona
l ski
lls a
re d
ivid
ed in
to fi
ve a
reas
cove
ring
oper
atio
ns o
n w
hole
num
bers
, fra
ctio
ns, d
ecim
als,
mix
ed n
umbe
rs, a
nd p
erce
nts.
Eac
h sk
ill h
as b
een
subd
ivid
edin
to s
ubsk
ills
("at
omic
" sk
ills)
arr
ange
d in
to h
iera
rchi
es w
ithas
soci
ated
mas
tery
crit
eria
con
stitu
ting
beha
vior
al o
bjec
tives
.
Wha
t spe
cific
obj
ectiv
es a
re in
volv
ed?
The
stu
dent
mus
t mas
ter
"ato
mic
" sk
ills
cove
ring
addi
tion,
sub
-
trac
tion,
mul
tiplic
atio
n an
d di
visi
on o
f who
le n
umbe
rs; r
educ
ing
frac
tions
to lo
wes
t ter
ms;
mul
tiplic
atio
n an
d di
visi
on o
f fra
ctio
ns;
putti
ng fr
actio
ns in
to h
ighe
r te
rms;
find
ing
sets
of f
ract
ions
with
a co
mm
on d
enom
inat
or; a
dditi
on a
nd s
ubtr
actio
n of
frac
tions
;co
mpa
rison
of f
ract
ions
; add
ition
, sub
trac
tion,
mul
tiplic
atio
n,an
d di
visi
on o
f dec
imal
s; c
onve
rsio
n of
dec
imal
s to
frac
tions
and
frac
tions
to d
ecim
als;
con
vers
ion
of fr
actio
ns to
mix
ednu
mbe
rs o
r w
hole
num
bers
; add
ition
, sub
trac
tion,
mul
tiplic
a-tio
n, a
nd d
ivis
ion
of m
ixed
num
bers
; con
vers
ion
of d
ecim
als
and
frac
tions
to p
erce
nts,
and
con
vers
ion
of p
erce
nts
to fr
actio
ns;
findi
ng p
erce
ntag
e fr
om r
ate
and
base
, fin
ding
rat
e fr
om b
ase
and
perc
enta
ge, a
nd fi
ndin
g ba
se a
nd r
ate
from
per
cent
age.
How
muc
h st
uden
t tim
e is
dev
oted
to th
e pr
ogra
m?
The
stu
dent
spe
nds
abou
t tw
enty
min
utes
a d
ay a
t the
term
inal
thro
ugh
whi
ch h
e co
mm
unic
ates
with
the
com
pute
r pr
ogra
m.
A lo
nger
am
ount
of t
ime
may
be
spen
t if d
eem
ed a
ppro
pria
teby
the
teac
her.
Wha
t mat
eria
ls a
re p
rovi
ded
for
the
Stu
dent
?
The
stu
dent
rec
eive
s an
AP
TP
Stu
dent
Rec
ord
Boo
k in
whi
ch h
em
aint
ains
a r
ecor
d of
the
skill
s he
has
com
plet
ed.
Wha
t mat
eria
ls a
re p
rovi
ded
for
the
teac
her?
The
teac
her
uses
a T
each
er's
Gui
de, a
nd a
Pro
cter
's G
uide
.W
hen
a sp
ecia
l pro
blem
dev
elop
s fo
r a
stud
ent,
the
com
pute
ris
sues
a T
each
er C
all M
essa
ge.
How
ope
n is
the
prog
ram
to s
uppl
emen
tary
and
teac
her-
mad
em
ater
ials
?
The
re a
re fo
ur o
ptio
ns o
f ope
ratio
n. U
nder
the
"M"
optio
n, th
ete
ache
r ca
n m
ake
adju
stm
ents
of m
aste
ry s
peed
, blo
ck s
ize,
and
accu
racy
crit
eria
. In
the
spira
l cur
ricul
um o
ptio
n, th
est
uden
t fol
low
s a
spira
l cur
ricul
um o
f the
teac
her's
cho
ice
thro
ugh
any
or a
ll of
the
twen
ty-n
ine
skill
s.
Sin
ce th
is is
a s
uppl
emen
tary
pro
gram
, the
teac
her
is r
espo
nsi-
blQ
for
teac
hing
con
cept
s an
d ba
sic
idea
s, a
nd m
ay g
ive
addi
tiona
l ass
ignm
ents
and
test
s.
Wha
t stu
dent
ass
essm
ent m
ater
ials
are
pro
vide
dor
sug
gest
ed?
A c
ompu
ter
prin
tout
of a
stu
dent
's p
erfo
rman
ce is
giv
en a
t the
com
plet
ion
of a
ses
sion
at t
he te
rmin
al. T
he s
tude
nt k
eeps
acu
mul
ativ
e re
cord
of h
is p
erfo
rman
ce in
his
AP
TP
Stu
dent
Rec
ord
Boo
k.
677
Cla
ssro
om A
ctiv
ities
How
are
the
clas
ses
orga
nize
d?
For
twen
ty m
inut
es e
ach
day,
the
stud
ents
wor
k at
the
term
inal
.T
here
mus
t be
a su
ffici
ent n
umbe
r of
term
inal
s so
that
a s
eg-
men
t of a
cla
ss c
an w
ork
at te
rmin
als,
whi
le th
e ot
her
segm
ent i
sle
arni
ng c
once
pts.
If th
e nu
mbe
r of
term
inal
s is
lim
ited,
the
arith
met
ic p
erio
d m
ust b
e m
odul
ar in
form
at.
How
are
the
mat
eria
ls u
sed?
If a
stud
ent c
anno
t mas
ter
a pa
rtic
ular
ski
ll, th
e pr
ogra
mse
arch
es th
roug
h th
e pr
ereq
uisi
te s
kills
in th
e sk
ill h
iera
rchy
un-
til it
loca
tes
som
e sk
ill w
here
the
stud
ent c
anno
t mee
t crit
eria
for
mas
tery
, but
for
whi
ch h
e ha
s de
mon
stra
ted
mas
tery
on
the
im-
med
iate
ly p
rece
ding
pre
reqt
1isi
te s
kill.
At t
his
poin
t, th
e pr
ogra
msh
ifts
from
dia
gnos
is to
pre
scrip
tion
and
the
stud
ent r
ecei
ves
asm
any
prac
tice
prob
lem
s as
he
need
s to
mee
t mas
tery
crit
eria
.H
e ty
pes
his
resp
onse
s an
d re
ceiv
es im
med
iate
rei
nfor
cem
ent.
Whe
n he
has
dem
onst
rate
d m
aste
ry o
f the
orig
inal
ski
ll, th
epr
ogra
m r
ever
ts to
the
diag
nosi
s m
ode
for
othe
r sk
ills
in th
esa
me
unit.
Are
Tea
cher
aid
es u
sed?
It w
ould
be
advi
sabl
e to
hav
e a
teac
hing
ass
ista
nt, p
aren
t, or
in-
tern
teac
her
resp
onsi
ble
for
the
care
of t
he m
achi
nes
and
reco
rds.
A P
roct
or's
Gui
de is
pro
vide
d.
How
is s
tude
nt p
rogr
ess
asse
ssed
?
The
pro
gram
con
tinua
lly a
sses
ses
stud
ent p
rogr
ess.
Whe
n a
stud
ent c
ompl
etes
a s
essi
on a
t the
term
inal
, a r
ecor
d of
his
per
-fo
rman
ce is
prin
ted
out.
To
keep
a c
umul
ativ
e re
cord
of h
ispr
ogre
ss, t
he s
tude
nt e
nter
s co
mpl
eted
ski
lls (
by c
heck
mar
k) in
an A
PT
P S
tude
nt R
ecor
d B
ook.
Impl
emen
tatio
n R
equi
rem
ents
And
Pro
visi
ons
Are
spe
cial
faci
litie
s ne
eded
or
sugg
este
d?
The
re m
ust b
e a
com
pute
r av
aila
ble
to th
e sc
hool
sys
tem
, and
aro
om w
hich
can
be
lock
ed fo
r th
e te
rmin
als.
Tel
epho
ne c
on-
nect
ions
bet
wee
n th
e co
mpu
ter
and
term
inal
s m
ust b
e in
stal
led.
Is s
peci
al e
quip
men
t nee
ded?
Ter
min
als
and
com
pute
r pr
ogra
ms
are
nece
ssar
y.
8
Is in
-ser
vice
trai
ning
nee
ded
or s
ugge
sted
?
Som
e in
-ser
vice
trai
ning
in th
e us
e of
the
prog
ram
is m
anda
tory
.
Wha
t pro
visi
ons
are
mad
e fo
r th
e sp
ecia
l tra
inin
g of
teac
hers
?
A tr
aini
ng s
ervi
ce b
y S
cien
ce R
esea
rch
Ass
ocia
tes
is p
rovi
ded
for
an a
dditi
onal
fee
at th
e cu
stom
er's
opt
ion.
The
Com
pute
rR
elat
ed In
stru
ctio
ns S
yste
ms
Cen
ter
offe
rs c
onsu
lting
ser
vice
sto
teac
hers
usi
ng th
e A
PT
P p
rogr
am. I
nstr
uctio
n co
nsis
ts o
f the
use
of th
e T
each
er's
Gui
de a
nd s
uper
vise
d pr
actic
e in
the
syst
em a
s de
sire
d.
Wha
t pro
visi
on is
mad
e fo
r tr
aini
ng o
f tea
cher
aid
es?
Non
e.
Wha
t is
the
cost
of i
mpl
emen
ting
the
prog
ram
?
Unl
ess
a co
mpu
ter
is a
vaila
ble
to a
sch
ool s
yste
m, a
com
pute
rm
ust b
e re
nted
at s
ever
al th
ousa
nd d
olla
rs p
er m
onth
. The
bas
icco
st o
f $90
00 p
urch
ases
the
nece
ssar
y so
ft w
are,
and
allo
ws
the
cust
omer
to u
se th
e pr
ogra
m o
n on
e te
rmin
al w
hich
can
ser
vice
only
fifte
en to
eig
htee
n st
uden
ts a
day
. Add
ition
al te
rmin
als
wou
ld h
ave
to b
e re
nted
. Ass
umin
g th
at a
sch
ool d
istr
ict a
lread
yha
s ac
cess
to a
cen
tral
pro
cess
ing
unit
of th
e si
ze o
f the
IBM
Sys
tem
/360
Mod
el 3
0, a
n an
nual
out
lay
of b
etw
een
$15,
000
and
$18,
003
wou
ld b
e re
alis
tic.
Pro
gram
Dev
elop
men
t And
Sta
tus
How
was
the
prog
ram
dev
elop
ed?
Fun
ding
arr
ange
men
ts fo
r th
e de
velo
pmen
t and
test
ing
of A
PT
Pw
ere
inte
rnal
to IB
M a
nd S
cien
ce R
esea
rch
Ass
ocia
tes.
Initi
alw
orko
n a
form
al d
evel
opm
ent p
lan
for
AP
TP
occ
urre
d in
late
1967
.Ind
ivid
uals
on
the
deve
lopm
ent t
eam
wer
e sp
ecia
lists
inm
athe
mat
ics,
mat
hem
atic
s ed
ucat
ion,
cur
ricul
um d
esig
n,ev
a1,4
tion,
man
agem
ent t
echn
ique
s, a
nd c
ompu
ter
prog
ram
-m
ing.
T.h
e te
am s
ough
t to
find
way
s in
whi
ch a
com
pute
r co
uld
be u
sed
teac
hiev
e m
axim
um in
divi
dual
izat
ion,
imm
edia
te r
ein-
forc
emen
t, an
d hi
gh m
otiv
atio
n. A
PL/
360
was
cho
sen
as th
eco
mpu
ter
lang
uage
. Dev
elop
men
t act
iviti
es e
volv
ed in
thre
eph
ases
: inf
orm
al tr
yout
, dev
elop
men
t and
test
ing
of th
e A
PL
vers
ion,
and
rep
rogr
amm
ing
in C
ours
ewrit
er II
I. T
he A
PL
ver-
sion
was
test
ed in
196
8 in
the
Chi
cago
Pub
lic S
choo
ls. C
hang
esw
ere
mad
e as
a r
esul
t of t
hese
test
s, a
nd th
e re
vise
d ve
rsio
npa
ssed
iBM
's s
yste
ms
stan
dard
s te
st w
ith m
inor
cha
nges
.F
urth
er e
valu
atio
n an
d te
stin
g w
ere
com
plet
ed in
Chi
cago
and
Mem
phis
.
Pro
gram
Eva
luat
ion
How
has
the
prog
ram
bee
n ev
alua
ted?
Afte
r in
tern
al d
evel
opm
ent,
a pi
lot t
est w
as r
un in
Chi
cago
in-
volv
ing
an e
thni
cally
mix
ed s
tude
nt p
opul
atio
n of
abo
ut 2
30.
stud
ents
. In
the
cour
se o
f the
sev
en m
onth
stu
dy, t
he d
aily
per
-fo
rman
ce o
f stu
dent
s w
as r
ecor
ded,
and
sub
ject
ive
opin
ions
of
stud
ents
, tea
cher
s, a
dmin
istr
ator
s, a
nd p
aren
ts w
ere
colla
ted.
Pre
and
Pos
t ach
ieve
men
t res
ults
wer
e ob
tain
ed fo
r th
e in
volv
edst
uden
ts a
nd a
com
paris
on g
roup
.
In a
Mem
phis
fiel
d te
st, A
PT
P w
as g
iven
to fi
fteen
six
th g
rade
stud
ents
who
wer
e m
atch
ed to
fifte
en o
ther
six
th g
rade
stud
ents
. The
Tho
rndi
ke-L
orge
IQ S
core
of N
ovem
ber,
196
8an
d th
e A
pril
1969
Arit
hmet
ic C
ompu
tatio
n S
core
on
the
Met
ropo
litan
Ach
ieve
men
t Tes
t wer
e us
ed s
imul
tane
ousl
y fo
r.th
e m
atch
ing.
The
exp
erim
enta
l and
con
trol
gro
ups
did
not
diffe
r in
thei
r ar
ithm
etic
pro
blem
-sol
ving
and
con
cept
s sc
ores
on th
e A
pril
1969
Tes
t. A
diff
eren
t for
m o
f the
Met
ropo
litan
Ach
ieve
men
t Tes
t was
adm
inis
tere
d to
bot
h gr
oups
in A
pril,
1970
.
Wha
t wer
e th
e in
dica
ted
stre
ngth
s an
d w
eakn
esse
s of
the
prog
ram
?
In th
e C
hica
go e
valu
atio
n, th
e m
ean
scor
es o
f six
th g
rade
ex-
perim
enta
l stu
dent
s di
ffere
d si
gnifi
cant
ly o
n th
e st
anda
rdiz
edS
RA
Ach
ieve
men
t Tes
t, bu
t not
thos
e of
the
seve
nth
and
eigh
tgr
ade
stud
ents
. The
six
th g
rade
gro
up r
esul
ts in
dica
ted
that
the
prog
ram
took
the
expe
rimen
tal s
tude
nts
from
bel
ow n
atio
nal
norm
s, a
t the
beg
inni
ng, t
o w
ell a
bove
them
. The
com
paris
ongr
oup
rem
aine
d be
low
the
norm
s in
bot
h te
stin
gs. S
tude
ntop
inio
narie
s in
dica
ted
that
95%
of t
he s
tude
nts
liked
the
prog
ram
, 82%
rep
orte
d th
at th
e pr
ogra
m h
elpe
d th
eir
wor
k in
arith
met
ic, a
nd 8
1% li
ked
arith
met
ic m
ore.
Eig
hty-
two
perc
ent o
f the
teac
hers
not
ed in
crea
sed
stud
ent i
nter
est i
nm
athe
mat
ics
and
impr
oved
per
form
ance
. Sev
enty
-sev
en p
er-
cent
of t
he te
ache
rs r
epor
ted
that
they
bel
ieve
d al
l stu
dent
sw
ould
ben
efit
form
AP
TP
.
In th
e M
emph
is fi
eld
test
, the
exp
erim
enta
l gro
up p
erfo
rmed
sign
ifica
ntly
bet
ter
than
the
cont
rol g
roup
on
the
post
-tes
t com
-pu
tatio
n, p
robl
em-s
olvi
ng a
nd c
once
pt s
core
s. N
o si
gnifi
cant
corr
elat
ions
wer
e fo
und
whi
ch r
elat
ed th
e am
ount
of g
row
th to
eith
er IQ
or
leng
th o
f tim
e in
the
prog
ram
.T
he m
ajor
dra
wba
ck to
this
sup
plem
enta
l pro
gram
is th
e co
st.
To
obta
in e
ven
ten
term
inal
s, th
e co
st w
ould
be
over
$15
,000
,an
d to
run
the
prog
ram
with
onl
y on
e or
two
term
inal
s w
ould
not
just
ify im
plem
enta
tion
expe
nditu
res.
Use
ful I
nfor
mat
ion
Whe
re c
an th
e pr
ogra
m b
e ob
tain
ed?
Sci
ence
Res
earc
h A
ssoc
iate
s, In
c.
Wha
t sch
ool d
istr
icts
in N
ew J
erse
y ar
e fa
mili
ar w
ith th
epr
ogra
m?
It w
as u
sed
in'N
ewar
k in
197
1.
Ref
eren
ces
Reh
ula,
R.J
., B
eckm
an, D
., P
akin
, S.,
and
Stit
h, C
. Fie
ld T
est
Rep
ort o
f the
Arit
hmet
ic P
rofic
ienc
y T
rain
ing
Pro
gram
Pre
pare
dfo
r th
e C
hica
go B
oard
of E
duca
tion
By
Sci
ence
Res
earc
hA
ssoc
iate
s. C
hica
go: S
cien
ce R
esea
rch
Ass
ocia
tes,
Inc.
, 196
9
Sta
ff of
the
SR
A C
ompu
ter
Rel
ated
Inst
ruct
iona
l Sys
tem
sC
ente
r. A
.T.P
.T. T
each
er's
Gui
de. C
hica
go: S
RA
, 196
9.
%F
t9
Sum
mar
y
Bili
ngua
l Con
tinuo
us P
rogr
ess
Mat
hem
atic
s (B
CP
M)
is a
pro
-gr
am a
t the
dev
elop
men
tal l
evel
whi
ch p
rovi
des
a co
mpl
ete
first
yea
r of
bas
ic m
athe
mat
ics
inst
ruct
ion
in a
n au
ral-v
isua
lm
ode.
It is
des
igne
d so
that
any
chi
ld, e
ven
a tr
ansf
er p
upil,
can
begi
n m
athe
mat
ics
inst
ruct
ion
whe
neve
r he
or
she
ente
rs th
efir
st g
rade
. The
bas
ic p
art o
f the
pro
gram
con
sist
s of
93
obje
c-tiv
es, a
rran
ged
into
mat
hem
atic
al a
reas
at t
wo
leve
ls o
f diff
icul
ty.
The
obj
ectiv
es a
re o
rgan
ized
into
14
mat
hem
atic
al a
reas
eac
h of
whi
ch h
as s
peci
fic s
kills
that
chi
ldre
n m
ust m
aste
r be
fore
mov
-in
g on
to th
e ne
xt a
rea.
All
area
s co
nsis
t of a
dia
gnos
tic te
st,
gam
es, i
nstr
uctio
nal c
asse
tte ta
pes
with
acc
ompa
nyin
g w
ork
book
lets
, and
mas
tery
test
s. T
he c
ost f
or in
stal
ling
the
prog
ram
is a
ppro
xim
atel
y $5
00 fo
r se
tting
up
a m
ath
cent
er, p
lus
$300
per
clas
sroo
m fo
r co
nsum
able
s (w
ork
book
lets
).
10
Bili
ngua
l Con
tinuo
us P
rogr
ess
Mat
hem
atic
s
Dev
elop
ed b
y S
outh
wes
t Edu
catio
nal
Dev
elop
men
t Lab
orat
ory
Nat
ure
of th
e P
rogr
am
For
who
m is
the
prog
ram
des
igne
d?
Thi
s fir
st g
rade
leve
l pro
gram
is e
spec
ially
des
igne
d fo
r th
eS
pani
sh-s
peak
ing
child
who
doe
s no
t rea
d or
und
erst
and
Eng
lish,
but
is a
lso
appr
opria
te fo
r th
e ch
ild w
ho r
eads
and
spea
ks E
nglis
h.
On
wha
t rat
iona
le is
the
prog
ram
dea
igne
d?
The
bas
is o
f the
Sou
thw
est E
duca
tiona
l Dev
elop
men
tLa
bora
tory
's fi
rst e
ffort
s in
mat
hem
atic
s ,,w
as th
e in
divi
dual
lyP
resc
ribed
Pro
gram
dev
elop
ed b
y R
esea
rch
for
Bet
ter
Sch
ools
and
publ
ishe
d by
App
leto
n-C
entu
ry-C
rafts
.' re
stin
g th
e IP
Ipr
ogra
m w
ith m
igra
nt M
exic
an A
mer
ican
pup
ils s
how
ed th
at th
efir
st g
rade
com
pone
nt o
f the
IPI m
ath
prog
ram
did
not
wor
k w
ithth
e ta
rget
pop
ulat
ion.
It w
as d
ecid
ed to
beg
in p
relim
inar
y pl
an-
ning
and
dev
elop
men
t act
iviti
es fo
r an
alte
rnat
ive
mat
hem
atic
spr
ogra
m th
at w
ould
wor
k w
ith fi
rst g
rade
Spa
nish
-spe
akin
gM
exic
an A
mer
ican
chi
ldre
n in
the
Sou
thw
est.
Eac
h pu
pil's
prog
ram
was
to b
e de
term
ined
by
resu
lts o
f dia
gnos
tic te
sts
adm
inis
tere
d be
fore
suc
h m
athe
mat
ics
area
s as
num
erat
ion,
addi
tion/
subt
ract
ion,
and
frac
tions
. Pro
gram
goa
ls w
ere
to b
eac
com
plis
hed
thro
ugh
the
use
of v
arie
d, b
iling
ual i
nstr
uctio
nal
med
ia, a
nd e
ffect
ive
staf
f tra
inin
g.
Wha
t are
the
gene
ral g
oals
and
obj
ectiv
e of
the
prog
ram
?
The
four
bas
ic g
oals
of t
he p
rogr
am a
re: (
1) to
allo
w a
ll st
uden
tsin
firs
t gra
de to
par
ticip
ate
in m
athe
mat
ics
inst
ruct
ion
befo
rele
arni
ng to
rea
d; (
2) to
faci
litat
e th
e pa
rtic
ipat
ion
of n
on-E
nglis
hsp
eaki
ng s
tude
nts
in a
pro
gram
of m
athe
mat
ics
befo
re th
ey a
t-ta
in a
wor
king
voc
abul
ary
in E
nglis
h; (
3) to
dev
elop
in e
ach
child
the
mat
hem
atic
al c
ompe
tenc
y he
is c
apab
le o
f atta
inin
g; a
nd (
4)to
pre
pare
the
child
for
a gr
ade
two
mat
hem
atic
s pr
ogra
m.
Org
aniz
atio
n an
d M
ater
ials
How
is th
e pr
ogra
m o
rgan
ized
?
The
pro
gram
, whi
ch u
ses
an a
ural
-vis
ual m
ode,
is b
ased
on
93ob
ject
ives
arr
ange
d in
to m
athe
mat
ical
are
as a
t tw
o le
vels
of d
if-fic
ulty
. Eac
h ar
ea h
as s
peci
fic s
kills
that
chi
ldre
n m
ust m
aste
rbe
fore
mov
ing
on to
the
next
are
a. E
ach
area
con
sist
s of
adi
agno
stic
test
, gam
es, i
nstr
uctio
nal c
asse
tte ta
pes
with
acc
om-
pany
ing
wor
k bo
okle
ts, a
nd m
aste
ry te
sts.
Mee
ting
indi
vidu
alne
eds
is a
ssur
ed th
roug
h th
e us
e of
dia
gnos
tic te
sts,
in-
divi
dual
ized
ass
ignm
ents
, var
ied
inst
ruct
iona
l app
roac
hes,
and
a ch
oice
bet
wee
n tw
o la
ngua
ges
of in
stru
ctio
nEng
lish
orS
pani
sh.
Wha
t spe
cific
obj
ectiv
es a
re in
volv
ed?
Obj
ectiv
es a
re o
rgan
ized
into
the
follo
win
g m
athe
mat
ical
are
as:
Rea
dine
ss, N
umbe
r, N
umer
atio
n/P
lace
Val
ue, A
dditi
on/S
ub-
trac
tion,
Mul
tiplic
atio
n, D
ivis
ion,
Fra
ctio
ns, M
oney
. Tim
e.S
yste
ms
of M
easu
rem
ent,
Geo
met
ry, a
nd A
pplic
atio
ns.'
How
muc
h st
uden
t tim
e is
dev
oted
to th
e pr
ogra
m?
To
achi
eve
indi
vidu
aliz
atio
n, th
e te
ache
r co
ordi
nate
s an
d gu
ides
the
prop
er u
se o
f the
mat
eria
ls in
an
atm
osph
ere
whe
re c
hild
ren
are
perm
itted
to w
ork
at v
ario
us ta
sks,
at t
he p
ace
best
sui
ted
toea
ch c
hild
. Pro
per
clas
s m
anag
emen
t dep
ends
on
com
plet
egr
oupi
ng fl
exib
ility
.
Wha
t mat
eria
ls a
re p
rovi
ded
for
the
stud
ent?
The
chi
ldre
n us
e pr
erec
orde
d ca
sset
te a
udio
tape
s an
dw
orkb
ooks
. A m
anip
ulat
ive
activ
ity in
trod
uces
eac
h co
ncep
t.T
hen,
eac
h ob
ject
ive
is p
rese
nted
in a
wor
kboo
k, w
ith in
stru
c-tio
ns fo
r th
e ch
ild g
iven
in e
ither
Spa
nish
or
Eng
lish
on a
nac
com
pany
ing
cass
ette
aud
io ta
pe.
Wha
t mat
eria
ls a
re p
rovi
ded
for
the
teac
her?
A te
ache
r's m
anua
l inc
lude
s su
gges
tions
for
clas
sroo
mm
anag
emen
t, a
glos
sary
of B
iling
ual C
ontin
uous
Pro
gres
sM
athe
mat
ics
term
inol
ogy,
and
a P
resc
riptio
n C
hart
whi
ch s
e-qu
entia
lly li
sts
the
min
imal
ass
ignm
ents
for
each
less
on. A
lso
prov
ided
are
dia
gnos
tic a
nd m
aste
ry te
sts
and
answ
er k
eys.
AM
ath
Act
iviti
es M
anua
l con
tain
s in
stru
ctio
ns fo
r co
nstr
uctin
g th
em
anip
ulat
ive
devi
ces
used
in th
e ac
tiviti
es.
How
ope
n is
the
prog
ram
to s
uppl
emen
tary
and
teac
her-
mad
e m
ater
ials
?
To
intr
oduc
e co
ncep
ts, a
set
of 2
4 ga
mes
has
bee
n de
vise
d.T
he g
ames
are
sim
ple
to c
onst
ruct
, and
inst
ruct
ions
for
prep
arin
g th
em a
re in
clud
ed in
a te
ache
r's m
anua
l. T
hrou
ghth
e ga
mes
, chi
ldre
n ca
n ac
tual
ly s
ee a
nd m
anip
ulat
e as
they
are
lear
ning
. The
gam
es c
an a
lso
serv
e as
an
enric
hmen
t act
ivity
.T
each
ers
may
sup
plem
ent t
hese
gam
es w
ith th
ose
of th
eir
own
mak
ing.
Wha
t stu
dent
ass
essm
ent m
ater
ials
are
pro
vide
dor
sug
gest
ed?
A d
iagn
ostic
inst
rum
ent i
s ad
min
iste
red
to e
ach
pupi
l bef
ore
ne u
nder
take
s ea
ch a
rea
of w
ork.
Bas
ed o
n th
e ch
ild's
diag
nosi
s, th
e te
ache
r re
cord
s ne
eded
ski
ll as
sign
men
ts in
the
Ass
ignm
ent C
hart
. Whe
n th
e pu
pil m
aste
rs a
n ar
ea, t
he d
ate
isen
tere
d in
the
appr
opria
te b
lock
on
his
Ach
ieve
men
t Pro
file
She
et w
hich
pro
vide
s a
reco
rd o
f his
pac
e an
d ac
hiev
emen
t.
Mas
tery
test
s ar
e av
aila
ble
for
pupi
l dem
onst
ratio
n of
eac
h co
n-te
nt o
bjec
tive.
Cla
ssro
om A
ctiv
ities
How
are
cla
sses
org
aniz
ed?
The
pro
gram
is d
esig
ned
to a
llow
a c
hild
to b
egin
mat
hem
atic
sin
stru
ctio
n at
wha
teve
r tim
e of
yea
r he
or
she
ente
rs fi
rst g
rade
.T
he c
hild
can
ent
er th
e pr
ogra
m w
ithou
t int
erfe
ring
with
the
prog
ress
of t
he r
est o
f the
cla
ss o
r fe
elin
g pr
essu
red
in "
catc
hing
up."
Clo
se c
onta
ct b
etw
een
the
teac
her
and
the
child
isim
port
ant t
o th
e su
cces
s of
the
prog
ram
. The
teac
her
mus
tcl
osei
y m
onito
r ea
ch c
hild
's p
rogr
ess
and,
on
the
basi
s of
asse
ssm
ent a
nd m
aste
ry d
ata,
ass
ign
the
next
day
'S a
ctiv
ities
.C
hild
ren
may
mor
k in
sm
all g
roup
s, in
depe
nden
tly, w
ith a
pee
rtu
tor,
or
with
the
teac
her
or a
ide.
How
are
mat
eria
ls u
sed?
The
pro
gram
beg
ins
with
a s
erie
s of
bas
ic p
repa
ratio
n le
sson
sca
lled
Rea
dine
ss. T
hese
less
ons
fam
iliar
ize
the
child
with
the
prog
ram
's a
ural
-vis
ual m
etho
d of
inst
ruct
ion
by a
cqua
intin
g hi
mw
ith th
e ca
sset
te p
layb
ack
equi
pmen
t em
ploy
ed, a
nd b
ypr
ovid
ing
activ
ities
to s
harp
en li
sten
ing
and
obse
rvat
ion
skill
s.In
divi
dual
izat
ion
is a
chie
ved
thro
ugh
the
use
of d
iagn
ostic
test
s,in
divi
dual
ass
ignm
ents
, ins
truc
tiona
l cas
sette
tape
s w
ith c
or-
resp
ondi
ng w
ork
book
lets
, and
mas
tery
test
s.
Are
teac
her
aide
s us
ed?
It se
ems
advi
sabl
e to
hav
e a
teac
hing
ass
ista
nt o
r ai
de w
ho c
anbe
res
pons
ible
for
reco
rdin
g cl
eric
al d
ata,
tuto
ring,
and
hel
ping
in th
e di
strib
utio
n of
mat
eria
ls a
nd e
quip
men
t.
How
is s
tude
nt p
rogr
ess
mes
sed?
The
sys
tem
of d
iagn
osis
allo
ws
child
ren
to e
nter
the
prog
ram
at
thei
r ow
n le
vel a
nd p
rogr
ess
at th
eir
own
pace
, fill
ing
in g
aps
inth
eir
lear
ning
and
avo
idin
g re
petit
ion.
Ski
ll ch
ecks
at t
he e
nd o
fea
ch w
ork
book
let m
easu
re th
e pu
pil's
pro
gres
s. If
the
obje
ctiv
eis
not
rea
ched
, sup
plem
enta
ry w
ork
is p
resc
ribed
. Thi
s m
ay b
ein
the
form
of a
gam
e, tu
torin
g, a
nd/o
r ad
ditio
nal p
ages
incl
ud-
ed in
the
wor
k bo
okle
t. C
hild
ren
are
assi
gned
to w
ork
with
the
kind
of i
nstr
uctio
n an
d w
ith m
ater
ials
that
will
be
of m
ost h
elp
toth
em in
divi
dual
ly. T
he p
upil
is g
iven
a M
easu
re fo
r M
aste
ryw
hich
test
s hi
s ab
ility
to a
pply
the
know
ledg
e le
arne
d in
eac
har
ea. T
he A
chie
vem
ent P
rofil
e sh
eet p
rovi
des
a re
cord
of h
ispa
ce a
nd a
chie
vem
ent.
Impl
emen
tatio
n R
equi
rem
ents
and
Pro
visi
ons
Are
spe
cial
faci
litie
s ne
eded
or
sugg
este
d?
An
effe
ctiv
e w
ay to
avo
id c
ostly
dup
licat
ion
of e
quip
men
t is
toco
nfin
e al
l BC
PM
inst
ruct
ion
to a
mat
h ce
nter
, whi
ch m
ay b
e a
room
or
a sm
alle
r ar
ea, t
hat h
as s
pace
for
wok
e st
atio
ns a
nd fo
rst
orag
e of
all
mat
eria
ls. T
he p
hysi
cal a
rran
gem
ent a
nd e
quip
-m
ent o
f the
mat
h ce
nter
is a
n im
port
ant c
onsi
dera
tion
for
the
succ
ess
of th
is p
rogr
am. T
he p
lan
shou
ld a
llow
sep
arat
e ar
eas
for
inde
pend
ent w
ork,
cas
sette
wor
k, tu
torin
g an
d ga
mes
.
Is s
peci
al e
quip
men
t nee
ded?
The
follo
win
g eq
uipm
ent a
nd fu
rnitu
re a
re n
eede
d fo
r th
e m
ath
cent
er:
1. P
layb
ack
units
(ca
sset
te p
laye
rs)
six
play
back
uni
ts a
rere
com
men
ced
for
each
mat
h ce
nter
. It i
s be
st if
thes
e un
its a
reno
t des
igne
d to
rec
ord
and
eras
e ta
pes.
2. L
iste
ning
bar
sa c
ente
r sh
ould
hav
e at
leas
t tw
o lis
teni
ngba
rs. E
ach
bar
shou
ld c
onta
in e
noug
h ou
tlets
to a
llow
up
to fi
vech
ildre
n to
list
en to
the
sam
e ta
pe s
imul
tane
ousl
y.3.
Hea
dpho
nesb
ecau
se n
o m
ore
than
10
child
ren
and
the
teac
her
will
wor
k w
ith c
asse
ttes
at a
ny o
ne ti
me,
ele
ven
head
phon
es a
re r
ecom
men
ded.
The
hea
dpho
nes
shou
ld c
over
the
ears
com
plet
ely
to e
limin
ate
clas
sroo
m n
oise
s.4.
Sto
rage
spa
ce p
rovi
sion
mus
t be
mad
e fo
r st
orin
g in
stru
c-tio
nal m
ater
ials
, gam
es a
nd s
uppl
ies
used
in th
e pr
ogra
m.
5. V
isua
l div
ider
s (o
ptio
nal)t
he c
ente
r sh
ould
be
prov
ided
with
part
ition
s or
div
ider
s of
som
e ty
pe to
insu
re p
rope
r te
stin
g.6.
Ext
ensi
on c
ords
seve
ral h
eavy
-dut
y ex
tens
ion
cord
s m
ay b
ere
quire
d to
ope
rate
the
play
back
uni
ts.
Is in
-ser
vice
trai
ning
nee
ded
or s
ugge
sted
?
Sta
ff de
velo
pmen
t is
built
into
the
prog
ram
thro
ugh
a te
ache
r'sm
anua
l whi
ch in
clud
es s
ugge
stio
ns fo
r cl
assr
oom
man
agem
ent,
a pl
an fo
r or
gani
zatio
n, in
stru
ctio
ns fo
r th
e co
nstr
uctio
n an
dpl
ayin
g of
gam
es, a
nd a
n A
ssig
nmen
t Cha
rt w
hich
incl
udes
ase
quen
tial l
istin
g of
min
imal
ass
ignm
ents
for
each
less
on.
Wha
t pro
visi
ons
are
mad
e fo
r sp
ecia
l tra
inin
g of
teac
hers
?
The
Sou
thw
est E
duca
tiona
l Dev
elop
men
t Lab
orat
ory
has
prov
ided
the
follo
win
g se
rvic
es to
are
a sc
hool
dis
tric
ts; 1
, sta
ffde
velo
pmen
t act
iviti
es to
acq
uain
t par
ticip
atin
g te
ache
rs w
ithth
e in
stru
ctio
nal m
ater
ials
and
thei
r im
plem
enta
tion;
and
, 2.
eval
uatio
n in
stru
men
ts a
nd a
ctiv
ities
to a
sses
s st
aff d
evel
op-
men
t suc
cess
, pro
gram
effe
ctiv
enes
s, u
ser
satis
fact
ion,
and
,pr
ogra
m m
odifi
catio
n ne
eds.
Wha
t pro
visi
on is
mad
e fo
r tr
aini
ng o
f tea
cher
aid
es?
Non
e.
Wha
t is
the
cost
of i
mpl
emen
ting
the
prog
ram
?
The
cos
t for
inst
allin
g th
e pr
ogra
m is
app
roxi
mat
ely
$500
for
setti
ng u
p a
mat
h ce
nter
, plu
s $3
00 p
er c
lass
room
for
con-
sum
able
s (w
ork
book
lets
). T
he m
ath
cent
er in
clud
es s
ixpl
ayba
ck u
nits
, tw
o lis
teni
ng c
ente
rs, o
ne s
et o
f cas
sette
s, a
nd a
staf
f dev
elop
men
t man
ual.
Pro
gram
Dev
elop
men
t and
Sta
tus
How
was
the
prog
ram
dev
elop
ed?
Pro
duct
dev
elop
men
t beg
an F
ebru
ary
1, 1
971,
und
er th
e di
rec-
tion
of W
alte
r S
tenn
ing
of th
e S
outh
wes
t Edu
catio
nal D
evel
op-
men
t Lab
orat
ory.
The
Tex
as E
duca
tion
Age
ncy
was
the
sour
ceof
fund
ing.
Unt
il pr
oduc
t dev
elop
men
t end
ed A
ugus
t 31,
197
3,T
he T
exas
Edu
catio
n A
genc
y, th
roug
h its
fund
s to
the
Tex
asM
igra
nt E
duca
tiona
l Dev
elop
men
t Cen
ter,
con
tinue
d to
pro
vide
full
finan
cial
sup
port
to th
e pr
ogra
m.
Soc
orro
Luj
an, P
rogr
am C
oord
inat
or, a
nd M
ary
Eliz
abet
h M
efin
,w
riter
, dire
cted
dev
elop
men
t act
iviti
es. G
ames
for
the
.pro
ject
wer
e de
sign
ed b
y Jo
se L
opez
. Oth
er m
embe
rs o
f the
SE
DL
staf
f,as
wel
l as
outs
ide
cons
ulta
nts,
ass
iste
d re
view
ing
the
mat
eria
lsan
d m
akin
g re
com
men
datio
ns fo
r re
visi
on. S
choo
l dis
tric
ts in
Tex
as p
rovi
ded
expe
rimen
tal s
choo
l set
tings
for
field
test
ing
and
form
ativ
e ev
alua
tion.
Wha
t is
the
stat
us o
f the
pre
sent
pro
gram
?
The
sys
tem
is c
onsi
dere
d to
be
com
plet
e an
d us
able
.
Pro
gram
Eva
luat
ion
How
has
the
prog
ram
bee
n ev
aluz
ied?
Eva
luat
ion
data
wer
e co
llect
ed fr
om fi
ve o
f the
eig
ht p
roje
ctcl
assr
oom
s in
whi
ch C
CP
M w
as im
plem
ente
d an
d tw
o co
m-
paris
on c
lass
room
s w
ith p
upils
of s
imila
r ag
e an
d et
hnic
char
acte
ristic
s w
here
the
IPI M
athe
mat
ics
prog
ram
was
bei
ngus
ed, T
he p
roje
ct p
opul
atio
n w
as c
ompo
sed
of 7
0 pu
pils
and
the
com
paris
on p
opul
atio
n of
32
pupi
ls, T
he C
oope
rativ
eP
rimar
y M
athe
mat
ics
Tes
t, a
publ
icat
ion
of E
TS
, was
ad-
min
iste
red
to b
oth
proj
ect a
nd c
ompa
rison
cla
sses
,
11
Wha
t wer
e th
e in
dica
ted
stre
ngth
s an
d w
eakn
esse
s of
the
prog
ram
?
Ana
lysi
s of
var
ianc
e be
twee
n pr
e te
st a
nd p
ost t
est p
erfo
rman
ceof
the
proj
ect i
ndic
ated
that
the
pupi
ls in
the
prog
ram
mad
est
atis
tical
ly s
igni
fican
t gai
ns. R
esul
ts fr
om a
n an
alys
is o
fco
varia
nce
in c
ompa
ring
raw
sco
re g
ains
of t
he p
roje
ct a
ndco
mpa
rison
gro
ups
indi
cate
d th
at th
e pr
ojec
t gro
up m
ade
sign
ifica
ntly
gre
ater
gai
ns o
n th
e te
st th
an d
id th
e co
mpa
rison
grou
p.
The
mea
n pe
rcen
tage
of p
upils
sho
win
g m
aste
ry fo
r ei
ght o
f the
curr
icul
um c
onte
nt a
reas
was
79%
at t
he fi
rst s
kill
chec
k; in
mos
tca
ses.
the
rem
aini
ng p
upils
mas
tere
d th
e ob
ject
ive
by th
e se
-co
nd s
kill
chec
k.
Bas
ed o
n a
60%
ret
urn,
100
% p
ositi
ve r
espo
nse
was
indi
cate
dto
war
d st
aff o
rient
atio
n. T
he le
ast p
ositi
ve r
espo
nse
was
dire
cted
tow
ard
the
curr
icul
m m
ater
ials
(67
% p
ositi
ve, 1
0%ne
gativ
e, a
nd 2
3% n
o op
inio
n). T
he m
ean
perc
enta
ge o
fre
spon
ses
was
hig
h (8
4% p
ositi
ve r
eact
ion)
whi
le th
e ov
eral
lm
ean
nega
tive
reac
tion
to th
e si
x pr
ogra
m fe
atur
es w
as o
nly
4.5%
. All
resp
onde
nts
indi
cate
d th
at th
ey w
ould
like
to te
ach
the
prog
ram
aga
in n
ext y
ear.
The
pro
gram
is e
spec
ially
des
igne
d fo
r th
e S
pani
sh-s
peak
ing
child
, alth
ough
it m
ay a
lso
be u
sed
with
Eng
lish
spea
kers
. Thi
sre
pres
ents
a s
tren
gth
in o
verc
omin
g th
e tr
aditi
onal
lag
ex-
perie
nced
by
such
chi
ldre
n in
mas
terin
g m
athe
mat
ics.
The
child
ren
in th
e pr
ogra
m e
xper
ienc
ed li
ttle
diffi
culty
mov
ing
into
trad
ition
al s
econ
d gr
ade
mat
hem
atic
s pr
ogra
ms.
Use
ful I
nfor
mat
ion
Whe
re c
an th
e pr
ogra
m b
e ob
tain
ed?
Dire
ctor
, Fie
ld R
elat
ions
and
Dis
sem
inat
ion
Sou
thw
est E
duca
tiona
l Dev
elop
men
t Lab
orat
ory
Aus
tin, T
x. 7
8701
Wha
t sch
ool d
istr
icts
in N
ew J
erse
y ar
e fa
mili
ar w
ith th
epr
ogra
m?
Non
e
Ref
eren
ces
Luja
n, S
chor
r°, a
nd M
.E. M
ef in
, Tea
cher
s M
anua
l, B
iling
ual
Con
tinuo
us P
rogr
ess
Mat
hem
atic
s. A
ustin
. Sou
thw
est
Edu
catio
nal D
evel
opm
ent C
orpo
ratio
n, 1
973.
12
Sta
ff of
the
Sou
thw
est E
duca
tiona
l Dev
elop
men
t Lab
orat
ory.
Prin
ted
resu
mes
of p
rogr
am.
Tex
as M
igra
nt E
duca
tion
Cen
ter.
A C
hapt
er R
epor
t for
Tex
asE
duca
tion
Age
ncy.
197
3.
Sum
mar
y
The
Con
cept
ually
Orie
nted
Mat
hem
atic
s P
rogr
am (
CO
MP
),de
velo
ped
unde
r an
.ES
EA
Titl
e Ill
gra
nt, i
s a
man
agem
ent
prog
ram
that
is d
iagn
ostic
and
pre
scrip
tive.
Com
preh
ensi
vely
desi
gned
to m
eet i
ndiv
idua
l nee
ds th
roug
h sm
all g
roup
inst
ruc-
tion,
it p
rovi
des
for
cont
inuo
us p
rogr
ess
from
firs
t gra
dem
athe
mat
ics
until
the
stud
ent i
s en
terin
g an
alg
ebra
cla
ss. S
tu-
dent
test
res
ults
are
use
d to
det
erm
ine
stre
ngth
s an
dw
eakn
esse
s fo
r gr
oupi
ng p
urpo
ses.
Pro
gram
mat
eria
ls s
uppo
rtth
e ro
le o
f the
cla
ssro
om te
ache
r as
a m
anag
er r
athe
r th
an a
lect
urer
. Mat
eria
ls in
clud
e T
each
er G
uide
Boo
ks, P
lace
men
tT
est,
Pos
t-T
ests
, Ind
ivid
ual P
rofil
e S
heet
s, a
nd r
efer
ence
s to
com
mer
cial
ly p
rodu
ced
text
book
s. T
he c
ost p
er p
upil
ises
timat
ed a
t 58.
50 w
hich
incl
udes
the
cost
of p
rovi
ding
one
com
mer
cial
text
book
for
ever
y th
ree
stud
ents
.
Con
cept
ually
Orie
nted
Mat
hem
atic
s P
rogr
amC
olum
bia
Pub
lic S
choo
lsC
olum
bia,
Mis
sour
i
Nat
ure
of th
e P
rogr
am
For
who
m is
the
prog
ram
des
igne
d?
Thi
s co
ntin
uous
pro
gres
s pr
ogra
m is
des
igne
d fo
r al
l stu
dent
s in
grad
es o
ne th
roug
h ei
ght.
On
wha
t rat
iona
le is
the
prog
ram
des
igne
d?
The
pro
gram
dev
elop
ed o
ut o
f a r
ecog
nitio
n th
at th
e in
stru
c-tio
nal s
trat
egie
s w
hich
cha
ract
eriz
e tr
aditi
onal
sub
ject
-cen
tere
dap
proa
ches
fail
to r
efle
ct in
divi
dual
diff
eren
ceS
in c
hild
ren,
and
tend
to e
ncou
rage
fitti
ng s
tude
nts
to te
xtbo
ok m
olds
.T
he C
once
ptua
lly O
rient
ed M
athe
mat
ics
Pro
gram
was
deve
lope
d to
ass
ist e
lem
enta
ry te
ache
rs in
dia
gnos
ing
child
ren'
s ne
eds
in te
rms
of m
athe
mat
ics
conc
epts
, and
pres
crib
ing
appr
opria
te a
ctiv
ities
for
a gi
ven
leve
l of c
ompe
ten-
cy. B
y pr
ovid
ing
teac
hers
with
tool
s fo
r di
agno
sis
and
pres
crip
-tio
n, th
e de
velo
pers
of t
he p
rogr
am h
oped
to o
verc
ome
teac
her's
tend
enci
es to
con
secu
tivel
y fo
llow
text
book
pag
esw
hile
usi
ng a
n id
entic
al p
rogr
am fo
r al
l chi
ldre
n in
a c
lass
.C
OM
P, b
y its
des
ign,
pro
vide
s di
agno
stic
and
pre
scrip
tive
tool
sfo
r th
e te
ache
r, a
nd a
llow
s fo
r a
cons
ider
able
ran
ge o
f stu
dent
com
pete
ncy
and
achi
evem
ent.
Wha
t are
the
gene
ral g
oals
and
obj
ectiv
es o
f the
pro
gram
?
The
obj
ectiv
es o
f CO
MP
are
to a
llow
teac
hers
to w
ork
with
stud
ents
on
an in
divi
dual
bas
is, a
nd to
hel
p st
uden
ts a
chie
vem
aste
ry o
f the
mat
hem
atic
s sk
ills
cust
omar
ily in
trod
uced
ingr
ades
1-8
acc
ordi
ng to
a s
eque
nce
whi
ch r
efle
cts
indi
vidu
alco
mpe
tenc
y an
d ac
hiev
emen
t. T
he p
rogr
am is
bro
ken
dow
nin
to te
n br
oad
conc
ept a
reas
whi
ch a
re d
evel
oped
ver
tical
lyth
roug
h tw
enty
-fiv
e le
vels
of c
ompl
exity
. Pre
dete
rmin
ea s
e-qu
ence
s at
eac
h le
vel i
ndiv
idua
lize
the
lear
ning
of m
athe
mat
ics
skill
s fo
r st
uden
ts, a
nd a
llow
them
to m
aste
r th
e sk
ills
at th
eir
own
rate
.
Org
aniz
atio
n an
d M
ater
ials
How
is th
e pr
ogra
m o
rgan
ized
?
A S
cope
and
Seq
uenc
e C
hart
is th
e vi
sual
org
aniz
atio
n of
CO
MP
into
ten
broa
d co
ncep
t are
as. T
hese
are
as a
re d
evel
oped
vert
ical
ly th
roug
h tw
enty
-fiv
e le
vels
of c
ompl
exity
whi
ch h
ave
been
bro
ken
dow
n in
to tw
o or
mor
e st
eps.
The
incl
usio
n of
ast
ep Z
in le
vels
10
- 25
pro
vide
s fo
r ho
rizon
tal e
nric
hmen
t. A
com
plet
e le
sson
has
bee
n pr
epar
ed fo
r ea
ch c
once
pt, a
ndpr
esen
ted
for
each
ste
p at
eve
ry le
vel.
Eac
h le
sson
has
the
follo
win
g fo
rmat
:
The
con
cept
The
beh
avio
ral o
bjec
tive
The
mat
hem
atic
al id
eas
Voc
abul
ary
Act
iViti
esT
extb
ook
Ref
eren
ces:
Hou
ghto
n M
ifflin
, Add
ison
-Wes
:ey
Wor
kshe
ets
Oth
er R
efer
ence
s: F
ilm S
trip
s, C
omm
eric
al T
apes
, Enr
ichm
ent
Boo
ksA
s th
e st
uden
t pro
gres
ses
thro
ugh
a le
vel,
the
teac
her
offe
rsgu
idan
ce a
nd u
ses
inno
vativ
e te
achi
ng a
ids
whi
ch a
resu
gges
ted
in th
e T
each
er G
uide
Boo
k.
Wha
t spe
cific
obj
ectiv
es a
re in
volv
ed?
Stu
dent
ski
lls a
re d
evel
oped
in te
n co
ncep
t are
as w
ith th
e in
tent
of p
repa
ring
stud
ents
for
a su
cces
sful
enc
ount
er w
ith a
lgeb
raaf
ter
they
hav
e co
mpl
eted
the
sequ
entia
l lev
els
enco
mpa
ssed
inth
e pr
ogra
m. T
he te
n co
ncep
t are
as in
clud
e N
umer
als.
Ord
er,
Add
ition
, Sub
trac
tion,
Mul
tiplic
atio
n, D
ivis
ion,
Fun
ctio
n an
dG
raph
s, G
eom
etry
, and
Mea
sure
men
t. A
nyw
here
from
two
tose
ven
conc
epts
may
be
inco
rpor
ated
into
a s
ingl
e st
ep. A
n ex
-am
ple
of th
is w
ould
be:
Leve
l 14
Ste
p B
Set
s:C
ompa
ring
card
inal
num
bers
of tw
o di
sjoi
nt s
ets
asa
rate
or
ratio
Mul
tiplic
atio
n:M
ultip
lyin
g a
who
lenu
mbe
r by
a fr
actio
n
Loca
ting
a po
int o
n a
a nu
mbe
r pl
ane,
usi
nga
num
bere
d pa
ir
Iden
itify
ing
sim
ilar
and
inco
ngru
ent f
igur
es
Stu
dent
s m
ust r
each
a m
aste
ry o
f 80%
on
each
of t
he s
teps
on
agi
ven
leve
l bef
ore
proc
eedi
ng to
the
next
leve
l of l
earn
ing.
The
ym
ay s
kip
a co
mpl
ete
leve
l, in
clud
ing
all i
ts s
teps
, if t
hey
can
scor
e 80
% o
n a
plac
emen
t tes
t whi
ch is
ava
ilabl
e fo
r ea
ch le
vel.
Fun
ctio
ns &
Gra
phs:
Geo
met
ry:
How
muc
h st
uden
t tim
e is
dev
oted
to th
e pr
ogra
m?
Low
er g
rade
stu
dent
s w
ould
spe
nd a
bout
fort
y m
inut
es a
day
.bu
t thi
s w
ould
var
y fo
r in
divi
dual
cas
es. I
n th
e up
per
grad
es, s
ix-
ty m
inut
es w
ould
be
the
aver
age.
Wha
t mat
eria
ls a
re p
rovi
ded
for
the
stud
ents
?
The
stu
dent
is p
rovi
ded
with
voc
abul
ary,
act
iviti
es, a
nd te
xtbo
okre
fere
nces
for
sam
ple
prob
lem
s an
d as
sign
men
ts. T
here
is a
lso 13
an in
divi
dual
mat
hem
atic
s re
cord
she
et s
o th
at e
ach
stud
ent
may
trac
k hi
s ow
n pr
ogre
ss.
Wha
t mat
eria
ls a
re p
rovi
ded
for
the
teac
her?
A T
each
er's
Gui
de B
ook,
whi
ch s
erve
s as
a h
andb
ook,
pro
vide
sin
stru
ctio
ns a
nd s
ugge
stio
ns to
sup
plem
ent t
he te
ache
r'skn
owle
dge
of m
athe
mat
ics,
and
to r
elie
ve h
er o
f som
e of
the
pres
sure
s in
volv
ed in
find
ing
appr
opria
te a
ctiv
ities
for
conc
ept
deve
lopm
ent.
Sug
gest
ed a
ctiv
ities
for
deve
lopi
ng a
nd r
einf
or-
cing
con
cept
s, a
nd in
nova
tive
teac
hing
aid
s ar
e in
clud
ed in
the
man
ual.
Tex
tboo
k re
fere
nces
incl
ude
mul
tiple
gra
de le
vels
for
each
ref
eren
ce. P
lace
men
ts te
sts
are
avai
labl
e to
hel
p th
ete
ache
r de
term
ine
a st
uden
t's p
re, s
son
of c
ompe
tenc
e, a
ndpo
st-t
ests
are
incl
uded
to e
valu
ate
stud
ent l
earn
ing.
How
ope
n is
the
prog
ram
to s
uppl
emen
tary
and
teac
her-
mad
em
ater
ials
?
The
re a
re n
o di
rect
pro
visi
ons
mad
e fo
r th
is. W
ith th
is ty
pe o
fst
ruct
ure,
how
ever
, sup
plem
enta
ry o
r te
ache
r-m
ade
mat
eria
lsm
ay b
e ad
ded
at e
very
ste
p.
Wha
t stu
dent
ass
essm
ent m
ater
ials
are
pro
vide
d or
sugg
este
d?
The
pro
gram
pro
vide
s fo
r P
ost T
est I
to b
e gi
ven
afte
r th
e in
-st
ruct
ion
for
a le
vel h
as b
een
com
plet
ed. I
f a s
tude
nt d
oesn
'tsu
ccee
d on
Pos
t Tes
t I, r
evie
w w
ork
is a
vaila
ble
whi
ch in
clud
esP
ost T
est I
I. In
gen
eral
, the
pos
t-te
sts
cons
ist o
f fiv
e ite
ms
for
each
beh
avio
ral o
bjec
tive
in a
giv
en le
vel.
Spa
ce is
pro
vide
d on
the
post
-tes
ts fo
r th
e st
uden
t to
wor
k. P
ost T
est I
I, av
aila
ble
for
leve
ls 7
- 2
5, w
as d
evel
oped
to r
elie
ve te
ache
rs o
f the
task
of
deve
lopi
ng n
ew te
sts
for
leve
ls w
hich
mus
t be
revi
ewed
. It i
ssi
mila
r in
con
tent
to P
ost T
est I
, and
req
uire
s th
e sa
me
degr
ee o
fpr
ofic
ienc
y. A
stu
dent
's p
rogr
ess
is r
ecor
ded
on a
n In
divi
dual
Pro
file
She
et w
hich
illu
stra
tes
the
area
s in
whi
ch a
stu
dent
doe
sw
ell.
Cla
ssro
om A
ctiv
ities
How
are
cla
sses
org
aniz
ed?
Pla
cem
ent t
ests
are
use
d at
the
begi
nnin
g of
the
scho
ol y
ear
orw
hen
a ne
w s
tude
nt e
nter
s th
e pr
ogra
m to
det
erm
ine
the
com
-pe
tenc
y le
vel o
f ind
ivid
ual s
tude
nts
in a
sch
ool p
opul
atio
n. T
hete
sts
incl
ude
ten
ques
tions
for
each
beh
avio
ral o
bjec
tive
in th
ele
vel.
Tes
ts fo
r le
vels
sev
en th
roug
h tw
enty
-fiv
e co
nsis
t of t
enm
ultip
le c
hoic
e ite
ms
for
each
con
cept
. Afte
r th
e st
uden
t's in
-st
ruct
iona
l lev
el h
as b
een
dete
rmin
ed, t
each
ers
conf
er to
pla
ceth
e st
uden
ts in
inst
ruct
iona
l gro
ups.
Som
e sc
hool
s cr
oss
grad
elin
es, w
hile
oth
ers
exch
ange
stu
dent
s w
ithin
gra
de le
vels
. The
14
purp
ose
of th
e gr
oupi
ng is
to a
llow
teac
hers
to a
ttend
tost
uden
ts' s
tren
gths
and
wea
knes
ses
mor
e ef
fect
ivel
y.
How
are
the
mat
eria
ls u
sed?
The
stu
dent
rec
eive
s th
e in
trod
uctio
n to
a g
iven
leve
l fro
m th
ete
ache
r. S
tude
nts
then
wor
k w
ith th
e m
ater
ials
of a
par
ticul
arle
vel,
acco
rdin
g to
the
form
at p
rovi
ded,
take
Pos
t Tes
t I, a
ndei
ther
mov
e on
to a
new
leve
l, or
wor
k w
ith r
evie
w m
ates
sal
follo
wed
by
Pos
t Tes
t II.
Are
teac
her
aide
s us
ed?
Tea
cher
aid
es a
re n
ot r
equi
red:
How
ever
, the
y w
ould
gre
atly
faci
litat
e re
cord
-kee
ping
and
cla
ssro
om m
anag
emen
t.
How
is s
tude
nt p
rogr
ess
asse
ssed
?
The
cyc
le o
f pos
t-te
sts
is u
tiliz
ed to
det
erm
ine
stud
ent p
rofic
ien-
cy a
t eac
h le
vel.
Dat
a ar
e re
cord
ed o
n an
Indi
vidu
al P
rofil
e S
heet
whi
ch is
des
igne
d to
illu
stra
te th
e st
uden
t's le
vel o
f pro
ficie
ncy.
Impl
emen
tatio
n R
equi
rem
ents
and
Pro
visi
ons
Are
spe
cial
faci
litie
s ne
eded
or
sugg
este
d?
No.
Is s
peci
al e
quip
men
t nee
ded
or s
ugge
sted
?
Film
strip
and
mov
ie p
roje
ctor
s, a
nd ta
pe r
ecor
ders
are
re-
quire
d.
Is in
-ser
vice
trai
ning
nee
ded
or s
ugge
sted
?
An
in-s
ervi
ce p
rogr
am in
dia
gnos
tic-p
resc
riptiv
e te
chni
ques
and
clas
sroo
m m
anag
emen
t pro
cedu
res
wou
ld b
e he
lpfu
l.
Wha
t pro
visi
on is
mad
e fo
r sp
ecia
l tra
inin
g of
teac
hers
?
No
spec
ial p
rovi
sion
is p
rovi
ded.
How
ever
, the
Tea
cher
's G
uide
Boo
k se
rves
as
a ha
ndbo
ok fo
r im
plem
entin
g th
e pr
ogra
m.
Wha
t pro
visi
on is
mad
e fo
r tr
aini
ng o
f tea
cher
aid
es?
Non
e.
Wha
t is
the
cost
of i
mpl
emen
ting
the
prog
ram
?
The
est
imat
ed c
ost t
o im
plem
ent t
his
prog
ram
wou
ld b
e $8
,50
per
pupi
l, w
hich
incl
udes
the
cost
of p
rovi
ding
one
com
mer
cial
text
book
for
ever
y th
ree
stud
ents
. Thi
s co
st is
bas
ed o
n th
e ex
-
pens
e in
volv
ed fo
r im
plem
enta
tion
in th
e C
olum
bia.
Mis
sour
isc
hool
s w
here
app
roxi
mat
ely
7,00
0 st
uden
ts a
re u
sing
the
.
prog
ram
. The
se s
tude
nts
are
hous
ed in
thirt
een
elem
enta
rysc
hool
s, th
ree
juni
or h
igh
scho
ols,
and
one
non
-pub
lic s
choo
l.T
he M
isso
uri S
tate
Dep
artm
ent o
f Edu
catio
n, a
nd th
e re
port
of
the
E.S
.E.A
. Titl
e III
nat
iona
l val
idat
ion
also
quo
te a
n es
timat
edco
st o
f $8.
50 p
er p
upil.
Pro
gram
Dev
elop
men
t and
Sta
tus
How
was
the
prog
ram
dev
elop
ed?
Fun
ding
arr
ange
men
ts fo
r th
e de
velo
pmen
t and
eva
luat
ion
ofC
OM
P c
ame
from
E.S
.E.A
. Titl
e III
and
the
Col
umbi
a B
oard
of
Edu
catio
n. It
is a
n in
tern
ally
dev
elop
ed m
anag
emen
t pro
gram
base
d up
on r
esea
rch
info
rmat
ion
and
cont
ribut
ions
from
clas
sroo
m te
ache
rs. P
ilot s
choo
ls w
ere
set u
p in
Col
umbi
a,M
isso
uri w
hich
is a
n ur
ban
setti
ng w
ith a
div
erse
stu
dent
pop
-ul
atio
n. R
esul
ts fr
om th
e pi
lot w
ere
used
as
data
for
revi
sion
.O
utsi
de te
ache
r-co
nsul
tant
s ai
ded
in th
e ev
alua
tion
prio
r to
the
final
rew
ritin
g w
hich
took
pla
ce in
Aug
ust,
1973
.
Wha
t is
the
stat
us o
f the
pre
sent
pro
gram
?
Fin
al r
ewrit
ing
of th
e pr
ogra
m w
as c
ompl
eted
in A
ugus
t, 19
73.
Mat
eria
ls fo
r di
ssem
inat
ion
are
to b
e av
aila
ble
by N
ovem
ber,
1973
.
Pro
gram
Eva
luat
ion
How
has
the
prog
ram
bee
n ev
alua
ted?
Stu
dent
ach
ieve
men
t dat
a w
ere
colle
cted
from
thre
e el
emen
tary
scho
ols
(gra
des
1-6)
and
a ju
nior
hig
h sc
hool
whe
re th
epr
ogra
m h
ad b
een
impl
emen
ted.
Eva
luat
ion
was
und
erta
ken
atal
l lev
els,
usi
ng th
e M
etro
polit
an A
chie
vem
ent T
est f
or g
rade
1.
and
the
Iow
a T
est o
f Bas
ic S
kills
for
grad
es 2
- 8
afte
r on
e ye
ar o
fpa
rtic
ipat
ion
in th
e pr
ogra
m.
Wha
t wer
e th
e in
dica
ted
stre
ngth
s an
d w
eakn
esse
s of
the
prog
ram
?
Pos
t-te
st r
esul
ts fo
r gr
ades
2-
8 sh
owed
that
the
mea
n in
crea
sefo
r 77
% o
f the
par
ticip
atin
g st
uden
ts w
as 1
6.5%
per
cent
ilepo
ints
. The
mea
n in
crea
se fo
r th
e to
tal p
opul
atio
n w
as 1
0.5
perc
entil
e po
ints
. Tw
enty
per
cent
of t
he p
opul
atio
n ha
d a
mea
nde
crea
se o
f 10.
5 pe
rcen
tile
poin
ts. T
able
1 s
umm
ariz
es th
epo
st-t
est r
esul
ts, a
nd in
dica
tes
the
mea
n pe
rcen
tile
gain
or
loss
for
stud
ents
at e
ach
grad
e le
vel.
On
the
E.S
.E.A
. Titl
e III
nat
iona
l val
idat
ion
ratin
gs, t
his
proj
ect
rece
ived
nin
ety-
nine
out
of a
pos
sibl
e 10
0 po
ints
in c
ateg
orie
sre
late
d to
lnno
vativ
enes
s, E
ffect
iven
ess,
Cos
t, an
d E
xpor
tabi
lity,
and
rece
ived
the
-Edu
catio
nal P
aces
ette
r A
war
d."
The
pro
gram
does
req
uire
pap
erw
ork
and
reco
rd k
eepi
ng o
n th
e pa
rt o
f the
teac
her,
but
this
type
of a
ctiv
ity c
an b
e ac
com
plis
hed
by te
ache
ras
sist
ants
.
Use
ful I
nfor
mat
ion
Whe
re c
an th
e pr
ogra
m b
e ob
tain
ed?
Alta
M. H
arne
ss. D
irect
orC
once
ptua
lly O
rient
ed M
athe
mat
ics
Pro
gram
Col
umbi
a P
ublic
Sch
ools
1002
Ran
ge L
ane
Col
umbi
a, M
isso
uri 6
5201
(314
) 44
3-40
13
Wha
t sch
ool d
istr
icts
in N
ew J
erse
y ar
e fa
mili
ar w
ith th
epr
ogra
m?
Non
e.
Ref
eren
ces
Des
crip
tive
info
rmat
ion
and
eval
uatio
n da
ta r
elea
sed
by th
eC
olum
bia,
Mis
sour
i Pub
lic S
choo
ls o
n "C
once
ptua
lly O
rient
edM
athe
mat
ics.
"
15
Sum
mar
y
The
Hea
th E
lem
enta
ry M
athe
mat
ics
Pro
gram
for
grad
es K
-6.
and
the
Hea
th M
athe
mat
ics
Pro
gram
for
grad
es 7
and
8 p
rovi
dean
act
ivity
-orie
nted
mat
hem
atic
s ap
proa
ch b
ased
on
beha
vior
alob
ject
ives
. Lea
rner
-orie
nted
, the
tota
l pro
gram
str
esse
s th
est
ruct
ural
cha
ract
eris
tics
of m
athe
mat
ics.
arm
pla
ces
muc
hem
phas
is o
n co
mpu
tatio
nal s
kills
. The
prim
ary
focu
s of
the
prog
ram
is th
e ac
tive
invo
lvem
ent o
f the
lear
ner
as h
e w
orks
from
the
conc
rete
to th
e se
mi-c
oncr
ete
to th
e ab
stra
ct s
tage
sof
mat
hem
atic
s. M
any
prac
tical
app
licat
ions
of m
athe
mat
ical
skill
s ch
arac
teriz
e th
e ex
perie
ntal
dev
elop
men
t of c
once
pts
and
stru
ctur
es. a
nd th
e pr
ogra
m u
tiliz
es m
anip
ulab
le o
bjec
ts.
pro
ject
s, p
uzzl
es. a
nd g
ames
as
foun
datio
nal m
odel
s. T
he p
rogr
am p
rovi
des
for
indi
vidu
al d
iffer
ence
s, a
nd fo
r th
e di
agno
stic
eval
uatio
n of
stu
dent
s. H
eath
Mat
hem
atic
s P
rogr
am fo
r gr
ades
7 an
d 8
was
des
igne
d to
com
plem
ent o
ther
K-6
pro
gram
s as
wel
l as
the
Hea
th K
-6 p
rogr
am.
16
Hea
th E
lem
enta
ry M
athe
mat
ics
Pro
gram
(K
- 6
)H
eath
Mat
hem
atic
s P
rogr
am (
7 &
8)
D.C
. Hea
th a
nd C
ompa
nyLe
ton,
Mas
sach
uset
ts
Nat
ure
of th
e P
rogr
am
For
who
m is
the
prog
ram
des
igne
d?
The
pro
gram
is d
esig
ned
for
use
with
stu
dent
s in
gra
des
K-8
.
On
wha
t rat
iona
le is
the
prog
ram
des
igne
d?
The
act
ive
invo
lvem
ent o
f the
lear
ner
is th
e pr
imar
y pr
inci
ple
onw
hich
this
pro
gram
,is b
ased
. An
expe
rient
ial r
atio
nale
by
whi
chst
uden
ts le
arn
thro
ugh
expl
orin
g an
d ap
plyi
ng c
hara
cter
izes
the
prog
ram
. The
text
book
pro
vide
s th
e sp
ringb
oard
from
whi
ch th
e ch
ildre
n m
ove
to a
ctiv
ities
bey
ond
the
text
.
Wha
t are
the
gene
ral g
oals
and
obj
ectiv
es o
f the
pro
gram
?
The
bas
ic in
tent
s of
the
prog
ram
are
to (
1) fo
ster
sel
f-m
otiv
ated
lear
ning
thro
ugh
activ
e in
volv
emen
t, (2
)fac
ilita
te th
e de
velo
p-m
ent o
f com
puta
tiona
l pro
ficie
ncy,
(3)
pro
vide
for
deve
lopm
en-
tal u
nder
stan
ding
of c
once
pts
and
stru
ctur
es th
roug
h ba
sic
appl
icat
ions
, and
(4)
pro
vide
for
.dia
gnos
tic a
naly
sis
and
in-
divi
dual
diff
eren
ces.
Org
aniz
atio
n an
d M
ater
ials
How
is th
e pr
ogra
m o
rgan
ized
?
The
pro
gram
is o
rgan
ized
aro
und
a co
mpr
ehen
sive
list
of
beha
vior
al o
bjec
tives
for
each
text
book
in th
e pr
ogra
m, a
nd fo
rea
ch c
hapt
er in
the
text
s. L
ong
term
obj
ectiv
es d
ealin
g w
ith a
t-tit
ude,
cre
ativ
ity, a
nd in
itiat
ive
are
also
incl
uded
. Cha
ract
eris
ticof
the
prog
ram
are
man
y pr
oble
ms
that
app
ly m
athe
mat
ical
skill
s to
eve
ryda
y si
tuat
ions
. Pro
ject
s, p
uzzl
es, a
nd g
ames
are
scat
tere
d th
roug
hout
the
text
s w
hich
req
uire
act
ive
lear
ner
in-
volv
emen
t and
pro
vide
for
indi
vidu
al d
iffer
ence
s.
Eac
h ch
apte
r se
ctio
n pr
ovid
es p
ract
ice
thro
ugh
oral
and
writ
ten
clas
s ex
erci
ses,
and
indi
vidu
al e
xerc
ises
. The
bul
k of
the
exer
-ci
ses
in th
e H
eath
prb
gram
are
writ
ten
for
the
mid
dle
75%
of a
clas
s. H
owev
er, s
ectio
ns m
arke
d w
ith a
n as
teris
k or
labe
led
"for
expe
rts"
are
mor
e di
fficu
lt an
d pr
ovid
e a
deep
er in
sigh
t int
o a
conc
ept a
s w
ell a
s m
ore
diffi
cult
prob
lem
s. S
ectio
ns la
bele
d"k
eepi
ng s
kills
sha
rp"
prov
ide
drill
exe
rcis
es fo
r th
ose
stud
ents
need
ing
addi
tiona
l pra
ctic
e in
bas
ic c
ompu
tatio
n. V
ocab
ular
ylis
ts a
ccom
pany
eac
h ch
apte
r. H
owev
er, v
ocab
ular
y th
at is
too
tech
nica
l or
rigid
is a
void
ed. A
ccom
pany
ing
the
prog
ram
are
basi
c w
orks
heet
s fo
r re
med
ial u
se, a
nd s
uppl
emen
tary
wor
kshe
ets
for
enric
hmen
t. T
hese
are
ava
ilabl
e in
wor
kboo
kfo
rm o
r on
dup
licat
ing
mas
ters
. Tw
elve
dril
l cas
sette
s, d
esig
ned
to p
rovi
de p
ract
ice
in b
asic
add
ition
, sub
trac
tion.
mul
tiplic
atio
n,an
d di
visi
on fa
cts,
are
pro
vide
d. D
iagn
ostic
test
s fo
r ea
chch
apte
r, a
nd c
umul
ativ
e te
sts
whi
ch m
ay b
e us
ed a
s pr
e or
pos
t-
test
s ar
e av
aila
ble.
Wha
t spe
cific
obj
ectiv
es a
re in
volv
ed?
Thi
s pr
ogra
m s
eeks
to in
trod
uce
basi
c m
athe
mat
ical
con
cept
san
d pr
inci
ples
to c
hild
ren
in w
ays
that
are
app
licab
le to
thei
rw
orld
. The
chi
ldre
n w
ork
from
the
conc
rete
to th
e se
mi-c
oncr
ete
to th
e ab
stra
ct s
tage
s of
mat
hem
atic
s.
Leve
ls 7
and
8 w
eave
a c
onci
se r
etea
chin
g of
bas
ic a
rithm
etic
into
a s
tudy
of n
umbe
r pr
oper
ties,
func
tions
, and
equ
atio
ns. T
hetr
eatm
ent o
f equ
atio
ns a
nd p
ositi
ve a
nd n
egat
ive
num
bers
fur-
nish
es s
olid
gro
undw
ork
for
the
stud
y of
ale
gebr
a, a
nd a
foun
-da
tion
for
high
sch
ool g
eom
etry
is a
lso
prov
ided
in a
n in
trod
uc-
tion
to c
oord
inat
e ge
omet
ry.
How
muc
h st
uden
t tim
e is
dev
oted
to th
e pr
ogra
m?
The
am
ount
of t
ime
devo
ted
to th
is p
rogr
am v
arie
s ac
cord
ing
toin
divi
dual
stu
dent
abi
litie
s an
d in
tere
sts,
as
wel
l as
teac
hing
met
hods
.
Wha
t mat
eria
ls a
re p
rovi
ded
for
the
stud
ent?
Stu
dent
text
s pr
ovid
e de
taile
d lis
ts o
f beh
avio
ral o
bjec
tives
, ac-
tiviti
es w
hich
incl
ude
exer
cise
s, g
ames
, puz
zles
, and
pro
ject
s,an
d di
agno
stic
test
s. S
tude
nts
use
Bas
ic W
orks
heet
s fo
rre
med
ial w
ork
and
Sup
plem
enta
ry W
orks
heet
s fo
r en
richm
ent.
Wha
t mat
eria
ls a
re p
rovi
ded
for
the
teac
her?
The
Tea
cher
's E
ditio
n of
the
text
incl
udes
a P
rogr
amm
er w
hich
corr
elat
es th
e be
havi
roal
obj
ectiv
es fo
r ea
ch c
hapt
er w
ith th
eD
iagn
ostic
Tes
ts, t
extb
ook
mat
eria
ls, B
asic
Wor
kshe
ets,
and
Sup
plem
enta
ry W
orks
heet
s. A
n A
ssig
nmen
t Gui
de s
ugge
sts
basi
c, a
vera
ge, a
nd e
nric
hed
prog
ram
: A S
kill
Mai
nten
ance
Gui
de s
ugge
sts
a se
quen
ce fo
r us
ing
tile
gam
es a
ndS
uppl
emen
tary
Exe
rcis
es in
the
stud
ent t
ext.
Sup
plem
enta
ryE
xerc
ises
and
Wor
d P
robl
ems
in th
e T
each
er's
Edi
tion,
and
the
Cas
sette
s. D
iagn
ostic
test
s fo
r Le
vels
3 -
6 a
re a
vaila
ble
ondu
plic
atin
g m
aste
rs.
How
ope
n is
the
prog
ram
to s
uppl
emen
tary
and
teac
her-
mad
em
ater
ials
?
Man
ipul
able
obj
ects
and
sup
plem
enta
ry o
r te
ache
r-m
ade
mat
eria
ls fo
r st
uden
t pro
ject
s ar
e an
inte
gral
par
t of t
his
prog
ram
.
Wha
t stu
dent
ass
essm
ent m
ater
ials
are
pro
vide
dor
sug
gest
ed?
The
stu
dent
text
incl
udes
dia
gnos
tic te
sts
calle
d "R
eady
or
Not
."
The
Tea
cher
's E
ditio
n lis
ts te
stin
g ac
tiviti
es, a
nd in
clud
es p
aper
and
penc
il te
sts
for
each
cha
pter
. In
addi
tion,
ther
e is
one
Dia
gnos
tic T
est f
or e
ach
chap
ter
and
four
cum
ulat
ive
Dia
gnos
ticT
ests
for
each
gra
de.
Cla
ssro
om A
ctiv
ities
How
are
the
clas
ses
orga
nize
d?
The
arr
ange
men
t of t
he c
lass
room
faci
litat
es m
anag
emen
t of
stud
ent l
earn
ing
activ
ities
in th
is p
rogr
am. S
ever
al le
arni
ngce
nter
s m
ay b
e se
t up
as w
ell a
s ta
bles
for
indi
vidu
al a
nd s
mal
lgr
oup
use.
des
ks fo
r w
ritte
n w
ork,
list
enin
g ar
eas
with
tape
reco
rder
s, a
nd a
gam
e co
rner
.
How
are
the
mat
eria
ls u
sed?
The
use
of t
he d
iagn
ostic
test
s in
this
pro
gram
ena
bles
the
teac
her
to id
entif
y sk
ills
and
diag
nose
wea
knes
ses.
In-
divi
dual
ized
stu
dent
less
ons
are
prep
ared
on
the
basi
s of
list
edbe
havi
oral
obj
ectiv
es. S
tude
nts
are
refe
rred
to a
ppro
pria
te te
xt-
book
pag
es, B
asic
or
Sup
plem
enta
ry W
orks
heet
s, o
r ac
tiviti
esde
scrib
ed in
the
Tea
cher
's E
ditio
n. S
uch
feat
ures
as
proj
ects
,ga
mes
, puz
zles
, pic
ture
pro
blem
s, *
:pro
blem
s fo
r ex
pert
s" a
nd"k
eepi
ng s
kills
sha
rp,"
pro
vide
for
indi
vidu
al d
iffer
ence
s.
The
pro
ject
s ar
e in
tend
ed to
giv
e st
uden
ts o
ppor
tuni
ties
to e
x-pl
ore
mat
hem
atic
al to
ps o
n th
eir
own.
Mar
ty o
f the
sug
gest
edga
mes
and
puz
zles
pro
vide
d fu
n-or
ient
ed d
rill w
ork.
The
"fo
r ex
-pe
rt"
sect
ions
are
des
igne
d fo
r th
e be
tter
stud
ents
, and
"ke
ep-
ing
skill
s sh
arp"
sec
tions
are
ess
entia
lly d
rill e
xerc
ises
on
com
-pu
tatio
nal s
kills
. Stu
dent
s al
so u
tiliz
e m
anip
ulab
le o
bjec
ts a
ndap
ply
thei
r sk
ills
to a
wid
e va
riety
of p
ract
ical
pro
blem
s. P
ost-
test
s ar
e us
ed to
ass
ess
stud
ent a
chie
vem
ent.
Are
teac
her
aide
s us
ed?
The
use
of t
each
er a
ides
wou
ld g
reat
ly fa
cilit
ate
clas
sroo
mm
anag
emen
t in
this
act
ivity
-orie
nted
pro
gram
. The
use
of a
ides
is n
ot n
eces
sary
, how
ever
.
How
is s
tude
nt p
rogr
ess
asse
ssed
?
The
com
preh
ensi
ve e
valu
atio
n pr
ogra
m o
f ent
ry te
sts,
pre
-tes
ts,
post
-tes
ts, a
nd te
stin
g ac
tiviti
es p
rovi
de to
ols
for
asse
ssin
g st
u-de
nt p
rogr
ess
in r
elat
ion
to th
e pr
ogra
m o
bjec
tives
. Gro
ups
ofite
ms
on th
e D
iagn
ostic
Tes
ts a
re k
eyed
to th
e pa
ges
of th
e st
u-de
nt te
xtbo
ok, a
nd s
ubsc
ores
for
thes
e gr
oups
rev
eal s
tude
ntan
d cl
ass
abili
ty in
the
vario
us s
kills
. The
Dia
gnos
tic T
ests
may
be u
sed
as p
re-t
ests
follo
wed
by
indi
vidu
ally
pre
scrib
edas
sign
men
ts, o
r as
pos
t-te
sts
follo
wed
by
rem
edia
l and
enr
ich-
men
t ass
ignm
ents
. Tes
ting
activ
ities
pro
vide
opp
ortu
nitie
s fo
rin
divi
dual
stu
dent
s or
sm
all g
roup
s of
stu
dent
s to
dem
onst
rate
conc
ept u
nder
stan
ding
and
app
licat
ion.
Tea
cher
s ke
ep a
rec
ord
of e
ach
stud
ent's
pro
gres
s.
impl
emen
tatio
n R
equi
rem
ents
and
Pro
visi
ons
Are
spe
cial
faci
litie
s ne
eded
or
sugg
este
d?
No Is s
peci
al e
quip
men
t nee
ded
or s
ugge
sted
?
No Is in
-ser
vice
trai
ning
nee
ded
or s
ugge
sted
?
No
Wha
t pro
visi
on is
mad
e fo
r sp
ecia
l tra
inin
g of
teac
hers
?
Non
e
Wha
t pro
visi
on is
mad
e fo
r tr
aini
ng o
f tea
cher
aid
es?
Non
e
Wha
t is
the
cost
of i
mpl
emen
ting
the
prog
ram
?
The
cos
t of t
he H
eath
Mat
hem
atic
s P
rogr
am v
arie
s fo
r ea
chle
vel.
Bas
ed o
n a
clas
s of
30
leve
l thr
ee s
tude
nts,
the
aver
age
per
pupi
l cos
t for
impl
emen
tatio
n w
ould
be
$7.0
0. T
he s
ubse
-qu
ent p
er c
lass
cos
t for
rep
laci
ng c
onsu
mab
les
at th
is le
vel
wou
ld b
e ab
out $
77.0
0 pe
r ye
ar. A
set
of t
wel
ve d
rill c
asse
tteta
pes
may
be
purc
hase
d fo
r $9
9.00
. The
se s
ets
are
avai
labl
e fo
rle
vels
K-6
.
Pro
gram
Dev
elop
men
t and
Sta
tus
How
was
the
prog
ram
dev
elop
ed?
Cly
de D
illey
and
Wal
ter
Ruc
ker,
coa
utno
rs o
f the
Hea
th E
lem
en-
tary
Pro
gram
, wer
e ac
tive
part
icip
ants
in th
e U
ICS
M S
low
Lear
ner
Juni
or H
igh
Sch
ool P
roje
ct in
mat
hem
atic
s du
ring
the
1960
's. T
he p
urpo
se o
f the
pro
ject
was
to fi
nd a
way
to te
ach
basi
c ar
ithm
etic
to s
low
lear
ners
at t
he ju
nior
hig
h le
vel.
Alth
ough
a p
ublic
atio
n re
sulte
d fr
om th
is p
roje
ct, i
t did
not
in-
corp
orat
e th
e id
eas
of th
e au
thor
team
. Dur
ing
1968
and
196
9,th
ey d
evel
oped
a th
ree
leve
l rem
edia
l pro
gram
ent
itled
Mod
ern
Con
cept
s an
d S
kills
for
juni
or h
igh
s4ho
ol s
tude
nts.
At t
his
time,
they
beg
an to
focu
s on
the
need
s in
ele
men
tary
pro
gram
s th
atle
d to
pro
blem
s at
the
juni
or h
igh
leve
l, T
hey
wer
e as
sist
ed b
yD
r. A
nn E
Jac
kson
.
Con
sulta
tion
with
teac
hers
, mat
hem
atic
s su
perv
isor
s, p
rin-
cipa
ls, a
nd c
urric
ulum
dire
ctor
s ac
ross
the
natio
n re
veal
ed th
ene
ed fo
r a
prog
ram
that
wou
ld b
e le
arne
r-or
ient
ed in
stea
d of
cont
ent-
and
lang
uage
-orie
nted
. A n
eed
for
a gr
eate
r em
phas
ison
com
puta
tiona
l pro
ficie
ncy
was
als
o st
ress
ed. T
hese
insi
ghts
led
to th
e de
velo
pmen
t of t
he H
eath
Ele
men
tary
Pro
gram
with
its
emph
asis
on
mod
els,
the
real
wor
ld, a
nd s
tude
nt in
volv
emen
t.T
he H
eath
Mat
hem
atic
s P
rogr
am, c
oaut
hore
d by
Ger
ald
R. R
is-
ing
and
Sig
mun
d A
. Sm
ith, e
xten
ded
the
philo
soph
y of
the
K-6
elem
enta
ry p
rogr
am to
Lev
els
7 an
d 8.
Wha
t is
the
stat
us o
f the
pre
sent
pro
gram
?
The
pro
gram
has
bee
n co
mpl
etel
y de
velo
ped,
and
is b
eing
dis
-tr
ibut
ed n
atio
nally
.
Pro
gram
Eva
luat
ion
How
has
the
prog
ram
bee
n ev
alua
ted?
Dur
ing
1972
-73,
D.C
. Hea
th c
olle
cted
ach
ieve
men
t dat
a in
Was
hing
ton,
D.C
. on
the
Com
preh
ensi
ve T
est o
f Bas
ic S
kills
for
stud
ents
in g
rade
s on
e, tw
o, a
nd th
ree
in o
ver
300
clas
s-ro
oms
in 1
4 sc
hool
s w
here
the
Hea
th E
lem
enta
ry P
rogr
amw
as u
sed
excl
usiv
ely.
Med
ian
grad
e eq
uiva
lent
s w
ere
dete
r-m
ined
(la
rge
city
nor
ms)
as
wel
l as
pre
and
post
-gai
ns fo
rgr
ades
two
and
thre
e.
Wha
t wer
e th
e in
dica
ted
stre
ngth
s an
d w
eakn
esse
s of
the
prog
ram
?
Ove
r a
seve
n m
onth
per
iod
of ti
me,
the
aver
age
med
ian
grad
eeq
uiva
lent
gai
n fo
r se
cond
gra
ders
was
1.0
, and
for
third
grad
ers,
1.1
. Stu
dent
s ut
ilizi
ng th
e H
eath
Ele
men
tary
Pro
gram
thus
sho
wed
pos
itive
ach
ieve
men
t gro
wth
gai
ns.
The
pro
gram
has
an
attr
activ
e an
d in
tere
stin
g fo
rmat
, and
prov
ides
man
y av
enue
s fo
r st
imul
atin
g st
uden
t inv
olve
men
t in
lear
ning
.
Use
ful I
nfor
mat
ion
Whe
re c
an th
e pr
ogra
m b
e ob
tain
ed?
D.C
. Hea
th a
nd C
ompa
ny12
5 S
prin
g S
tree
tLe
ton,
Mas
sach
uset
ts 0
2173
17
Wha
t sch
ool d
istr
icts
in N
ew J
erse
y ar
e fa
mili
ar w
ith th
epr
ogra
m?
Met
ucha
n, K
-8: P
erth
Am
boy,
K-6
; Nor
th H
aled
on, K
-3, N
orth
Arli
ngto
n. K
-8; W
estw
ood,
788
; Has
brou
ck H
eigh
ts, K
-6;
Wan
aque
, K-8
; New
ark:
Cha
ncel
lor
Ave
nue
Ann
ex. 1
-4;
Haw
kins
Str
eet S
choo
l. 48
6; W
aver
ly A
venu
e S
choo
l, 18
2;
18
Sum
mar
y
The
Indi
vidu
aliz
ed C
ompu
tatio
nal S
kills
Pro
gram
(IC
SP
) is
asu
pple
men
tary
ung
rade
d m
athe
mat
ics
prog
ram
des
igne
d to
help
stu
dent
s in
gra
des
19
who
are
wea
k in
com
puta
tiona
lsk
ills.
It c
an b
e us
ed w
ith a
ny b
asic
mat
hem
atic
s pr
ogra
m in
agr
aded
or
ungr
aded
set
ting.
The
hea
rt o
f IC
SP
is th
e S
eque
ntia
lS
kills
Out
line
whi
ch li
sts
and
desc
ribes
123
seq
uent
ial c
om-
puta
tiona
l ski
lls fr
om th
ose
taug
ht in
the
prim
ary
grad
es to
thos
ein
volv
ing
oper
atio
ns w
ith w
hole
num
bers
, fra
ctio
ns, d
ecim
als.
and
perc
ents
. All
othe
r pr
ogra
m c
ompo
nent
s ar
e ke
yed
to th
isou
tline
.
Indi
vidu
aliz
ed C
ompu
tatio
nal S
kills
Pro
gram
Hou
ghto
n M
ifflin
Co.
Bos
ton,
Mas
s.
Nat
ure
of th
e P
rogr
am
For
who
m is
the
prog
ram
des
igne
d?
ICS
P is
des
igne
d fo
r us
e w
ith s
tude
nts
in g
rade
s 1
- 9.
On
wha
t rat
iona
le is
the
prog
ram
des
igne
d?
ICS
P is
foun
ded
upon
a r
atio
nale
that
allo
ws
a st
uden
t to
mov
eba
ck a
nd fo
rth
and
in a
nd o
ut o
f any
ski
ll ar
ea a
ccor
ding
to h
isin
divi
dual
nee
ds. D
esig
ned
as a
sup
plem
enta
ry p
rogr
am th
at is
diag
nost
ic-p
resc
riptiv
e, it
s fle
xibi
lity
perm
its it
s us
e in
bot
h un
-gr
aded
or
grad
ed c
lass
room
set
tings
.
Wha
t are
the
gene
ral g
oals
and
obj
ectiv
es o
f the
pro
gram
?
The
prim
ary
goal
of I
CS
P is
to p
rovi
de a
sup
plem
enta
rym
athe
mat
ics
prog
ram
to h
elp
stud
ents
who
are
wea
k in
spe
cific
com
puta
tiona
l ski
lls, h
owev
er, i
t may
als
o be
use
d w
ith s
tude
nts
at o
r ab
ove
grad
e le
vel.
Org
aniz
atio
n an
d M
ater
ials
How
is th
e pr
ogra
m o
rgan
ized
?
The
pro
gram
is o
rgan
ized
aro
und
the
follo
win
g co
mpo
nent
s:
Seq
uent
ial S
kills
Out
line
- lis
ts a
nd d
escr
ibes
the
123
skill
sco
vere
d in
ICS
P. T
hese
are
gro
uped
into
twel
ve b
asic
ski
ll ar
eas
whi
ch a
re a
rran
ged'
in o
rder
of d
iffic
ulty
.
Arit
hmet
ic S
kills
Inve
ntor
ies
- as
sess
stu
dent
abi
litie
s in
eac
hsk
ill a
rea.
Stu
dent
Arit
hmet
ic R
ecor
d C
ard
- in
dica
tes
the
num
ber
of s
kills
for
each
of t
he tw
elve
ski
ll ar
eas
and
prov
ides
spa
ces
whe
rete
ache
rs p
lace
a c
heck
or
date
to s
how
a s
tude
nt h
as c
ompl
eted
a sk
ill.
Dril
l and
Pra
ctic
e S
heet
s -
prov
ide
a to
tal o
f 460
pag
es o
f com
-pu
tatio
nal s
kill
prac
tice.
Tea
chin
g M
odel
s -
stud
ent o
rient
ed e
xpla
natio
ns a
nd e
xam
ples
of h
ow to
per
form
in r
elat
ion
to e
ach
skill
.
Com
puta
tion
Tes
ts -
sta
ndar
dize
d te
sts
that
can
be
used
tode
term
ine
a st
uden
t's g
rade
equ
ival
ence
and
pro
ficie
ncie
s.
Opt
iona
lly in
clud
ed in
the
prog
ram
are
a S
tude
nt A
rithm
etiC
Rec
ord
She
et, C
lass
Pro
file
Cha
rt, S
tude
nt P
resc
riptio
n S
heet
,an
d S
tude
nt M
onth
ly W
ork
Rec
ord.
A C
ompu
ter-
Ass
iste
d In
stru
ctio
n V
ersi
on o
f IC
SP
exi
sts
if a
com
pute
r is
ava
ilabl
e. T
his
com
pone
nt c
an b
e us
ed to
mai
ntai
nre
cord
s on
eac
h cl
ass
and
each
stu
dent
.
Wha
t spe
cific
obj
ectiv
es a
re in
volv
ed?
The
spe
cific
obj
ectiv
es o
f IC
SP
invo
lve
the
acqu
isiti
on o
f ski
llsw
hich
are
gro
uped
into
the
follo
win
g ar
eas:
Ski
ll A
reas
Num
ber
of S
kills
Bas
ic S
kills
Who
le N
umbe
r A
dditi
onW
hole
Num
ber
Sub
trac
tion
Who
le N
umbe
r M
ultip
licat
ion
Who
le N
umbe
r D
ivis
ion
Fra
ctio
n B
asic
Ski
lls
259
10 12 9 15
How
muc
h S
tude
nt :m
e is
dev
oted
to th
e pr
ogra
m?
Bec
ause
ICS
P is
by
natu
re a
sup
plem
enta
ry p
rogr
am, t
heam
ount
of t
ime
a st
uden
t dev
otes
to it
is p
,.mar
ily a
ref
lect
ion
ofhi
s in
divi
dual
nee
ds a
nd c
ompe
tenc
ies
Wha
t mat
eria
ls a
re p
rovi
ded
for
the
stud
ent?
The
stu
dent
is p
rovi
ded
with
the
drill
and
pra
ctic
e sh
eets
nee
d-ed
to m
aste
r a
desi
gnat
ed s
kill.
If d
esire
d, a
stu
dent
can
be
supp
lied
with
a r
ecor
d sh
eet t
o ch
art t
his
own
prog
ress
.
Wha
t mat
eria
ls a
re p
rovi
ded
for
the
4'ea
cher
?
The
teac
her
is s
uppl
ied
with
all
thia
nec
essa
ry p
acka
ged
test
s,re
cord
form
s, a
nd in
stru
ctio
nal m
odel
s ne
eded
to im
plem
ent
the
prog
ram
fully
.
1-:o
w o
pen
is th
e pr
ogra
m to
sup
plem
enta
ry a
nd te
ache
r-m
ade
mat
eria
ls?
Due
to th
e fa
ct th
at IC
SP
is a
sup
plem
enta
ry p
rogr
am, i
t is
com
-pa
tible
with
any
text
book
ser
ies.
Oth
er te
ache
r-m
ade
orsu
pple
men
tary
res
ourc
es m
ay a
lso
be u
sed
in c
onju
nctio
nw
ith it
.
Wha
t stu
dent
ass
essm
ent m
ater
ials
are
pro
vide
dor
sug
gest
ed?
Com
puta
tion
test
s ar
e pr
ovid
ed a
s w
ell a
s a
Stu
dent
Arit
hmet
icR
ecor
d C
ard
on w
hich
a te
ache
r re
cord
s sk
ill c
ompl
etio
n da
taon
eac
h st
uden
t. A
stu
dent
may
rec
ord
his
own
rate
of p
rogr
ess
on a
Stu
dent
Arit
hmet
ic R
ecor
d S
heet
. A S
tude
nt M
onth
ly W
ork
Rec
ord
form
and
a C
lass
Pro
file
Cha
rt a
re a
lso
avai
labl
e.
19
Cla
ssro
om A
ctiv
ities
How
are
cla
sses
org
aniz
ed?
The
re is
no
set c
lass
room
org
aniz
atio
nal p
olic
y. T
he-p
rogr
arn
may
be
used
in g
rade
d or
ung
rade
d ar
rang
emen
ts.
How
are
mat
eria
ls u
sed?
The
Arit
hmet
ic S
kills
Inve
ntor
y is
adm
inis
tere
d to
det
erm
ine
ast
uden
t's le
vel o
f ski
ll pr
ofic
ienc
y, a
nd th
e re
sults
are
rec
orde
din
the
Stu
dent
Arit
hmet
ic R
ecor
d C
ard.
A s
tude
nt th
en b
egin
s to
wor
k on
the
drill
and
pra
ctic
e sh
eets
for
the
appr
opria
te s
kill
area
. The
she
ets
are
deve
lopm
enta
l, an
d if
a st
uden
t can
com
-pl
ete
the
last
she
et in
a g
iven
are
a w
ith a
n ac
cept
able
leve
l of
prof
icie
ncy
(80%
or
bette
r), h
e do
es n
ot n
eed
to c
ompl
ete
the
prec
edin
g ex
erci
ses.
As
the
stud
ent p
rogr
esse
s in
the
prog
ram
,re
view
test
s ar
e av
aila
ble
in e
ach
skill
are
a w
hich
may
be
ad-
min
iste
red
to th
e st
uden
t who
(1)
has
com
plet
ed a
ski
ll ar
ea, o
r(2
) ne
eds
to r
evie
w th
e sk
ills.
A c
ompu
tatio
n te
st is
use
d to
dete
rmin
e a
stud
ent's
gra
de e
quiv
alen
ce o
r m
athm
atic
s sk
illpr
ofic
ienc
y.
Are
teac
her
aide
s us
ed
It is
not
nec
essa
ry to
use
teac
her
aide
s.
How
is s
tude
nt p
rogr
ess
asse
ssed
?
The
teac
her
mon
itors
stu
dent
pro
gres
s th
roug
h th
e us
e of
test
sw
hich
are
pac
kage
d w
ith th
e pr
ogra
m c
ompo
nent
s. T
est d
ata
are
reco
rded
on
appr
opria
te fo
rms.
Impl
emen
tatio
n R
equi
rem
ents
and
Pro
visi
ons
Are
spe
cial
faci
litie
s ne
eded
or
sugg
este
d?
No
spec
ial f
acili
ties
are
need
ed u
nles
s th
e co
mpu
ter
assi
sted
inst
ruct
ion
vers
ion
is im
plem
ente
d w
hich
req
uire
s a
com
pute
rte
rmin
al.
Is s
peci
al e
quip
men
t nee
ded?
A c
ompu
ter
is n
eede
d fo
r th
e co
mpu
ter
assi
sted
inst
ruct
ion
vers
ion
of IC
SP
.
Is in
-ser
vice
trai
ning
nee
ded
or s
ugge
sted
?
Orie
ntat
ion-
type
trai
ning
is s
ugge
sted
by
the
dist
ribut
ors
of th
epr
ogra
m.
20
Wha
t pro
visi
ons
are
mad
e fo
r sp
ecia
l tra
inin
g of
teac
hers
?
Intr
oduc
tory
con
fere
nces
are
pro
vide
d fo
r st
aff m
embe
rs u
sing
IA p
rogr
am b
y H
ough
ton
Miff
lin C
ompa
ny.
Wha
t pro
visi
on is
mad
e fo
r tr
aini
ng o
f tea
cher
aid
es?
No
spec
ial p
rovi
sion
is o
ffere
d.
Wha
t is
the
cost
of i
mpl
emen
ting
the
prog
ram
?
The
initi
al c
ost o
f the
pro
gram
is a
bout
$30
per
cla
ss. T
his
cost
isre
duce
d in
sub
sequ
ent y
ears
whe
n an
ent
ire s
choo
l use
s th
epr
ogra
m, s
ince
the
basi
c ki
ts c
an b
e sh
ared
by
thre
e or
four
clas
ses
with
no
loss
of e
ffici
ency
.
Pro
gram
dev
elop
men
t and
Sta
tus
How
was
the
prog
ram
dev
elop
ed?
The
pro
gram
was
orig
inal
ly d
evel
oped
und
er T
itle
I in
Flin
t,M
ichi
gan
whe
re it
was
cal
led
the
Con
tinuo
us P
rogr
ess
Ele
men
-ta
ry M
athe
mat
ics
Pro
gram
. The
dev
elop
ers,
Bry
ce R
. Sha
w a
ndP
etro
nella
M. W
. Hie
hle,
focu
ssed
on
the
crea
tion
of a
supp
lem
enta
ry p
rogr
am in
com
puta
tiona
l ski
lls w
ith d
iagn
ostic
,pr
actic
e, r
evie
w, a
nd a
sses
sem
ent c
ompo
nent
s.
Wha
t is
the
stat
us o
f the
pre
sent
pro
gram
?
Pro
gram
dev
elop
men
t is
com
plet
e an
d it
is b
eing
dis
trib
uted
natio
nally
by
Hou
ghto
n M
ifflin
Co.
Pro
gram
Eva
luat
ion
How
has
the
prog
ram
bee
n ev
alua
ted?
Dur
ing
prog
ram
dev
elop
men
t, th
e M
athe
mat
ics
Dep
artm
ent o
fth
e F
lint C
omm
unity
Sch
ools
, Flin
t, M
ichi
gan,
mon
itore
d th
e ac
-tu
al g
row
th in
par
ticip
atin
g st
uden
ts' c
ompu
tatio
n sc
ores
as
mea
sure
d by
bot
h th
e IC
SP
Com
puta
tion
Tes
ts a
nd T
he S
RA
Sta
ndar
ized
Ach
ieve
men
t Tes
ts.
Wha
t wer
e th
e in
dica
ted
stre
ngth
s an
d w
eakn
esse
s of
the
prog
ram
?
ICS
P C
ompu
tatio
n te
st d
ata
reve
aled
that
for
grad
e le
vels
thre
eth
roug
h si
x, th
e ac
tual
gai
n in
com
puta
tion
exce
eded
the
elap
s-ed
tim
e be
twee
n pr
e an
d po
st-t
ests
. The
ave
rage
gai
n fo
rst
uden
ts in
gra
des
thre
e th
roug
h si
x ov
er a
sev
en m
onth
per
iod
of ti
me
was
10.
2 m
onth
s. S
RA
Sta
ndar
dize
d A
chie
vem
ent T
est
data
sho
wed
that
the
intr
oduc
tion
of th
e C
ontin
uous
Pro
gres
s
Ele
men
tary
Mat
hem
atic
s P
rogr
am r
esul
ted
in im
prov
ed c
om-
puta
tion
achi
evem
ent i
n th
e F
lint C
omm
unity
Sch
ools
from
1966
-67
thro
ugh
1971
-72.
At t
he s
ixth
gra
de le
vel,
stud
ents
wer
eei
ght m
onth
s be
low
gra
de le
vel i
n 19
66-6
7 an
d re
ache
d na
tiona
lno
rms
by 1
971-
1972
.
Thi
rd g
rade
stu
dent
s te
sted
in 1
968-
69 w
ere
test
ed in
the
sixt
hgr
ade
in 1
971-
72. N
orm
al g
ain
expe
ctan
cy fo
r th
ese
stud
ents
(one
mon
th a
chie
vem
ent t
or o
ne m
onth
inst
ruct
ion)
wou
ld h
ave
been
21
mon
ths.
The
se s
tude
nts
gain
ed 2
2 m
onth
s in
Rea
son-
ing,
17
mon
ths
in C
once
pts,
and
20
mon
ths
in C
ompu
tatio
n or
i05%
, 81%
, and
95%
act
ual t
o ex
pect
ed g
ain.
The
se a
vera
gega
in o
f 19.
8 m
onth
s is
93%
of n
orm
al e
xpec
ted
gain
. The
re d
ata
mus
t be
inte
rpre
ted
in li
ght o
f the
fact
that
ICS
P is
a s
uppl
emen
-ta
ry p
rogr
am fo
r un
der
achi
ever
s. T
he d
ata
reve
aled
that
the
stud
ents
who
ben
efite
d m
ost f
rom
the
prog
ram
wer
e th
ose
who
wer
e on
e or
mor
e ye
ars
belo
w g
rade
leve
l on
arith
met
ic c
om-
puta
tion
achi
evem
ent.
ICS
P s
tren
gths
are
that
the
prog
ram
rea
dily
ada
pts
to a
nym
athe
mat
ics
prog
ram
, req
uire
s m
inim
al r
ecor
d ke
epin
g, d
oes
not r
equi
re te
ache
r ai
de a
ssis
tanc
e, a
nd im
plem
enta
tion
cost
sar
e lo
w. H
owev
er, m
otiv
atio
nal c
hart
s, p
oste
rs, o
r ta
pes
are
lack
ing,
and
ade
quat
e ch
alle
nges
for
the
gifte
d st
uden
t are
not
prov
ided
.
Use
ful I
nfor
mat
ion
Whe
re c
an th
e pr
ogra
m b
e ob
tain
ed
Hou
ghto
n M
ifflin
Com
pany
Bos
ton,
Mas
sach
uset
ts
Ref
eren
ces
"IC
SP
Tes
t Sco
res
and
Val
idat
ion"
(Fie
ld N
ote
F-5
46),
Hou
ghto
nM
ifflin
, Jun
e, 1
973
-Tea
cher
's M
anua
l, In
divi
dual
ized
Com
puta
tiona
l Ski
llsP
rogr
am"
Hou
ghto
n M
ifflin
, 197
2.
Sum
mar
y
The
Indi
vidu
aliz
ed M
athe
mat
ics
Sys
tem
(IM
S)
is a
com
preh
en-
sive
mat
hem
atic
s cu
rric
ulum
for
grad
es 1
- 6
. The
bas
ic c
ompo
-ne
nt o
f IM
S is
not
the
trad
ition
al te
xtbo
ok, b
ut a
car
eful
ly c
oded
serie
s of
mor
e th
an 6
000
reus
able
, lam
inat
ed p
ages
. Ski
lls a
reta
ught
by
empl
oyin
g co
ncre
te, p
icto
rial,
and
abst
ract
pre
sen-
tatio
ns. I
llust
ratio
ns, a
ctiv
ities
, gam
es, a
nd m
anip
ulat
ive
devi
ces
play
an
impo
rtan
t par
t in
the
prog
ram
.
The
pro
gram
is d
ivid
ed in
to e
leve
n co
nten
t str
ands
, ran
ging
from
topi
cs o
n nu
mer
atio
n to
thos
e on
geo
met
ry. E
ach
maj
orto
pic
or s
tran
d is
then
sub
divi
ded
into
nin
e pr
ogre
ssiv
e le
vels
of
diffi
culty
, whe
reby
the
stud
ent u
tiliz
es p
revi
ousl
y ac
quire
d sk
ills
to a
id in
mas
terin
g th
e co
ncep
ts w
hich
follo
W in
the
lear
ning
sequ
ence
.
The
mat
eria
ls o
f the
IMS
pro
gram
are
wel
l org
aniz
ed a
nd v
isua
l-ly
app
ealin
g. T
here
are
var
ious
type
s of
test
ing
devi
ces
whi
ch in
-cl
ude
an in
itial
scr
eeni
ng te
st, p
lace
men
t tes
ts, p
re-t
ests
, and
pa-;
-st-
test
s to
det
erm
ine
whe
ther
a s
tude
nt h
as s
ucce
ssfu
llym
aste
red
a sp
ecifi
c to
pic.
Set
's o
f ins
truc
tion
page
s re
late
d to
eac
h ob
ject
ive
are
cont
aine
din
dur
able
. lam
inat
ed s
kill
fold
ers
whi
ch a
re c
olor
-cod
ed b
yto
pic
and
neat
ly s
tore
d on
a m
obile
car
t. T
he c
olor
-cod
edm
ater
ials
are
not
onl
y at
trac
tive,
but
als
o si
mpl
ify fi
ling.
Indi
vidu
aliz
ed M
athe
mat
ics
Sys
tem
(EM
S)
Gin
n an
d C
ompa
nyLe
ton,
Mas
sach
uset
ts
Nat
ure
of th
e P
rogr
am
For
who
m is
the
prog
ram
des
igne
d?
Thi
s pr
ogra
m is
des
igne
d fo
r st
uden
ts o
f all
abili
ties
in g
rade
s1-
6.
On
wha
t rat
iona
le is
the
prog
ram
des
igne
d?
The
pur
pose
of I
MS
is to
bui
ld u
pon
prev
ious
ly a
cqui
red
skill
san
d pr
epar
e th
e st
uden
t to
mas
ter
the
skill
s of
eac
h su
bseq
uent
lear
ning
leve
l. S
ince
the
prog
ram
use
s in
itial
dia
gnos
tic te
stin
g,ea
ch s
tude
nt b
egin
s th
e pr
ogra
m o
n th
e le
vel i
n w
hich
he
has
show
n th
e le
ast a
mou
nt o
f pro
ficie
ncy.
At t
his
poin
t, sp
ecifi
cas
sign
men
ts a
re p
resc
ribed
to m
eet e
ach
stud
ent's
nee
ds.
Whe
n he
indi
cate
s, -
thro
ugh
addi
tiona
l tes
ting,
that
he
has
mas
tere
d th
e sk
ills
pres
crib
ed to
him
, he
is a
llow
ed to
pro
gres
sun
til h
e ha
s m
aste
red
the
sam
e nu
mbe
r-le
vel i
n ea
ch c
onte
ntst
rand
. Pro
gres
s is
clo
sely
mon
itore
d by
the
teac
her.
Eac
h st
u-de
nt k
eeps
a r
ecor
d of
his
ow
n pr
ogre
ss o
n a
char
t, an
d ev
en-
tual
ly s
houl
d be
abl
e to
pre
scrib
e fo
r hi
mse
lf. In
effe
ct, I
MS
emph
asiz
es th
e re
spon
sibi
lity
each
chi
ld h
as fo
r hi
s ow
n le
ar-
ning
.
Wha
t are
the
gene
ral g
oals
and
obj
ectiv
es o
f the
pro
gram
?
The
obj
ectiv
es o
f IM
S a
re m
aste
ry a
nd c
ontin
uous
pro
gres
sth
roug
h si
x gr
ades
of c
onte
mpo
rary
mat
hem
atic
s co
nten
t. E
ach
stud
ent i
s ab
le to
mak
e us
e of
his
mat
hem
atic
s le
arni
ng p
oten
-tia
l thr
ough
spe
cial
pre
scrip
tive
prac
tices
afte
r in
divi
dual
diag
nosi
s. T
he s
kills
of t
he p
rogr
am c
over
ele
ven
stra
nds
whi
char
e in
trod
uced
thro
ugh
nine
leve
ls o
f mas
tery
. The
teac
her
offe
rs a
ssis
tanc
e w
hen
Stu
dent
pro
blem
s ar
e en
coun
tere
d.
Org
aniz
atio
n an
d M
ater
ials
How
is th
e pr
ogra
m o
rgan
ized
?
The
IMS
pro
gram
con
sist
s of
ele
ven
basi
c co
mpo
nent
s. A
llite
ms
are
incl
uded
in th
e co
st o
f the
pro
gram
. Mat
eria
ls in
clud
eth
e fo
llow
ing:
pla
cem
ent t
ests
, pre
-tes
ts, p
ost-
test
s, a
nsw
erke
ys, s
kill
book
lets
, ski
ll fo
lder
s (la
min
ated
and
col
or-c
oded
),IM
S p
enci
ls (
desi
gned
for
use
on IM
S la
min
ated
pag
es),
rec
ord-
form
s m
aste
rs, S
yste
m M
anag
emen
t Gui
de, t
rain
er tr
aini
ngw
orks
hip
kit,
and
teac
her
trai
ning
kit
(mat
eria
ls to
trai
n 10
ad-
ditio
nal t
each
ers
who
will
par
ticip
ate
in th
e pr
ogra
m).
A s
peci
ally
desi
gned
mob
ile c
art s
erve
s as
a s
yste
ms
stor
age
devi
ce, a
ndac
com
odat
es e
noug
h m
ater
ials
for
100
stud
ents
.
Wha
t spe
cific
obj
ectiv
es a
re in
volv
ed?
The
str
ands
of m
ath
cont
ent f
or IM
S in
clud
e th
e fo
llow
ing:
num
erat
ion,
add
ition
, sub
trac
tion,
m.,I
tiplic
atio
n, d
ivis
ion,
frac
-tio
ns, a
pplic
atio
ns o
f mix
ed o
pera
tions
, mon
ey, t
ime,
mea
sure
-m
ent.
and
geom
etry
. The
ran
ge o
f num
bers
taug
ht in
a p
ar-
ticul
ar le
vel b
ecom
e m
ore
diffi
cult
as th
e le
vels
pro
gres
s.
How
muc
h st
uden
t tim
e is
dev
oted
to th
e pr
ogra
m?
Stu
dent
tim
e in
put i
s co
mpa
rabl
e to
the
amou
nt o
f tim
e or
dina
ri-ly
dev
oted
to a
sch
ool's
mat
hem
atic
s pr
ogra
m.
Wha
t mat
eria
ls a
re p
rovi
ded
for
the
stud
ent?
All
stud
ents
hav
e co
mpl
ete
acce
ss to
ski
ll bo
okle
ts a
nd s
kill
fold
ers.
Spe
cial
IMS
pen
cils
are
pro
vide
d so
that
stu
dent
s m
ayw
rite
on th
e la
min
ated
pag
es. I
n ad
ditio
n, e
ach
stud
ent i
spr
ovid
ed w
ith fo
rms
(pro
file
shee
ts)
on w
hich
indi
vidu
alpr
ogre
ss a
nd p
resc
riptio
n ar
e re
cord
ed.
Wha
t mat
eria
ls a
re p
rovi
ded
for
the
teac
her?
A "
Sys
tem
s M
anag
emen
t Gui
de is
pro
vide
d fo
r th
e te
ache
r.T
his
man
ual s
erve
s as
sou
rce
of r
efer
ence
thro
ugho
ut th
epr
ogra
m b
y su
gges
ting
mat
eria
l for
sm
all g
roup
sem
inar
s, e
x-pl
aini
ng th
e m
aint
enan
ce o
f the
pro
gram
, and
sup
plyi
ng th
ean
swer
s to
pla
cem
ent t
ests
.
How
ope
n is
the
prog
ram
to s
uppl
emen
tary
and
teac
her-
mad
em
ater
ials
?
Whe
n a
stud
ent e
ncou
nter
s di
fficu
lty o
n an
y le
vel o
f ski
lls, t
hete
ache
r as
sist
s hi
m b
y as
sign
ing
pres
crib
ed e
xerc
ises
whi
chco
uld
be fr
om s
uppl
emen
tary
or
teac
her-
mad
e so
urce
s.
Wha
t stu
dent
ass
essm
ent m
ater
ials
are
pro
vide
d or
sug
gest
ed?
The
ent
ire IM
S p
rogr
am c
onsi
sts
of in
divi
dual
dia
gnos
is b
ased
. upo
n th
e re
sults
of a
pla
cem
ent t
est,
pre-
test
s, a
nd p
ost-
test
s.
Cla
ssro
om A
ctiv
ities
How
are
cla
sses
org
aniz
ed?
All
lear
ning
mat
eria
ls a
re n
eatly
org
aniz
ed o
n a
mob
ile s
tora
geca
rt. M
ater
ials
are
eas
ily a
cces
sibl
e, a
nd c
olor
-cod
ed to
ex-
pedi
te lo
catio
n of
boo
klet
s an
d te
sts.
Stu
dent
s so
lve
prob
lem
sat
thei
r se
ats,
take
app
ropr
iate
test
s, a
nd e
ither
pro
gres
s to
ane
w u
nit,
or w
ork
on p
resc
ribed
ski
lls. E
ach
stud
ent i
s re
spon
si-
ble
for
obta
inin
g an
d re
plac
ing
the.
mat
eria
ls h
e us
es. I
ndiv
idua
lst
uden
ts a
lso
scor
e th
eir
own
wor
kpag
es, s
elec
t app
ropr
iate
test
s, a
nd e
vent
ually
pre
scrib
e fo
r th
emse
lves
.
21
How
are
mat
eria
ls u
sed?
Stu
dent
s ar
e ad
min
iste
red
diag
nost
ic p
lace
men
t tes
ts to
initi
ate
thei
r in
divi
dual
pro
gram
s. T
he r
esul
ts o
f the
pla
cem
ent t
est
dete
rmin
e th
e le
vel o
n w
hich
a c
hild
beg
ins
his
wor
k. A
pro
file
shee
t is
cons
truc
ted,
and
pre
-tes
ts a
re g
iven
to d
eter
min
e w
hich
skill
s sh
ould
be
pres
crib
ed. T
he s
tude
nt u
tiliz
es a
ppro
pria
te s
kill
book
lets
, and
is th
en g
iven
a p
ost-
test
to d
eter
min
e w
heth
erm
aste
ry o
f the
ski
ll ha
s be
en a
chie
ved.
If th
e st
uden
t is
succ
essf
ul, t
he p
rofil
e sh
eet i
s up
date
d, a
nd th
e st
uden
tpr
ocee
ds to
the
next
uni
t. T
his
cycl
e of
test
ing
and
pres
crip
tion
is u
sed
thro
ugho
ut th
e pr
ogra
m to
ens
ure
sequ
entia
l ski
llde
velo
pmen
t thr
ough
the
leve
ls o
f the
ele
ven
stra
nds.
Are
teac
her
aide
s us
ed?
A te
ache
r ai
de w
ould
be
bene
ficia
l to
the
prog
ram
, esp
ecia
llyw
here
cla
sses
of y
oung
er c
hild
ren
are
invo
lved
. The
teac
her
aide
wou
ld p
rimar
ily b
e co
ncer
ned
with
the
mec
hani
cs o
f the
syst
em, t
hus
allo
win
g th
e te
ache
r to
giv
e sp
ecia
l ass
ista
nce
toin
divi
dual
stu
dent
s an
d pr
escr
ibe
nece
ssar
y le
arni
ng a
ctiv
ities
.
How
is s
tude
nt p
rogr
ess
asse
ssed
?
The
IMS
pro
gram
con
tinua
lly d
iagn
oses
pro
gres
s th
roug
h th
ecy
cle
of te
stin
g an
d pr
escr
iptio
n. A
vis
ual r
ecor
d is
kep
t bre
ach
child
on
a P
rofil
e S
heet
.
Impl
emen
tatio
n R
equi
rem
ents
and
Pro
visi
ons
Are
spe
cial
faci
litie
s ne
eded
?
The
re m
ust b
e av
aila
ble
spac
e fo
r th
e m
obile
sto
rage
car
t.
Is s
peci
al e
quip
men
t nee
ded
or s
ugge
sted
?
If th
e ca
rt a
ccom
mod
atin
g 10
0 st
uden
ts is
not
ade
quat
e, a
larg
erst
orag
e ca
rt w
ould
hav
e to
be
cons
truc
ted.
Is in
-ser
vice
trai
ning
nee
ded
or s
ugge
sted
?
The
con
trac
t sig
ned
by p
artic
ipat
ing
scho
ols
requ
ires
that
two
orth
ree
teac
hers
atte
nd th
e IM
S tr
aini
ng w
orks
hop.
Wha
t pro
visi
ons
are
mad
e fo
r sp
ecia
l tra
inin
g of
teac
hers
?
The
par
ticip
atin
g sc
hool
s as
sum
e co
sts
for
atte
ndan
ce a
t the
IMS
wor
ksho
p. T
his
wor
ksho
p co
vers
the
mec
hani
cs o
f 1M
Sop
erat
ion
and
mai
nten
ance
, and
pro
vide
s co
mm
unic
atio
n ex
er-
cise
s de
sign
ed to
hel
p te
ache
rs d
eal w
ith in
divi
dual
stu
dent
prob
lem
s an
d ne
eds.
Par
ticip
atin
g te
ache
rs r
ecei
ve s
peci
alm
ater
ials
to 't
rain
thei
r fe
llow
teac
hers
.
22
Wha
t pro
visi
on is
mad
e fo
r tr
aini
ng o
f tea
cher
aid
es?
No
spec
ial p
rovi
sion
is m
ade.
Wha
t is
the
cost
of i
mpl
emen
ting
the
prog
ram
?
App
roxi
mat
ely
S14
per
chi
ld is
nee
ded.
How
ever
, sin
ce c
erta
inbo
okle
ts, t
ests
, and
IMS
pen
cils
are
con
sum
able
, the
y w
ould
have
to b
e re
plac
ed. R
epla
cem
ent o
f mat
eria
ls w
ould
cos
t abo
ut51
.50
per
stud
ent f
or e
ach
subs
eque
nt y
ear.
Pro
gram
Dev
elop
men
t and
Sta
tus
How
was
the
prog
ram
dev
elop
ed?
The
dev
elop
men
t of I
MS
evo
lved
from
act
ual c
lass
room
ex-
perie
nce
with
Indi
vidu
ally
Pre
scrib
ed In
stru
ctio
n (I
PI)
whi
ch h
adbe
en p
rodu
ced
by th
e Le
arni
ng R
esea
rch
and
Dev
elop
men
tC
ente
r at
the
Uni
vers
ity o
f Pitt
sbur
gh in
col
iabo
ratio
n w
ithR
esea
rch
for
Bet
ter
Sch
ools
. IM
S w
as c
reat
ed fr
om s
ugge
stio
nsre
late
d to
the
revi
sion
of t
he IP
I pro
gram
. As
an e
ssen
tial s
tep
inth
e de
velo
pmen
tal p
roce
ss, I
MS
was
pilo
t tes
ted
in a
num
ber
ofsc
hool
s in
196
9-70
, and
full
scal
e ev
alua
tion
took
pla
ce in
197
0-71
.
Wha
t is
the
pres
ent s
tatu
s of
the
prog
ram
?
The
pro
gram
is c
ompl
etel
y de
velo
ped
and
is b
eing
dis
trib
uted
natio
nally
by
Gin
n an
d C
ompa
ny, a
Xer
ox E
duca
tion
Com
pany
.
Pro
gram
Eva
luat
ion
How
has
the
prog
ram
bee
n ev
alua
ted?
Dur
ing
1970
-71,
the
first
six
leve
ls o
f IM
S (
two
third
s of
the
curr
icul
um)
wer
e fie
ld te
sted
with
ove
r 50
00 s
tude
nts
in 2
3el
emen
tary
sch
ools
in th
e C
arol
inas
and
Virg
inia
. The
par
-tic
ipat
ing
scho
ols
repr
esen
ted
a w
ide
rang
e of
edu
catio
nal
situ
atio
ns in
clud
ing
urba
n di
sadv
anta
ged,
rur
al, m
iddl
e cl
ass
urba
n, a
nd u
pper
mid
dle-
clas
s su
burb
an.
Res
ults
of t
he fi
eld
test
wer
e as
sem
bled
to d
eter
min
e th
esu
cces
s of
IMS
in a
chie
ving
four
maj
or g
oal a
rea
rela
ted
tocu
rric
ulum
ade
quac
y, m
ater
ials
effe
ctiv
enes
s, c
o.-A
effe
c-tiv
enes
s. a
nd le
arni
ng e
ffect
iven
ess.
The
se a
reas
wer
e br
oken
dow
n in
to fo
urte
en g
oal s
tate
men
ts s
peci
fical
ly a
ddre
ssed
by
the
eval
uatio
n ef
fort
. The
ele
men
ts o
f the
eva
luat
ion
incl
uded
repo
rts
by c
onsu
ltant
s, in
form
atio
n fr
om te
ache
rs, s
yste
m te
stas
sess
men
t, co
st r
ecor
ds, p
upil
prog
ress
mea
sure
men
t, an
dst
anda
rdiz
ed te
stin
g.
Fou
r of
the
scho
ols
wer
e ch
osen
for
colle
ctio
n of
det
aile
d da
ta
on p
upil
prog
ress
. The
Iow
a T
est o
f Bas
ic S
kills
was
sel
ecte
d as
the
stan
dard
ized
test
inst
rum
ent,
and
scor
es o
btai
ned
durin
gth
e fie
ld te
st w
ere
exam
ined
in c
onju
ntio
n w
ith IT
BS
nor
ms
for
the
sout
heas
t reg
ion.
A fo
llow
-up
eva
luat
ion
effo
rt in
the
four
scho
ols
was
und
erta
ken
durin
g 19
71-7
2 to
det
erm
ine
if m
ath
achi
evem
ent a
s m
easu
red
by a
sta
ndar
dize
d te
st a
ccel
erat
edaf
ter
the
first
yea
r. A
lso,
per
form
ance
on
the
stan
dard
ized
test
and
prog
ress
in IM
S w
ere
corr
elat
ed.
Wha
t wer
e th
e in
dica
ted
stre
ngth
s an
d w
eakn
esse
s of
the
prog
ram
?
The
197
0-71
fiel
d te
st d
ata
reve
aled
that
twel
ve o
f the
four
teen
goal
sta
tem
ents
had
bee
n ac
hiev
ed. A
gree
men
t by
expe
rts
sub-
stan
tiate
d th
at: (
1) th
e IM
S B
ehav
iora
l Obj
ectiv
es a
nd m
ater
ials
are
satis
fact
ory
from
the
stan
dpoi
nt o
f mat
hem
atic
al c
or-
rect
ness
and
con
sist
ency
, and
pre
para
tion
for
furt
her
stud
y; a
nd(2
) IM
S B
ehav
iroal
Obj
ectiv
es a
nd m
ater
ials
are
sat
isfa
ctor
yfr
om th
e st
andp
oint
s of
lear
ning
theo
ry a
nd th
e st
udy
of c
hild
deve
lopm
ent.
Nin
ety
perc
ent o
f the
teac
hers
who
par
ticip
ated
in th
e pr
ogra
mag
reed
that
the
mat
eria
ls w
ere
attr
activ
e as
wel
l as
educ
atio
nally
soun
d an
d m
athe
mat
ical
ly c
orre
ct. S
tude
nts
wer
e ab
le to
assu
me
resp
onsi
bilit
y fo
r op
erat
ing
the
syst
em w
ith fi
fty p
erce
ntO
f the
par
ticip
atin
g fo
urth
gra
de s
tude
nts
able
to w
rite
thei
r ow
npr
escr
iptio
ns.
IMS
mat
eria
ls p
rove
d to
be
suffi
cien
tly d
urab
le to
be
reus
able
with
a 2
% n
on-r
eusa
bilit
y ra
te. O
ne o
f the
impo
rtan
t con
clus
ions
draw
n fr
om th
e ev
alua
tion
is th
at te
ache
r tr
aini
ng is
vita
l to
the
prog
ram
. Alm
ost e
very
one
of t
he te
ache
r pr
oble
ms
en-
coun
tere
d w
as fo
und
to b
e du
e to
lack
of t
rain
ing.
Ano
ther
out
-co
me
of th
e ev
alua
tion
whi
ch a
ppea
rs q
uite
def
inite
is th
at a
larg
e pr
opor
tion
of s
tude
nts
cann
ot c
ompl
ete
the
first
nin
e le
vels
of IM
S d
urin
g th
e si
x ye
ars
of e
lem
enta
ry s
choo
l.
Eva
luat
ion
goal
s w
hich
wer
e no
t met
dea
lt w
ith a
dequ
ate
avai
labi
lity
of m
ater
ials
and
gai
ns in
gra
de e
quiv
alen
t sco
res
onst
anda
rdiz
ed te
sts.
Pup
il le
arni
ng d
elay
s re
sulte
d fr
om in
ade-
quat
e st
ocki
ng p
roce
dure
s w
hich
hav
e si
nce
been
rev
ised
. The
goal
of o
ne-y
ear
grad
e eq
uiva
lent
gai
n w
as n
ot m
et d
urin
g th
efir
st y
ear
of o
pera
tion
for
stud
ents
at o
r ab
ove
grad
e le
vel.
The
yex
hibi
ted
gain
s of
app
roxi
mat
ely
.80G
E o
ver
the
seve
n m
onth
perio
d be
twee
n te
sts.
How
ever
, stu
dent
s in
the
low
est a
chie
ve-
men
t gro
up (
who
ord
inar
ily fa
ll fa
rthe
r be
hind
eac
h ye
ar)
did
dem
onst
rate
sco
re g
ains
equ
al to
app
roxi
mat
ely
a on
e ye
ar G
Esc
ore
chan
ge.
Tile
IMS
Eva
luat
ion
Rep
ort p
oint
s ou
t tha
t the
low
ach
ieve
men
tst
uden
ts h
ad b
een
plac
ed in
IMS
topi
cs a
t app
roxi
mat
ely
the
sam
e gr
ade
leve
l tha
t the
ir st
anda
rdiz
ed s
core
s re
flect
ed. H
igh
achi
evem
ent s
tude
nts,
how
ever
, had
bee
n pl
aced
bac
k in
to IM
S
topi
cs th
ey h
ad c
over
ed. T
here
is th
us a
nee
d fo
r a
long
ran
gest
udy
char
ting
pupi
l pro
gres
s ov
er a
per
iod
of y
ears
.
The
mea
n G
E g
ain
for
IMS
pup
ils o
n th
e IT
BS
was
.64
as c
om-
pare
d to
the
regi
onal
nor
m o
f .57
. Thi
s in
dica
tes
that
the
year
lyac
hiev
emen
t gai
ns fo
r th
e IM
S s
ampl
e w
ere
slig
htly
abo
ve th
ose
for
stud
ents
in th
e re
gion
.
Cha
nge
scor
es o
ver
a tw
o ye
ar p
erio
d fo
r bo
th p
arts
of t
he IT
BS
,A
rithm
etic
, for
gra
des
thre
e, fo
ur a
nd fi
ve in
the
four
sch
ool
sam
ple
are
foun
d in
Tab
le 1
. Reg
iona
l ave
rage
s ar
e pr
esen
ted
inpa
rent
hese
s.
Tab
le 1
Ave
rage
Gra
de-E
quiv
alen
t Gai
ns o
n IT
BS
By
Gra
de P
lace
men
t(S
outh
east
ern
Reg
iona
l Nor
ms
in P
aren
thes
es)
Con
cept
s
Gra
de P
lace
men
t at
1st A
dmin
istr
atio
nM
ean
1st
Yea
r G
ain
Mea
n 2n
dY
ear
Gai
nO
vera
llG
ain
3.7
2 (.
64)
.85
(.76
)1.
57 (
1.40
)
4.7
3 (.
49)
.70
(.92
)1.
43 (
1.41
)
5.8
5 (.
58)
.82
(.98
)1.
67 (
1.56
)
Mea
n15
2 (1
.46)
Pro
blem
Sol
ving
Gra
de P
lace
men
t at
Mea
n 1s
tM
ean
2nd
Ove
rall
1st A
dmin
istr
atio
nY
ear
Gai
nY
ear
Gai
nG
ain
3.7
6(.
60)
.25
( .8
7)1.
01(1
.47)
4.3
8(.
47)
.45
(1.0
0).8
3(1
.47)
5.7
7(.
62)
1.04
(.9
8)1.
81(1
.60)
Mea
n1.
02(1
.51)
Tab
le 1
sho
ws
that
ove
r th
e tw
o ye
ar p
erio
d, th
e IM
S p
upils
mad
e co
ncep
tual
gai
ns q
uite
con
sist
ent w
ith (
or s
light
ly a
bove
)ch
ildre
n in
the
regi
on. T
he m
ean
GE
gai
n in
con
cept
s w
as 1
.52
for
IMS
pup
ils w
hile
the
regi
onal
nor
m fo
r th
e sa
me
mea
sure
is1.
46. O
n th
e ot
her
hand
, the
sco
res
refle
ct a
low
er m
ean
gain
(1.0
2) o
n pr
oble
m s
olvi
ng fo
r IM
S s
tude
nts
than
that
for
child
ren
in th
e re
gion
as
a w
hole
(1.
51).
The
IMS
Eva
luat
ion
Rep
ort p
oint
s ou
t tha
t IM
S h
as b
een
belie
v-ed
to fo
ster
gro
wth
in th
e kn
owle
dge
of m
athe
mat
ics
conc
epts
.T
hese
dat
a su
ppor
t thi
s no
tion.
How
ever
, the
IMS
app
roac
h is
pict
oria
l rat
her
than
ver
bal,
and
the
deve
lope
rs fe
el th
at th
ehi
ghly
ver
bal a
spec
t of t
he p
robl
em s
olvi
ng s
ubte
st o
f the
ITB
S
prog
ram
has
bee
n to
red
uce
the
amou
nt a
nd le
vel o
f rea
ding
requ
ired
in th
e pr
ogra
m, a
nd to
focu
s on
the
teac
hing
of
mat
hem
atic
s sk
ills.
Ach
ieve
men
t with
IMS
was
qui
te d
iffer
ent a
mon
g th
e fo
ur in
ten-
sive
eva
luat
ion
scho
ols,
eve
n fo
r gr
oups
initi
ally
com
para
ble
inte
rms
of s
tand
ardi
zed
test
sco
res.
Thi
s im
plie
s th
at p
olic
ies
orpr
oced
ures
with
in a
sch
ool e
nviro
nmen
t may
enh
ance
or
reta
rdac
hiev
erbe
nt in
IMS
.
Use
ful I
nfor
mat
ion
Whe
re c
an th
e pr
ogra
m b
e ob
tain
ed?
Gin
n an
d C
ompa
ny19
1 S
prin
g S
tree
tLe
ton,
Mas
sach
uset
ts 0
2173
Wha
t sch
ool d
istr
icts
in N
ew J
erse
y ar
e fa
mili
ar w
ith th
epr
ogra
m?
Indi
vidu
al s
choo
ls in
the
follo
win
g N
ew J
erse
y sc
hool
dis
tric
tsha
ve im
plem
ente
d IM
S: L
eoni
a, L
awre
ncev
ille,
Med
ford
Tow
nshi
p, R
iver
dale
, Cam
den,
and
Fra
nklin
Tow
nshi
p(H
unte
rdon
Cou
nty)
Ref
eren
ces
IMS
Use
r G
uide
Dur
ham
: Cen
ter
for
Indi
vidu
aliz
ed In
stru
c-tio
nal S
yste
ms,
197
2.F
ulle
r, V
icto
ria. E
valu
atio
n of
IMS
. Dur
ham
: Cen
ter
for
In-
divi
dual
ized
Inst
ruct
iona
l Sys
tem
s, 1
972.
23
Sum
mar
y
Indi
vidu
ally
Pre
scrib
ed In
stru
ctio
n -
Mat
hem
atic
s, is
a n
on-
grad
ed, i
ndep
ende
nt m
athe
mat
ics
prog
ram
bas
ed o
n se
-qu
ence
s of
spe
cific
inst
ruct
iona
l obj
ectiv
es d
esig
ned
for
use
byal
l stu
dent
s in
gra
des
K -
6. I
ts lo
ng r
ange
goa
l is
to a
llow
all
stud
ents
to p
roce
ed th
roug
h se
quen
ced
obje
ctiv
es a
t the
ir ow
npa
ce. S
ince
the
prog
ram
req
uire
s to
tal r
estr
uctu
ring
of th
eel
emen
tary
sch
ool m
athe
mat
ics
curr
icul
um, t
rain
ing
of te
ache
rsan
d ad
min
istr
ator
s is
an
inte
gral
par
t of t
he p
lan.
Spe
cial
mat
eria
ls a
re r
equi
red.
24
Indi
vidu
ally
Pre
scrib
ed In
stru
ctio
n
(IP
I - M
athe
mat
ics)
Nat
ure
of th
e P
rogr
amF
or w
hom
is th
e pr
ogra
m d
esig
ned?
The
pro
gram
is d
esig
ned
for
all s
tude
nts
in g
rade
s K
- 6
.
On
wha
t rat
iona
le is
the
prog
ram
des
igne
d?
The
pro
gram
is d
esig
ned
on th
e ra
tiona
le th
at c
hild
ren
shou
ldbe
per
mitt
ed to
pro
ceed
thro
ugh
a se
quen
ced
set o
f obj
ectiv
esin
mat
hem
atic
s at
a p
ace
dete
rmin
ed b
y th
eir
indi
vidu
al a
bilit
ies
and
inte
rest
s. T
his
requ
ires
a re
stru
ctur
ing
of th
e el
emen
tary
scho
ol c
urric
ulum
and
the
trad
ition
al in
stru
ctio
nal m
anag
emen
tsy
stem
to a
llow
the
stud
ent t
o m
ove
thro
ugh
sequ
ence
s of
in-
stru
ctio
nal o
bjec
tives
, unb
roke
n by
gra
de le
vels
or
clas
ses.
Wha
t are
the
gene
ral g
oals
and
obj
ectiv
es o
f the
pro
ject
?
Indi
vidu
al p
rogr
ess
thro
ugh
sequ
ence
d ob
ject
ives
is th
e m
ajor
goal
of t
he p
rogr
am. T
he p
roje
ct d
efin
ition
of i
ndiv
idua
lizat
ion
isfo
unde
d up
on r
elia
ble
asse
ssm
ent o
f ind
ivid
ual d
iffer
ence
sam
ong
lear
ners
, and
mas
tery
of s
ubje
ct m
atte
r th
roug
hpr
oced
ures
that
pro
vide
for
self-
inst
ruct
ion
and
self-
eval
uatio
n.T
he p
rogr
am a
ctiv
ely
invo
lves
the
child
in th
e le
arni
ng p
roce
ssin
ord
er to
mot
ivat
e se
lf-in
itiat
ed a
nd s
elf-
dire
cted
lear
ning
.
Org
aniz
atio
n an
d M
ater
ials
The
re a
re 3
63 in
stru
ctio
nal o
bjec
tives
in e
ach
of te
n co
nten
tar
eas.
The
beh
avio
rs le
adin
g to
the
atta
inm
ent o
f eac
h ob
ject
ive
have
bee
n se
quen
ced
in h
iera
rchi
cal o
rder
so
that
eac
hbe
havi
or b
uild
s on
the
obje
ctiv
e im
med
iate
ly b
elow
it in
the
se-
quen
ce, a
nd is
pre
requ
isite
to th
ose
that
follo
w it
.
The
act
ual i
nstr
uctio
nal c
onte
nt c
onsi
sts
of le
arni
ng ta
sks
orga
nize
d in
to u
nits
thro
ugh
whi
ch a
stu
dent
can
pro
ceed
toac
hiev
e co
mm
and
of th
e te
rmin
al b
ehav
ior,
with
littl
e ou
tsid
ehe
ap. P
lace
men
t tes
ts d
eter
min
e th
e le
vel a
t whi
ch th
e st
uden
tsh
ould
beg
in th
e pr
ogra
m. A
fter
plac
emen
t, bu
t bef
ore
begi
n-ni
ng w
ork
assi
gnm
ents
in a
giv
en u
nit,
the
stud
ent i
s gi
ven
the
pre-
test
for
the
low
est u
nit i
n w
hich
he
faile
d to
dem
onst
rate
mas
tery
. If m
aste
ry o
f a p
artic
ular
ski
ll is
dem
onst
rate
d on
a p
re-
test
. the
stu
dent
is m
oved
on
to a
noth
er s
kill
for
whi
ch h
e do
esno
t sho
w m
aste
ry. T
he te
ache
r ge
nera
tes
unit
pres
crip
tions
, and
the
stud
ent w
orks
unt
il m
aste
ry is
ach
ieve
d as
dem
onst
rate
d by
his
perf
orm
ance
on
the
unit
post
-tes
t.
Wha
t spe
cific
obj
ectiv
es a
re in
volv
ed?
The
363
inst
ruct
iona
l obj
ectiv
es a
re fo
und
in e
ach
of th
e fo
llow
-in
g co
nten
t are
as: n
umer
atio
n/pl
ace
valu
e, a
dditi
on/s
ubtr
ac-
tion,
mul
tiplic
atio
n, d
ivis
ion,
frac
tions
, mon
ey, t
ime,
sys
tei
ofm
easu
rem
ent,
geom
etry
, and
app
licat
ions
. Var
ying
num
bs.:.
of
obje
ctiv
es a
re a
lloca
ted
to le
vels
whi
ch r
ough
ly c
orre
spon
d to
grad
es w
ithin
the
elem
enta
ry s
choo
l.
How
muc
h st
uden
t tim
e is
dev
oted
to th
e pr
ogra
m?
The
pro
gram
is fl
exib
le. A
lthou
gh a
stu
dent
may
eng
age
in w
ork
with
IPI m
athe
mat
ics
mat
eria
ls fo
r ab
out o
ne h
our
a da
y, d
epen
-di
ng u
pon
grad
e le
vel,
the
mat
eria
ls a
re d
esig
ned
to b
e us
edw
ithin
a to
tal I
PI c
onte
xt. I
n th
is c
ase,
stu
dent
s w
ould
wor
k on
IPI
mat
eria
ls in
oth
er s
ubje
ct a
reas
thro
ugho
ut th
e en
tire
day.
Wha
t mat
eria
ls a
re p
rovi
ded
for
the
stud
ent?
The
stu
dent
s us
e S
tand
ard
Tea
chin
g S
eque
nce
Boo
klet
s, o
ne o
fw
hich
exi
sts
for
each
obj
ectiv
e or
set
of o
bjec
tives
in e
ach
unit
atea
ch le
vel.
The
re a
re s
ever
al h
undr
ed s
uch
book
lets
.
Wha
t mat
eria
ls a
re p
rovi
ded
for
the
teac
her?
Pla
cem
ent t
ests
, pre
and
pos
t-un
it te
sts,
cur
ricul
um-im
bedd
edte
sts,
stu
dent
pro
gres
s pr
ofile
s, p
lace
men
t pro
files
, pre
scrip
-tio
n w
ritin
g sh
eets
, and
teac
her
guid
es a
re p
rovi
ded
for
the
teac
her.
How
ope
n is
the
prog
ram
to s
uppl
emen
tary
and
teac
her-
mad
e m
ater
ials
?
Tea
cher
s ar
e ur
ged
to c
onst
ruct
list
s of
teac
hing
res
ourc
esav
aila
ble
in th
eir
own
clas
sroo
ms
and
key
them
to th
e ob
ject
ives
of th
e va
rious
uni
ts o
f IP
I Mat
hem
atic
s. T
each
ers
may
als
opr
epar
e au
dio-
visu
al m
ater
ials
to u
se in
the
prog
ram
.
Wha
t stu
dent
ass
essm
ent m
ater
ials
are
pro
vide
d?
Pla
cem
ent t
ests
, pre
-tes
ts, p
ost-
test
s, a
nd c
urric
ulum
-im
bedd
ed te
sts
are
prov
ided
.
Cla
ssro
om A
ctiv
ities
How
are
cla
sses
org
aniz
ed?
Stu
dent
s ar
e pl
aced
into
the
sequ
ence
of o
bjec
tives
indi
cate
dby
thei
r sc
ores
on
the
plac
emen
t tes
ts, a
nd ty
pica
lly w
ork
in-
divi
dual
ly o
r in
sm
all g
roup
s. N
o ar
tific
ial c
lass
div
isio
ns s
houl
dpr
even
t a s
tude
nt fr
om m
ovin
g fle
xibl
y fr
om o
ne s
eque
nce
orun
it to
ano
ther
. The
stu
dent
fills
his
pre
scrip
tion
by fi
rst o
b-ta
inin
g m
ater
ials
from
the
lear
ning
cen
ter
and
then
pro
ceed
ing
to a
ccom
plis
h hi
s ta
sks.
It is
des
irabl
e to
bui
ld in
opp
ortu
nitie
sfo
r pe
er-t
utor
ing
and
stud
ent s
elf-
asse
ssm
ent.
It is
bes
t if t
each
erai
des
are
avai
labl
e to
sco
re c
urric
ulum
-imbe
dded
test
s an
d to
reco
rd p
rogr
ess.
How
are
mat
eria
ls u
sed?
The
stu
dent
is g
iven
the
Sta
ndar
d T
each
ing
Seq
uenc
e B
ookl
etap
prop
riate
to h
is p
lace
men
t sco
res.
Usi
ng m
ater
ials
from
the
lear
ning
cen
ter,
teac
her
and
teac
her-
aide
ass
ista
nce,
text
book
s.pe
er h
elp.
and
his
ow
n in
genu
ity, t
he c
hild
wor
ks o
n th
e se
quen
-tia
l tas
ks a
ssig
ned.
The
pre
and
pos
t-te
st c
ompa
rison
s in
dica
test
uden
t pro
gres
s. W
hen
a ch
ild fi
nish
es a
wor
k se
quen
ce a
ndha
s ha
d hi
s w
ork
corr
ecte
d, h
e re
ceiv
es a
pre
scrip
tion
for
a ne
wse
quen
ce, b
ased
upo
n th
e le
vel o
f mas
tery
he
dem
onst
rate
s on
the
post
-tes
t.
Are
teac
her
aide
s us
ed?
It is
adv
isab
le to
hav
e te
ache
r ai
des
avai
labl
e to
sco
recu
rric
ulum
- im
bedd
ed te
sts,
rec
ord
prog
ress
, and
hel
p st
uden
tsw
ith m
inor
pro
blem
s.
How
is s
tude
nt p
rogr
ess
asse
ssed
?
The
pla
cem
ent t
ests
, pre
-tes
ts, a
nd p
ost-
test
s in
dica
te m
aste
ryof
the
sequ
ence
d ob
ject
ives
.
Impl
emen
tatio
n R
equi
rem
ents
and
Pro
visi
ons
Are
spe
cial
faci
litie
s ne
eded
or
sugg
este
d?
Thi
s no
n-gr
aded
mat
hem
atic
s pr
ogra
m r
equi
res
lear
ning
cent
ers
whe
re m
ater
ials
and
text
book
s ar
e av
aila
ble
to s
tude
nts.
Is s
peci
al e
quip
men
t nee
ded
or s
ugge
sted
?
No
Is in
-ser
vice
trai
ning
nee
ded
or s
ugge
sted
?
Tea
cher
trai
ning
is e
ssen
tial.
One
of t
he c
ompo
nent
s of
the
IPI
mat
eria
ls is
the
set o
f ins
truc
tions
use
d fo
r tr
aini
ng te
ache
rsan
d ad
min
istr
ator
s in
the
prop
er te
chni
ques
for
usin
g IP
I.T
he tr
aini
ng p
acka
ges
are
gene
rally
indi
vidu
aliz
ed s
o th
at th
ehe
ad a
dmin
istr
ator
or
prin
cipa
l at a
sch
ool c
an le
adhi
s fa
culty
thro
ugh
the
prog
ram
. In
addi
tion,
mos
t tea
cher
sat
tend
a s
umm
er tr
aini
ng w
orks
hop
in IP
I pro
cedu
res.
Wha
t pro
visi
ons
are
mad
e fo
r sp
ecia
l tra
inin
g of
teac
hers
?
Sum
iner
trai
ning
wor
ksho
ps a
re c
ondu
cted
by
Res
earc
h fo
rB
ette
r S
choo
ls a
t sev
eral
loca
tions
aro
und
the
coun
try.
Tea
cher
trai
ning
mat
eria
ls in
clud
e pr
ogra
mm
ed b
ookl
ets
and
audi
ovis
ual m
ater
ials
sui
tabl
e fo
r in
-ser
vice
trai
ning
whi
ch m
aybe
con
duct
ed b
y th
e pr
inci
pal o
r he
ad a
dmin
istr
ator
. The
bas
icte
ache
r tr
aini
ng c
ours
e is
con
tain
ed in
six
vol
umes
ent
itled
"Tea
chin
g th
e IP
I Mat
hem
atic
s."
The
se m
ater
ials
con
tain
guid
elin
es fo
r us
ing
all o
f the
IPI m
ater
ials
, and
sug
gest
ions
for
orga
nizi
ng th
e cl
assr
oom
and
writ
ing
stud
ent p
resc
riptio
ns. T
hepa
ckag
es a
re in
divi
dual
ized
.
Wha
t pro
visi
ons
are
mad
e fo
rtr
aini
ng o
f tea
cher
aid
es?
No
spec
ial p
rovi
tions
are
mad
e.
Wha
t is
the
cost
of i
mpl
emen
ting
the
prog
ram
?
The
cos
t for
the
stud
ent m
ater
ials
com
pone
nt is
cur
rent
ly (
1973
)ab
out S
7.00
per
stu
dent
per
yea
r. C
osts
for
the
teac
her
trai
ning
com
pone
nt a
re b
orne
oy
Res
earc
h fo
r B
ette
r S
choo
ls a
s pa
rt o
fth
eir
cont
inui
ng a
ttem
pt to
rev
ise
and
impr
ove
the
stra
tegy
of
trai
ning
teac
hers
for
IPI.
Thi
s po
licy
may
be
term
inat
ed a
t any
time,
how
ever
. Sev
eral
wee
ks a
re m
inim
ally
req
uire
d fo
rin
-ser
vice
.
Pro
gram
Dev
elop
men
t and
Sta
tus
How
was
the
prog
ram
dev
elop
ed?
The
pro
gram
had
its
root
s in
the
doct
oral
wor
k of
Dr.
Rob
ert
Gla
ser,
and
in a
ser
ies
of e
xplo
rato
ry s
tudi
es a
t the
Uni
vers
ity o
fP
ittsb
urgh
. The
pas
sage
of T
itle
IV o
f the
Coo
pera
tive
Res
earc
hA
ct e
nabl
ed th
e Le
arni
ng R
esea
rch
and
Dev
elop
men
t Cen
ter
(LR
DC
) to
be
foun
ded
at th
e U
nive
rsity
in 1
964.
Dur
ing
the
1963
-64
aca
dem
ic y
ear,
the
LRD
C a
nd th
e B
aldw
in-W
hite
hall
Pub
licS
choo
ls o
f sub
urba
n P
ittsb
urgh
initi
ated
an
expe
rimen
t to
in-
vest
igat
e th
e fe
asib
ility
of c
onve
rtin
g an
ent
ire K
- 6
sch
ool t
o a
syst
em o
f ind
ivid
ualiz
ed in
stru
ctio
n.
Res
earc
h fo
r B
ette
r S
choo
ls w
as fo
unde
d in
196
6as
the
regi
onal
labo
rato
ry fo
r E
aste
rn P
enns
ylva
nia,
Del
awar
e, a
ndN
ew J
erse
y. T
his
unit
cond
ucte
d an
inve
stig
atio
n w
hich
dem
onst
rate
d th
at a
prim
ary
need
of e
lem
enta
ry s
choo
lte
ache
rs in
the
area
was
the
deve
lopm
ent o
fpr
ogra
ms
whi
chpl
aced
hea
vy e
mph
asis
on
indi
vidu
al d
iagn
osis
and
prog
ram
-m
ing.
Fun
ds fo
r.th
e de
velo
pmen
t of I
PI c
ame
prim
arily
from
the
Uni
ted
Sta
tes
Offi
ce o
f Edu
batio
n, th
e U
nive
rsity
of P
ittsb
urgh
, the
Bal
dwin
-Whi
teha
ll S
choo
l Dis
tric
t, an
d th
e A
pple
ton-
Cen
tury
-C
rofts
Pub
lishi
ng C
ompa
ny. R
esea
rch
for
Bet
ter
Sch
ools
(RB
S)
beca
me
the
maj
or d
evel
opm
ent a
genc
y. R
BS
per
sonn
elfu
nctio
ned
in a
reas
of c
urric
ulum
writ
ing,
mat
eria
l pro
duct
ion,
trai
ning
, fie
ld e
ngin
eerin
g, a
nd e
valu
atio
n. T
hey
wer
e as
sist
edby
the
LRD
C a
t the
Uni
vers
ity o
f Pitt
sbur
gh. L
RD
C s
erve
d as
the
maj
or in
itiat
or o
f IP
I mat
hem
atic
s pr
ojec
ts, i
nsta
lling
thes
epr
oduc
ts in
the
Oak
leaf
Sch
ool o
f the
Bal
dwin
-Whi
teha
ll S
choo
lD
istr
ict d
urin
g 19
65-6
6 as
par
t of a
feas
ibili
ty s
tudy
. RB
5 st
aff
took
mat
eria
ls w
hich
wer
e be
ing
used
in th
e O
akle
af S
choo
l and
prod
uced
them
in q
uant
ity fo
r us
e in
RB
S d
emon
stra
tion
and
deve
lopm
ent s
choo
ls. N
eces
sary
rev
isio
ns w
ere
mad
e un
der
the
aegi
s of
the
RB
S s
taff
with
inpu
t fro
m L
RD
C a
nd A
pple
ton-
Cen
tury
-Cro
fts.
The
dis
sem
inat
ion
and
adop
tion
proc
ess
invo
lved
iden
tifyi
ngco
oper
atin
g sc
hool
dis
tric
ts, e
stab
lishi
ng a
dem
onst
ratio
n tr
ain-
ing
scho
ol in
the
Bal
dwin
-Whi
teha
ll sc
hool
dis
tric
t in
addi
tion
toth
e O
akle
af S
choo
l, tr
aini
ng c
oope
ratin
g sc
hool
dis
tric
t sta
ff,ev
alua
tion
and
revi
sion
, and
diff
usio
n of
the
prog
ram
to o
ther
scho
ols.
Hig
h na
tionw
ide
inte
rest
led
to th
e es
tabl
ishm
ent o
ffif
teen
pilo
t sch
ools
dur
ing
1967
-68.
Con
tinue
d re
visi
on a
ndev
alua
tion
resu
lted
in th
e pu
blic
atio
n of
the
Mar
k II
vers
ion
whi
ch h
as b
een
mar
kete
d si
nce
Sep
tem
ber,
197
2.
Wha
t is
the
pres
ent s
tatu
s of
the
prog
ram
?
Con
tinua
l mod
ifica
tions
are
bei
ng m
ade
to im
prov
e th
e pr
ogra
mas
eva
luat
ion
data
are
ass
embl
ed. T
he L
RD
C is
now
invo
lved
inde
velo
ping
and
pilo
ting
wha
t has
bee
n ca
lled
the
Mar
k Ill
ver
-si
on w
hich
str
esse
s a
mor
e m
oder
n ap
proa
ch to
the
mat
hem
atic
s cu
rric
ulum
.
Pro
gram
Eva
luat
ion
How
has
the
prog
ram
bee
n ev
alua
ted?
Res
earc
h fo
r B
ette
r S
choo
ls h
as c
onsi
sten
tly p
rovi
ded
both
for-
mat
ive
and
sum
mat
ive
eval
uatio
n da
ta o
n In
divi
dual
ly P
resc
rib-
ed In
stru
ctio
n si
nce
the
prog
ram
's in
cept
ion.
The
se d
ata
have
incl
uded
IPI-
cont
rol g
roup
com
paris
ions
on
stan
dard
ized
achi
evem
ent t
ests
, as
wel
l as
info
rmat
ion
rela
ted
to s
tude
nts'
self-
conc
epts
and
atti
tude
s to
war
d m
athe
mat
ics.
The
RB
S p
ublic
atio
n en
title
d P
rogr
ess
Rep
ort I
I, M
arch
, 197
1,ci
tes
over
twen
ty IP
I-co
ntro
l gro
up c
ompa
risio
ns fo
rm
athe
mat
ics
achi
evem
ent w
hich
wer
e de
term
ined
bet
wee
n19
67 a
nd 1
970.
Sec
tions
of t
he Io
wa
Tes
t of B
asic
Ski
lls, S
tan-
ford
Ach
ieve
men
t Tes
t, an
d M
etro
polit
an A
chie
vem
ent T
est,
asw
ell a
s th
e IP
I Mat
hem
atic
s P
lace
men
t Tes
t wer
e us
ed to
mea
sure
stu
dent
ach
ieve
men
t. P
upil
opin
ionn
aire
s w
ere
used
toga
ther
dat
a on
stu
dent
atti
tude
s.
Dur
ing
1971
-72,
Res
earc
h fo
r B
ette
r S
choo
ls c
ondu
cted
an
eval
uatio
n of
the
outc
omes
of !
Pt p
rogr
ams
in a
n el
even
sch
ool
sam
ple
from
Nat
ionw
ide
Net
wor
k S
choo
ls (
NW
N).
The
NW
Nsc
hool
s ar
e fa
irly
repr
esen
tativ
e of
the
natio
n as
a w
hole
. The
sam
ple
IPI s
choo
ls r
epre
sent
ed a
spe
ctru
m o
f com
mun
ity a
ndst
uden
t typ
es, a
nd in
clud
ed s
ome
that
had
use
d IP
I for
as
man
yas
six
yea
rs, a
nd o
ne w
hich
had
use
d it
for
only
one
yea
r.C
ontr
ol s
choo
ls w
ere
sele
cted
by
IPI s
choo
l prin
cipa
ls w
ith th
e 25
guid
elin
e th
at th
e sc
hool
be
the
area
sch
ool m
ost s
imila
r in
all
resp
ects
to th
e IP
I sch
ool.
Thr
ee in
stru
men
ts w
ere
cons
truc
ted
to m
easu
re th
e ac
hiev
emen
t of a
ffect
ive
prog
ram
goa
ls w
ithpa
rent
s, te
ache
rs, a
nd s
tude
nts.
In a
sses
sing
ach
ieve
men
t out
-co
mes
, the
Iow
a T
est o
f Bas
ic S
kills
was
use
d on
a p
re a
nd p
ost-
test
bas
is.
Wha
t wer
e th
e in
dica
ted
stre
ngth
s an
d w
eakn
esse
s of
the
prog
ram
?
Eva
luat
ion
data
rep
orte
d as
of M
arch
, 197
1, in
dica
ted
that
in th
em
ajor
ity o
f cas
es, t
here
wer
e no
sig
nific
ant d
iffer
ence
s be
twee
nIP
I and
con
trol
gro
up a
chie
vem
ent o
n m
athe
mat
ics
sect
ions
of
the
Iow
a T
est o
f Bas
ic S
kills
, Sta
nfor
d A
chie
vem
ent T
est,
and
Met
ropo
litan
Ach
ieve
men
t Tes
t. H
owev
er, I
PI s
tude
nts
wer
eeq
ual t
o or
sco
red
high
er th
an c
ontr
ol p
upils
on
the
IPI
Mat
hem
atic
s P
lace
men
t Tes
t in
alm
ost a
ll ca
ses.
The
197
1-72
Nat
ionw
ide
Net
wor
k E
valu
atio
n S
tudy
em
phas
izes
that
eva
luat
ion
focu
ssin
g on
bas
ic s
kills
ach
ieve
men
t tes
t sco
res
does
not
ade
quat
ely
asse
ss th
e at
tain
men
t of t
he to
tal g
oals
of
the
IPI p
rogr
am. W
hat i
s ne
eded
is a
com
paris
ion
inst
rum
ent
whi
ch is
bot
h sp
ecifi
c to
IPI g
oals
and
com
mon
to o
ther
prog
ram
s' g
oals
. Thi
s w
ould
nec
essi
tate
a p
opul
atio
n of
item
sre
pres
entin
g th
e ob
ject
ives
of I
PI p
rogr
ams,
and
the
obje
ctiv
esof
pro
gram
s re
ason
ably
ass
umed
to b
e co
mpe
titiv
e w
ith IP
I.R
BS
rep
orte
d, b
ut d
id n
ot p
rovi
de a
n an
alys
is o
f dat
a on
the
mea
n gr
ade
equi
vale
nt s
core
s fo
r ea
ch o
f the
IPI a
nd c
ontr
olsc
hool
s. D
irect
ions
for
assi
gnin
g st
uden
ts to
sub
test
s w
ere
ig-
nore
d in
sev
eral
sch
ools
, and
an
adeq
uate
num
ber
of c
lass
mea
ns w
ere
unav
aila
ble
for
use.
IPI s
choo
ls p
re a
nd p
ost a
chie
vem
ent d
ata
(Fal
l, 19
71 to
Spr
ing,
1972
) ba
sed
upon
nat
iona
l nor
ms
for
the
Iow
a T
est o
f Bas
icS
kills
indi
cate
d th
at th
e m
edia
n fo
r m
ath
incr
ease
d by
one
leve
lin
four
of t
he s
even
sch
ools
, inc
reas
ed b
y tw
o le
vels
in o
nesc
hool
, and
rem
aine
d th
e sa
me
in tw
o sc
hool
s. H
owev
er, i
n al
l of
the
scho
ols,
ther
e w
as a
mar
ked
decr
ease
in th
e pr
opor
tion
ofst
uden
ts s
corin
g in
the
low
est t
hree
leve
ls, a
nd a
cor
resp
ondi
ngin
crea
se in
the
prop
ortio
n in
the
uppe
r le
vels
. Tab
le 1
pre
sent
spu
pil p
rogr
ess
data
from
the
IPI s
choo
ls in
clud
ed in
the
stud
y.
Affe
ctiv
e m
easu
res
indi
cate
d th
at IP
I and
con
trol
teac
hers
sho
w-
ed n
o si
gnifi
cant
diff
eren
ces
in (
1) p
erce
ptio
n of
teac
hing
rol
es,
(2)
attit
ude
tow
ard
stud
ents
, (3)
per
cept
ion
of th
e te
ache
r-st
uden
t rel
atio
nshi
p, a
nd (
4) p
erce
ptio
n of
the
stud
ent-
stud
ent
inte
ract
ion.
Ana
lysi
s of
the
resp
onse
s to
the
Par
ent O
pini
onai
rein
dica
ted
that
IPI s
tude
nts
wer
e hi
ghly
mot
ivat
ed, m
ore
self-
dire
cted
, and
mor
e in
depe
nden
t tha
n no
n-IP
I stu
dent
s.
26
Tab
le 1
Pre
-Pos
t Sum
mar
y D
ata:
IPI P
upil
Mat
h P
rogr
ess
Sch
ool
#
N
III
Med
ian
Leve
l
III
Pre
-pos
t Per
cent
ages
Per
Lev
el
A
III
B
III
C
III
D
III
E
III
F
III
G
III
731
726
6B
D28
.43.
824
.010
.916
.427
.821
.528
.99.
122
.90.
65.
30.
00.
420
339
308
CD
20.9
1.3
15.9
13.3
18.6
16.9
29.8
29.9
10.9
20.8
3.4
14.3
0.6
3.6
1742
345
7B
C31
.015
.523
.219
.016
.819
.022
.527
.66.
417
.10.
21.
50.
00.
28
394
432
CD
7.1
3.2
22.8
20.8
23.1
20.6
31.2
31.9
14.7
20.4
1.0
3.0
0.0
0.0
1339
156
6D
D7.
49.
418
.217
.716
.412
.735
.024
.922
.527
.40.
58.
00.
00.
07
493
502
DD
19.9
3.0
9.1
10.4
8.7
10.4
31.6
26.7
28.4
33.7
2.2
14.3
0.0
1.6
648
245
6D
E17
.2.2
8.1
10.7
11.8
13.4
21.2
20.0
32.6
32.0
8.3
19.1
0.8
4.6
'Ach
ieve
men
t dat
a ba
sed
upon
the
Iow
a T
est o
f Bas
ic S
kills
:I-
Fal
l, 19
71; I
I-S
prin
g, 1
972
A-G
leve
ls r
ange
from
low
est t
o hi
ghes
t
Mid
dle
leve
l stu
dent
s ha
d si
gnifi
cant
ly h
ighe
r sc
ores
on
the
thre
e m
easu
res
of c
reat
ive
tend
ency
, sel
f-co
ncep
t, an
d at
titud
eto
war
d sc
hool
than
con
trol
stu
dent
s. A
t the
third
gra
de le
vel,
ther
e w
as n
o si
gnifi
cant
diff
eren
ce b
etw
een
cont
rol a
nd IP
Ist
uden
ts o
n cr
eativ
e te
nden
cy, t
he c
ontr
ol s
tude
nts
had
asi
gnifi
cant
ly b
ette
r at
titud
e to
war
d sc
hool
, and
IPI s
tude
nts
had
abe
tter
self-
conc
ept.
The
dat
a su
ppor
t the
hyp
othe
sis
that
In-
divi
dual
ly P
resc
ribed
Inst
ruct
ion
has
a po
sitiv
e ef
fect
on
pupi
lse
lf-co
ncep
t. H
owev
er, o
ther
IPI e
ffect
s w
ere
not f
elt a
t the
low
ergr
ade
leve
l as
muc
h as
the
uppe
r.
Use
ful I
nfor
mat
ion
Whe
re c
an th
e pr
ogra
m b
e ob
tain
ed?
App
leto
n-C
entu
ry-C
rofts
, Inc
.N
ew Y
ork,
New
Yor
k
Wha
t sch
ool d
istr
icts
in N
ew J
erse
y ar
e fa
mili
ar w
ith th
epr
ogra
m?
Indi
vidu
al s
choo
ls in
the
follo
win
g di
stric
ts h
ave
impl
emen
ted
IPI-
Mat
hem
atic
s: T
eane
ck, C
herr
y H
ill, W
ildw
ood,
Way
ne, N
ew-
ton,
Tre
nton
and
Sec
aucu
s.
Ref
eren
ces
Cer
ro!,
J.B
. "A
Mod
el o
f Sch
ool L
earn
ing,
" T
each
er C
olle
geR
ecor
d, 1
963,
64:
723
-33
Res
earc
h fo
r B
ette
r S
choo
ls, I
nc. I
nter
im R
epor
t of t
he M
iddl
eA
tlant
ic R
egio
nal L
abor
ator
y, P
hila
delp
hia,
Apr
il 1,
196
6.R
esea
rch
for
Bet
ter
Sch
ools
, Inc
. Ind
ivid
ually
Pre
scrib
ed
Inst
ruct
ion
Nat
ionw
ide
Net
wor
k E
valu
atio
n S
tudy
, 197
1-72
.P
hila
delp
hia,
Feb
ruar
y, 1
973.
Res
earc
h fo
r B
ette
r S
choo
ls, I
nc. P
rogr
ess
Rep
ort I
I: In
divi
dual
lyP
resc
ribed
Inst
ruct
ion,
Phi
lade
lphi
a, M
arch
, 197
1.
Sum
mar
y
The
Pen
nsyl
vani
a R
etrie
val o
f Inf
orm
atio
n fo
r M
athe
mat
ics
Edu
catio
n S
yste
m (
PR
IME
S)
is a
n in
form
atio
n st
orag
e an
dre
trie
val s
yste
m d
esig
ned
to a
ssis
t loc
al s
choo
l dis
tric
ts w
ithin
the
Com
mon
wea
lth o
f Pen
nsyl
vani
a w
ith c
urric
ulum
dev
elop
-m
ent a
ctiv
ities
in e
lem
enta
ry s
choo
l mat
hem
atic
s. P
RIM
ES
use
sco
mpu
ter
and
mic
rofil
min
g pr
oces
ses
to m
ake
exte
nsiv
e da
taav
aila
ble
to lo
cal s
choo
l dis
tric
ts in
ord
er to
faci
litat
e w
ise
curr
icul
um d
ecis
ions
. To
assi
st s
choo
ls in
util
izin
g su
ch d
ata
mea
ning
fully
. PR
IME
S h
as d
evel
oped
sys
tem
atiz
ed s
ervi
ces
and
teac
her
man
uals
for
trai
ning
and
sup
port
ing
loca
lle
ader
ship
in c
urric
ulum
dev
elop
men
t act
iviti
es. T
he d
ata
base
incl
udes
info
rmat
ion
abou
t tex
tboo
ks, p
rope
r us
e of
ach
ieve
-m
ent t
ests
, mod
ifica
tion
thro
ugh
beha
vior
al o
bjec
tives
, via
ble
curr
icul
um p
ract
ices
, rel
evan
t aud
io-v
isua
l mat
eria
ls,
man
ipul
ativ
e de
vice
s, s
igni
fican
t res
earc
h st
udie
s, a
nd u
sefu
lin
stru
ctio
nal m
odel
s fo
r cu
rric
ulum
impl
emen
tatio
n.
PR
IME
S s
ervi
ces
are
free
of c
harg
e to
all
scho
ol d
istr
icts
with
inth
e C
omm
onw
ealth
of P
enns
ylva
nia.
Out
of s
tate
sch
ool d
istr
icts
may
rec
eive
free
con
sulta
tion
from
PR
IME
S a
t var
ious
reg
iona
lce
nter
s. A
sch
ool d
istr
ict m
ay c
ontr
act f
or u
se o
f the
sys
tem
for
ara
te b
etw
een
one
and
two
thou
sand
dol
lars
.
The
Pen
nsyl
vani
a R
etrie
val
Of I
nfor
mat
ion
For
Mat
hem
atic
s E
duca
tion
Sys
tem
s
Est
ablis
hed
by P
enns
ylva
nia
Dep
artm
ent
of E
duca
tion
Nat
ure
of th
e P
rogr
am
For
who
m is
the
prog
ram
des
igne
d?
The
pro
gram
is d
esig
ned
for
all e
lem
enta
ry s
choo
l dis
tric
ts in
-te
rest
ed in
eith
er im
prov
ing
or to
tally
rev
isin
g th
eir
pres
ent
mat
hem
atic
s pr
ogra
m a
fter
an a
sses
smen
t of s
tude
nt a
nd c
om-
mun
ity n
eeds
.
On
wha
t rat
iona
le is
the
prog
ram
des
igne
d?
Cha
nges
in m
athe
mat
ics
inst
ruct
ion
have
bee
n m
otiv
ated
by
the.
reco
gniti
on th
at m
athe
mat
ics
is a
sys
tem
and
, the
refo
re, t
hete
achi
ng o
f mat
hem
atic
s m
ust r
efle
ct s
yste
mat
ic w
ays
of th
inki
ng.
Tra
ditio
nal i
nstr
uctio
n, w
ith it
s em
phas
is o
n ro
te m
emor
y fo
rsk
ills
and
prob
lem
sol
ving
, has
not
str
esse
d th
is "
syst
ems"
aspe
ct o
f mat
hem
atic
s. In
man
y in
stan
ces,
sec
onda
ry s
tude
nts
conf
ront
ed w
ith a
bstr
act p
roce
sses
and
con
cept
s ha
ve b
een
un-
able
to m
ake
nece
ssar
y ap
plic
atio
ns o
f the
con
cret
e to
the
abst
ract
. Thi
s w
ould
hav
e be
en r
elat
ivel
y si
mpl
e if
conc
epts
proc
ess
and
stru
ctur
e ha
d be
en a
n in
tegr
al p
art o
f the
ele
men
-ta
ry m
athe
mat
ics
inst
ruct
ion.
Pie
cem
eal c
hang
es in
cur
ricul
umor
inst
ruct
ion
cann
ot a
ccom
plis
h th
e ob
ject
ives
whi
ch w
ould
resu
lt fr
om s
yste
mat
ical
ly r
estr
uctu
ring
the
tota
l mat
hem
atic
spr
ogra
m. P
RIM
ES
act
iviti
es a
re in
te!if
ied
to fa
cilit
ate
a co
rn-
preh
ensi
ve, s
yste
mat
ic d
esig
n fo
r a
mat
hem
atic
s cu
rric
ulum
.
Wha
t are
the
gene
ral g
oals
and
obj
ectiv
es o
f the
pro
gram
?
PR
IME
S a
ims
are:
1. t
o de
velo
p an
d m
aint
ain
a da
ta b
ase
of in
-st
ruct
iona
l and
eva
luat
ion
mat
eria
ls in
ele
men
tary
sch
ool
mat
hem
atic
s; 2
. to
assi
st m
athe
mat
ics
com
mitt
ees
of lo
cal
scho
ol d
istr
icts
in s
yste
mat
ic c
urric
ulum
dev
elop
men
t; 3.
toef
fect
cha
nges
in c
lass
room
inst
ruct
ion
by im
plem
entin
gst
imul
atin
g cu
rric
ulum
mat
eria
ls p
rodu
ced
by c
omm
ittee
s; 4
. to
outli
ne th
e m
ajor
res
pons
ibili
ties
of th
e ag
enci
es c
olla
bora
ting
with
in th
e sy
stem
as
show
n in
Tab
le I.
Org
aniz
atio
n an
d M
ater
ials
How
is th
e pr
ogra
m o
rgan
ized
?
The
Pen
nsyl
vani
a D
epar
tmen
t of E
duca
tion
is r
espo
nsib
le fo
rth
e de
velo
pmen
t of P
RIM
ES
as
a sy
stem
invo
lvin
g se
rvic
es a
ndm
ater
ials
. Reg
iona
l cen
ters
hav
e be
en e
stab
lishe
d to
pro
vide
advi
sors
and
pro
gram
mat
eria
ls to
loca
l sch
ool d
istr
icts
. In
sum
-m
ary,
dev
elop
men
t act
iviti
es a
t the
Dep
artm
ent o
f Edu
catio
n in
-cl
ude:
1. C
reat
ing
a da
ta b
ase
by a
naly
zing
or
clas
sify
ing
the
inst
ruc-
tiona
l and
eva
luat
ive
mat
eria
ls w
hich
wer
e co
mm
erci
ally
Tab
le 1
PR
IME
SP
enns
ylva
nia
Ret
rieva
l of I
nfor
mat
ion
for
Mat
hem
atic
s E
duca
tion
Sys
tem
Res
pons
ibili
ties
of P
artic
ipat
ing
Age
ncie
s
PR
IME
SD
epar
tmen
t of E
duca
tion
Reg
iona
l Cen
ter
Sch
ool D
istr
ict
1. D
evel
ops
and
mai
ntai
ns th
e sy
stem
.
2. T
rain
s co
nsul
tant
s an
d pr
ovid
es c
on-
sulta
tive
supp
ort.
3. D
evel
ops
and
;11.
inta
ins
com
pute
r se
r-vi
ces.
4. O
utlin
es ,,
rcce
dure
s an
d fo
rms
for
us-
ing
the
syst
em.
5. C
oord
inat
es r
egio
nal c
ente
rs.
1. D
eter
min
es m
athe
mat
ics
curr
icul
umne
eds
and
deve
lops
a p
lan
of a
ctio
n fo
rcu
rric
ulum
ser
vice
s.
2. T
ests
and
ref
ines
sys
tem
atic
cur
ricul
umpr
oced
ures
.
3. A
ssis
ts c
omm
ittee
s in
pre
parin
g th
efin
al c
urric
ulum
rep
orts
.
4. P
rovi
des
adm
inis
trat
ive
supp
ort a
ndsu
bmits
per
iodi
c pr
ogre
ss r
epor
ts.
1. D
evel
ops,
impl
emen
ts a
nd e
valu
ates
the
curr
icul
um a
ctiv
ity.
2. P
rovi
des
time
for
com
mitt
ee m
eetin
gs.
3. P
rovi
des
adm
inis
trat
ive
and
cler
ical
assi
stan
ce.
4. D
uplic
ates
the
final
cur
ricul
um r
epor
ts.
5. F
ollo
ws
the
curr
icul
um p
roce
dure
sm
anua
ls.
6. C
ondu
cts
an o
rient
atio
n fo
r th
e el
emen
-ta
ry s
choo
l fac
ulty
and
adm
inis
trat
ive
staf
f to
acqu
aint
them
with
the
com
-pl
eted
cur
ricul
um r
epor
ts.
prod
uced
for
elem
enta
ry s
choo
ls. T
his
base
is d
ivid
ed in
to th
ree
anal
ysis
tool
s:
A. L
ist o
f mat
hem
atic
s co
ncep
ts a
nd s
kills
Mat
hem
atic
s C
onte
nt A
utho
rity
List
B. L
ist o
f Beh
avio
ral o
bjec
tives
Beh
avio
ral O
bjec
tives
Aut
horit
y Li
stC
. Lis
t of m
athe
mat
ical
ter
ms
Voc
abul
ary
Aut
horit
y Li
st2.
Ana
lyzi
ng te
xtbo
ok s
erie
s an
d ot
her
inst
ruct
iona
l mat
eria
ls.
3. D
evel
opin
g pr
oced
ures
and
man
uals
4. D
esig
ning
form
s an
d ot
her
tool
s5.
Pro
duci
ng c
ompu
ter
repo
rts
6. E
valu
atin
g th
e ef
fect
iven
ess
of th
e sy
stem
The
reg
iona
l cen
ter
prov
ides
a m
athe
mat
ics
advi
ser
who
:1.
Hel
ps th
e sc
hool
dis
tric
t to
dete
rmin
e w
hat c
urric
ulum
prod
ucts
are
nee
ded
and
to s
et a
sch
edul
e fo
r co
mpl
etin
g th
em2.
Vis
its s
choo
l dis
tric
ts to
orie
nt a
nd tr
ain
com
mitt
ee m
embe
rsto
func
tion
easi
ly w
ithin
the
"sys
tem
"3.
Con
duct
s co
nfer
ence
s to
ass
ess
com
mitt
ee p
rogr
ess
4. G
ives
sug
gest
ions
for
refin
ing
and
mai
ntai
ning
dev
elop
men
tal
activ
ities
to .t
he D
epar
tmen
t of E
duca
tion
Wha
t spe
cific
obj
ectiv
es a
re in
volv
ed?
The
com
pute
r at
the
depa
rtm
ent i
s ca
pabl
e of
pro
cess
ing
ala
rge
volu
me
of in
form
atio
n an
d se
lect
ing
that
whi
ch is
per
tinen
tto
the
need
s of
a s
ingl
e sc
hool
dis
tric
t. S
choo
l dis
tric
t sta
ff ar
etr
aine
d to
app
ly p
roce
dure
s an
d th
e co
mpu
ter
anal
ysis
rep
orts
to th
eir
own
loca
l situ
atio
n.
How
muc
h st
uden
t tim
e is
dev
oted
to th
e pr
ogra
m?
Thi
s de
pend
s co
mpl
etel
y on
the
final
cur
ricul
um c
reat
ed w
ithth
e he
lp o
f PR
IME
S a
nd is
thus
ver
y fle
xibl
e.
Wha
t mat
eria
ls a
re p
rovi
ded
for
the
stud
ents
?
Mat
eria
ls p
rovi
ded
for
the
stud
ent i
nclu
de s
tude
nt m
anua
ls,
text
book
ref
eren
ce li
sts,
ach
ieve
men
t tes
ts, a
nd s
tudy
guid
es. T
o w
hat e
xten
t mat
eria
ls a
re u
sed
is c
ompl
etel
yde
pend
ent o
n th
e ty
pe o
f cur
ricul
um d
evel
oped
in th
elo
cal s
choo
l lev
el.
Wha
t mat
eria
ls a
re p
rovi
ded
for
the
teac
her?
A m
anua
l rep
lete
with
com
plet
e le
sson
s is
pro
vide
d fo
r al
l top
ics
in e
lem
enta
ry m
athe
mat
ics,
with
text
book
ref
eren
ces
and
supp
lem
enta
ry m
ater
ials
. Als
o in
clud
ed a
re s
ampl
e te
chni
ques
and
exam
ples
of m
etho
dolg
y fo
r th
e pr
esen
tatio
n of
mat
eria
l.
28
How
ope
n is
the
prog
ram
to s
uppl
emen
tary
and
leac
her-
mad
em
ater
ials
?
PR
IME
S m
ain
func
tion
is th
at o
f an
advi
sory
ser
vice
. For
this
reas
on, i
ts d
egre
e of
ope
nnes
s is
lim
ited
only
by
the
staf
fde
cisi
ons
rega
rdin
g cu
rric
ulum
at t
he lo
cal l
evel
.
Wha
t stu
dent
ass
essm
ent m
ater
ials
are
pro
vide
d or
sugg
este
d?
Non
e. P
rogr
am d
epth
is c
ompl
etel
y de
pend
ent o
n th
ecu
rric
ulum
dev
elop
ed a
t the
loca
l lev
el.
Cla
ssro
om A
ctiv
ities
How
are
cla
sses
org
aniz
ed?
The
pro
gram
wor
ks w
ell i
n an
y pa
ttern
of o
rgan
izat
ion.
How
are
mat
eria
ls u
sed?
PR
IME
S m
ater
ials
are
use
d to
the
exte
nt th
at d
istr
ict f
acul
ties
feel
a n
eed
for
them
as
part
of a
n in
tegr
al p
rogr
am, o
r ch
oose
tous
e th
em in
a s
uppl
emen
tary
way
.
Are
teac
her
aide
s us
ed?
Thi
s de
pend
s up
on th
e na
ture
of t
he fi
nal p
rogr
am c
reat
ed w
ithth
e he
lp o
f PR
IME
S.
How
is s
tude
nt p
rogr
ess
asse
ssed
?
Sug
gest
ions
are
mad
e th
roug
h ad
vise
men
t and
inse
rvic
e(M
anua
l VIte
stin
g), b
ut th
e ex
tent
of a
sses
smen
t is
dete
r-m
ined
by
the
type
of p
rogr
am im
plem
ente
d an
d by
the
choi
ce o
flo
cal s
choo
l dis
tric
t sta
ff.
Impl
emen
tatio
n R
equi
rem
ents
and
Pro
visi
ons
Are
spe
cial
faci
litie
s ne
eded
or
sugg
este
d?
Nu.
How
ever
, if t
he p
rogr
am is
com
pute
r-as
sist
ed, a
s it
usua
llyis
in th
e pl
anni
ng s
tage
, spe
cial
faci
litie
s w
ould
be
need
ed.
Is s
peci
al e
quip
men
t nee
ded?
No.
How
ever
, if a
sch
ool d
istr
ict p
osse
sses
spe
cial
equ
ipm
ent,
itco
uld
be u
tiliz
ed.
Is in
-ser
vice
trai
ning
nee
ded
or s
ugge
sted
?
In-s
ervi
ce tr
aini
ng is
an
inte
gral
par
t of t
he s
ervi
ces
prov
ided
by
PR
IME
S. R
egio
nal c
ente
rs h
ave
mat
hem
atic
s sp
ecia
lists
who
seso
le fu
nctio
n is
to tr
ain
and
guid
e lo
cal s
choo
l sta
ffs.
Wha
t pro
visi
ons
are
mad
e fo
r sp
ecia
l tra
inin
g of
teac
hers
?
In a
dditi
on to
in-s
ervi
ce tr
aini
ng, t
here
are
sev
eral
sel
f-tr
aini
ngm
anua
ls p
rodu
ced
by P
RIM
ES
whi
ch in
clud
e:
Eac
h of
the
man
uals
aim
s to
incr
ease
sta
ff un
ders
tand
ing
ofw
hat P
RIM
ES
can
do.
Rec
omm
enda
tions
are
als
o m
ade
abou
tcu
rric
ulum
dev
elop
men
t whi
ch is
link
ed to
the
loca
l dis
tric
tne
eds.
Wha
t pro
visi
on is
mad
e fo
r tr
aini
ng o
f tea
cher
aid
es?
Tea
cher
aid
es s
houl
d he
incl
uded
with
reg
ular
sta
ff in
-ser
vice
trai
ning
. If n
ot, a
pro
gram
sho
uld
be d
evel
oped
by
the
loca
lsc
hool
dis
tric
t. A
id in
dev
elop
ing
this
latte
r ty
pe o
f pro
gram
isav
aila
ble
from
the
regi
onal
cen
ter
staf
f.
Wha
t is
the
cost
of i
mpl
emen
ting
the
prog
ram
?
PR
IME
S a
dvis
ory
serv
ices
/and
in-s
ervi
ce tr
aini
ng a
re fr
ee o
fch
arge
to a
ll sc
hool
dis
tric
ts w
ithin
the
Com
mon
wea
lth o
f Pen
n-sy
lvan
ia. O
ut-o
f-st
ate
scho
ol d
istr
icts
may
rec
eive
free
PR
IME
Sco
nsul
tatio
n at
one
of t
he r
egio
nal c
ente
rs, a
nd m
ay c
ontr
act f
orus
e of
the
syst
em fo
r ra
tes
of b
etw
een
one
and
two
thou
sand
dolla
rs. A
ctua
l exp
endi
ture
s va
ry c
onsi
dera
bly,
dep
endi
ng o
nth
e ki
nd o
f end
pro
duct
s ch
osen
by
a di
stric
t, an
d its
:ski
ll in
utili
zing
exi
stin
g m
anpo
wer
and
faci
litie
s.
Pro
gram
Dev
elop
men
t and
Sta
tus
How
was
the
prog
ram
dev
elop
ed?
The
orig
inal
dat
a ba
se w
as c
olle
cted
by
exam
inin
g an
d cl
assi
fy-
ing
over
150
text
book
s. S
ince
this
orig
inal
wor
k in
196
5, h
un-
dred
s of
add
ition
al te
xtbo
oks
and
curr
icul
um p
rogr
ams
have
been
cla
ssifi
ed a
nd s
tore
d. P
ilot p
rogr
ams
wer
e es
tabl
ishe
d to
dete
rmin
e th
e be
st p
roce
dure
s fo
r se
tting
up
PR
IME
S. A
proc
edur
e w
as th
en d
evel
oped
whi
ch w
ould
allo
w e
ach
of th
elo
cal d
istr
icts
to d
evel
op th
e be
st c
urric
ulum
for
spec
ific
need
san
d de
man
ds.
Wha
t is
the
stat
us o
f the
pre
sent
pro
gram
?
In th
e fir
st fi
ve y
ears
that
PR
IME
S w
as in
ope
ratio
n, it
ser
ved
abou
t sev
enty
-fiv
e sc
hool
dis
tric
ts. D
urin
g th
e la
st th
ree
year
sth
is n
umbe
r ha
s m
ore
than
dou
bled
. PR
IME
S h
as a
sys
tem
of
cont
inua
l im
prov
emen
t dire
ctly
bui
lt in
to it
s or
gani
zatio
n, to
the
exte
nt th
at n
ew m
ater
ial i
s al
way
s be
ing
adde
d. E
valu
atio
ns a
reca
rrie
d on
by
outs
ide
rese
arch
team
s to
det
erm
ine
rele
vanc
y
and
need
ed c
hang
e. T
he n
umbe
r of
reg
iona
l cen
ters
is b
eing
expa
nded
eve
ry y
ear,
and
ser
vice
s of
fere
d at
eac
h ar
e be
ing
enla
rged
to a
ccom
mod
ate
grea
ter
dem
ands
.
Pro
gram
Eva
luat
ion
How
has
the
prog
ram
bee
n ev
alua
ted?
Thr
ee m
ajor
eva
luat
ions
of P
RIM
ES
hav
e ta
ken
plac
e in
the
last
,four
yea
rs. A
ll th
ree
answ
ered
the
sam
e ba
sic
ques
tions
: 1. D
id,P
RIM
ES
mee
t the
nee
ds o
f loc
al d
istr
icts
? 2.
Did
PR
IME
S,a
nsw
er q
uest
ions
and
sol
ve th
e pr
oble
ms
of th
ese
dist
ricts
? 3.
Did
the
data
rec
eive
d by
loca
l dis
tric
ts h
ave
a hi
gh d
egre
e of
relia
bilit
y?
Wha
t wer
e th
e in
dica
ted
stre
ngth
s an
d w
eakn
esse
s of
the
prog
ram
?
The
ove
rall
resu
lts o
f eva
luat
ion
stud
ies
indi
cate
that
PR
IME
Sha
s a
relia
bilit
y m
easu
re o
f 80%
and
an
intr
a-an
alys
t mea
sure
of
,87%
. Thi
s in
form
atio
n sy
stem
will
sat
isfa
ctor
ily a
nsw
erqu
estio
ns fr
om lo
cal d
istr
icts
mor
e th
an 8
0% o
f the
tim
e. T
heus
er c
onsi
sten
cy o
f agr
eem
ent m
easu
re w
as 7
0%. O
ther
stre
ngth
s an
d w
eakn
esse
s of
the
prog
ram
cen
ter
arou
nd th
e'lo
cal s
choo
l dis
tric
ts a
bilit
y to
org
aniz
e its
elf a
nd m
ake
max
-im
um u
se o
f mat
eria
ls a
nd s
ervi
ces
supp
lied
by P
RIM
ES
.
Use
ful I
nfor
mat
ion
Whe
re c
an th
e pr
ogra
m b
e ob
tain
ed?
PR
IME
SD
epar
tmen
t of E
duca
tion
Box
911
Har
risbu
rg, P
enns
ylva
nia
1712
6(7
17)
787-
6016
Wha
t sys
tem
s in
New
Jer
sey
are
fam
iliar
with
the
prog
ram
?
As
of th
e au
tum
n of
197
3 no
sch
ool d
istr
ict w
ithin
the
Sta
te o
fN
ew J
erse
y ha
s ta
ken
adva
ntag
e of
this
ser
vice
.
Ref
eren
ces
Hen
ry H
ausd
orff
and
othe
rs. P
RIM
ES
Eva
luat
ion
Rep
ort,
Bur
eau
of E
duca
tiona
l Res
earc
h, P
enns
ylva
nia
Dep
artm
ent o
f Edu
ca-
tion,
197
2.R
alph
Kre
amer
. "P
RIM
ES
," P
enns
ylva
nia
Edu
catio
n, A
pril-
May
,19
69, p
g. 2
2-23
."P
RIM
ES
Reg
ion
G C
ente
r, A
Thr
ee Y
ear
Sum
mar
y R
epor
t,19
67-7
0, W
ith R
ecom
men
datio
ns,"
Pen
nsyl
vani
a D
epar
tmen
t of
Edu
catio
n, 1
971.
Dor
is E
. Cre
swel
l, A
n E
xplo
rato
ry S
tudy
to D
eter
min
e T
echn
i-qu
es o
f Eva
luat
ing
the
App
licat
ion
of a
n In
form
atio
n S
yste
m to
Cur
ricul
um D
ecis
ion-
Mak
ing
in E
lem
enta
ry S
choo
lM
athe
mat
ics,
" D
isse
rtat
ion
Abs
trac
ts, V
ol. 3
3, W
o.1,
197
2.
29
Sum
mar
y
PLA
N' i
s a
com
preh
ensi
ve s
yste
m o
f ind
ivid
ualiz
ed in
stru
ctio
nco
nsis
ting
of b
ehav
iroal
obj
ectiv
es, p
lace
men
t tes
ts, i
n-di
vidu
aliz
ed le
sson
pla
ns fo
r st
uden
ts, a
nd m
aste
ry te
sts.
Aco
mpu
ter-
supp
ort s
yste
m, c
entr
aliz
ed o
utsi
de th
e sc
hool
dis
-tr
ict,
help
s te
ache
rs to
pla
n le
arni
ng a
nd to
mon
itor
stud
ent
prog
ress
. The
com
pute
r ac
com
plis
hes
the
follo
win
g: It
sco
res
test
s, k
eeps
trac
k of
dai
ly a
nd c
umul
ativ
e st
uden
t pro
gres
s,pr
ovid
es in
form
atio
n fo
r ac
tivity
pla
nnin
g, a
nd g
ener
ates
in-
divi
dual
ized
pro
gram
s of
stu
dies
for
stud
ents
, on
the
basi
s of
thei
r pl
acem
ent t
est r
esul
ts.
30
PLA
N*
Wes
tingh
ouse
Lea
rnin
g C
orpo
ratio
nN
ew Y
ork,
New
Yor
k
Nat
ure
of th
e P
rogr
am
For
who
m is
the
prog
ram
des
igne
d?
The
pro
gram
is d
esig
ned
for
stud
ents
in g
rade
leve
ls o
neth
roug
h tw
elve
in th
e La
ngua
ge A
rts,
Rea
ding
, Mat
h, S
cien
ce,
and
Soc
ial S
tudi
es a
reas
.
On
wha
t rat
iona
le is
the
prog
ram
des
igne
d?
PLA
N' w
as o
rgan
ized
on
the
assu
mpt
ion
that
by
use
of a
com
pute
r, a
'tru
ly in
divi
dual
ized
pro
gram
cou
ld b
e ad
apte
d to
fit
each
stu
dent
's n
eeds
, abi
litie
s,in
tere
sts,
and
goa
ls. T
hede
velo
pers
sou
ght t
o cr
eate
a s
yste
mat
ic, s
ucce
ss-o
rient
ed, i
n-di
vidu
aliz
ed le
arni
ng p
rogr
am m
ade
man
agea
ble
thro
ugh
com
-pu
ter
tech
nolo
gy.
Wha
t are
the
gene
ral g
oals
and
obj
ectiv
es o
f the
pro
gram
?
PLA
N' h
as tw
o m
ajor
goa
ls. T
he fi
rst i
nvol
ves
mak
ing
it po
ssib
lefo
r ea
ch c
hild
to h
ave
an in
divi
dual
ized
pro
gram
in fo
ur m
ajor
subj
ect a
reas
whi
ch is
spe
cific
ally
cre
ated
to m
eet h
is in
divi
dual
need
s, a
bilit
ies,
and
inte
rest
s. T
he s
econ
d go
al e
mph
asiz
es th
est
uden
ts' i
nvol
vem
ent i
n ch
oosi
ng w
hat t
hey
will
lear
n an
d ho
wth
ey w
ill le
arn
it. S
tude
nts
are
spec
ifica
lly ta
ught
to m
ake
thei
row
n de
cisi
ons
in th
e cl
assr
oom
, and
they
lear
n to
sch
edul
e th
eir
own
daily
tim
e, a
nd to
set
and
mee
t goa
ls.
Org
aniz
atio
n an
d M
ater
ials
How
is th
e pr
ogra
m o
rgan
ized
?
The
PLA
N' s
yste
m c
onsi
sts
of b
ehav
iroal
obj
ectiv
es w
hich
clea
rly s
tate
per
form
ance
task
s w
hich
the
stud
ents
can
ac-
com
plis
h w
ithin
rea
sona
ble
perio
ds o
f tim
e. T
hese
obj
ectiv
esar
e co
ded
into
an
orde
rly s
cope
and
seq
uenc
e so
that
they
can
be s
tore
d in
the
com
pute
r an
d re
late
d to
the
test
s, th
e in
stru
c-tio
nal m
ater
ials
use
d, a
nd to
stu
dent
rec
ords
. Tea
chin
g Le
ar-
ning
Uni
ts (
TLU
is a
ctua
lly a
she
et o
f pap
er w
hich
set
s fo
rth
anas
sign
men
t of a
bout
two
wee
k's
wor
k, m
akin
g su
gges
tions
and
refe
renc
es to
lear
ning
exp
erie
nces
and
cur
rent
ly a
vaila
ble
in-
stru
ctio
nal m
ater
ials
. Stu
dent
ass
essm
ent i
s ac
com
plis
hed
thro
ugh
crite
rion
test
s co
nsis
ting
of ta
sks
and
item
s sp
ecifi
cally
rela
ted
to th
e be
havi
roal
obj
ectiv
es.
Wha
t spe
cific
obj
ectiv
es a
re in
volv
ed?
Rea
dine
ss o
bjec
tives
req
uire
the
stud
ents
to s
tart
the
year
with
orie
ntat
ion
activ
ities
dire
cted
by
the
teac
her.
The
se a
ctiv
ities
prep
are
the
stud
ent t
o us
e th
e T
LU's
, ope
rate
aud
io-v
isua
leq
uipm
ent,
and
beco
me
fam
iliar
with
PLA
N*
clas
sroo
mpr
oced
ure.
The
mat
hem
atic
s ob
ject
ives
for
the
prim
ary
prog
ram
(gr
ades
1-4
) pr
ovid
e st
uden
ts a
nd te
ache
rs w
ith tw
oal
tern
ativ
e le
arni
ng a
ppro
ache
s. O
ne is
ded
uctiv
e. c
oncr
ete,
and
num
ber
orie
nted
. The
sec
ond
is m
ore
indu
ctiv
e. a
bstr
act,
and
patte
rn-o
rient
ed. B
oth
appr
oach
es u
tiliz
e fil
mst
rips,
reso
urce
boo
ks, m
anip
ulat
ive
equi
pmen
t. an
d ga
mes
. Stu
dent
sar
e as
ked
to w
eigh
, mea
sure
, cou
nt. g
raph
, dra
w, t
ell,
and
ex-
perim
ent.
In s
hort
. the
y ar
e ac
tive
inqu
isiti
ve le
arne
rs. M
any
ofth
e pr
imar
y ob
ject
ives
are
org
aniz
ed in
a d
evel
opm
enta
l se-
quen
ce c
over
ing
the
basi
c sk
ills
and
thei
r ap
p:ic
atio
n. In
add
i-tio
n to
the
sequ
ence
d ob
ject
ives
, the
re a
re o
bjec
tives
on
sele
cted
topi
cs in
set
s an
d nu
mbe
r th
eory
, mea
sure
men
t,pr
oble
m s
olvi
ng, g
eom
etry
, and
gra
phic
s.
The
inte
rmed
iate
obj
ectiv
es e
mph
asiz
e th
e de
velo
pmen
t of
basi
c m
ath
skill
s an
d ad
d sk
ills
in fr
actio
ns, d
ecim
als,
and
perc
ents
. Sel
ecte
d ob
ject
ives
, on
prev
ious
topi
cs, a
re o
utlin
edan
d ac
tiviti
es b
ecom
e m
ore
com
plex
. Lev
el 7
com
plet
es th
est
udy
of b
asic
num
eric
al o
pera
tions
, int
rodu
ces
stat
istic
s, a
nddo
es n
ot o
verlo
ok p
revi
ous
obje
ctiv
es. L
evel
8 r
evie
ws
basi
cop
erat
ions
on
ratio
nal n
umbe
rs th
roug
h a
serie
s of
obj
ectiv
eson
laym
an's
mat
h. P
re-a
lgeb
ra s
tudi
es a
re a
vaila
ble
as w
ell a
sob
ject
ives
rel
ated
to s
uch
topi
cs a
s pr
obab
ility
, sta
tistic
s, lo
gic,
com
pute
r m
ath,
sym
met
ry, v
olum
e, fu
nctio
ns, a
nd g
raph
ing.
How
muc
h st
uden
t tim
e is
dev
oted
to th
e pr
ogra
m?
The
tota
l pro
gram
is o
rgan
ized
for
the
four
bas
ic s
ubje
ct a
reas
:La
ngua
ge A
rts,
Mat
h, S
cien
ce, a
nd S
ocia
l Stu
dies
. How
a s
tu-
dent
sch
edul
es th
e us
e of
his
dai
ly ti
me
is r
efle
ctiv
e of
his
indi
vidu
aliz
ed g
oals
, and
his
rea
ctio
n to
the
guid
ance
and
one
-to-
one
help
of h
is te
ache
r.
Wha
t mat
eria
ls a
re p
rovi
ded
for
the
stud
ent?
Eac
h st
uden
t rec
eive
s a
TLU
whi
ch p
resc
ribes
var
ious
lear
ning
activ
ities
. The
TLU
dire
cts
the
stud
ent t
o a
broa
d ra
nge
of in
-st
ruct
iona
l mat
eria
ls m
ade
avai
labl
e to
him
in a
med
ia c
ente
rw
hich
con
tain
s al
l nec
essa
ry b
ooks
and
rea
ding
mat
eria
l. an
dan
aud
io-v
isua
l cen
ter
whi
ch c
onta
ins
all n
eces
sary
film
strip
san
d ta
pes.
Wha
t mat
eria
ls a
re p
rovi
ded
for
the
teac
her?
PLA
N' p
rovi
des
teac
hers
with
beh
avio
ral o
bjec
tives
to u
se in
teac
hing
stu
dent
s, p
lace
men
t tes
ts to
ass
ess
each
stu
dent
'sle
vel o
f dev
elop
men
t, T
each
er E
ditio
ns o
f the
TLU
's, t
est i
tem
sfo
r ea
ch o
bjec
tive
in th
e sy
stem
, and
ach
ieve
men
t tes
ts to
mea
sure
long
term
ret
entio
n of
mat
eria
l. In
add
ition
, a d
aily
com
pute
r pr
into
ut in
dica
tes
the
obje
ctiv
es e
ach
stud
ent i
s w
ork-
ing
on in
the
vario
us s
ubje
ct a
reas
. Fro
m th
is p
rinto
ut, t
each
ers
can
help
stu
dent
s fin
d ot
her
child
ren
who
are
wor
king
on
the
sam
e ob
ject
ives
and
arr
ange
for
"par
tner
wor
k" a
nd g
roup
dis
-cu
ssio
ns. T
he te
ache
r is
sup
port
ed b
y a
man
agem
ent s
yste
m in
whi
ch th
e co
mpu
ter
scor
es te
sts
and
keep
s tr
ack
of e
ach
stud
ent's
pro
gres
s, a
nd p
rovi
des
the
teac
her
with
a P
rogr
ess
Rep
ort o
n ea
ch s
tude
nt a
t int
erva
ls d
urin
gth
e sc
hool
yea
r.
How
ope
n is
the
prog
ram
to s
uppl
emen
tary
and
teac
her-
mad
em
ater
ials
?
A te
ache
r ca
n by
-pas
s th
e co
mpu
ter
to a
rran
ge a
varia
tion
in a
stud
ent's
pro
gram
. PLA
N*
also
allo
ws
teac
her-
initi
ated
cha
nges
in p
rogr
ams,
whe
reby
the
com
pute
r w
ill d
iges
t any
cha
nges
or
. inc
orpo
rate
any
num
bere
dle
sson
uni
t dev
ised
by
the
teac
her
for
a sp
ecifi
c st
uden
t.
Wha
t stu
dent
ass
essm
ent m
ater
ials
are
pro
vide
d or
sugg
este
d?
The
re a
re p
lace
men
t tes
ts fo
r in
itial
pla
cem
ent i
n th
e sc
ope
and
sequ
ence
of t
he b
ehav
iora
l obj
ectiv
esse
ries;
crit
erio
n te
sts
rela
ted
to e
ach
of th
e be
havi
oral
obj
ectiv
es; a
nd,a
chie
vem
ent
test
s fo
r lo
ng te
rm r
eten
tion.
Cla
ssro
om A
ctiv
ities
How
are
cla
sses
org
aniz
ed?
PLA
N' l
ends
itse
lf to
a w
ide
varie
ty o
f sta
ffing
pat
tern
s,an
d is
oper
atin
g su
cces
sful
ly in
sch
ools
with
self-
cont
aine
d ro
oms,
and
the
new
er, o
pen-
spac
e bu
ildin
gs. T
he s
choo
lbu
ildin
g an
d. s
taff,
how
ever
, mus
t be
orga
nize
dfo
r in
divi
dual
izat
ion.
How
are
the
mat
eria
ls u
sed?
The
sys
tem
sta
rts
with
the
adm
inis
trat
ion
of p
lace
men
tte
sts
whi
ch id
entif
y th
e po
int i
n th
e sc
ope
and
sequ
ence
of o
bjec
tives
. at w
hich
ast
uden
t is
best
abl
e to
lear
n. T
he s
tude
nt is
then
giv
enas
ass
ignm
ent c
onsi
stin
g of
a m
odul
e of
beha
vior
al o
bjec
tives
clas
sifie
d at
his
leve
l, an
d se
vera
l TLU
's w
hich
pro
vide
in-
divi
dual
ized
ave
nues
for
mas
terin
g th
e ob
ject
ives
. The
stud
ent
assu
mes
res
pons
ibili
ty fo
r ac
hiev
ing
the
obje
ctiv
es th
roug
h th
eva
rious
lear
ning
act
iviti
es, a
nd is
test
ed a
t the
com
plet
ion
of th
eT
LU. T
he te
st r
esul
ts a
re r
epor
ted
in d
ecis
ion-
mak
ing
term
s so
that
the
stud
ent i
s ei
ther
rec
ycle
d th
roug
h th
e ob
ject
ives
with
rein
forc
ing
or r
emed
ial w
ork,
or
is a
ssig
ned
toth
e ne
xt m
odul
ew
here
the
cycl
e is
rep
eate
d.
Are
teac
her
aide
s ua
ed?
Tea
cher
aid
es m
ay b
e us
ed, i
f des
ired,
but
are
not
nec
essa
ry.
How
is s
tude
nt p
rogr
ess
asse
ssed
?
Mea
sure
men
t of a
ttain
men
t of e
ach
crite
rion
obje
ctiv
eis
an
in-
tern
al fu
nctio
n of
the
daily
man
agem
ent p
roce
ssw
ithin
the
PLA
N s
yste
m. W
hene
ver
a st
uden
t com
plet
es a
TLU
, he
take
s a
task
-and
-item
test
dire
ctly
rel
ated
to th
e se
t of o
bjec
tives
for
the
TLU
. Rec
all o
ver
a pe
riod
of ti
me
is d
irect
ly a
sses
sed
thro
ugh
achi
evem
ent t
ests
. The
com
pute
r sc
ores
test
s an
d ke
eps
trac
kof
each
stu
dent
's p
rogr
ess,
pro
vidi
ng th
e te
ache
r w
ith a
Pro
gres
sR
epor
t on
each
stu
dent
at i
nter
vals
dur
ing
the
scho
ol d
istr
ict s
ode
sire
s, b
ut P
LAN
str
ongl
y di
scou
rage
s gr
adin
g st
uden
ts b
yco
mpa
ring
them
to a
gro
up n
orm
.
impl
emen
tatio
n R
equi
rem
ents
rin
dP
rovi
sion
s
Arm
spe
cial
faci
litie
s ne
eded
?
No
spec
ial f
acili
ties
are
need
ed e
xcep
t for
a s
mal
l roo
m r
equi
red
for
send
ing
and
rece
ivin
g in
form
atio
n vi
a a
smal
l tel
etyp
e.
Is s
peci
al e
quip
men
t nee
ded?
Inst
ruct
iona
l aud
io-v
isua
l equ
ipm
ent i
s ne
cess
ary
for
the
prov
i-si
on o
f wid
e-ra
ngin
g le
arni
ng a
ctiv
ities
. The
sys
tem
also
util
izes
a m
ini-c
ard-
read
er w
hich
sen
dsin
form
atio
n to
the
com
pute
rce
nter
, and
a c
ompu
ter
run-
off r
ecei
ver.
Is in
-ser
vice
trai
ning
nee
ded
or s
ugge
sted
?
Yes
. Adm
inis
trat
or a
nd te
ache
r tr
aini
ng r
elat
ed to
the
im-
plem
enta
tioo
of a
n in
divi
dual
ized
pro
gram
for
all s
tude
nts
isne
eded
.
Wha
t pro
visi
ons
are
mad
e fo
r th
e sp
ecia
l tra
inin
gof
teac
hers
?
PLA
N p
rovi
des
trai
ning
ses
sion
s in
whi
ch te
ache
rsle
arn
how
to u
se P
LAN
's in
divi
dual
ized
mat
eria
ls, h
ow to
hel
pst
uden
tsch
oose
app
ropr
iate
obj
ectiv
es, h
ow to
use
the
com
pute
r-su
ppor
t sys
tem
, and
how
to m
anag
ein
stru
gion
in a
n in
-di
vidu
aliz
ed s
ettin
g.
Wha
t is
the
cost
of i
mpl
emen
ting
the
prog
ram
?
The
pric
e of
full
PLA
N' s
ervi
ces
is $
42 p
er c
hild
at t
he e
lem
enta
rysc
hool
leve
ls a
nd $
60 p
er s
tude
nt a
t the
sec
onda
rysc
hool
leve
ls. T
he c
urre
nt P
LAN
' pro
gram
rec
omm
ends
an
aver
age
ofan
add
ition
al $
50 fo
r ea
ch e
lem
enta
ryst
uden
t to
prov
ide
for
anin
itial
inve
ntor
y of
sup
port
mat
eria
ls, a
nd a
bout
a te
nto
fifte
en
perc
ent r
epla
cem
ent e
xpen
ditu
re a
nnua
llyth
erea
fter,
for
con-
sum
ptio
n an
d re
new
al. I
n ad
ditio
n, IB
MT
erm
inal
and
Tel
epho
nese
rvic
es r
ange
from
$10
00 to
$15
00 a
mon
th d
urin
g th
esc
hool
year
, acc
omm
odat
ing
scho
ol b
uild
ing
enro
llmen
ts a
s sm
all a
s25
0 an
d as
larg
e as
200
0 re
spec
tivel
y.
Pro
gram
Dev
elop
men
t and
Sta
tus
How
was
the
prog
ram
dev
elop
ed?
PL.
AN
' was
initi
ated
as
"Pro
ject
Pla
n", i
n 19
67,
with
200
0st
uden
ts in
twel
ve d
iffer
ent s
choo
ls a
t lev
els
one,
five,
and
nin
e.
Wes
tingh
ouse
Lea
rnin
g C
orpo
ratio
n pr
ovid
edfu
ndin
g fo
r th
ein
itial
dev
elop
men
t to
the
Am
eric
an In
stitu
tefo
r R
esea
rch
inP
alo
Alto
, Cal
iforn
ia. T
he g
oal w
as to
cre
ate
a sy
stem
atic
,su
cces
s-or
ient
ed, i
ndiv
idua
lized
lear
ning
pro
gram
whi
ch c
ould
be m
ade
man
agea
ble
thro
ugh
com
pute
r te
chno
logy
.A
sde
velo
ped,
the
desi
gn o
f the
pro
ject
was
to a
llow
sch
ools
toch
ange
thei
r st
rate
gies
of o
rgan
izat
ion
and
oper
atio
n w
hile
capi
taliz
ing
on c
urre
ntly
ava
ilabl
e cl
assr
oom
s,te
ache
rs, a
ndm
ater
ials
. The
pro
toty
pe s
yste
m w
as c
ompl
eted
join
tlyby
AIR
and
WLC
afte
r fo
ur y
ears
of i
nitia
l dev
elop
men
t.It
incl
uded
the
curr
icul
ar a
reas
of r
eadi
ng, l
angu
age
arts
, mat
h,sc
ienc
e, a
ndso
cial
stu
dies
for
leve
ls o
ne th
roug
h tw
elve
.
Wha
t is
the
stat
us o
f the
pre
sent
pro
gram
?
PLA
N' w
as c
ompl
ete'
y re
vise
d pr
ior
to th
e F
all o
f19
73.
Impl
emen
tatio
n re
flect
s de
cisi
ons
base
d up
onsi
x ye
ars
ofop
erat
iona
l exp
erie
nces
. At t
he e
lem
enta
rysc
hool
leve
l, th
ech
ange
s in
the
syst
em w
ere:
(1)
mor
e lo
cal
scho
ol fl
exib
ility
in th
ech
oice
of c
urric
ulum
and
in th
e us
e of
sys
tem
com
pone
nts;
(2)
an
incr
ease
d us
e of
con
tent
and
gra
phic
s as
mot
ivat
iona
ltoo
ls in
the
stud
ent-
orie
nted
TLU
's, (
3) a
red
uctio
n in
the
tota
l cos
tof
the
gene
ral-p
urpo
se te
xtbo
oks,
film
strip
s, a
udio
-tap
es,
and
othe
rle
arni
ng m
ater
ials
whi
ch a
re r
efer
ence
d fo
r us
ein
PLA
N'
clas
sroo
ms;
and
(4)
ove
r a
fifty
per
cent
red
uctio
n in
the
WLC
pric
efo
r fu
ll P
LAN
* se
rvic
es. A
t the
sec
onda
ry le
vel,
chan
ges
focu
ssed
upon
cre
atin
g m
ore
flexi
bilit
yin
the
use
of te
xtbo
oks
and
othe
rm
ater
ials
cur
rent
ly is
use
with
in a
hig
h sc
hool
, and
gre
ater
eas
ein
impl
emen
ting
PLA
N in
a s
choo
l whe
re o
ne o
r m
ore
depa
rtm
ents
,bu
t not
an
entir
e fa
culty
, are
rea
dy to
indi
vidu
aliz
e.
In a
dditi
on, P
LAN
' TLU
's a
re b
eing
mad
e av
aila
ble
on a
cou
rse
byco
urse
bas
is a
t the
sec
onda
ry le
vel,
and
aP
LAN
' Mat
h S
tart
erS
et a
t lev
els
four
thro
ugh
six
is b
eing
offe
red
to e
lem
enta
rysc
hool
s. T
he in
tent
of t
hese
mat
eria
ls is
to p
rovi
deas
sist
ance
tote
ache
rs w
ho w
ish
to m
ove
tow
ard
indi
vidu
aliz
atio
n, b
utw
ho a
reun
able
to m
ake
the
orga
niza
tiona
l and
pro
cess
cha
nges
requ
ired
to im
plem
ent a
tota
lly in
divi
dual
ized
pro
gram
.P
LAN
is a
lso
now
offe
ring
a pr
esch
ool a
nd K
inde
rgar
ten
prog
ram
built
aro
und
150
lear
ning
obj
ectiv
es to
indi
vidu
aliz
e in
stru
ctio
nfo
r th
ree,
four
, and
five-
year
old
s.
PLA
N' i
s pr
esen
tly o
pera
ting
in g
rade
s on
e th
roug
htw
elve
inm
ore
than
100
sch
ools
with
in tw
enty
thre
e st
ates
,with
som
e 18
,-00
0 st
uden
ts' p
rogr
ams
bein
g m
onito
red
on th
e co
mpu
ter
syst
em.
31
Pro
gram
Eva
luat
ion
How
has
the
prog
ram
bee
n ev
alua
ted?
For
mat
ive
eval
uatio
n ac
tiviti
es c
ondu
cted
by
the
Am
eric
anR
esea
rch
Inst
itute
, dur
ing
the
rese
arch
and
dev
elop
men
t pha
seof
the
prog
ram
, inc
lude
d ev
alua
tion
of P
LAN
' ins
truc
tiona
lm
ater
ials
; eva
luat
ion
of te
stin
g in
stru
men
ts s
uch
as th
e m
odul
ete
sts,
PLA
N' a
chie
vem
ent t
ests
, and
the
deve
lope
d ab
ilitie
ste
sts;
and
eva
luat
ion
of in
stru
ctio
nal o
bjec
tives
. Bot
h ob
ject
ive
data
from
item
ana
lyse
s of
the
mod
ule
test
s, a
nd s
ubje
ctiv
e da
tafr
om te
ache
rs a
nd s
tude
nts
in P
LAN
' cla
ssro
oms
wer
e us
ed a
sa
basi
s fo
r re
visi
ng in
stru
ctio
nal o
bjec
tives
, the
ir as
soci
ated
lear
ning
act
iviti
es, a
nd th
e m
odul
e te
sts
them
selv
es.
Whi
le th
e pr
imar
y us
e of
item
ana
lyse
s da
ta w
as to
impr
ove
the
mod
ule
test
s, lo
w p
erfo
rman
ce o
n se
vera
l ite
ms
wou
ld in
dica
teth
e ne
ed fo
r im
prov
emen
t of t
he o
bjec
tive
or le
arni
ng a
ctiv
ities
.W
hen
an e
xtre
mel
y lo
w m
ean
valu
e w
as d
etec
ted,
the
obje
ctiv
ean
d pr
escr
ibed
lear
ning
act
ivite
s w
ere
care
fully
exa
min
ed to
pinp
oint
the
wea
knes
s in
the
syst
em, a
nd a
ctiv
ities
wou
ld e
ither
be m
odifi
ed, o
r th
e ob
ject
ive
wou
ld b
e as
sign
ed a
diff
eren
t poi
ntin
the
sequ
ence
of m
odul
es. A
lso,
sin
ce m
ore
than
one
TLU
was
avai
labl
e fo
r ea
ch m
odul
e, it
was
pos
sibl
e to
com
pare
the
effe
c-tiv
enes
s of
diff
eren
t lea
rnin
g ac
tiviti
es in
var
ious
TLU
's fo
rac
hiev
ing
the
obje
ctiv
e. S
ubje
ctiv
e ev
alua
tion
data
wer
e al
soco
llect
ed fr
om te
ache
rs a
nd s
tude
nts.
The
des
ign
of s
tudi
es a
nd a
naly
ses
of d
ata
for
sum
mat
ive
eval
uatio
ns w
ere
done
by
the
Eva
luat
ion
and
Res
earc
h st
aff o
fP
roje
ct P
LAN
* un
der
the
dire
ctio
n of
Dr.
Cal
vin
E. W
right
.T
his
eval
uatio
n fo
cuss
ed u
pon
(1)
how
eac
h in
divi
dual
PLA
N'
stud
ent w
as p
rogr
essi
ng to
war
d hi
s go
als,
and
(2)
how
wel
lP
LAN
' stu
dent
s w
ere
perf
orm
ing
on s
tand
ardi
zed
test
s co
m-
pare
d w
ith o
ther
gro
ups
of s
tude
nts
in m
ore
trad
ition
alcl
assr
oom
s. F
or th
e ev
alua
tion
of in
divi
dual
atta
inm
ent o
f goa
lsin
PLA
N',
the
prog
ress
of e
ach
PLA
N' s
tude
nt, m
easu
red
inte
rms
of m
aste
ry o
f a n
umbe
r of
mod
ules
in e
ach
subj
ect a
rea
whi
ch h
e su
cces
sful
ly c
ompl
eted
, was
per
iodi
cally
com
pare
dag
ains
t the
num
ber
of m
odul
es a
ssig
ned
to h
im. P
LAN
' -co
ntro
l gro
up p
re a
nd p
ost-
test
per
form
ance
com
paris
ons
onst
anda
rdiz
ed m
easu
res
wer
e m
ade
for
grad
es o
ne, t
wo,
five
and
six
durin
g 19
68-6
9, C
ompa
rabi
lity
of th
e gr
oups
at t
he ti
me
whe
n pr
e-te
sts
wer
e ad
min
iste
red
was
a m
ajor
pro
blem
,ho
wev
er, a
nd s
tatis
tical
or
othe
r pr
oced
ures
whi
ch o
ften
had
to b
e re
-adj
uste
d fo
r pr
etes
t diff
eren
ces
wer
e no
t app
lied.
Wha
t are
the
stre
ngth
s an
d w
eakn
esse
s of
the
prog
ram
?
The
res
ults
of P
LAN
'-con
trol
gro
up c
ompa
rison
s du
ring
the
rese
arch
and
dev
elop
men
t sta
ge o
f the
pro
gram
are
diff
icul
t to
inte
rpre
t sin
ce th
e P
LAN
and
con
trol
gro
ups
wer
e no
t cor
n-
32
para
ble
on th
e pr
e-te
sts.
Gen
eral
ly, h
owev
er, t
he p
erfo
rman
ceof
PLA
N' s
tude
nts
was
com
para
ble
to th
e co
ntro
l gro
ups
inre
gard
to b
oth
grad
e pl
acem
ent a
nd g
row
th. T
his
was
vie
wed
as
a po
sitiv
e fin
ding
by
the
deve
lope
rs, s
ince
the
usua
l sta
rt-u
ppr
oble
ms
had
alre
ady
occu
rred
; mor
eove
r, m
ater
ials
wer
e of
ten
not a
vaila
ble
for
the
brig
hter
stu
dent
s to
pro
gres
s to
the
curr
icul
um a
t the
nex
t hig
her
leve
l. T
here
was
als
o so
me
tend
ency
for
stud
ents
to d
o be
tter
the
long
er th
ey w
ere
in P
LAN
'.
Usi
ng s
tand
ardi
zed
test
dat
a to
eva
luat
e a
prog
ram
of i
n-di
vidu
aliz
ed in
stru
ctio
n is
a p
robl
em w
hich
has
bee
n id
entif
ied
by th
e de
velo
pers
. In
PLA
N',
stud
ents
do
not p
roce
ed to
new
skill
s un
til th
ey h
ave
achi
eved
mas
tery
of t
he u
nits
on
whi
ch th
eyha
ve b
een
wor
king
. The
y m
ay n
ot, t
here
fore
, com
pare
favo
rabl
yon
sta
r da
rdiz
ed te
sts
with
stu
dent
s in
trad
ition
al c
lass
room
sw
ho m
ay h
ave
been
exp
osed
to, b
ut w
ho h
ave
not n
eces
saril
ym
aste
red,
a g
reat
er n
umbe
r of
ski
lls. A
lso,
with
suc
h a
com
-pr
ehen
sive
man
agem
ent s
yste
m, a
ctua
l ach
ieve
men
t is
depe
n-de
nt u
pon
teac
her
and
stud
ent v
aria
bles
in th
e se
lect
ion
and
im-
plem
enta
tion
of le
arni
ng e
xper
ienc
es. I
t is
thus
diff
icul
t to
dire
ct-
ly r
elat
e pr
ecis
e qu
antit
ativ
e ev
alua
tion
data
to th
e ef
fect
iven
ess
of P
LAN
'
Indi
vidu
al s
choo
l dis
tric
ts u
sing
PLA
N' h
ave
prov
ided
WLC
with
som
e in
form
al e
valu
atio
n da
ta r
egar
ding
. pro
cess
and
pro
duct
outc
omes
, and
muc
h of
thes
e da
ta p
oint
to p
ositi
ve a
ffect
ive
resu
lts in
the
area
s of
stu
dent
atti
tude
s to
war
d le
arni
ng a
nd a
c-tu
al s
choo
l atte
ndan
ce.
The
str
engt
h of
the
prog
ram
is r
efle
cted
in a
pro
cess
whi
chpr
ovid
es u
tmos
t fle
xibi
lity
for
mee
ting
child
ren'
s in
divi
dual
need
s. N
ever
thel
ess,
whi
le th
e de
velo
pers
of P
LAN
' vie
w it
as
aco
st e
ffect
ive
syst
em w
hich
eria
bles
a s
choo
l dis
tric
t to
fully
in-
divi
dual
ize
its p
rogr
am, t
he c
ost t
o in
itiat
e an
d m
aint
ain
the
tota
lP
LAN
' sys
tem
is s
till v
ery
proh
ibiti
ve fo
r m
any
scho
ol d
istr
icts
.
Use
ful I
nfor
mat
ion
Whe
re c
an th
e pr
ogra
m b
e ob
tain
ed?
Info
rmat
ion
conc
erni
ng P
roje
ct P
LAN
can
be
obta
ined
from
:W
estin
ghou
se L
earn
ing
Cor
pora
tion
PLA
N*
Edu
catio
nal S
yste
m10
0 P
ark
Ave
nue
New
Yor
k, N
ew Y
ork
1001
7
Wha
t sch
ool d
istr
icts
in N
ew J
erse
y ar
e fa
mili
ar w
ith P
LAN
*
Atla
ntic
City
, Eas
t Ora
nge,
and
Pkd
gew
ood
Ref
eren
ces
Dun
n, J
ames
A. "
Pro
ject
PLA
N' -
The
Acc
omod
atio
n of
In-
divi
dual
Diff
eren
ces
in th
e D
evel
opm
ent o
f Per
sona
l Pro
gram
sof
Stu
dy."
Pap
er r
ead
at th
e A
mer
ican
Psy
chol
ogic
al A
ssoc
ia-
tion
Con
vent
ion,
Was
hing
ton,
D.D
., S
epte
mbe
r 1,
196
9. (
ED
066
045)
Fla
naga
n, J
ohn
C. "
PLA
N' S
yste
m a
s an
App
licat
ion
ofE
duca
tiona
l Tec
hnol
ogy,
" E
duca
tiona
l Tec
hnol
ogy,
12:
17-2
1,S
epte
mbe
r, 1
972
Am
eric
an In
stitu
te o
f Res
earc
h E
valu
atio
n R
epor
t on
Eva
luat
ion
durin
g th
e R
esea
rch
and
Dev
elop
men
t Sta
ge o
f PLA
N'
Pam
phle
ts p
rinte
d by
Wes
tingh
ouse
Lea
rnin
g C
orpo
ratio
na.
A L
ook
at P
LAN
'b.
PLA
N' A
nsw
ers
and
Que
stio
nsc.
Chr
isto
pher
is G
ettin
g a
Bet
ter
Look
at M
ath
He'
s G
ot a
Pie
ce o
f PLA
N'
d. P
LAN
' Mee
ting
Indi
vidu
al N
eeds
A fi
lmst
rip a
nd ta
pe p
repa
red
by W
estin
ghou
se L
earn
ing
Cor
-po
ratio
n en
titile
d "P
LAN
' Can
Hel
p."
Sum
mar
y
The
Pre
scrip
tive
Mat
hem
atic
s In
vent
ory
(PM
I) is
a C
riter
ion
refe
renc
ed te
st b
ased
upo
n a
com
preh
ensi
ve in
vent
ory
ofle
arni
ng o
bjec
tives
key
ed to
sta
ndar
d te
xtbo
oks
and
form
ulat
edin
beh
avio
ral t
erm
s. R
esul
ts a
re r
epor
ted
in te
rms
of s
peci
fic in
-st
ruct
iona
l obj
ectiv
es fo
und
in th
e ba
sic
mat
hem
atic
scu
rric
ulum
. Stu
dent
per
form
ance
is o
rgan
ized
and
dis
play
ed in
an e
asily
inte
rpre
tabl
e di
agno
stic
mat
rix.
Pre
scrip
tive
Mat
hem
atic
s In
vent
ory
CT
B/M
cGra
w H
illM
onte
rey,
Cal
iforn
ia
Nat
ure
of th
e P
rogr
am
For
who
m is
the
prog
ram
des
igne
d?
PM
I is
desi
gned
for
stud
ents
in g
rade
s 4-
8.
On
wha
t rat
iona
le is
the
prog
ram
des
igne
d?
PM
I is
desi
gned
to p
rovi
de s
tude
nts
and
teac
hers
with
spe
cific
diag
nost
ic a
nd p
resc
riptiv
e in
form
atio
n re
gard
ing
mat
hem
atic
sob
ject
ives
mas
tere
d an
d no
t yet
mas
tere
d.
Wha
t are
the
gene
ral g
oals
and
obj
ectiv
es o
f the
pro
gram
?
PM
I can
be
used
prio
r to
inst
ruct
ion
to p
rovi
de a
sses
smen
t of a
stud
ent b
y m
easu
ring
his
mat
hem
atic
al k
now
ledg
e, a
nddi
agno
sing
his
indi
vidu
al w
eakn
esse
s. P
M: c
an b
e us
ed a
fter
in-
stru
ctio
n to
eva
luat
e st
uden
t pro
gres
s to
war
d th
e m
aste
ry o
f the
obje
ctiv
es in
whi
ch h
e w
as d
efic
ient
. PM
I is
inte
nded
to b
e a
tool
for
indi
vidu
aliz
ing
inst
ruct
ion
for
all s
tude
nts,
and
it c
an a
lso
beus
ed to
dev
elop
rem
edia
l or
enric
hmen
t act
iviti
es.
Org
aniz
atio
n an
d. M
ater
ials
How
is th
e pr
ogra
m o
rgan
ized
?
PM
I is
orga
nize
d ar
ound
the
follo
win
g co
mpo
nent
s:
The
Pra
ctic
e E
xerc
ises
con
tain
ing
sam
ple
prob
lem
s w
hich
giv
eth
e st
uden
t exp
erie
nce
in m
arki
ng a
nsw
er g
rids.
The
Tes
t and
Ans
wer
Boo
klet
s. T
hese
are
pub
lishe
d in
four
leve
ls w
hich
test
obj
ectiv
es u
sual
ly g
eare
d to
gra
des
4-5,
5-6
, 6-
7, a
nd 7
-8.
The
Exa
min
er's
Man
uals
cor
resp
ond
to e
ach
test
and
ans
wer
book
let,
prov
idin
g in
stru
ctio
ns fo
r ad
min
iste
ring
the
PM
I.
The
Tea
cher
's G
uide
pro
vide
s a
desc
riptio
n of
PM
I, lis
ting
the
obje
ctiv
es m
easu
red
at e
ach
leve
l, gi
ving
info
rmat
ion
on h
ow to
use
the
repo
rts,
and
sug
gest
ing
clas
sroo
m a
ctiv
ities
for
achi
ev-
ing
som
e of
the
obje
ctiv
es m
easu
red
by th
e te
st.
The
Gui
de to
Anc
illar
y M
ater
ials
key
s th
e P
MI o
bjec
tives
tosp
ecifi
c le
arni
ng m
ater
ials
, oth
er th
an te
xtbo
oks.
Sug
gest
ions
wou
ld b
e he
lpfu
l to
the
teac
her
in d
evel
opin
g a
mat
hem
atic
sla
bora
tory
.
The
Indi
vidu
al D
iagn
ostic
Mat
rix is
a c
hart
whi
ch d
ispl
ays,
for
each
stu
dent
, the
obj
ectiv
es h
e ha
s m
aste
red
and
thos
e ye
t to
be m
aste
red.
It li
sts
all t
he o
bjec
tives
whi
ch a
re m
easu
red
by th
e
spec
ific
PM
I adm
inis
tere
d. A
plu
s si
gn is
prin
ted
besi
de e
ach
obje
ctiv
e th
e st
uden
t has
mas
tere
d an
d m
inus
sig
n ne
xt to
thos
eob
ject
ive
he h
as n
ot m
aste
red.
The
Cla
ss D
iagn
ostic
Mat
rix is
a c
hart
whi
ch s
umm
ariz
es te
stre
sults
for
the
entir
e cl
ass
by p
rovi
aing
the
perc
enta
ge o
fst
uden
ts w
ho m
aste
red
each
obj
ectiv
e as
sess
ed b
y th
e te
st.
The
Indi
vidu
al S
tudy
Gui
de. T
he g
uide
pre
scrib
es s
peci
ficcl
assr
oom
inst
ruct
ion
for
each
stu
dent
for
thos
e ob
ject
ives
whi
ch h
e ha
s no
t mas
tere
d. U
sed
in c
onju
nctio
n w
ith a
ny o
f the
doze
n te
xtbo
ok s
erie
s to
whi
ch th
e gu
ide
has
been
key
ed, t
hegu
ide
refe
rs to
pag
es in
the
text
whe
re th
ese
unm
aste
red
obje
c-tiv
es c
an b
e fo
und.
The
Cla
ss G
roup
ing
Rep
ort i
s a
char
t whi
ch g
roup
s st
uden
ts in
the
clas
s ac
cord
ing
to c
omm
on d
efic
ienc
ies
in m
athe
mat
ics
skill
s, a
nd p
rovi
des
refe
renc
es to
pag
es in
text
book
s w
hich
teac
h th
ese
skill
s. T
he c
hart
mak
es it
eas
y fo
r th
e te
ache
r to
iden
tify
grou
ps a
t stu
dent
s w
ho r
equi
re s
peci
al in
stru
ctio
n in
part
icul
ar a
reas
, and
thos
e w
ho c
an p
rofit
from
adv
ance
d ac
-tiv
ities
or
enric
hmen
t mat
eria
ls.
The
Mas
ter
Ref
eren
ce G
uide
pro
vide
s al
l the
ref
eren
ces
topa
ges
in a
par
ticul
ar te
xtbo
ok w
hich
teac
h ea
ch o
bjec
tive
to b
eac
hiev
ed o
n an
y si
ngle
leve
l of t
he P
MI.
It al
so in
clud
es a
list
of
all p
ages
on
whi
ch th
e ob
ject
ive
is r
evie
wed
and
mas
tery
of i
t is
test
ed. T
he r
efer
ence
gui
de fa
cilit
ates
pre
para
tion
of p
resc
rip-
tions
for
indi
vidu
al s
tude
nts
who
find
that
the
refe
renc
e pa
ges
liste
d in
the
indi
vidu
al s
tudy
gui
de a
re n
ot a
dequ
ate
for
mas
ter-
ing
the
obje
ctiv
e.
Wha
t spe
cific
obj
ectiv
es a
re in
volv
ed?
The
four
leve
l:: o
f PM
I enc
ompa
ss 3
51 in
stru
ctio
nal o
bjec
tives
intr
aditi
onal
and
con
tem
pora
ry m
athe
mat
ics
whi
ch r
epre
sent
thos
e ob
ject
ives
mos
t gen
eral
ly ta
ught
in s
choo
ls to
day.
The
test
item
s sa
mpl
e va
rious
leve
ls o
f diff
icul
ty in
eac
h of
the
cont
ent
area
s re
pres
ente
d.
How
muc
h st
uden
t tim
e is
dev
oted
to th
e pr
ogra
m?
PM
I com
pone
nts
are
desi
gned
to c
ompl
emen
t sta
ndar
del
emen
tary
mat
hem
atic
s pr
ogra
ms.
Thu
s, ti
me
fact
ors
othe
rth
en th
e 2-
3 ho
ur te
stin
g pe
riod
requ
ired
for
the
crite
rion-
refe
renc
ed te
sts
cann
ot b
e de
term
ined
.
Wha
t mat
eria
ls a
re p
rovi
ded
for
the
stud
ent?
Eac
h st
uden
t has
pra
ctic
e ex
erci
ses
a te
st a
nd a
nsw
er b
ookl
et,
an in
divi
dual
dia
gnos
tic m
atrix
cha
rt, a
nd a
n in
divi
dual
stu
dygu
ide.
33
Wha
t mat
eria
ls a
re p
rovi
ded
for
the
teac
her?
The
teac
her
is p
rovi
ded
with
an
exam
iner
's m
anua
l, a
teac
hers
guid
e, a
gui
de to
anc
illar
y m
ater
ials
, a c
lass
dia
gnos
tic m
atrix
char
t, an
d a
mas
ter
refe
renc
e gu
ide.
How
ope
n is
the
prog
ram
to s
uppl
emen
tary
and
teac
her-
mad
em
ater
ials
?
PM
I can
be
used
to c
ompl
emen
t suc
h m
ater
ials
.
Wha
t stu
dent
ass
essm
ent m
ater
ials
are
pro
vide
d or
sugg
este
d?
Tes
t and
ans
wer
boo
klet
s ar
e pr
ovid
ed. A
lso,
eac
h st
uden
t and
teac
her
is p
rovi
ded
with
an
indi
vidu
al D
iagn
ostic
Mat
rix w
hich
show
s in
vis
ual f
orm
a p
rofil
e of
the
stud
ent's
mas
tery
of
mat
hem
atic
al o
bjec
tives
.
Cla
ssro
om A
ctiv
ities
How
are
the
clas
ses
orga
nize
d?
Cla
ssro
oms
shou
ld b
e or
gani
zed
to fa
cilit
ate
indi
vidu
alpr
ogre
ss, b
ut g
roup
less
ons
may
be
give
n in
are
as in
whi
ch th
em
ajor
ity o
f the
cla
ss is
wea
k.
How
are
mat
eria
ls u
sed?
The
test
s an
d m
atric
es a
re u
sed
to a
sses
s an
d ch
art s
tude
ntpr
ogre
ss to
war
d m
aste
ring
obje
ctiv
es. A
s ob
ject
ives
are
mas
tere
d, p
rogr
ess
is m
arke
d on
the
indi
vidu
al d
iagn
ostic
mat
rices
and
on
the
clas
s di
agno
stic
mat
rix. I
ndiv
idua
l pre
scrip
-tio
ns a
re p
repa
red
by th
e te
ache
r.
The
teac
her
shou
ld u
se th
e gu
ide
to a
ncill
ary
mat
eria
ls to
set
up
a m
athe
mat
ics
inte
rest
cen
ter.
The
inst
ruct
ion
man
ual p
rovi
des
all i
nfor
mat
ion
on a
dmin
iste
ring
test
s an
d ke
epin
g re
cord
s. T
hem
aste
r re
fere
nce
guid
e pe
rmits
the
teac
her
to m
ake
spec
ial
pres
crip
tions
ove
r an
d ab
ove
wha
t the
stu
dent
can
do
for
him
self
with
the
indi
vidu
al s
tudy
gui
de.
Are
teac
her
aide
s us
ed?
The
y ar
e no
t nec
essa
ry.
How
is s
tude
nt p
rogr
ess
asse
ssed
?
Stu
dent
pro
gres
s is
ass
esse
d by
teac
her-
mad
e te
sts
and
mar
k-ed
on
the
indi
vidu
al a
nd c
lass
mat
rices
. Pro
gres
s is
def
ined
as
mas
tery
of a
spe
cific
obj
ectiv
e no
t pre
viou
sly
mas
tere
d. In
terim
eval
uatio
n te
sts
are
avai
labl
e fr
om th
e pu
blis
her
keye
d to
eac
h
34
unit
of s
tudy
.
Impl
emen
tatio
n R
equi
rem
ents
and
Pro
visi
ons
Are
spe
cial
faci
litie
s ne
eded
or
sugg
este
d?
A m
athe
mat
ics
inte
rest
cen
ter
shou
ld b
e av
aila
ble
in th
ecl
assr
oom
, but
no
spec
ial f
acili
ties
are
need
ed.
Is s
peci
al e
quip
men
t nee
ded?
No
spec
ial e
quip
men
t is
need
ed.
Is in
serv
ice
trai
ning
nee
ded
or s
ugge
sted
?
Tea
cher
s sh
ould
be
trai
ned
to m
anag
e an
indi
vidu
aliz
ed,
prog
ress
-orie
nted
mat
hem
atic
s cl
ass
prio
r to
the
inst
itutio
n of
this
pro
gram
, sin
ce th
e pr
ogra
m is
inte
nded
to fa
cilit
ate
in-
divi
dual
dia
gnos
is a
nd p
resc
riptio
n.
Wha
t pro
visi
ons
are
mad
e fo
r sp
ecia
l tra
inin
g of
teac
hers
?
Non
e
Wha
t pro
visi
on is
mad
e fo
r tr
aini
ng o
f tea
cher
aid
es?
No
addi
tiona
l per
sonn
el is
req
uire
d. N
ever
thel
ess,
aux
iliar
y pe
r-so
nnel
can
cer
tain
ly b
e us
ed to
adv
anta
ge.
Wha
t is
the
cost
of i
mpl
emen
ting
the
prog
ram
?
The
pur
chas
e of
the
book
lets
is c
urre
ntly
und
er S
20 p
er c
lass
,pe
r ye
ar. I
f int
erim
eva
luat
ion
test
s ar
e al
so u
sed,
the
cost
beco
mes
app
roxi
mat
ely
$50
per
clas
s, p
er y
ear.
Pro
gram
Dev
elop
men
t and
Sta
tus
How
was
the
prog
ram
dev
elop
ed?
The
aut
hor
anal
yzed
mat
hem
atic
s te
xtbo
oks
whi
ch w
ere
mos
tw
idel
y us
ed in
the
Uni
ted
Sta
tes
in G
rade
s 4
thro
ugh
8. A
list
of
351
obje
ctiv
es w
as o
rgan
ized
into
sm
alle
r gr
oups
to a
ssur
eco
here
nce
amon
g th
e ob
ject
ives
in e
ach
grou
p. T
ests
item
sw
ere
prep
ared
for
each
obj
ectiv
e in
the
cons
truc
tion
of th
ecr
iterio
n-re
fere
nced
test
. The
uni
que
answ
er g
rid w
as d
evis
edto
min
imiz
e th
e fa
ctor
of c
hanc
e.
Wha
t i3
the
stat
us o
f the
pre
sent
pro
gram
?
The
pro
gram
is u
sed
in s
even
sch
ool d
istr
icts
in N
ew Y
ork
Sta
te.
The
y ar
e B
abyl
on, B
ronx
, Nor
thpo
rt, P
ort W
ashi
ngto
n, S
etau
ket,
Uni
on S
prin
gs, a
nd V
esta
l. It
is c
ompl
ete
and
usea
ble.
Pro
gram
Eva
luat
ion
How
has
the
prog
ram
bee
n ev
alua
ted?
The
PM
I rel
iabi
lity
stud
y w
as c
arrie
d ou
t dur
ing
1972
-73
in tw
osc
hool
dis
tric
ts, o
ne in
nor
ther
n an
d th
e ot
her
in s
outh
ern
Cal
iforn
ia. P
hase
I of
this
stu
dy in
volv
ed th
e co
nstr
uctio
n of
am
ulti-
item
crit
erio
n te
st fo
r ea
ch P
MI t
est i
tem
. Eac
h cr
iterio
nte
st r
espo
nse
dist
ribut
ion
was
cla
ssifi
ed in
acc
orda
nce
with
hypo
thet
ical
mul
ti-ite
m te
st r
espo
nse
dist
ribut
ions
and
det
er-
min
atio
ns o
f the
diff
icul
ty r
ange
wer
e m
ade.
The
crit
erio
n te
sts
wer
e th
en s
ubje
cted
to K
uder
-Ric
hard
son
For
mul
a 20
to d
eter
-m
ine
the
relia
bilit
y co
effic
ient
s fo
r in
tern
al c
onsi
sten
cy.
Wha
t are
the
indi
cate
d st
reng
ths
and
wea
knes
ses
of th
epr
ogra
m?
The
Pre
scrip
tive
Mat
hem
atic
s In
vent
ory
is a
crit
erio
n-re
fere
nced
test
con
stru
cted
in a
hie
rarc
hial
pat
tern
, and
con
-si
stin
g of
a s
et o
f spe
cific
obj
ectiv
es w
hich
, in
thei
r en
tiret
y,m
easu
re th
e st
uden
ts m
aste
ry o
f a c
urric
ulum
dom
ain.
Eac
hsp
ecifi
c ob
ject
ive
is m
easu
red
acco
rdin
g to
a s
ingl
e ite
m th
atde
man
ds a
con
stru
cted
res
pons
e. A
pos
itive
res
pons
e in
dica
tes
that
the
stud
ent h
as m
aste
red
the
obje
ctiv
e. A
fals
e po
sitiv
ere
spon
se in
dica
tes
that
the
stud
ent h
as m
aste
red
the
obje
ctiv
e.
A fa
lse
posi
tive
resp
onse
, inv
olvi
ng g
uess
ing,
is v
irtua
lly .
elim
inat
ed th
roug
h th
e co
nstr
ucte
d re
spon
se fo
rmat
. The
chan
ce fa
ctor
for
mos
t ite
ms
is s
mal
l, 1/
100
or le
ss in
mos
tca
ses.
A n
egat
ive
resp
onse
indi
cate
s th
at th
e st
uden
t has
not
mas
tere
d th
e ob
ject
ive.
A fa
lse
nega
tive
resp
onse
is c
ryst
alliz
edby
obs
ervi
ng th
e st
uden
ts b
ehav
ior
in th
e hi
erar
chy
of o
bjec
-tiv
es.
The
sin
gle
item
per
obj
ectiv
e de
sign
offe
rs th
e fr
eedo
m to
test
num
erou
s ob
ject
ives
with
out o
ver-
burd
enin
g th
e st
uden
t.H
ence
eac
h ob
ject
ive
is r
educ
ed to
its
mos
t spe
cific
leve
l and
, in
turn
, brin
gs to
a m
axim
um th
e po
tent
ial t
hat e
ach
item
isca
pabl
e of
acc
urat
ely
mea
surin
g th
e ob
ject
ive.
Thu
s th
e sp
ecifi
-ty
of t
he o
bjec
tive
defin
es th
e va
lidity
of t
he it
em, a
nd th
e va
lidity
of th
e en
tire
test
is r
educ
ed to
that
leve
l.
Of t
he 3
2 cr
iterio
n te
sts
deve
lope
d, 3
4% y
ield
ed r
elia
bilit
ym
easu
rem
ents
of .
90 o
r ab
ove,
40%
yie
lded
.80
to .8
9, 1
6%yi
elde
d .7
0 to
.79,
7%
yie
lded
.60
to .6
9, a
nd 3
%, o
r on
e cr
iterio
nte
st, y
ield
ed .5
9 Ite
m fo
r ite
m p
oint
bis
eria
l cor
rela
tion
coef
-fic
ient
s w
ere
com
pute
d fo
r al
l ite
ms
in e
ach
crite
rion
test
. thu
ses
tabl
ishi
ng a
ran
ge o
f exp
ecte
d si
ngle
item
cor
rela
tions
. Apo
int b
iser
ial c
orre
latio
n co
effic
ient
was
then
det
erm
ined
for
each
PM
I ite
m a
nd it
s co
rres
pond
ing
crite
rion
test
. Fift
y pe
rcen
tof
the
PM
I ite
m c
orre
latio
ns fe
ll w
ithin
the
crite
rion
test
. Fift
y pe
r-ce
nt o
f the
PM
I ite
m c
orre
latio
ns fe
ll w
ithin
the
crite
rion
test
cor
-re
latio
n ra
nge.
The
rem
aini
ng 5
0% fe
ll ju
st b
elow
the
rang
e an
d
was
attr
ibut
ed in
par
t to
the
time
perio
d w
hich
sep
arat
ed th
e ad
-m
inis
trat
ion
of th
e te
sts.
Pha
se II
of t
he P
MI r
elia
bilit
y st
udy
took
adv
anta
ge o
f the
hier
arch
ial s
truc
ture
of t
he te
st. A
ste
pwis
e m
ultip
le r
egre
ssio
npr
oced
ure
usin
g in
terd
epen
dent
PM
I ite
m s
ubsc
ores
as
pred
ic-
tor
varia
bles
to th
e cr
iterio
n te
st s
core
s w
as e
mpl
oyed
. The
step
wis
e pr
oced
ure
was
term
inat
ed w
hen
the
next
pre
dict
or :o
be a
dded
wou
ld in
crem
ent t
he m
ultip
le c
orre
latio
n co
effic
ient
by
less
than
.003
. In
ever
y ca
se, e
xcep
t one
, the
mul
tiple
cor
rela
tion
coef
ficie
nt is
sub
stan
tially
hig
her
than
the
poin
t bis
eria
l cor
rela
-tio
n co
effic
ient
for
its c
orre
spon
ding
PM
I ite
m, w
ith 1
.2%
yie
ldin
gco
rrel
atio
n co
effic
ient
s of
.80
to .8
9, 4
1% y
eild
ing
.70
to .7
9, 2
8%yi
eldi
ng .6
0 to
.69,
and
16%
yie
ldin
g .5
0 to
.59.
The
rem
aini
ng3%
rep
rese
nts
the
sing
le lo
w c
orre
latio
n w
hose
val
ue w
as .2
6. In
sum
mar
y, th
ese
stat
istic
s sh
ow th
at th
e P
MI s
ingl
e ite
m s
eem
sto
giv
e a
good
indi
catio
n of
mas
tery
or
non-
mas
tery
of i
tsob
ject
ive.
Use
ful I
nfor
mat
ion
Whe
re c
an th
e pr
ogra
m b
e ob
tain
ed?
CT
B/M
cGra
w H
illD
el M
onte
Res
earc
h P
ark
Mon
tere
y. C
alifo
rnia
939
40
Wha
t sch
ool d
istr
icts
in N
ew J
erse
y ar
e fa
mili
ar w
ith th
epr
ogra
m?
Non
e w
ere
iden
tifie
d.
Ref
eren
ces
Ges
sel,
John
. Pre
scrip
tive
Mat
hem
atic
s In
vent
ory,
Tea
cher
'sG
uide
and
Exa
min
er's
Man
ual.
Mon
tere
y, C
alifo
rnia
.C
TB
/McG
raw
-Hill
.R
onda
bush
, G.E
., G
reen
, D.R
. Asp
ects
of a
Met
hodo
logy
for
Cre
atin
g C
riter
ion-
Ref
eren
ced
Tes
ts. A
pap
er p
rese
nted
at t
heN
atio
nal C
ounc
il fo
r M
easu
rem
ent i
n E
duca
tion
mee
ting
inC
hica
go, A
pril
1972
.
35
Sum
mar
y
The
Sys
tem
s A
ppro
ach
to In
divi
dual
ized
Inst
ruct
ion
deve
lope
dby
the
Man
zani
ta E
lem
enta
ry S
choo
l, G
rant
s P
ass,
Ore
gon,
focu
sses
upo
n th
e pr
ovis
ion
of a
num
ber
of a
ltern
ativ
e le
arni
ngex
perie
nces
whi
ch w
ill e
nabl
e ea
ch s
tude
nt to
pro
gres
s at
his
own
spee
d an
d ac
cord
ing
to h
is o
wn
lear
ning
sty
le. T
hepr
ogra
m fu
nctio
ns w
ell u
nder
diff
eren
tiate
d st
affin
g, o
r, a
t lea
st,
in a
phy
sica
l env
ir,.-
,nm
ent w
hich
per
mits
flex
ibili
ty o
f ins
truc
tion.
Sys
tem
atic
inst
ruct
iona
l pro
cedu
res
char
acte
rized
by
spec
ifica
-tio
n of
lear
ning
out
com
es in
beh
avio
ral t
erm
s, p
re-t
estin
g, a
ndva
ried
activ
ities
ref
lect
ive
of e
ach
stud
ent's
uni
que
lear
ning
sty
leco
nstit
ute
the
prog
ram
. Mat
eria
ls in
clud
e m
aste
ry u
nits
on
ahi
erar
chy
of s
kills
, ins
truc
tiona
l obj
ectiv
es fo
r ea
ch s
kill,
pre
and
post
-tes
ts fo
r ea
ch o
bjec
tive,
and
que
stio
ning
str
ateg
ies
for
the
deve
lopm
ent o
f hig
her
leve
l thi
nkin
g sk
ills.
Pro
gram
Man
age-
men
t Uni
ts (
lear
ning
pac
kage
s) a
re a
maj
or fe
atur
e of
the
Sys
tem
s A
ppro
ach.
The
se c
onta
in th
ree
and
usua
lly m
ore
alte
r-na
te r
oute
s of
inst
ruct
ion
whi
ch m
ight
incl
ude:
list
enin
g to
tape
s,vi
ewin
g fil
mst
rips,
wor
king
with
pee
rs, m
eetin
g in
nee
d gr
oups
,or
wor
king
with
tuto
rs.
36
A S
yste
ms
App
roac
hT
o In
divi
dual
ized
Inst
ruct
ion
Gra
nts
Pas
s, O
rego
n
Nat
ure
of th
e P
rogr
am
For
who
m is
the
prog
ram
des
igne
d?
The
pro
gram
is d
esig
ned
to b
e im
plem
ente
d w
ith te
ache
rs a
ndst
uden
ts in
gra
de le
vels
one
thro
ugh
six.
On
wha
t rat
iona
le is
the
prog
ram
des
igne
d?
The
pro
gram
is d
esig
ned
to m
eet t
he in
divi
dual
nee
ds o
fst
uden
ts b
y pr
ovid
ing
alte
rnat
e ro
utes
of i
nstr
uctio
n w
hich
allo
wth
em to
pro
gres
s co
ntin
uous
ly to
war
d go
als
whi
ch h
ave
been
esta
blis
hed
thro
ugh
diag
nost
ic a
sses
smen
t pra
ctic
es. A
par
alle
lem
phas
is in
the
prog
ram
is a
diff
eren
tiate
d st
affin
g pa
ttern
,w
here
in te
ache
rs a
re h
eld
acco
unta
ble
for
the
achi
evem
ent o
fsp
ecifi
ed p
erfo
rman
ce o
bjec
tives
.
Wha
t are
the
gene
ral g
oals
and
obj
ectiv
es o
f the
pro
gram
?
A p
rimar
y fo
cus
of th
e pr
ogra
m is
to r
ever
se th
e "d
ownw
ard
tren
d" o
f stu
dent
per
form
ance
in th
e ba
sic
skill
are
as o
f rea
ding
,m
athe
mat
ics,
and
writ
ten
com
mun
icat
ion.
Oth
er g
ener
al o
bjec
-tiv
es in
clud
e: 1
. to
utili
ze s
yste
mat
ic in
stru
ctio
nal p
roce
dure
sw
hich
ref
lect
pre
vent
ive
stra
tegi
es in
the
basi
c sk
ills
area
s; 2
. to
prov
ide
for
the
vert
ical
art
icul
atio
n of
a p
rogr
am th
roug
h un
-gr
aded
act
iviti
es b
ased
upo
n a
diag
nosi
s of
eac
h ch
ild's
nee
ds,
inte
rest
s, a
nd le
arni
ng s
tyle
s; 3
. to
utili
ze d
evel
opm
enta
l ski
llsan
d re
adin
ess
activ
ities
for
all s
tude
nts,
and
to p
rovi
de fo
r co
n-tin
uous
pro
gres
s at
the
poin
t of e
ntry
into
the
prog
ram
; 4. t
out
ilize
a d
iffer
entia
ted
staf
fing
patte
rn th
at p
rovi
des
for
acco
un-
tabi
lity
and
flexi
ble
grou
ping
pro
cedu
res.
Org
aniz
atio
n an
d M
ater
ials
How
is th
e pr
ogra
m o
rgan
ized
?
The
pro
gram
is o
rgan
ized
aro
und
a hi
erar
chic
al li
st o
f ski
lls fo
rea
ch c
once
pt a
rea,
with
an
inst
ruct
iona
l obj
ectiv
e fo
r ea
ch s
kill.
Pre
and
pos
t-te
sts
have
bee
n de
sign
ed fo
r ea
ch o
f the
inst
ruc-
tiona
l obj
ectiv
es. P
rogr
am M
anag
emen
t Uni
ts (
lear
ning
pack
ages
) su
ppor
t eac
h se
t of o
bjec
tives
, and
pro
vide
lear
ning
activ
ities
and
alte
rnat
e ro
utes
of i
nstr
uctio
n.
Wha
t spe
cific
obj
ectiv
es a
re in
volv
ed?
The
spe
cific
obj
ectiv
es o
f thi
s pr
ogra
m in
volv
e m
aste
ry o
fhi
erar
chic
al s
kills
with
in c
once
pt a
reas
thro
ugh
a co
ntin
uous
prog
ress
pro
cess
cha
ract
eriz
ed b
y di
agno
sis,
the
pres
crip
tion
of a
ctiv
ities
mat
ched
to a
par
ticul
ar s
tude
nt's
nee
ds a
nd le
arni
ngst
yle,
and
pos
t-te
stin
g.
How
muc
h st
uden
t tim
e is
dev
oted
to th
e pr
ogra
m?
The
am
ount
of t
ime
a st
uden
t dev
otes
to th
e pr
ogra
m v
arie
ssi
nce
it re
flect
s hi
s un
ique
nee
ds, i
ndiv
idua
l sty
le o
f lea
rnin
g,an
d ra
te o
f pro
gres
s to
war
d sp
ecifi
ed o
bjec
tives
.
Wha
t mat
eria
ls a
re p
rovi
ded
for
the
stud
ent?
Pro
gram
Man
agem
ent U
nits
are
ava
ilabl
e fo
r ea
ch s
tude
nt.
Eac
h P
MU
is a
sel
f-co
ntai
ned
unit
of in
stru
ctio
n, c
onsi
stin
g of
at
leas
t thr
ee a
ssoc
iate
d le
arni
ng a
ctiv
ities
. Mat
eria
ls ty
pica
lly c
on-
sist
of f
ilmst
rips,
aud
io ta
pes,
con
sum
able
pap
er it
ems,
and
gam
es.
Wha
t mat
eria
ls a
re p
rovi
ded
for
the
teac
her?
The
teac
her
is p
rovi
ded
with
a h
iera
rchi
cal l
ist o
f ski
lls fo
r th
eva
rious
con
cept
are
as, i
nstr
uctio
nal o
bjec
tives
for
each
ski
ll in
the
hier
arch
y, a
nd p
re a
nd p
ost-
test
s de
sign
ed fo
r ea
ch in
stru
c-tio
nal o
bjec
tive.
How
ope
n is
the
prog
ram
to s
uppl
emen
tary
and
teac
her-
mad
em
ater
ials
?
As
the
prog
ram
is fo
unde
d up
on th
e ut
iliza
tion
of a
wid
e ra
nge
ofin
stru
ctio
nal t
echn
ique
s an
d re
sour
ces,
it is
ver
y op
en to
the
in-
trod
uctio
n of
sup
plem
enta
ry a
nd te
ache
r-m
ade
mat
eria
ls.
Wha
t stu
dent
ass
essm
ent m
ater
ials
are
pro
vide
dor
sug
gest
ed?
Pre
and
pos
t-te
sts
have
bee
n de
sign
ed fo
r ea
ch in
stru
ctio
nal
obje
ctiv
e. A
lso,
a M
aste
r S
kills
Dia
gnos
tic T
est f
or e
ach
of th
eco
ncep
t are
as h
as b
een
deriv
ed fr
om p
re a
nd p
ost-
test
item
s.
Cla
ssro
om A
ctiv
ities
How
are
cla
sses
org
aniz
ed?
Cla
sses
are
org
aniz
ed in
to in
stru
ctio
nal u
nits
und
er a
diff
eren
-tia
ted
staf
f tea
m o
f fou
r m
embe
rs. T
he u
nit i
s fle
xibl
y st
ruct
ured
,w
ith s
tude
nts
wor
king
on
a va
riety
of i
ndiv
idua
lly-p
resc
ribed
ac-
tiviti
es.
How
are
the
mat
eria
ls u
sed?
Con
cept
are
a pr
e-te
st r
esul
ts a
re u
tiliz
ed to
pla
ce s
tude
nts
into
appr
opria
te s
kill
leve
ls. P
re-t
est s
core
s ar
e th
us u
sed
to d
eter
-m
ine
the
entr
y po
int i
nto
the
hier
arch
ical
ly a
rran
ged
PM
U's
.W
ithin
eac
h de
sign
ated
PM
U, a
spe
cific
set
of t
asks
is a
; sig
ned
to a
stu
dent
. Ins
truc
tiona
l pro
cedu
res
for
any
sing
le P
MU
mig
htin
clud
e ha
ving
a s
tude
nt w
ork
with
pee
rs, m
eet i
n a
need
gro
up,
wor
k w
ith a
tuto
r, o
r w
ork
inde
pend
ently
with
med
ia m
ater
ials
.U
pon
com
plet
ioh
of a
PM
U, t
he s
tude
nt ta
kes
a po
st-t
est w
hich
he m
ust p
ass
with
90%
mas
tery
bef
ore
mov
ing
on to
the
next
desi
gnat
ed P
MU
. The
stu
dent
take
s a
seco
nd p
ost-
test
five
wee
ksla
ter,
and
pas
sing
of t
his
test
con
stitu
tes
mas
tery
of a
ski
ll ac
-co
rdin
g to
Pro
ject
crit
eria
. Whe
n a
stud
ent f
ails
a p
ost-
test
, he
is r
ecyc
led
thro
ugh
a di
ffere
nt s
et o
f tas
ks in
a P
MU
.
Are
teac
her
aide
s us
ed?
Yes
. The
diff
eren
tiate
d st
aff t
eam
for
each
uni
t con
sist
s of
an
in-
stru
ctio
nal l
eade
r, a
sta
ff te
ache
r, a
n in
stru
ctio
nal a
ide,
and
age
nera
l aid
e. T
he in
stru
ctio
nal a
ide
is r
espo
nsib
le fo
r w
orki
ngw
ith s
tude
nts,
and
als
o do
es r
outin
e su
perv
isor
y ac
tiviti
es. T
hege
nera
l aid
e w
orks
with
the
child
ren,
but
is a
lso
resp
onsi
ble
for
muc
h of
the
cler
ical
wor
k.
How
is th
e st
uden
t pro
gres
s as
sess
ed?
Mon
itorin
g of
stu
dent
pro
gres
s is
acc
ompl
ishe
d th
roug
h th
eta
bula
tion
of p
re a
nd p
ost-
test
res
ults
. The
sec
ond
post
-tes
tsar
e ut
ilize
d to
det
erm
ine
skill
ret
entio
n.
Impl
emen
tatio
n R
equi
rem
ents
and
Pro
visi
ons
Are
spe
cial
faci
litie
s ne
eded
or
sugg
este
d?
Alth
ough
the
prog
ram
was
dev
elop
ed in
an
"ope
n en
viro
nmen
t"si
tuat
ion
unde
r a
diffe
rent
iate
d st
affin
g pa
ttern
arr
ange
men
t, it
is n
ot a
req
uire
men
t for
the
impl
emen
tatio
n of
the
prog
ram
.
Is s
peci
al e
quip
men
t nee
ded?
A la
rge
num
ber
of ta
pe r
ecor
ders
and
film
strip
pro
ject
ors
are
need
ed to
pro
vide
var
ied
lear
ning
exp
erie
nces
.
Is in
-ser
vice
trai
ning
nee
ded
or s
ugge
sted
?
Mov
emen
t int
o a
diffe
rent
iate
d st
affin
g pa
ttern
wou
ld r
equi
retr
aini
ng fo
r th
e in
stru
ctio
nal l
eade
r an
d st
aff t
each
er o
n th
ete
am. I
nser
vice
trai
ning
, rel
ated
to th
e ut
iliza
tion
of v
arie
d in
-st
ruct
iona
l pro
cedu
res
and
a w
ealth
of m
ulti-
med
ia r
esou
rces
.w
ould
be
mos
t hel
pful
to th
e su
cces
sful
impl
emen
tatio
n of
this
prog
ram
.
Wha
t pro
visi
ons
are
mad
e fo
r th
e sp
ecia
l tra
inin
g of
teac
hers
?
The
pro
ject
sta
ff ha
s de
velo
ped
an in
serv
ice
trai
ning
pro
cedu
re.
Thi
s is
rel
ated
to th
e im
plem
enta
tion
of th
e in
divi
dual
ized
prog
ram
, with
in a
diff
eren
tiate
d st
affin
g ar
rang
emen
t.
Wha
t pro
visi
on is
mad
e fo
r th
e tr
aini
ng o
f tea
cher
aid
es?
No
spec
ial t
rain
ing
proc
edur
es h
ave
been
del
inea
ted.
Wha
t is
the
cost
of i
mpl
emen
ting
the
prog
ram
?
The
per
pup
il in
stal
latio
n co
st is
$20
.85.
No
addi
tiona
l cos
t is
in-
volv
ed in
the
mai
nten
ance
of t
he p
rogr
am.
Pro
gram
Dev
elop
men
t and
Sta
tus
How
was
the
prog
ram
dev
elop
ed?
A S
yste
ms
App
roac
h to
Indi
vidu
aliz
ed In
stru
ctio
n w
asde
velo
ped
at th
e M
anza
nita
Ele
men
tary
Sch
ool,
Gra
nts
Pas
s,O
rego
n th
roug
h fu
nds
prov
ided
by
the
Jose
phin
e C
ount
yS
choo
l Dis
tric
t, an
d E
SE
A, T
itle
Ill. T
he p
roje
ct in
volv
ed in
serv
ice
trai
ning
for
the
inst
ruct
iona
l lea
ders
and
sta
ff te
ache
rsof
the
diffe
rent
iate
d st
aff t
eam
s in
are
as r
elat
ed to
cur
ricul
umde
sign
, sys
tem
atic
inst
ruct
iona
l tec
hniq
ues,
and
mat
eria
ls d
e-ve
lopm
ent.
Con
curr
ent w
ith th
eir
trai
ning
, the
sta
ff m
embe
rsde
velo
ped
a hi
erar
chic
al li
st o
f ski
lls fo
r co
ncep
t are
as, w
rote
in-
stru
ctio
nal o
bjec
tives
for
each
ski
ll an
d de
sign
ed p
re a
nd p
ost-
test
s fo
r ea
ch o
f the
inst
ruct
iona
l obj
ectiv
es. P
MU
's s
uppo
rtiv
eof
eac
h se
t of o
bjec
tives
wer
e th
en a
ssem
bled
.
As
each
PM
U w
as d
evel
oped
, a s
erie
s of
four
eva
luat
ive
cycl
esw
as e
stab
lishe
d. T
he P
MU
was
initi
ally
rev
iew
ed b
y a
Pro
ject
cons
ulta
nt. A
tria
l cyc
le w
as th
en im
plem
ente
d w
here
in in
stru
c-tio
nal l
eade
rs d
ocum
ente
d th
e us
e of
the
PM
U a
nd id
entif
ied
defe
cts
or n
eeds
for
mod
ifica
tion
befo
re it
was
use
d w
idel
y. T
heth
ird c
ycle
con
sist
ed o
f a c
ompl
ete
reco
rd o
f usa
ge fo
r ea
chP
MU
, and
the
perf
orm
ance
of e
very
chi
ld w
ho u
sed
a gi
ven
PM
Uw
as d
ocum
ente
d. T
his
info
rmat
ion
prov
ided
a b
asis
for
a re
view
of P
MU
per
form
ance
by
grad
e le
vel.
The
fina
l cyc
le c
onsi
sted
of
a va
lidat
ion
step
in w
hich
per
form
ance
on
a st
anda
rdiz
ed te
stw
as c
ompa
red
with
PM
U p
erfo
rman
ce.
The
eva
luat
ive
cycl
e w
hich
invo
lved
the
colle
ctio
n of
stu
dent
perf
orm
ance
dat
a on
eac
h P
MU
rev
eale
d th
at th
e ov
erw
helm
ing
maj
ority
of P
MU
's m
et th
e 90
/90
mas
tery
crit
erio
n le
vel e
s-ta
blis
hed
by th
e pr
ojec
t sta
ff. H
owev
er, t
he m
aste
ry le
vel f
or th
em
ath
PM
U's
dec
reas
ed in
the
third
and
fifth
gra
des
whe
re th
epe
rcen
tage
of P
MU
's m
eetin
g th
e 90
/90
crite
rion
leve
l was
foun
d to
be
betw
een
seve
nty
and
eigh
ty p
erce
nt.
Dat
a re
gard
ing
end
of y
ear
atta
inm
ent l
evel
s of
stu
dent
s in
grad
es 1
- 6
on
the
PM
U's
in m
athe
mat
ics
indi
cate
d a
gene
ral
prog
ress
ion
of s
kill
atta
inm
ent o
ver
the
grad
e le
vels
, and
an
in-
crea
se in
the
rang
es o
f ski
ll le
vel w
ith s
ucce
ssiv
e gr
ade
leve
ls.
Fro
m th
is in
form
atio
n it
can
be in
ferr
ed th
at, t
o th
e ex
tent
that
the
vario
us g
rade
gro
ups
exhi
bite
d su
cces
sive
ly g
reat
er a
t-
tain
men
ts. t
he d
evel
oper
s of
the
proj
ect m
ater
ials
hav
esu
ccee
ding
in o
rder
ing
the
mat
hem
atic
s sk
ills
hier
arch
ical
ly.
Tab
le 1
sho
ws
the
corr
elat
ion
betw
een
PM
U s
kill
leve
l and
stu
-de
nt p
erfo
rman
ce o
n th
e C
alifo
rnia
Ach
ieve
men
t Tes
t. T
he e
n-tir
e co
llect
ion
of P
MU
's w
ere
trea
ted
as a
larg
e te
st. a
nd th
eP
MU
sco
re w
as d
eriv
ed fr
om th
e hi
ghes
t PM
U a
ttain
ed b
y a
stu-
dent
. Whi
le th
e co
rrel
atio
ns b
etw
een
the
varia
bles
sho
w s
ome
varia
tion
acro
ss g
rade
leve
ls, t
here
is n
o co
rrel
atio
n be
low
.55,
and
the
rang
e ex
tend
s to
.83.
In te
stin
g th
e st
atis
tical
sign
ifica
nce
of th
ese
corr
elat
ions
, all
wer
e fo
und
to b
esi
gnifi
cant
ly g
reat
er th
an 0
at t
he .0
1 le
vel.
Tab
le I
Cor
rela
tions
Bet
wee
n S
tude
nt A
ttain
men
t on
PM
U's
and
Per
form
ance
on
a S
tand
ardi
zed
Tes
t
Gra
der
158
.72
273
.72
363
.83
480
.60
577
.74
669
.61
Wha
t is
the
stat
us o
f the
pre
sent
pro
gram
?
At t
he p
rese
nt ti
me,
the
prog
ram
is fu
lly o
pera
tiona
l at t
heM
azan
ita E
lem
enta
ry S
choo
l. In
mat
hem
atic
s, 2
30 s
eque
ntia
lsk
ills
have
bee
n id
entif
ied
with
acc
ompa
nyin
g in
stru
ctio
nal o
b-je
ctiv
es, a
nd P
MU
's h
ave
been
dev
elop
ed a
cros
s al
l gra
dele
vels
.
Pro
gram
Eva
luat
ion
How
has
the
prog
ram
bee
n ev
alua
ted?
Pro
ject
eva
luat
ion
was
acc
ompl
ishe
d by
mea
ns o
f a c
ontr
actu
alar
rang
emen
t with
the
Aud
it an
d E
valu
atio
n S
ectio
n of
the
Nor
thw
est R
egio
nal E
duca
tiona
l Lab
orat
ory.
The
eva
luat
ion
plan
was
join
tly d
evel
oped
by
the
proj
ect s
taff
and
mem
bers
of
the
NW
RE
L ev
alua
tion
team
. Pro
ject
sta
ff m
embe
rs w
ere
resp
onsi
ble
for
the
impl
emen
tatio
n of
the
data
col
lect
ion
and
data
red
uctio
n pr
oced
ures
. The
dat
a an
alys
is a
nd r
epor
ting
func
tions
wer
e ca
rrie
d ou
t by
the
eval
uatio
n te
am m
embe
rs.
The
effe
cts
of th
e pr
ogra
m o
n th
e pa
rtic
ipat
ing
stud
ents
wer
em
easu
red
in tw
o w
ays.
Alte
rnat
e fo
rms
of a
sta
ndar
dize
d te
stw
ere
adm
inis
tere
d to
all
stud
ents
on
a pr
e an
d po
st-t
est b
asis
.D
iffer
ence
s be
twee
n pr
e an
d po
st-t
est p
erfo
rman
ce w
ere
com
-pu
ted
and
test
ed fo
r si
gnifi
canc
e. In
add
ition
, gra
de le
vel m
ean
test
sco
res
from
the
year
s im
med
iate
ly p
rece
ding
the
proj
ect 37
Tab
le 2
Arit
hmet
ic M
ean
Tes
t Sco
res
(Gra
de L
evel
Equ
ival
ent)
on C
alifo
rnia
Ach
ieve
men
t Tes
t, M
anza
nita
Sch
ool,
Fal
l of 1
968,
196
9 an
d 19
71, 1
972.
Gra
deF
all 0
1968
Fai
t 019
69F
all 0
I F
all 0
1971
,19
72F
all .
.%
1972
Fal
l19
72
2N
=57
Mn
=2.
20N
=20
2.14
N=
662.
01N
=71
2.32
N/A
NU
A
3N
=36
3.83
N=
583.
44N
=47
3.23
N=
793.
63N
=49
3.75
N=
233.
35
4N
=75
N=
64N
=70
N=
68N
=44
N=
204.
654.
804.
004.
594.
534.
54
5N
=59
N=
69N
=66
N=
83N
=59
N=
205.
435.
074.
895.
285.
245.
30
6N
=75
N=
796.
326.
06N
=68
5.84
N=
756.
01N
=53
6.07
N=
155.
81
0Ent
ire C
lass
,Con
tinui
ng P
roje
ct S
tude
nts
(Stu
dent
s en
rolle
dO
ctob
er, 1
971
thro
ugh
Oct
ober
. 197
2)S
tude
nts
ente
ring
Pro
ject
dur
ing
Fal
l 197
2 {s
tude
nts
havi
ngno
prio
r co
ntac
t with
Pro
ject
)*R
esul
ts R
epor
ted
in T
erm
s of
Gro
up M
eans
from
Tab
le 3
Gai
ns in
Pro
ject
Stu
dent
s A
chie
vem
ent o
nC
alifo
rnia
Ach
ieve
men
t Tes
t in
Gra
de E
quiv
alen
t Lev
els-
Man
zani
ta E
lem
enta
ry S
choo
l, 19
71, 1
972
Gra
deLe
vel
Mea
nD
iffer
ence
(pos
t-pr
e)N
t
21.
2166
15.3
43
.95
4716
.30
41.
0670
15.6
85
.66
6611
.14
6.9
668
19.5
7
'P .0
1
Tes
t dat
es: O
ctob
er, 1
971,
May
, 197
2
38
wer
e us
ed a
s a
base
line
agai
nst w
hich
pro
ject
acc
ompl
ishm
ents
and
mea
sure
d.
Wha
t wer
e th
e in
dica
ted
stre
ngth
s an
d w
eakn
esse
s of
the
prog
ram
?
Tab
le 2
rep
rese
nts
com
para
tive
data
of F
all b
asel
ine
grou
p pe
r-fo
rman
ce a
nd p
roje
ct s
tude
nts'
Fal
l 197
2 m
ean
perf
orm
ance
on
the
Cal
iforn
ia A
chie
vem
ent t
est.
The
sco
res
indi
cate
a g
ener
alre
vers
al o
f dec
linin
g pe
rfor
man
ce tr
ends
whi
ch w
ere
appa
rent
in th
e ba
selin
e da
ta.
Ano
ther
com
paris
on in
volv
es s
tude
nt p
erfo
rman
ce o
n pr
e an
dpo
st-t
ests
dur
ing
the
proj
ect y
ear.
Tab
le 3
indi
cate
s th
e ga
ins
mad
e by
the
proj
ect s
tude
nts
durin
g a
seve
n m
onth
per
iod
oftim
e be
twee
n F
all,
1971
and
Spr
ing,
197
2.
Whi
le th
e av
erag
e am
ount
of g
ain
in m
aste
ry d
iffer
ed fr
omgr
oup
to g
roup
, a s
tatis
tical
ly s
igni
fican
t gai
n oc
curr
ed a
t eac
hgr
ade
leve
l. T
he lo
wes
t lev
els
of g
ain,
whi
le s
till s
tatis
tical
lysi
gnifi
cant
, occ
urre
d at
the
fifth
gra
de le
vel.
Pro
ject
sta
ffm
embe
rs th
eref
ore
felt
that
this
find
ing,
cou
pled
with
res
ults
of
PM
U p
erfo
rman
ce d
ata,
indi
cate
d a
need
for
stre
ngth
enin
g th
epr
ogra
m a
t the
fifth
gra
de le
vel.
Use
ful I
nfor
mat
ion
Whe
re c
an th
e pr
ogra
m b
e ob
tain
ed?
Info
rmat
ion
abou
t the
pro
gram
can
be
obta
ined
from
:Jo
seph
ine
Cou
nty
Sch
ool D
istr
ict
Man
zani
ta E
lem
enta
ry S
choo
l"A
Sys
tem
s A
ppro
ach
to In
divi
dual
ized
Inst
ruct
ion"
310
San
Fra
ncis
co S
tree
tG
rant
s P
ass,
Ore
gon
9752
6
Wha
t sys
tem
s in
New
Jer
sey
are
fam
iliar
with
the
prog
ram
?
The
re is
no
indi
catio
n th
at a
ny s
choo
l dis
tric
t in
New
Jer
sey
isut
ilizi
ng th
e pr
ogra
m.
Ref
eren
ces
Man
zani
ta P
roje
ct F
inal
Eva
luat
ion
Rep
ort
Mar
k G
reen
e an
d Ju
dy R
ece,
Sup
plem
enta
ry E
valu
atio
n R
epor
t:A
udit
and
Eva
luat
ion
Sec
tion
Nor
thw
est R
egio
nal E
duca
tiona
lLa
bora
tory
.
Sum
mar
y
The
U -
Sai
l Mat
h P
roje
ct, U
tah
Sys
tem
App
roac
h to
In-
divi
dual
ized
Lea
rnin
g, h
as b
een
an e
ight
-dis
tric
t con
sort
ium
ef-
fort
in U
tah
to e
stab
lish
a K
-12
indi
vidu
aliz
ed le
arni
ng s
yste
m.
Pre
sent
ly, t
he fo
cus
has
been
on
deve
lopm
ent a
t the
K-6
leve
ls.
The
sys
tem
con
sist
s of
teac
her-
man
aged
, sel
f ins
truc
tion
curr
icul
um p
rodu
cts
for
indi
vidu
aliz
ing
inst
ruct
ion
in a
diag
nost
ic p
resc
riptiv
e fr
amew
ork,
an
inst
ruct
iona
l man
age-
men
t inf
orm
atio
n sy
stem
, and
in-s
ervi
ce a
dmin
istr
ator
and
sta
ffde
velo
pmen
t pro
gram
s.
Uta
h S
yste
m A
ppro
ach
To
Indi
vidu
aliz
ed L
earn
ing
Sal
t Lak
e C
ity, U
tah
Nat
ure
of th
e P
rogr
am
For
who
m is
the
prog
ram
des
igne
d?
Inst
ruct
iona
l and
sta
ff de
velo
pmen
t mat
eria
ls h
ave
been
des
ign-
ed to
aid
in th
e es
tabl
ishm
ent o
f ind
ivid
ualiz
ed in
stru
ctio
n fo
rch
ildre
n at
the
K-6
leve
ls.
On
wha
t rat
iona
le is
the
prog
ram
des
igne
d?
The
pro
ject
beg
an o
n th
e pr
emis
e th
at, w
ithin
the
fram
ewor
k of
the
regu
lar
clas
sroo
m, i
t is
poss
ible
to in
divi
dual
ize
inst
ruct
ion.
The
mot
ivat
ion
behi
nd th
e pr
ogra
m is
an
effo
rt to
cre
ate
are
ason
ably
low
-cos
t pro
gram
of i
ndiv
idua
lizat
ion
whi
ch c
ould
be
impl
emen
ted
in v
aryi
ng k
inds
of s
choo
l bui
ldin
gs a
nd w
ithdi
ffere
nt s
taffi
ng p
atte
rns.
Wha
t are
the
gene
ral g
oals
and
obj
ectiv
es o
f the
pro
gram
?
The
bas
ic g
oal o
f the
U-S
ail M
ath
Pro
gram
is to
cre
ate
ahu
man
itaria
n fo
rm o
f edu
catio
n, ta
ilore
d to
the
need
s of
chi
ldre
nin
an
indi
vidu
aliz
ed e
nviro
nmen
t. T
he p
rogr
am a
lso
aim
s to
refle
ct th
e ra
nge
of in
divi
dual
diff
eren
ces
amon
g pr
ofes
sion
alst
aff m
embe
rs. O
ther
obj
ectiv
es in
volv
e th
e im
plem
enta
tion
ofdi
agno
stic
-pre
scrip
tive
proc
edur
es a
nd c
lass
room
man
age-
men
t tec
hniq
ues,
the
reso
urce
ful u
se o
f hum
an a
nd m
ater
ial
reso
urce
s, a
nd th
e w
ise
acqu
isiti
on o
f add
ition
al p
rogr
amsu
ppor
ts.
Org
aniz
atio
n an
d M
ater
ials
How
is th
e pr
ogra
m o
rgan
ized
?
The
ess
ence
of t
he U
-Sai
l mat
h pr
ogra
m e
volv
es fr
om th
eph
iloso
phy
of c
once
pt m
aste
ry. T
he p
rogr
am c
onsi
sts
of s
even
-te
en b
road
con
cept
are
as w
hich
hav
e be
en s
ubdi
vide
d in
toei
ght-
six
spec
ific
conc
epts
. The
se a
re a
rran
ged
in a
sco
pe a
ndse
quen
ce w
hich
bui
lds
from
the
sim
ple
to th
e m
ore
com
plex
aspe
cts
of th
e co
ncep
t are
a. T
he e
ight
y-si
x sp
ecifi
c co
ncep
tsha
ve b
een
tran
sfor
med
into
134
lear
ning
pac
s (le
xes)
for
teac
hers
and
stu
dent
s w
ith p
re a
nd p
ost-
test
s av
aila
ble
for
each
conc
ept.
Wha
t spe
cific
obj
ectiv
es a
re in
volv
ed?
The
spe
cific
obj
ectiv
es o
f the
pro
gram
invo
lve
teac
hing
for
con-
cept
mas
tery
thro
ugh
indi
vidu
al a
sses
smen
t and
lear
ning
task
sap
prop
riate
to e
ach
child
's n
eeds
. The
sys
tem
atic
app
roac
hse
eks
to e
nabl
e te
ache
rs to
man
age
the
tota
l gro
up w
hile
effe
c-tiv
ely
teac
hing
indi
vidu
al C
hild
ren
with
in th
e gr
oup.
How
muc
h st
uden
t tim
e is
dev
oted
to th
e pr
ogra
m?
A s
tude
nt in
volv
ed in
U-S
AIL
has
sev
eral
alte
rnat
ives
for
usin
ghi
s tim
e an
d en
ergy
dur
ing
the
scho
ol d
ay. H
e m
ight
be
invo
lved
in la
rge-
grou
p in
stru
ctio
n, s
mal
l-gro
up in
stru
ctio
n, o
ne-t
o-on
ein
stru
ctio
n w
ith a
n ad
ult,
one-
to-o
ne in
stru
ctio
n w
ith a
stu
dent
,or
indi
vidu
al w
ork
with
wor
kshe
ets,
boo
ks, g
ames
or
audi
o-vi
sual
mat
eria
ls. T
he o
rgan
izat
ion
emph
asiz
es s
truc
ture
of t
ime
and
spac
e w
ithin
an
envi
ronm
ent i
n w
hich
the
stud
ent i
s gi
ven
guid
elin
es a
nd b
ound
arie
s fo
r pl
anni
ng a
nd c
arry
ing
out h
is o
wn
deci
sion
s.
Wha
t mat
eria
ls a
re p
rovi
ded
for
the
stud
ent?
Lear
ner
pacs
writ
ten
for
stud
ent u
se c
onsi
st o
f lex
es d
esig
ned
togu
ide
the
lear
ner
as h
e w
orks
tow
ard
conc
ept m
aste
ry. T
he le
xfo
rmat
var
ies,
but
has
the
follo
win
g el
emen
ts: a
list
of m
ater
ials
,st
ep b
y st
ep in
stru
ctio
ns, a
nd n
eces
sary
wor
kshe
ets.
Exa
mpl
esof
lear
ner
lexe
s ar
e th
e fo
llow
ing:
a. m
anip
ulat
ive
lexe
s de
sign
ed to
gui
de th
e le
arne
r to
war
d co
n-ce
pt m
aste
ry b
y us
ing
conc
rete
obj
ects
b. s
ymbo
lic le
xes
desi
gned
to p
rovi
de p
ract
ice
or d
rill i
n us
ing
the
conc
ept
c. In
tere
st-c
ente
red
lexe
s w
hich
cap
italiz
e on
inte
rest
cen
ters
whi
ch m
ay b
e le
arni
ng s
tatio
ns o
r gu
ided
dis
cove
ry c
ente
rs
Wha
t mat
eria
ls a
re p
rovi
ded
for
the
teac
her?
Tea
cher
pac
s pa
ralle
l eac
h of
the
lear
ner
pacs
. The
y de
tail
the
conc
ept t
o be
lear
ned
and
the
lear
ner
obje
ctiv
e, id
entif
y th
eco
mpe
tenc
y ne
eded
, spe
cify
the
inst
ruct
iona
l and
man
ager
ial
proc
edur
es, a
nd p
resc
ribe
page
s fr
om s
tand
ard
text
book
s. P
rean
d po
st a
sses
smen
t tes
ts a
re a
lso
incl
uded
. The
teac
her
lexe
sar
e si
mila
r to
sug
gest
ed a
ctiv
ities
foun
d in
man
y te
xtbo
oks,
and
prov
ide
for
voca
bula
ry, g
ener
al c
once
pt r
evie
w, s
truc
ture
dpr
actic
e us
ing
new
idea
s, a
nd r
einf
orce
men
t act
iviti
es. T
hepr
ogra
m a
lso
prov
ides
the
teac
her
with
sev
eral
ass
essm
ent
pacs
des
igne
d fo
r re
view
of c
once
pts
taug
ht a
t a lo
wer
leve
l.
How
ope
n is
the
prog
ram
to s
uppl
emen
tary
and
teac
her-
mad
em
ater
ials
?
Alth
ough
the
prog
ram
util
izes
com
mer
cial
and
teac
her-
mad
em
ater
ials
, it a
lso
enco
urag
es a
teac
her
to c
reat
e m
ater
ials
or
ac-
tiviti
es th
at w
ill e
nric
h or
ext
end
his
stud
ents
' stu
dy o
f a p
ar-
ticul
ar m
athe
mat
ical
con
cept
.
Wha
t stu
dent
ass
essm
ent m
ater
ials
are
pro
vide
dor
sug
gest
ed?
Pre
and
pos
t-te
sts
are
prov
ided
with
eac
h te
achi
ng p
ac to
asse
ss s
tude
nt m
aste
ry o
f con
cept
s. A
sses
smen
t tes
ts a
re a
lso 39
avai
labl
e to
mea
sure
ret
entio
n of
con
cept
s ta
ught
at a
low
er le
vel.
Cla
ssro
om A
ctiv
ities
How
are
cla
sses
org
aniz
ed?
The
pro
gram
is n
ot d
epen
dent
upo
n a
spec
ific
kind
of o
rgan
iza-
tion
and
will
func
tion
equa
lly w
ell i
n op
en s
pace
bui
ldin
gs o
r in
self-
cont
aine
d cl
assr
oom
s. H
owev
er, a
ll el
emen
ts o
f the
en-
viro
nmen
t mus
t be
flexi
ble,
and
tim
e, s
pace
, and
mat
eria
ls a
reor
gani
zed
to p
rovi
de fo
r op
timal
util
izat
ion.
The
phy
sica
lar
rang
emen
t mus
t allo
w s
tude
nts
to w
ork
in la
rge
grou
ps, s
mal
lgr
oups
, or
inde
pend
ently
, and
to b
e fr
ee to
mov
e ar
ound
the
room
. Cen
tral
cat
alog
ing
of m
ater
ials
allo
ws
teac
hers
to s
hare
all c
urric
ulum
pro
duct
s. A
sim
ple
retr
ieva
l sys
tem
mus
t be
in-
stal
led
in o
rder
to q
uick
ly lo
cate
res
ourc
es. W
ithin
eac
hcl
assr
oom
, stu
dent
mat
eria
ls s
houl
d be
org
aniz
ed in
to e
asy
acce
ss a
reas
.
How
are
the
mat
eria
ls u
sed?
The
teac
her
adm
inis
ters
pre
-tes
ts to
ass
ess
a st
uden
t's le
vel o
fco
ncep
t und
erst
andi
ng. B
ased
upo
n th
ese
resu
lts, a
pro
gram
of
stud
y is
pre
scrib
ed, u
tiliz
ing
the
teac
her
and
lear
ner
pats
whi
char
e co
ded
for
each
con
cept
. At t
his
poin
t a s
tude
nt m
ay b
ere
cycl
ed fo
r re
view
, or
mov
ed o
n to
a n
ew c
once
pt c
ycle
.
Are
teac
her
aide
s us
ed?
Tea
cher
aid
es m
ay b
e us
ed, b
ut a
re n
ot n
eces
sary
.
How
is s
tude
nt p
rogr
ess
asse
ssed
?
Stu
dent
pro
gres
s is
ass
esse
d th
roug
h pr
e an
d po
st-t
ests
whi
char
e pr
ovid
ed w
ith e
ach
teac
hing
pac
. Ret
entio
n of
con
cept
sta
ught
at a
low
er le
vel i
s m
easu
red
thro
ugh
perio
dic
asse
ssm
ent
test
s.
Impl
emen
tatio
n R
equi
rem
ents
and
Pro
visi
ons
Are
spe
cial
faci
litie
s ne
eded
?
Spe
cial
faci
litie
s ar
e no
t nee
ded.
Is s
peci
al e
quip
men
t nee
ded?
Spe
cial
equ
ipm
ent i
s no
t nee
ded.
Is in
serv
ice
trai
ning
nee
ded
or s
ugge
sted
?
Inst
alla
tion
proc
edur
es w
hich
invo
lve
teac
hers
and
ad-
min
istr
ator
s in
pre
-sch
ool a
nd in
-ser
vice
sem
inar
s ar
e ne
eded
.
40
The
U-S
AIL
pro
gram
req
uire
s sk
ill in
cla
ssro
om m
anag
emen
tan
d m
etho
ds fo
r in
divi
dual
izin
g th
e cl
assr
oom
env
ironm
ent.
Wha
t pro
visi
ons
are
mad
e fo
r th
e sp
ecia
l tra
inin
g of
teac
hers
?
The
sys
tem
con
sist
s of
an
indi
vidu
aliz
ed s
taff
deve
lopm
ent
prog
ram
whi
ch p
rovi
des
for
phas
ing
into
the
prog
ram
on
a st
ep-
by-s
tep
basi
s. T
he h
eart
of t
he in
-ser
vice
mat
hem
atic
s pr
ogra
mce
nter
s ar
ound
the
proc
ess
of d
iagn
osin
g in
divi
dual
lear
ner
reed
s an
d pr
escr
ibin
g ap
prop
riate
lear
ning
exp
erie
nces
.
Wha
t pro
visi
on is
mad
e fo
r tr
aini
ng te
ache
r ai
des?
No
prov
isio
n is
mad
e.
Wha
t is
the
cost
of i
mpl
emen
ting
the
prog
ram
?
The
cos
t of i
mpl
emen
tatio
n va
ries
in te
rms
of w
hat i
s al
read
yav
aila
ble
in a
sch
ool.
The
pro
ject
sta
ff ha
s id
entif
ied
an a
p-pr
oxim
ate
of $
6.00
per
pup
il fo
r' th
e ba
sic
K-6
pro
gram
. Thi
sdo
es n
ot in
clud
e ca
pita
l out
lay
item
s w
hich
sch
ools
may
or
may
not c
hoos
e to
pur
chas
e. T
he d
evel
oper
s fo
rese
e an
incr
ease
dco
st in
the
prog
ram
for
1974
, due
to p
rice
incr
ease
s fo
r pa
per.
Pro
gram
Dev
elop
men
t
How
was
the
prog
ram
dev
elop
ed?
Sup
port
ed b
y E
SE
A, T
itle
III, t
he U
-SA
IL p
roje
ct d
evel
oped
as
an e
ight
sch
ool d
istr
ict c
onso
rtiu
m e
ffort
in th
e st
ate
of U
tah
tocr
eate
a K
-12
indi
vidu
aliz
ed le
arni
ng s
yste
m. T
he d
istr
icts
whi
chre
pres
ente
d ap
prox
imat
ely
seve
nty
perc
ent o
f the
chi
ldre
n in
the
stat
e w
ere
Dav
is, G
rani
te, I
ron,
Jor
dan,
Mur
ray,
Pro
vo, S
alt
Lake
, and
Too
ele
Sch
ool D
istr
icts
. Dur
ing
Mar
ch o
f 197
3, a
U.S
.O
ffice
of E
duca
tion
spec
ial a
udit
iden
tifie
d U
-SA
IL a
s a
valid
ated
proj
ect o
f exe
mpl
ary
natu
re.
Wha
t is
the
stat
us o
f the
pre
sent
pro
gram
?
The
mat
hem
atic
s pr
ogra
m is
ope
ratio
nal i
n 24
ele
men
tary
scho
ols
in 1
1 di
stric
ts in
the
Sta
te o
f Uta
h, a
nd in
12
elem
enta
rysc
hool
s in
8 d
istr
icts
in A
rizon
a. T
he c
onso
rtiu
m o
f dis
tric
ts a
repr
esen
tly p
lann
ing
cont
inue
d de
velo
pmen
t and
ref
inem
ent a
tth
e K
-6 le
vels
and
dev
elop
men
t on
a K
-12
basi
s.
Pro
gram
Eva
luat
ion
How
has
the
prog
ram
bee
n ev
alua
ted?
Dur
ing
1973
, the
U-S
AIL
pro
ject
sta
ff m
onito
red
stud
ent p
erfo
r-m
ance
in s
ixte
en U
tah
elem
enta
ry s
choo
ls, e
ight
exp
erim
enta
l
and
eigh
t con
trol
. Ran
dom
sam
ples
of s
tude
nts
wer
e dr
awn
atea
ch g
rade
leve
l in
part
icip
atin
g sc
hool
s re
sulti
ng in
a to
tal e
x-pe
rimen
tal N
of 5
26 a
nd a
con
trol
N o
f 556
. Mea
sure
men
tte
chni
ques
incl
uded
the
use
of th
e S
tanf
ord
Ach
ieve
men
t Tes
tad
min
iste
red
to g
rade
s 1-
6, a
s w
ell a
s in
dice
s of
affe
ctiv
e ou
t-co
mes
in a
pro
ject
con
stru
cted
mea
sure
, the
Stu
dent
Atti
tude
and
Act
ivity
sur
vey
(SA
AS
).
Wha
t wer
e th
e in
dica
ted
stre
ngth
s an
d w
eakn
esse
s of
the
prog
ram
?
Ana
lysi
s of
the
achi
evem
ent t
est r
esul
ted
show
ed th
at th
e U
-S
AIL
exp
erim
enta
l stu
dent
s co
ntin
ued
to p
erfo
rm a
s w
ell a
s or
bette
r th
an th
e co
ntro
ls a
t mos
t gra
de le
vels
on
the
Sta
nfor
dA
chie
vem
ent T
ests
. Whe
n th
e ac
hiev
emen
t res
ults
wer
e an
alyz
-ed
in te
rms
of th
e ex
perim
enta
l stu
dent
s de
mon
stra
ted
high
erm
ean
grad
e sc
ores
on
seve
n ou
t of t
en S
tanf
ord
scal
es a
t gra
de4.
eig
ht o
ut o
f nin
e sc
ales
at g
rade
5. a
nd s
even
out
of n
ine
scal
es a
t gra
de 6
.
SA
AS
res
ults
rev
eale
d co
nsis
tent
diff
eren
ces
favo
ring
ex-
perim
enta
l stu
dent
s on
sca
les
mea
surin
g af
fect
ive
outc
omes
and
vario
us a
spec
ts o
f pro
gram
impl
emen
tatio
n. T
he s
urve
yre
sults
sug
gest
ed th
at U
-SA
IL s
tude
nts
felt
bette
r ab
out
them
selv
es, w
ere
mor
e in
depe
nden
t and
res
pons
ible
, and
en-
joye
d sc
hool
and
mat
h m
ore
than
the
cont
rol s
tude
nts.
Use
ful I
nfor
mat
ion
Whe
re c
an th
e pr
ogra
m b
e ob
tain
ed?
Indi
vidu
als
inte
rest
ed in
obt
aini
ng fu
rthe
r in
form
atio
n ab
out t
his
prog
ram
sho
uld
cont
act:
Car
ma
M. H
ales
c/o
Uta
h S
yste
m A
ppro
ach
to In
divi
dual
ized
Lea
rnin
g14
21 S
outh
220
0 E
ast
Sal
t Lak
e C
ity, U
tah
8410
8T
elep
hone
: (80
1) 4
87-1
344
Wha
t sch
ool d
istr
icts
in N
ew J
erse
y ar
e fa
mili
ar w
ith th
epr
ogra
m?
Non
e ha
ve b
een
iden
tifie
d.
Ref
eren
ces
Des
crip
tive
info
rmat
ion
prov
ided
by
the
proj
ect s
taff.