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

xing

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

xing

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

xing

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

xing

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.