Northwest Regional Educational - ERICupdated indexes are provided, listing all 99 programs in both...

'ED 229 844

TITLE

INSTITUTION

SPONS AGENCYPUB DATECONTRACTNOTE

PUB TYPE

EDRS PRICEDESCRIPTORS

..,DOCUME*7 RESUME

EA 015 622

A Directory 'of Goal Based Approaches to Education.1982 Update.Northwest Regional Educational Lab., Portland,Oreg.National Inst. of Education (ED), Washington, DC.Jul 82400-80-0105-CBE-P375p.; Developed by the Goal Based Education Program.These are revisions and supplements, and should beused in conjunction with ED 217 546.Reference Materials - Directories/Catalogs (132)

.

R#ports - Descriptive (141)

MF01/PC03 Plus Postage.Accountability; Adult Education; CommunityInvolvement; *Competency Based Education; CriterionReferenced Tests; Educational Administration;Educational Objpctives; Elementary SecondaryEducation; Evaluation Methods; IntellectualDisciplines; Mastery Learning; Performance; *ProgramDescriptions; Programs; State Programs; TeachingMethods -

IDENTIFIERS *Goal Based Education

ABSTRACTIn fhis update, 49 more goal-based programs are'added

to the 50 programs described in the directory's initial 1981-edition.The programs are-goal-based in that they make use of such concepts a6minimum competemcy testing, mastery learning, and continuous progresscurricula, among others: As in the initial edition, each programreceives a one-page entry giving a'program descr. tion, a summary, ofits "situation" or setting, the program highlights, he-name of acontact person, and the type of.assistance available t persons,interested in the program. The update adas programs in 4 of the 5educatidnal levels distinguished by the initial edition: elementaryprograms (11 new listings), high shool programs (13 new listings),

.

K-12 programs (20 new listings), and adult.education programs (5 newlistings). Severr,updated indexes are provided, listing all 99programs in both editions numerically, alphabetically, by State pfloc'atioliri. by the scope of the area served (ttatewide, distriCtwide,school, classroom, or course), by the sizetif the population saxved,by 12 curricular subject areas, and by type of program highlights in5 areas (goals or competencies, instruction, assessment, manageffient,and community involvement). An eighth.index lists contact personsalphabetically. (RW)

***********************************************************************Reproductions suftlied by EDAS are the best that can be made

from.the original document.***************************'********************************************

4'

JIP

-4-

Regional EduCational Laboratory

DIRECTORY

of Goal Based Approaches to Education

1982 Update

US. DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE-OF EDUCATION

EDUCATIONAL RESOURCES INFORMATIONCENTER IERIC)

1).(This document has_ibeen reproduced asrecerSed from the person or organizationoriginating itMinor changes have been made to improvereproductoon quality

Points of view or opinions staled in this document do not necessarily represent official NIEposition or policy

-Ts

Goal Baied Education Program

4'

4

, .. . . . .... ,

The Directory of Goal Based Approaches to-Edu6ation was developed by.

the Goal Based Educatica Program of the Ndrthwest Regional EducationalLaboratory, a private nbnprofit corporation. ''ihe Directory was developedunder grant 400-80-0105 CBE p#3 with the Nationa.J. Institute of Education,U.S. Department of Education. Any opinions expressed in this publicationdo not necessarily refledt the'position of the National Institute ofEducation, and no official ,endorsement by the Instituteshould beinferred.

. .

GBE ':PrOgram Director:

NIB Project Monitor:

July 1982r

Dr. Robeit,E. BlumDr. Richard Otte

c'

I

r

4

1.

\

/

I. )

INDEX I Programs ,}1.isted Numerically

1

ENTRY'NUMBER '.PROGRAM TITLE

1.01,1.021.03

1.04

1.05

Community 8chool District #19Alhambra School District #68Center for Social Organization of SchoolsWestside Community School District #66Dansville Central School District

1.06 Knox County School's -

1.07 Project CONQUEST1.08 Monroe County Community School Corporation1.09 -Chicago Public Schools

1.10 Union Springs.Ceneral School1.11 Springfield Local Schools1.12 Red Bank Ehiblic Schools

1.13 Missoula School District #11.14 Boston Publiq Schools1.15 Los,Angelqs City Unified School District1.16 Skokie District,#681.17 Billie Martinez Elementary. School1.18 Arizona State Department of Education1.19 Denver Public Schools/ALPAS2.01 Project WRITE2.02 .Steuben Middle School

2.03 Dent Middle School- 3.01 HoOd River Valley Hi4h School3.02 Great Oaks Joint Vocational School District3.03 Lugoff-Elgin High School3.04 916 Area-Vo-Tech Institute3.05 Glynn County School System3.06 Utah State Office of Eduction3.07 Westside High School3;08 New Orleans Public Schools3'.09 New Mexico State Department of Education3.10 Whitney Community Learning Center3.11 Portland (Connecticut). Public Schools

3.12' Maryland State Departgent of Education3.13 Mesa Public Sdhools..3.14 .Bishop Carroll High School3.15 Hillsboro Union High School District 3JT3.16 Georgia State Department of Education.3.17 Chalmette High School

3.18 Mgaldport High School3.19 Los Angeles Unified School District3.20 Mariner High School4.01 Aawaii District Schools

' 4.02 Hicksville Public SchoolsII.

Revised 7/82

,f

INDEX I, continued

ENTRYNUMBER PROGRAM TITLE

4.03

4.944.05

4.064.074.08

PROJECT BASICIndiana State.University/Evaluation Assistance CenterCapital School DistrictVermont State Department of EducationQuincy Public SchoolsDelawalp State Department of Public Instruction

4.09 Gary tSmmunity SchoOls4.10 Metropolitan School District Of Martinsville .

4.11 NeWport News Public Schools4.12 South Carolina Department of Education .

4.13 , Massachusetts State Department of Education4

4.14 Plymouth-Canton Community School District4.15 Distric't of Columbia Public Schools4.16 Lockland City Schools4.17 School District of-Philadelphia4.18 Arkansas State DePartment of Education4.19 Columbus Public Schools4.20 Adams County School District #T24.21' Nortliwest Allen County School Corporation4.22 South Bend School Corporation4.23 'Washington School District4:24 Glenwood City Middle/Senior High School4.25 Lakewood Public,Schools4:26 Missiisippi State Department' oftducation4.27 Hopkins Public SchoolsN4.28 Birmingham Public Schools4.29 MOdesto City Schools4.30 Chandler Unified School District #804.31 Institute for,Applied Human Resources4.32 Roseville Area Schools bistrict #6234.33 - Lorain City Schools4.34 Upper Arlington City Schools4.35 Oregon State Department of Education4.36 Louisiana State.Depertment of Education4.37 Loyola Center for Educational Improvement4.38 Denver Public Schoods4.39 Maine School Union #444.40 Newport-Mesa Uniaed School District4.41 Kentucky State Department of Education4.42 Tigard School District 23J4.43 Johnson City Central School District4.44 New York State Education Department 17- A

4.45 Fort Worth Independent School District4.46 Polk School District

Revised 7/82

INDEX I, continueci

ENTRY

NUMBER PROGRAM TITLE

4.47 Millard Public Schools4.48 Duval County-Public Schools5.01 University of Rhode Island/Adult Educatidn M.A. Program5.02 University of Texas at Austin/Adult Performance Level Project6.03 Washington'State/Office of Supt. of Public Instruction5.04 Clearinghouse on Adult Education/U.S: Department of Education.5.05 Francis Marion College5.06 Exemplary Center for Reading Instruction (ECRI)5.07 Pedamorphosis, Inc.5.08 PROPED Project5.09 Virgin Islands Department of Education5.10 PLATO Cokrections Project

Revised 7/82

1.

INDEX II Programs Listed Alphabetically

ENTRXNUMBER PROGRAM TITLE

3:04 916.Area Vo-Tech Institute4.20 Adams County School District4121.02 Alhambra School District *681.18 Arizona State Department of Education4.18 Arkansas State Department of Education4.28 Birmingham Public Schools1.17 Billie Martinez ElementarY,School3.14 Bishop Carroll High School1.14 Boston Public SchoolS4.05 Capital School District1.03 Center for Social Organization of Schools3.17 Chalmette High School4.30 Chandleg Unified School District, #801.09 Chicago Public Schools5.04, .Clearinghouse on Adult Education/U.S. Department of Education4.19 Columbus Public Schools1.01 Community School District #191.05 Dansville Central School District4.08 Delaware State Department of Public Instruction2.03 Dent Middle-School4.38 Denver Public Schools1.19 Denver Public Schools/ALPAS4.15 District of Columbia Public Schools4.48 Duval County Public Schools546 Exemplary Center for Reading Instruction (ECRI).4.45 Fort Worth Independent School District5.05 Francis Marion College

,4.09 Gary Community Schools3.16. Georgia State Department of Education4.24 Glenwood City Middle/Senior'High School3.05, Glynn County School System3.02 Great Oaks Joint Vocational School District4.01' Hawaii Disirict Schools4.02 Hicksville Public Schools3.15 Hillsboro Union High Sch00. District 3JT3.01 . Hope River Galley High SChoor4..27 Hopkina Public Schools4:04 Indiaria State Urliversity/Evaluation Assistance Center4:31 Institute for Applied Human Resources

, 4.43 Johnson City Central School Distria .

4.41 Kentucky State Department of Education1.06 Knox Gounty Schools ,

4.2t Lakewood PublAc Schools4.16 Locklahd City'Schools4.33 Lorain City Schools

Revised 7/82

INDEX II, continued

-

. ENTRYNUMBER

' PROGRAM TITLE 4,

1.15 Los Angeles City Unified School District3.19 Los Angeles Unified School District

44.36 Louisiana State Department of Education

0.4.37 Loyola Center for Educational Improvement e,

3.03 Lugoff-Elgin High School4.39 Maine School Union #44

c3.20 Mariner High School

1,3.12 Maryland State Department of Education .A.4.13 Massachusetts State Department of Edudation-3.13 Mesa Public Schools .

4

4.10 Metropolitan School District of MartrAsville4.47 Millard Public Schools ,

4.26 Mississippi.State Department of Education1.13 Missoula School District #1 '

1.29 Modesto City Schools1.08 Monroe County Community School Corporation3.09 New Mexico State Department of Education "3.08 New Orleans.Public Schools4.11 Newport News Public Schools , -4.40 Newport-Mesa Unified School District4.44 __New York State Education Department4.21 Northwest Allen County School Corporation.4.35 Oregon State Department of Education5.07 Pedamorphosis, Inc.5.10 PLATO Corrections Rroject .

St

4.14 Plymouth-Canton Corinunity School District4.46 Polk School District3,11 Portland (Connecticut) Public Schools ,..

4.03 PROUECT BASIC1.07 Project CONQUEST2.01

5.08Project WRITE

r.PROPED Project .

4.07 Qudney Public Sckols1.12 Red Bank Public Schools4.32 Roseville.Aiée Schools District.#623

' 4.17 School DI-Arict of Philadelphia1.16 SkOkie District #684.22 South Bend Sdhool Corporation4.12 South Carolina Department of Education1.11 Springfield Local Schools2.02 Steuben Middle School4

i42 Tigard School District 23J -

1.10 Union Springs Central School541 University of Rhode IslandiAdult Education M.A. Program'5.02 UniiVersity of Texas/Adult Performance,Level Project

_

Revised 7/82.'

INDEX II, continued

ENTRYNUMBER PROGRAM TITLE

4.34 Upper Arlington City Schools3.06 Utah Stattb OffiCe of Eduction4.06 Vermont State Department of,Education5.09* 4Virgin Islands Department of Education3..18 Waldport High School4.23 Washington School District5.03 Washington State/Office of Supt. of Public Instrution1.04 eWestside Community School District #663.07 Westside High School3.10 Whitney Community Learning, Center

k"--

Revised 7/82

o

INDEX III Programs Listeit by State of Location

APT?iT.E. ENTRY NUMBERS.

ALABAMA 4.28

ARIZONA " 1.02, 1.18, 3.13, 4.,18, 4.30

?iLIFORNIA 1.15, 3.16, 3.19, 4.29, 4.40

t.COLORADO 1.17,4.1.19, 4.20, 4.38

'CONNECTICUT 3.11.

DELAWARE' 4.05, 4.08

DISTRICT OF COLUMBIA 4.15, 5.04

FLORIDA t

.

4.48,

,

GEORGIA 3.05, 3.16,.4*.46 ,

..

HAWAII 4.01

ILLINOIS 1.07, r.09, 1:16, 5.10

INDIANA . 1.08, 4.04, 4.09, 410r 4421,44.22

KENTUCKY

LOUISIANA 3.08, 3.17/ 4.36, 4.37 .

MAINE 4.39

MARYLAND 1.03, 3.12, 4.03

MASSACHUSEA 1.14, 4.07, 4.13

MICHIGAN 4.14

MINNESOTA 3.04, 4.27, 4.32

MISSISSIPPI 4.26

MONTANA 1.13

NEBRASKA 1.64, 3.07, 4.47

. Revised 7/82

/-

INDEX III, continued

STATE ENTRY NUMBERS

NEW JERSEY '1.14,

NEW MEXICO 3.09

NEW YORK 1.01,

OHIO 1.06,

OREGON u, 3.01,

PERNSYLVANIA 4.17,

RHODE ISLAND 5.01

SOUTH CAROLINA -N 2.03,

TEXAS 4.45,

UTAH 3.06,

VERMONT 4.06

VIRGINIA 4.11

VIRGIN ISLANDS

WASHINGTON

WISdI/ONSIN

OUTSIDE THE U.S.

CANADA

5.09

2.01,

2.02,

4.31

1.05, 1.10, 4.0.2, 4%43, 4.44, 5.08

1.11, 3.02, 4.16, 4.19, 4.25, 4.33, 4.34

3.15, 3.18, 4.35, 4.42

4.23

3;03, 4.12, 5.05

5.02, 5.07

5.06

3t20, 5.03

,4,24

,

-- S*4-

4

Revised 7/82

'11=1"

1 2

114DE'X It' Programs Listed bY Scope of Area Served,P I

.;

1.18

3.063093.123.16

I 4.014.03

4:06

4.08

4.124.13--

4.26

4.31t.354.36

4.414..445;03

5.055.09

.

i

i

.

.

1.01

1.Q2

1.04

1.05

1.07

1.08--

1.09

1.101.11

1.12

1.131.14

1.15

1.16'3.02

1.043,073.13

3.15'

9.19

3.20

4.024.044.05

4.074.094.10

4.114..14

4.154.164.184.19

4.204.22

14.23

4.24

4.25

.

_,

.

4.27

4./9

4.30*4.31

4.344:394.40

4.424.434.45

4.464.47

4.485.10

.

.

I.

1.1.9

3053.083.114.174.284.32

4.385.08*

.

.s

* ,

.

. .,

.

.

,

2.03

..013.14

3.174.31

.

.

,

.

.

.

.

.

.

,

,

.

.

.

41

2.02

3.033.10

3.18

.

:

,

1.06

*

,

..

.

.

,

.

.

:

.

. 1.031*17

2.014.214.28 ,

4.38

1

*

,

.-

.

Revised 7/82

1' 3

INDEX V Programs Listed by Size of Population Servedr

FEWER THAN, 200

.

,

201-500 501-1000 1,001-5060

.

MORE THAN5,000

/ 1, .

.

311 1.05 1.03 1.04 1.01 4.343.18, 1.06 1.10 1.07 f.o2 4.355.01 2.01. 1.12 1.11 1.08 4.36

4.21 ' 117. 1.16 1.09 '4.38

2.02 2.03 1.13 4.40Th, -3.01 3.02 1.14 4.41' )

3.03 : 3.04 1.15 4.423.10 3.05 1.18 4.44

, . 4.16 3.07 1.19 4.45. 4.24 3.14 3.06 4..46

. 5.10,

3.17 3 08 4/471.

.

V40.20 3.09 4.48, 1.4.18 3.12 5.09

,4.234.39

3.133.15

. .,

4.43 3.16 .

3.19.

1. 4.02

r .., 4.03

4.04

4.05.

. 4.06

.4.07. . 4.08

4.09 '

4.10

-..i.4.11

4.13. 4.14

4.15/ 4.17

. 4.194.20

,

.

4.22.

4.254.-i6

4.27 . .

4.284.29

--.. 4.304.314.32

0 . 44.334

Revised 7/82

14

es

INDEX VI .Programs Listed by Subject Atea

e.o 4 ,

. irr0 I.&0 4,

e..s

00

.

1.12 ', 1.08 3.10 1.08 none

,

non'e

.

1.01 /5.053.01 3.14 . 3.14 3.09 1.04 5.063.02 4.03 4.34 3.14

.

1.08 5.683.05 4.34 5.08 4.34 -- 1.11 5.093.11 , 4.36 5.10 4.36 s' 1.133.15 4.42 1.143.17 5.02 1.15 :3.20

. 1.184.01 .

. 1.194.04 2.014.05 . 2.034.07 ,-, 3.034.08 3.064.14 3:074.15 3.08,4.17 ' 3.104.18

.

. 3.124.20 3.134.23 3.144.24

i'

, 3.164.26 3.194.29 , . 4.024.35 4.034.38

4.43

. 4.054.06

,

4.44 4.094.47 .4.10

.

4.11..

4.124.2.3 .

4.164.22

,

4.25

4.274.304.31

. 4.34. 4.36

--1, 4.40

4.414.42

.. 4.46 .

4

4.48\

Revised 7/82 15

a

INDEX VI, continued

1.02 4.32 1.08 1.01 1.05 1.05 1.081.03 4.33 3.13 1.02 1.08 1.08 1.181.04 4.34 3.14 1.04 1.13 2.03 3:03

. 1.65 4.36 4.03 1.05 2.03 3.09 , 3.041.Q6

1.084.394.40

4.22

4..34

1.07.

1.0a3.10

,

3,133.10

3.133.093.12

1.10 4.41, 4.36 1.09 3.14 3.14 3.131.11 4.42 1:10 4.10 4.10 3.141.13 4.45 -1 I.11 4.11 4.11 3.161.14 . 4.46 1.14 / 4.22 4.22 .3:la1.15 4.48 1.15 4.27 4.03 -

1.16 5.05 - . 1.16. 4.34

.4.27

4.36 4.101.17 5.08 ,

1.18 4.36 44.46 4.271:19 5.09 1.19 4.46 4.48 4.342.02 5.10 2.02 4.48 5.05 4.362.03 1.06 - 5.05 .08 - 4.37

. 3.03.

3.07 5.08 . 4.463.06 3.12 5.023:074 .

,3.13 5.07*

3.08. 3.16 5.09

3.10 3.19 '

3.12 4.023.13 4.03 .

3.14 4.05 .

3.16 4.06 ,

.

3.19

4.02 4.104.03 . 4.114.05 - 4.12

,

4.06 4.13,-

4.09 4.16"

4.10' 4.21

4.11 '4.22 .

.

4.12 4.28.

4.13 4.30 ,

4.19 4.31

,4.21 4.324.22 . 4.40

4.25 .

,

4.414.27 4.454.28

4.30 p

5.06

5.09,

.

4.31 '5.10.

16r,.

4(

INDEX VII Prograins Listed by Highlights.

Goals, Otkiectives,Competencies

N. _ .,.Instruction _ .

4 i

.

Assessment

5oe

aM

uU.41-,0

-8rn

.

'a -a,titE

8t.)

c. to'--O%-

'.00

.B.z

.

..0

05

e0T)>

.1.)

.2

-g0

.0

05ae00

.9.

-ct4E0

IAco,..0...

-.=.,..-,tn.0

0r,ag

c.)

E

2oo

*E=o.0

cA,lgt;'M

e=oo

'EE

._,.0

'E.

:5

-..C.

-..to. c

E"es0

35c.f1:3

wcmaea.2c

,.=.170

-;) .-Zu.EeuE'0.9

.

0ca'5.

.=

ill

i-

.

)

Et0-'0-

es ----2

0.

a0w,.,

;..E.

oc..)

.

..w=18$..

O.

.9.

7,

0

0,c4

g

.r-7

..Ca

't0:=

'5Ea

q

...

f,.6.O.

2.5ao

C.)

..,.-. .

, . .-ao

. 20r., ..

c...0,..o-ak,,

2cf)

4.00ue

gw0t0c'.

.22,..

< .

Ca

..

10ct,0t

1).

Z

pac.72>,

0

4 E0ti

E

8au-E

0uE.0r.,. E

m.....-_-:

1.01

1.451.061.08

1.131.173.09

3.154,0314.07

4.084.094.12

4.13

4.144.18

4.10,

4.214.24

4.324.344.39

4.414.42

4.44

5.055.08

1.07

2:013.051.093.153.184.114,144.154.244.254.274.324.344.455.06

_.,

1.03

1.0a

1.111.121.17

2.012.03

3.011.193.02

3.103.14

3.173.183.20

4.044.05

4,07

4.104.16

4.17

4.20

4.244.254.26

4.274.314.334.384.434.465.035.065.08

,...

1.08

1.09

1.101.121,14

1.15

1.16

1.18

2.022.033.08

4,014.03

4.04

4.654.098.10

4.12

4.164.22

4.23

4.25

4.284.294.30

4.36

4.454.46

1.021.04

3.033.053.Q6

3.07

3.09

3.10'9.12

3.133.193.16

4.014.06

4.08

4.114.22

4.234.284.29

4.334.364.38

4.404,42

4434.46

4.47

5.015.02

5.03

3.05

3.08

3.093.113.123.153.16

4.134435.015.025.04

.

2.013.01

3.023.073.10

3.123.143.173.184.46'

.

.

v

4.034,32

4.45

.

,

,

,

)

.

)(

,

.

4.345.01

5.02

"1.11

/4.07l

ile

lig.

,*

_

1.031.04

1.051.071.182.023.013.04

3.08

3.17

4.134.15

4.365.025.03

5.06

,

- ..

-----'

.

,

..

3.013.05

3.063.073.11

3.14

3.173.20

4.32

4.47

.

1.011.02

1.031.041,041.08

1.09

1.101.121.16

1.172.01

2.033.02

3.033 .04

3.08

3.113.16

3.18

3.204.02

4.05

4.08

4.104.114 14r

4.164.174:TE

4.194.204.21

4.264.314.32

4.33

4.374.38

4.39

4.424.43

4.455.05

5.06

5.075.085.10

1.021.03

1.151,17

1.f93.013,043.08

3.133.14

3.173.183.204.024.094.104.244.264.374.394.435.02

5.075.10

.

_

.

' '

,

1.051.061.09

1.141.162.013.033.063.07

3:093.133.204.034.084.09

4.1Q4.12

4.164.194.22

4.254.284.2'9

4.374:404.444.465.04

.

.

.

.

1.071.13

1.17

1.184.073.064.314.134.354.184.284.29

4.30

4.41

4.47

.

.

.

1.11

2.023.01

5.10

1.01 4.37

1.02 4.381.04 4.401.05 4.411.06 4.43

1.08 4.461.09 4.471.10 5.01

1.11 5.05

1412 5.061.145.081,155.101.161.171.181.19

2.013.03

3.083.103.123.183.19

4.01

4.024.034.044.09

4.104.114.124.144.154.164.174.184.194.20

4.214.224.23

4.264.274.284.29 .

4.304.324.334.35

4.36

2.01

4.235.03

1

1.01

1.021.05.3.051.071.08

1.12

1.141.16

1.182.023.13

4.024.04

4,11

4.144.154.18

4.30

4.354.41

4.42

4.44

,

1.16

2.03

3.06

3.073.09

3.123.13

3.154.07

4.08

4:09

4.124.13

4.224.254.28

4.294.30

4.36

4.40

4.44

4.47

5.05

.

1.021.05

1.063.02

3.06

3.09

3.103.4,11.

3.12

3.173.18

3.194.044.054.064.084.15

4.314.334.395.02

5.035.055.06

.

.0

.

.

Revise0 7/82

17

A

'42:

1

-

*,

0. 1.4 4.4

or-.

Ass

essm

ent c

ente

r

. . ts to PO,

...`"

..

..

II. I-

0. ON

Cre

dit b

y ex

amin

atio

n-

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INDEX VIII Program Contact Persons Listed Alphabetically

.1,

4.N.

k,) .

'-',,.

(.

.

.,

'

.,

'.'Hawkins,

'.

'CONTACT PERSONENTRYNUMBER CONTACT PEMSON

ENTRYNUMBER

Abrams, Dr. Joan

Allen, Carol

Andrade, Ernie

Andrews, Ken

Arricale, Frank

Bailey, Dr. George W.

Bazzle, Dr. Bob,

Beal, Robert S.

Beeler, Al

Benjamin,.Dr. Richard

,

Betz, Phyllie"

Boulmetis, John'1

Bowe, Charles S.

'Breeden, James P.

. .

1 Bressler; Stacey'.

Brewer, Dr..Ralph

Brown, Helen'

Brown, Joan W.

Cady, Lillian

Carter, Kathy,

Christensen, Dr. Harold

Cline, Charles H.

'N

.

\.

1.12

3.08

1.17

1.19

1.01

4.20

3.05

3.10

4.24

4.45

5709

5.01

3.01

1.14

,4113

4.26

4.36

4.15

5.03. -

4.46

4.05

4.48

Cody, Dr. Wilmer S.

Collison, Sidney

Conner, Kathy

Cox, Dr. William N.

Creedon, Dr. Lawrence P.

Cunningham, Dr. George G.

Curtis, Robert,

Dayis, Dr. Joseph L.

Dust, Tracy

'Ebeling, Dayid,G.

EManuel, Gary. ,

._

.

Enochs, Dr. Jim-

Geisert, Dr. Gene-.

.

Gunn, Deborah

Haddock,, Dr. Thomas T. *

Hall, darroll

Hanna, Dr. James W.

Bruceo ,

Hawkins, Dr. Wilber

Her.bert, Bruce E.

Herron, Dr.'Marshall

Higgins, James.E.

/

N

,

4.28

4.08

4.17

4.11

4.07

3.11

4.22.

4.19

4.10

1.0.8

.1.18

4.29

4.31.

5.04'

1.02

3.09

4.23

)

1106

4.02

3.18

4.35

4.04

k

.

-Revised 7/82 19

INDEX VIII. coniinued-

CONTACT PERSONENTRYNUMBER

Hoben, br. John M. 4.14

Huddle, Eugene 3.12

Hughep, Ernest W. 4.391

Hutlock, Nicholas 4.33

Hymer, ,Dr. Glen 4.37

Jones, Beau F. 1.09

'Jones, Dr. Ernest 4.09

Kalieh, Dr. Daniel 4.25

Kiley, Dr. Lawrence A. 1.10

Knight, Tanis

LaLr,' Edward T. 4.44.1

,

Lantz., James S. 4.34

Lee, Dr. Jeff 5.05

Lengel, Tames G. 4.06

Lindsay7 Ken 3.06

Lovetere, Dr. John . 1.16

Luebke, Donald 2.02

Lyons, Ms. Jeri 3.16

Mamhry, Dr. Albert 4.43

Mekkle, Eugene- 4.21

Meyer, Linda 5.10

Migal, C. A. 3.02

Revised 7/82

CONTACT PERSONENTRYNUMBER

Miller, Beatrice 1.14

Mizuba, Kioto 4.01

Murphy, Sara 4.18

NikOlai, Dr. Iry 4.30

Oliver, Walter 4.38

Olson, Allan- 3.15

Petre, Dr. Richard M. 4.03

Possemato, Dr. Paul 3.19

Reid, Dr. Ethna A. 5.06

Rocheste Margot 3.03

1.04

4.12

3.04

Roth, Vikginia

Sandifer, Pay],

Schlegel, Chris A.

Schmidti.Dr. Gene L. 1.05t

Sension, Donald B. 4.27

Shelton, Elaine 5.02

Simonson, Dr. Suzanne 3.20

Slavin, Robert 1.03

Snyder, Dr. Karolyn .5.07

Spann, Bettye 1.07

Speiker, Dr. Charlei A..

4.47

Stahman, Sandra 5.08

20

1

A,AA,

INDEX VIII, continued

CONTACT PERSONENTRY.

NOMBER

Stamm, Gary W. 4.16

Strasler, Gregg Mr. 2.03

Tangdall, Dr. J. A. ^' 3.0711,

Taylor, Pete 4.42

Tombaugh, Dr. George E. 1.11

Troxel, Chris

Vigna, Ralph A.

Wakefield, Richard

Warner, Wayne

"Weaver, Geti

Woolley, Dale C.

Zehatis, Jim

fi

1.13

.3.14

4.32

3.17

4.41

4.40

3.13

21

SECTI&1.Elementary School Programs

22

contact for informatiOnMatti. Claybrook WilliamsDirector, Bureau of Language krtsChicago* Public Schools

22$ North LaSalle StreetChicegoi U. 40601312/441-4020

.41

program highlight:

GOsis, Objectives,Competencies

.

Subject area (program) goals

Course goals -

Unit objectives

Gradelevel competencies

Graduation competencies

Competencies with life role focus

Initruction -

Modularized curriculumInterdisciplinary curriculumExperiential learningIndividualized learning plans

Teacher advisors0- Mastery learning

Continuous progress

Remediation procedures

Parent participation

Computer support

Assessment ,

Criterion referenced tests .Applied performance tests

Norm referenced tests

Minimum competency testing

Demonstrated competencerequired-

Assessment center

Credit by examination

Objective/competency referencedrecords

Student reports based on objectivesor competencies

Grading system other than A-F

Computer support

IVIunigement)-

Goal based planning_Participatory management

Management by objectives

AccountabilityManagement information system_

Computer supportData based program evaluation

Regular program revision

Regular reporting of programperformance

Community InvolvenientSetting goals. objectives.. competencies-ProgramireviewLearning sites for students

Certifying students competentJoint enrollment secondary/post

secondary. d

..kCh,icago Public Schools

situation

1.9

Mastery learning reading program for 350,000 studentsin large urban district; begun ,over 10 years ago,field-tested for over five years; materials can bepurchased.

description

The Chicago Mastery Learning Reading Program began over10 years ago when the Chicago Board of Education deci-ded to use the theories of Dr. Benjamin Bloom to changethe downward trend in student 'reading achievement.Materials were developed according to Bloom's approachand are now the basic instructional tools for gradesK.L8 throughout the district. Grade level promotion isbased on the Program, as well.

The Program follows a mastery learning model, includinggroup-based, teacher-paced ledsons; increasingly .inde-pendent student practice; feedback/diagnosis ,evalu-ation; alternative remedial lessons for students whoneed them; enrichment options for those-who reach mas-tery quickly and criterion-referenced evaluation at theend of each unite Instructional bulletin boards, games,and subject-related applications are used to review andreinforce skills.

Materials teach learning and thinking 'strategies whichfacilitate the group process and ensure high time-on-task. ,Teacher/pupil interaction is built into eachunit. All units begin with the teaching of prere-quisite skills for the objectives in a particular Se-quence of instruction, and student instruction isdesigned in strategies for learning. Field-testing wasoutccmes-pased utilizing a criterion-referenced fieldtest concept. Units were carefully tailored to assurethat4students were ahle to master objectives.

Because units deal with word attack, study skills andcomprehension objectives, students shay impressivegains on standardized bests. 4in addition, they gainconfidence in their own abilities to succeed which hasresultedt in dramatic .changes in school climate and inthe number of entrance acceptances. of elementary schoolgraduates to magnet schools and other high quality edu-cational programs.

caistanceProgram materials may .he purchased froml the MasterirEducation Corporation, 85 Main Street, Watertown, Maine02172 (800-225-3214) (price list available on request);free inservice instruction to users.

7/8223

conta4 for information Union 'Springs Central School 130Di. Lawrence A. Kiley, Supt.Union'Springs Central School.

N. Cayuga StreetUnion Springs, NY 13160315/889-7393 ,

le program highlight/

Goals, Objectives,Competencies


Course goals .

Unit objectivh

,.Grade level competencies

Graduation competeiicies


, InstructionModularized curriculuminterdisciplinary cutriculumExperiential learningIndividualized learning plans

Teacher advisors .

Mastery learning

Continuous progress ..,Remidiation procedures


Computer.support

AssessmentCriterion referenced testsApplied performance tests



Demonstrated competencerequired,

Assessment center


Objective/competency referencedrecords .

.

Student,reports based on objecbvesor coMpetencies

' Grading system other than A-F

Computer support

ManagementGoal based planning .

Paaicipatory management


AccountabilityManagement information system

support ._Computer

Data based program evaluation

Regular program'revision


Community Involvement

a.Setting goals.

competenciesProgram review

Learning sites for students

Certifying students competent\

, ,

Joint enrollment secondary/postsecondary

situation

Goal:based 1Atruction for approximately 600 students,grades K-6, in a region encompassing several schooldistricts; reading program_begun in 1977, math added in1981.

description

The Union Springs Central. School joined with othernearby districts in the educational rftion to 'developand adopt goal based education as a-means ,to focus theinstructional program. Aftei determining that masterylearning techniques would best Abet this goal, adminis-trators obtained federal tunds for developmentalassistance and eStablished a computerized set of objec-tives for a reading program based,. upon Block andBloom's mastery learning theories. A math program wasdeveloped a few years later.

Learning outcomes written in behavioral terms areused. Outcomes are evaluated at the end of each unitof instruction through criterion-referenced tests 'whichare .scored by computer. Scores aid in- regrouping ofstudents according to their current_needs.

Frequeht testing coupled with use fof the computerassures quick response to student needs,/ As soon asstudent weaknesses are assessed 'through diagnostictests, teachers' can.prescribe appropriate materials toaid the students in increasing achievement levels.

Math instruction is based on the Computerized Instruc-tional Management System, a set of computerized modulesused by some 4G New York State school systems. Testsare scored by, computer and students are regrouped after

each post-unit test if necessary.

In the future, the region would like to have its ownscanning equipment for scoring. Scores on New YorkState's pupil evaluation tests in grades three and sixhave been encouraging.

assiitanceAid in curriculum development; staff in-servicetraining.

7/82 24

contact for informationGeorge E. Tombaugh, Ed.D.

.SuperintendantSpringfield Local SchoolsMadfson StreetHolland, OH 43528419/866-241:14

e program highlights 1Goals, Objectives,-Competencies

Subject area (program) goalsCourse goalsUnit objectivesGrade level competenciesGraduatIon competenciesCompetencies with life role focus

Instruction

,Modularized curriculumInterdisciplinary curriculumExperiential learning ,

Individualized leatning plansTeacher advisors ,Mastery learningContinuous progress.Remediation proceduresParent participationComputer support

AsmmsmentCriterion referenced testsApplied performance tests

, Norm referenced testsMinimum competency testing-Demonstrated competence

requiredAssessment centerCredit by examinationObjective/competency referenced

recordsStudent reports based on objectives

or competenciesGrading system other than A-FComputersupport

Management, Goal based planning

Participatory managementManagement by objectivesAccountabilityManagement information systemComputer support I


....Regular program revisionRegular reporting of program

performance .

Conimunky InvolvementSetting goals, objectives.

competenciesPrograM review

Learning sites for studentsCertifying students competentJoint enrollment secondary/post

secondary 1

Springfield Local Schools 1.11

situation

Goal based instructional program in all schools in'growing suburban school district; serves 1,800 studentsin grades 2-8 in math, reading and.language arts; begunin March 1981.

description

,The Springfield Local Schools developed a computerizedsystem for management of ,instruction to increase stu-dent performance in basic skills areas of instruction.

An objectives-based curriculum in reading, math andlanguage arts was developed for grades K-12 by a com-mittee of teachers, administrators and university con-sultants.

Objectives, questions, answers and instructional re-sburoes were then programmed into a minicomputer. Thecomputer system scores tests, maintains student recordsand generates individual, class or grade-level reports.

Diagnostic-prescriptive instructionputer reports of individual studentdents are grouped for instructionlevel which enables them to progress

is based on com-'achievement. Stu-according to skillat their own rate.

Current efforts are directed toward development ofobjective-based curricula' and staff training. Progressis already being meaiured in increased student masteryof basic skills.

assistance

Printed materials are limited, but should 'be readily.available,by mid-I982; samples of objectives' in readingand math and of liomputerized system for instructionalmanagement reports

7/a2

encligrock for informationDr. Joan AbramsSuperintendentRed Bank PUb14c Sdhools76 Brandh AvenueRed Bank, NJ 07701201/842-4954

t program highlight:

k Goals, Objectives,Competencies .

Subject area (program)soals

Course goals

Unit objectives

Grade level competencies,



Instruction .

Modularized curriculumInterdisciplinary curriculumExperiential learning

' Individualized learning plans

Teacher advisors ,

Mastery learning

'Continuous progress



Computer support

Assessmentreferenced tests,Criterion

Applied performance tests


Mininium competency testing

Demonstrated competencerequired

Assessment' center

Credit by examination 'Objective7 competency referenced

records


Grading sYstem other than AcF

.Computer support .

ManagementGoatbased planning

Participatory management



Cotnputer support




Community InvolvementSetting goals. objectives,

competencies

prograin review

I Learning sites for students

_.... Certifyingstudents competent

'

Joint enrollment secondary/postsecondary 4 1

Rid Bank-Public Schools

situation,

Mastery learning approach to instruttion in all sub-jects for 1,000 K-8 students in alf schools in suburbanschool district; 60 percent -minority students; begUn in1978.. ..

. .

description

TIO-ed,Bank Public Schools adopted a mastery learning4ppirach to instruction to improve student achievementlevels.

rs receive at least 15 hours of in-servicetraining o prepare them to use the mastery learning'approach. Administrators and supervisors who 'are ex-pected to guide-them receive about 80..hours of training.

Teachers plan the entire course before they begin in-struction, xather than diViding planning into segmentsalong .the way. Learning objectivesare planned andspecified in advance, along with Means of evaluatingmastery. The 'sequence of objectives, listed in behav-ioral termsr has been developed in all sliEjects for allgrades. Each objective includes twocomponents: theprerequisite skills needed and the skills that stiould'be taught to achieve the olijeotive. .°

Textbooks, teacher-made materials and other instruc-tional materials are all cross-referenced to these ob-jectives so teachers have quicicaccess bp apPropriiteinstructional aids. .

Current efforts center around refining an eight-stepdesign of instructiOn: mental Set, objective, ratio-nale, input; model student behaviOr, guided practice,independent practice and accountability. Test resultsshow significant gains in all subjects since, the pro-jeCt began.

aisistance

In-service trainingr sample units, lists of.objectives;materials. A mastery learning information packet canbe purchased fOr $5. -

7/82

e,

26

\

1Goal based progran in science, math and language attsfor'5,600 students, 'grades K-8, in .18 schools in .dis-trict in snall city; begun in 1978.

* .

descdption

contact for informationChris TroxelMiddle Sähciol CoordinatorMissoula School District

, 215 South 6th WestMissoula, te 59801406/549-487

program *Hight/ ')n

Goals, Objectives, .

Competencies

Subjecarertprogram) goalsCourse goalsUnit objectivesGrade level competenciesGraduation competencies 1

Competencies with life roletocus 1

Instruction

.Moqularized curriculumInterdisciplinary curriculum ''.

Experiential learningindividualized learning plansTeacher advisorsMastery learning

Continuous progressRemediation proceduresParent particip.ation

Computer support.t

Assessment .

Criterion referenagid tests -

Applied performance testsVorm referenced testsMinimum competency testing .


Assessment centerCredit by examination .

Objective/competency referenced.records .


Grading system other than 6.-FCOmputer 54:Ton

MinagementGoal based planningParticipatory managementManagement by objectives .

Accountability

Management information system .Compute,rsupponData based program evaluationRegular program revision

Regular reporting of programperformance .


, Setting goals, objectives.competencies

Program reviewLearninisites for students ,


., secondary '. I4,

Missoula School District 1.13

.s#uation. aor

71.

The 'Missoula School District 11 instituted a goal basedapproach to education to increase stadent achievementlevels and to improve accountability in the oommOnity.

Instruction is based on a set of minimal objectiyes for.selence, math and language arts for each grade level.The objectives; developed 611 a committee of teachers,parents, university personnel and a libranian, outlinematerial to be covered n each subject each year. Stu-'dents are aware of whatrthey are expected to accomplishin each course.

Instructional objectives correlate with standardized`s-achievement test objectives. This was achieved through

the committee's Analysis of instructional materialsuseoCthrolighout the distrfct and of the objectives ofthe SRA Standardized Achievement Test.

Current efforts are directed toward refining the 'finathcurriculum, the 'newest addition to the :program. Asocial studies component is .also being developed, andthe district intends to develop an entirely goal based

. curriculum.

.assistancetos

Language.arts and math curriculum guides; description.of materials selection process for revisions and adap-tations.

7/82

contact for informationBeatrice MillerOffice of purr. & CompetencyBoston Public Schools26 Court StrketBoston, MA 0/108617/726-6278

e progrOM highlights a'S


Subject area (program) goalsCourse goalsUnit objectivesGrade leyel competenciesGraduation competenciesCompetencies with life role focus

Instruction .-Modularized curriculumInterdisciplinary curriculumExperiential learningIndividualized learning plans-Teacher advisors

. Mastery learning

Continuous progressRemediation proceduresParent participationComputer support

Assimmument/

Criterion referenced testsApplied performance tests

. Norm referenced testsMinimum competency testing I

Demonstrated competence ...

requiredAssessment center

.-1Credit by examination

.Objective/competency referenced


or competenciesGrading system other than A-FComputer suppint

ManagementGoal based planning ,

liartiçiliatory managementManagement by objectivesAccountability ,

Management information systemComputer supportData based program evaluationRegular program revision


Community InvolvementSetting goals. objectives.

competencies .

Program reviewLearning sites for studentsCertifying students competenr

1/4

Joint enrollment secondary/post 'secondary

A

Boston Public Schools 1.14

situationPro.pram to assess student achievement in reading,writing and mathematics for all students, grades 2, 5

and 8 (except bilinguhl and some special education) 'inlarge urban district; affects 15,000 students in 120schools in nine community districts; begun in 1980.

demiption

The Boston Public.Schools initiated the- "Boston BasicSkills IMProvement Plan" in response to the "-Policy onBasic Skills Improvement" adopted in 1978 by\the Massa-chusetts State Board of Education. The Policy,mandatedthat students be assisted in achidging mastery of basicskills prior to high school graduation through-the pro-vision of appropriatecurriculum, instruction and evaluation.

The4e was broad local participation in.the developmentof the Plan, including administrators, principals,teachers and representatives of parent and communityorganizations. Local action included the writing andadoption of learning objectives, choice of tests to beused, setting of performance standards based on testscores and the selection of the three grades in whichthe tests are administered.

Test results are not tied to -promotion or graduatioh.Tests arg used to assess student achievement levels interms of specific learning objectives.

Emphasis is placed on assessment, remediation --andfollow-up instruction for all students. eachers teachto objectives to aid students in increasing theirachievement levels.

The Plan includes a lengthy developeent and implemen-tation process which is being. expanded to the skillareas of,listening and speaking. Observation by class-room teachers indicates that' writing skills are muchimproved, and scores in grades 5 and' 8 on the,Metropol-itan.Achievement Test have raised dramatically.

7/82

28

(contact for informationNorman H. Rossell, Asst. Supt.Elementary EducationLos Angeles city Unified School Dist.450 N. Grand Avenue, Room A309Los Angeles, CA 900121213/625 -6401

i program highlight/ "S



Cirse goalsUnit objectivesGrade level competencies ..

Graduation competenfiesCompetencies with life role focus

InslruCtion

ModularizedcurriculumInterdisciplinary curriculumExperiential learning

Individualized learning plans

Teacher advisors

Mastery learning

Continuous progress

Remediation procedures_


Computer support

AssessmentCriterion referenced tests


Norm referenced test s



'Assessment center




Grading system other than A-,F

Computer support

ManagementGoal based planning

Oarticipatory management


AccoUntabilityManagerfa information systemComputer support


Regular program revision.


Comniunity involvementSetting goals. objectives.

?Competencies

Program review


Certifying students competent

Joint enrollment seconPary/postsecondary 1

Los Angeles City Unified School District 145

situation

Program of formal assessment for approximately 300,000student&, grades- 1-6, in reading, writing and mathe-tatiCs; large urban district; program in operation twoyears; specific skills and grade level expectations de-lineated in all content disciplines.

descriptionI.

The' Los Angeles Unified School District establisheddistrict-wide guidelines for student grade levelachievement expectations to provide continuity for and(improve the, quality of instruction in the district.Both normally high student transiency rates and inte-gration efforts in 'the district contributed to the'dis-trict's decision to take this action.

Definitive objectives for eaciNubject provide teacherswith a reasonable framework within which to plan in-structional/reinforcement/evaluation activities whichare geared to producing desired educationalcoutcomes.

Computer-scored annual assessments of reading, mathe-matics and composition provide teachers with specific $

data about individual student performance on each skillassessed, and provide administrators in each schoolwith grade level supmary sheets reflecting the effec-tiveness of tile instructional program in achieving de-sired outcomes at eadh grade level. This data base isused by school'.staffs to determiner whether instruC-tional efforts are effective or if corrective resourcesshould be used.

Staff deVelopment is Provided for administrators in theimplementation, niintenance and evaluation.of the pro-gram at local school sites. Area-office and local. -school personnel take part in ongOing staff develop-ment, as well.

In two years of formal assessment, , district scoresshowed increased student performanc9 in all areasassessed. Current efforts have focused on' preparingmaterials for use in involving teachers, parents andstudents in the program.

assistance

District-developed skills assessment lists; training inthe program philosophy and methodology as personnel andtime are available and if total funding is provided by'requesting district.

*

7/82 29

contact ,for informationDr. John LOvetere, Assoc. Supt.Skokie Dtstrict #68,9300 KentonSkokie, IL 60076312/676-9090

, program highlightt S. .

Goals, Objectives,." Competencies

Subject area (program) goalsCourse goalsUnit objectivesGrade level competenciesGraduation competenciesCompetencies with life role focus

Instruction .

Modularized curriculuminterdikiplinary curriculum

.

Experiential learningIndividualized learning plansTeacheradvisorsMastery learningContinuous progressRemediation proceduresParent participation .

Computer support

AssessmentCriterion referenced tests _

Applied performance testsNorm referenced tests

Ili Minimum competency testingDemonstrated competence

requiredAssessment center .Credit by examinationObjective/competency referenced


or competencies -

Grading system other than A-FComputer support

.. ..

Management.-Goal based planningParticipatory managementManagement by objectivesAccountabilityManagement information systemComputer support -&au based program evaluationRegular program revisionRegular reportihg'of program

performance

Community InvolvementSetting goals, objectives..

tompetenciesProgram review_ .


secondary.

Skokie District #68 1.16

situationCompetency based mastery learning program for all 1,600students, in suburban districtv mathematics andreading, language arts program being added gradually;begun in 1976.

descriptionFollowing internal analysis,of student test scores inthe early 1970s, Skokie District #68 began to implementgoal base& education to improve student achievementlevels.

The district'piagram uses maitery learning techniquesbased on competencies in math and reading. Coriiiieten-

Cies were set by staff and validated by consultants. ,

Students ,are tested yearly using staff-developed, criterion-referenced tests, validated by experts in thefield. Teachers teach to competencies and apply reme-

.,

diation procedures.based on student Schievement levelsin annual assessments.

Current.efforts are directed toward identifyingilcompe-tencies in the major curriculuni areas. A staff-developed.competency based language arts program is ex-pected to be implemented in thee,1982-83 school year.Student scores on criterion-referenced tests fiave im-proved in progressive grades, and norm-referenced testresults show a similar trend.

assistmceSample tests and objectives in reading and math;'mater-ials abqut redding competency development.

7/82 30

contact for information

Ernie Andrade, PrincipalBillie,Martinez Elementary School341 14th AvenueGreeley, CO 80631

r program highlightt

Goats, Objectives,Competencies


Cotirse goals

Unit objectivesGrade level competencies

Graduation cOmpetencies-


Instruction -

Modularized curriculumInterdisciplinary cuniculum -Experiential learning

Individualized learning plans-Teacher advisors

Mastery learning

Continuous progress



Computer Support

Assessment s.

Criterion referenced tests



Minimum competency testingDemonstrated competence

required

Assessment center



=

Student reporti based on objectivesor competencies .


Computer support


_

Participaiory management

Management by objectivesAccountability

Management information system

Computer support .




'Community InvolvementSetting goals, objectives.

competencies .

Progrim reviewLearning sites for students

Certifying students compitentJoint enrollment secondaiy/post

secondaryyid/

Billie Martinez Elementary School *1.17

situation

Mastery learning mathematics program for 516 students,grades K-5 in one school in suburban agricultural/induttrial community; approximately 89 percent Hispanicschool population; full impaementation to begin Fall1982. 1

description

The Billie Martinez Elementary School began'to adopt amastery learni.ng approach to increase student achieve-ment levd1s. Adoption followed a'school self-study inwhich recommendations were made to seek alternative.methods to improve student achievement in mathematics.

Staff inservice trainina included 23 sessions totalingnear,ly 60 hours of training in mastery learning me-thods. The project, funded through Title, ry-c monies,followed the Denver Public Schools Staff DevelopmentModel. A resource team of, administrators and teacherswas trained and returned to,the sChool to train the re-mainder of the staff in mastetYlearning methods.

The staff has developed 125 instructional uniti formathematics in grades K-5. Units match the district'scriterion-referenced objectives and include assessmentmethods aligned to objectives aneinstruction.

The mastery learning project is designed for bilingualstudents, due to the high percentage.of Hispanic stu.-dents in the school.

Current efforts include the completion of evaluationcomponents foi the project in preparation for full im-plementation in 41-e---Rall of 1982.

7/82

contact for information .. Atizona State Deof EducationGary Emanuel

Deputy AssocicIte SuperintendentArizona *art:Dent of Education1535 West1,4efferson StreetPhoenix, 85007602/255-5387

prograrn highlight/ NGoals r Objectives,Competencies


Course goals

Unit objectives

Grade level competencies-..


Competencies with, life role focus

InstructionModularized curriculumInterdisciplinary curriculumExperiential learning


,Teacher adviso* 4 .\Mastery learning.

.

-Continuous progress



Computer support

ALSWsUleittCriterion referenced tests

Applied performance tests -.. .

_Norm referenced tests


Demonstrated competencerequired i

Assessment center



,Student reports based on objectives. or competencies

, Grading system other than A-F

Computer support

ManagementGoal based planning'

Participatory management .


Accountability


Computer support




Community Involvement .

Setting goals. objectives.cómpetencies

Program review .


Certifying students coppetentJoint enrollment secindary/post

secondary

situation

Statewide goal based instrudtion ,for proximately250,000 students, grades K-8, in odmmunicat ons (lis-tening, reading, writing, speaking), comput ion andcitizenshipv begun in 1980.

description

The Arizona State Department of Education developed itBasic Skills Program td improve instruction for thestate's elementary students in the areas of communi-cations, computation and citizdtship, ,Development wasa major program of an elected'State SuperinEendent ofPublic Instruction.

Students are tested on achievement of subject areaskills-at each grade level. Skills were identified forall grade levels and standardized norm-referenced testswere selected and implemented to assess student skillachievement. Students in the program receive coilorfulposters charting skills that,are taught.

Supplementary instructional activities, designed,

toteach the skills listed on the basic skills charts, areprovided in two formats. Teachers receive Instruc-tional Activity Kits for use in tutorial or group in-struction, including two activities for each skill onthe chart. Parents receive Patent Participteion.Book-lets vihich provide one activity for each skill on thechart and encourage direct parental involvement in theinstructional process. More than '10,000 booklets ateach grade level have been distributed to parents.

Parallel developmentthe two largest homesent in the state.sparent materials areNavajo.

of materials has taken place inlanguages other than English pre-Skilli4cbarts, teacher kits andavailable in English, Spanish and

Recent work includes the development of,- a training pro-,. gram for teachers that emphasized training of pilot

teachers at eaCh site. Tese data indicate that stu-dents in classrooms using the prograR showed signi-ficant improvement in the basic skills:

assistanceSample. materials; inservice for 1C-8 teachers in Arizonaschools.

7/8232


Ken Andrews, SupervisorALPAS, Ellis School1651 S. Dahlia StreetDenver, CO 80222303/756-8382

.program highlight: 4N,

Goals, Objective*,Competencies


qourse goals

_Unit objectives

Grade level competencies



InVruction

Modularized curriculum

- Interdisciplinary curriculumExperiential learning

Individualized learning plansTeacher advisors

Mastery learning

Continuous progress



Computer suppiirt

Assessment,Criterion referenced tests





Assessment center





Computer support

ManagementGoal basld planning



Accountability




Regulacseporting of programperformance

Community Involvement. Setting goals, objectives.

competencies

Program review



secondary il

Denver Public Schools/ALPAS 1.19

situation

Goal based assessment program in basic skills areas ofreading, mathematics and language/composition for38,000 students, grades 1-6, in large urban 'district;in 1982-83, all 81 elementary schools will use entiremath component' and one-fourth will implement 4.i.therreading.or language/composition component and all 18middle schools will use a portion of math component;first piloting of program in 1979.

desaiptionThe Denver -Public Schools initiated the AcademicLearning Progress Assessment System (ALPAS) in 1980 toassess elementary student progress in reading, mathe-matics and language/camposition. The program was ori-ginally developed to meet the Title I requirement forongoing assessment of pupil academic progress.

ALPAS provides a total program of year-long testing formeasuring academic achievement of individual or groupsof students in grades.1-6. The components of the sys-tem reflect nationally-known basic skills im reading,mathematics and language/composition and Ire specifi-cally based on the Objectives of the Denver PublicSchools.

Through computerized test-scoring and descriptivereports, teachers receive immediate feedback on studentprogresa. ALPAS is a criterion:referenced testingsystem which includes a series of assessment instru-ments to regularly measure student performance. Withthis external measure, teachers can evaluate the effec-tiyeness of their teaching strategies and methods andhave the opportunity to assess actual application oflearned skills in a systematic.vay on f regular basis.

readiniCand mathematics, the system includes a com-prehensive pre/post test and six interval tests givenevery five weeks throughout the year. The language/composition component consists of a pre/post teat andthree intervals. Skills-objective guides and ateacher-sequence instruction guide are provided for-eeach interval.

The system is designed to increase.,parent involvement.Parents are awAre of what skills are being taught, areencouraged tei--tarticipate in the skill-building processand receilk regular information about how-students aredoing through computer printoyts delineating individualstudent progress toward specific learning goals.

After a successful two-stage pilot of the system, ALPASwill be implemented in all 1-.6 and 18 middle Achools inthe district in the 1:982-83 academic year:

assistanceInformational brochure.

7/8233

a-

SECTION 3.High School orcograms

icontact for informationDr. Carol Allen

Asst.'Supt. for Curriculumand Instruction

New OrleansP Public Schools4100 Touro StreetNew Orleans, LA 70122504/288-6561

program highlights 1,


Subject area (progt'am) goals. Course goals

Unit objectives

Grade level conipetencies



InstructionModularized curricillum

Interdisciplinary curriculumExperiential learning


Mastery learning,

Continuous pnagrets


Parent participation i

Computer support ...

AssessmentCnterion referenced tests

Applied performance testsNorin referenced tests



Assessment center



.,

Student reports based on objectivesor competencies , /

Grading system other thaVi-FComputer support

Management .Gnal based planning

Participatory management _

Management by objectives ,

Accountability

Management information systemComputer support .

Data based progratn evaluation



Community 'InvolvementSetting goals. objectives.

competencies

Program review .


Certifying students coMpetent

Joint enrollment secondary/postsecondary Il

NemArOdiewliChublic:Skthoolls 21.13

situation

Individualized mastery learning instruction \for about40,000 secondary students in language arts (English andreading) and mathematics; all secondary schools inlarge urban district; includes grades 7-12, 6 if it isin middle school configuration; begun in 1977.

descdption

The New Orleans Public Schools developed the SecondaryCurriculum Improvement Program (SCIP) in.language artsand mathematics to increase achievement levels ofsecohdary students in the district. This followedaction by the Board of Education allocating funds forprogram development. Cooperation with personnel in allschools helped gain acceptance for district-wide imple-mentation of the program.

The SCIP. program is based on mastery learning tech-niques. Following consultations with theorists likeBenjamin Bloom wiap visited the district Al the pro-gram's early stages,, the district developed objectivesin math and languge .arts delineating skills requiredfor graduation.

e,

A comprehensive computerized management system facili-tates individualization of instruction through contin-ual monitoring and assessment of student progress.

;Instructional materials are catalogued in the computer'and cross-referenced to specific learning objectives,facilitating teacher response to individual studentndeds. In addition, the computer prints out informa-tion for parents about-student progress.

Staff develoPment is a crucial element of the,SCIP pro-gram. Teachers attend an intensive five-day workshopbefore schoo begins, and cther training sessions takeplace throu0hout the year.

Current efforts center on staff development for class-room teachers. ,Systemwide achievement scores haverisen steadily since the program's inception, especi-.ally through ninth grade.

assistance

Printed materials; site visits welcome.

7/82

Al

.3 5

contact for informationCarroll Nall, Ph.D.State DirectorEvaluation 'Assessment g.TestingEducation End idirig

Santa Fe, NM 87503505/827-2928

/0 program highlight/

Goals,-94preEtiVes,Competencies

Subject area (program) goels

Course goals

Unit objectives

-4

Grade level colppetencies

Graduation Competencies

Competencies with life role focus,Instruction


Individualized learning plans-Teacher advisors

Mastery learning

Continuous progress,

Rernediation procedures


Computer support




Minimum competency testing,Demonstrated competence

required 1

Assessment center





Computer support



Management by objecuves

Accountability

Management information systemComputer support

Data based program evaluation"



Community InvolvementSetting goals. objeduves.

,competencies

Program review_.



1/4

Joint enrollment secondary/postsecondary*

New Mexico State 3.9Department of Education

situation

Statewide program of minimum competency *testing for22,000 tenth graders, with remediation for eleventh andtwelfth graders; begun in 1971.

descdption

In April 1977, the New Mexico State Board*of Educationadopted the Basic Skills Plan, a program of testing forall students in the state requiring proficiency inlife-role application of basic skills as a criterionfor endorsement of students' high school diplomas. Allstudents in grade 10 are tested, as are students ingrades 11 and 12 who,transfer into the itate system orwho have not met proficiency standards on previoustests.

The purpose of the examination is to measure each stu-,dent's ability to apply the skillslearned in school torealistic problems. Items on the objective test coVerthe skill areas of computation,' identification of factsand terms, problem-solving, reading and writing in thecontent areas of community resources, consumer econom-ics, government and law, occupational knowledge andhealth.

The state contracts with an independent testing agencywhich works directly with the school districts to dis-tribute, score and report results of tests. The testfollows the' Rasch Calibrated Item Bank .model for equalintervals of item difficulty. Printed training water,-ials are, available for test users.

Remediation for students is designed according to "cur-riculum match" reports which correlate curriculummaterials with teat items. Students who miss particu-lar items on the tests can thus be directed throughstudies that will correct their weaknesses.

assistance

Training in minimum competency testing and reporting atthe secondary level.

7/82

I Ih

36

1 contact for information

Robert S. Beall, PrincipalWhitney High School16800 Shoemaker AvenueCerritos, CA 90701

t.213/926-5566

program highlight/



Course goals

Unit objectivesGrade levejcompetencies



Instruction,

Modularized curriculumInterdisciplinary curriculumExperientielearningIndividualized learning plans

, jeacher advisorsMastery learning

Continuous progress


- Parent participation

Computer support

AssessmentCriserion referenced tests





Assessment center



-...Student reports based on objectives

or competencies

Grading system other than A-F ..

Computer support ,



Management by objectives t


Computer support


Regular program rivision

Regular reporting of Programperformante

Community InvolvementSetting goals, objectives.

competencies

Program review .

. Learning sites for students

Qertifying students competent

Joint enrollment secondary/postsecondary I

Whitney High School 3.10

situatienSix-year competency based oollege -preparatory curric-ulum in all subjects; Los Angeles metropolitan area;865 students, grades 7-12, approximately 35 percentidentified as talented and gifted; established in 1976.

description

Whitney High School was established bo provideoollege-preparatory instruction for junior high andhigh school students in the ABC Unified SchoolDistrict. Admission is based on student scores onlocally-developed bhsic skills achievement tests. Stu-dents with highest test scores may apply to and be se-lected for admission to Whitney, on a space availablebasis.-

The competency baSed curriculum is organized into quar-ters, including semester- and year-long courses. Eachcourse represents a number of credits toward the 200needed for graduation. All course work requirementsare circulated to parents each quarter to informparents and students of course expectations. Studentsreceive a "aompetency guide" including 'requirements-foreach course and levels of adhievement required to re-ceive course credit.

Quarterly 'proficiency tests are administered in allclasses. All students at each grade,-,level in a partic-ular course are assessed through the same test. TOpass the,tests and receive credit for that quarter ofcourse work, Students must achieve 70 percent or moreproficiency. Those who do not meet quarterly camper-tency levels must repeat the entire quarter.

Firm- discipline is an integral part of the program.Expectations for, student behavior are.clear, the prin-cipal regularly patrols the school and disciplinaryaction promptly follows infractions. In cases of minormisconduct, students are assigned extra-school hoursand required to'perform tasks or spend time on homework.

The program has been effective, and administrators be-lieve it to be comparable to instruction offered inpriVate college-preparatOry schools.

ass(istance

Competency guides.

*7/82

(contact for informationDr. George G. Cunningham

Superintendent of SdhoolsPortland PUblic SdhoolsP.O. )3ox 231

Portland, CT 06460203/342-1640

program highlights



Course goals

Unit objectives


Oraduation competencies


InsttuctionmodulanzeUurriculumInterdisciplinary curriculumExperiential learning


Teadher advisors

Mastery learning

Continuous progress



Computer support



Norm referenced tests, Minimum competency testing


. Assessment center


Objective/competency referencedrecords .




ParticipatorymanagementManagement by objectives

Accountability

Management information, system

Computer support

Data based piogram evaluation


. Regular reporting of program'performance .

Communitvinvolvement .

Setting goals, objectives.competencies

Program review




. ,

Portland (CT) Public Schools 3.11

situation

Competency based, life-role foCus educational programin some schools in a suburban residential district; 42students including handicapped, grades 10-12, in a var-iaty of subjects, including career planning, English,science, math and social studies; begun in 1976.

description

To provide alternative education for high school'youthdisenchanted with or unresponsive bo traditional pro-grams, the Poftland Public Schools provides a compe-tency based educational program for same students. Theprogramja based on a project developed at the Appala-chian Regional- Educational Laboratory in Charleston,West Vlrginia.

Students volunteer for the program, wherein. they spendfour days a week outside the classrom on one of over200 job sites that have been identified by the school.The fifth day is spent .consulting with "learning coor-dinators," teachers who discuss student progress andwork with them bo devise the next week's activities.Job sites range from' hospitals and auto garages tobeauty shops and courthouses.

Students do work on job sites which teaches them compe-tencies derived from the school's academic curriculum.Culled from available curriculum materials, these com-petencies include. concepts taught in regular,classes.Competencies are sequenced in difficulty, and studentsmove through the sequences in out-of-school learningsituations.

Individual student progress is monitored in the, pro-gram. The learning coordinators-evaluate each stu-dent's work to determine mastery of the assigned con-cept before the student moves on bo the next.

The district is currently adopting the Experience-BasedCareer Eduqation model to meet the needs of. the handi-capped population, an effort to modify. existing in-structional materials jand operations menials under agrant from the Bureau 6f the Educationally Handicapped.,

A 'third-party ,evaluation of the program is now being'conducted.

assistance

Administrative/basic procedures manual, student programguide, brochures on request; site visits welcome.

1.'7/82 38

contact for informationEugene HuddleChief, Staff Dev. BranchMaryland State Dept. of Education200 West Baltimore StreetBaltimore, MD 21201301/659-2173

/ program highlight/ 1Goals, Objectives,Competencies .


Course goals




InstructionModularizqdcurriculumInterdisciplinary curriculumExperiential learning

lndividuallged learning plans

Teacher adVisors .

Mastery learning

Continuous progress .



Computer support

AssessmentCriterion referenced testsApplied performance tests iNorm referenced tests



Assessment center


Objective/competenq referencedrecords

,

Studentreports based on objectives-or competencies


Computer





-Computer support





competencies

.. Program review

Learning sites for students,


Nit

Joint enrollment secondary/postsecondary . I

Maryland State 0

112Department of Education

situation

Statewide competency based. secondary instruction inreading, writieg, math, life skills and leisure for allstudents in 24 local education agencies in grades 9-12;begun in 1977.

descriptionIn 1977, the State of Maryland adopted a law stipula-ting competency.based graduation requirements. Bymid-1978, the State Department of Education had adopteda competency based approach to instruction as therecommended means for students to achieve those compe-tencies. The prbgram is funded at the local schoolbuilding level, after endorsement by a public policycommittee in the local superintendent's office.

The progiem is voluntary. School systems and individ-ual schools may choose it as a means of achieving4mini -mum competencies.

Master-Y. learning has been adapted to local needs.James Block and other mastery learning experts wereconsulted and their recommendations adapted for dis-trict needs. Teachers and principals were prepared forthe new method .through a, series of training insti-tutes. Seven mastery learning pilot projects in fivecontent areas are now in their firdi-year.

Current efforts are directed toward improving testingprocedures.

assistance

Comprehensive report on Lmplementation.414,

7/82 39

contact for informationJun Zeharis, AsSO. Supt.Judy Rule, ConsultantMesa Public Schools549 N. Stapley DriveMesa, AZ 85203602/898/7770

t program highlight/ N,

-Goals,Objectives,Competencies, .


Course goals





Individualized learnmg plans

Teacher advisors

Mastery learning

Continuous progress ,,


Parent participation .Computer support

AsmsmnentCriterion referenced tests





Assessment center

Credit by examination .



,

Grading syistem other than A-F

Computer support




Accountability ,

Managem5nt information system

Computer support

Data based programsviluation,

Regulai program revision



competencies

Program review 'Learning sites for students'


, Joint enrollment secondary/postsecondary .

Mesa Public Schools

situation

3.13

0

Year-old competency based program for 16,500 studentsin grades4"7-12 in all 'schools in district; approachused in physical education, reading, English, math,science, social studies and traffic safety; in rapidlygrowing suburb of Phoenix, Arizona.

dessironTo insure that all students master minimum competenciesbefore graduating, the Mesa Public School District in1980 developed a program outlining a list of skillsthat parentS, community members and teachers t1ightVete needed by graduates.

The 17 Graduation Skills represent basic practicalknowledge at cOmputation, reading, physical education,health and other life skills.

Students fulfill the requirements of the 17 GraduationSkills throUgh norm-referenced assessment, minimum com-petency assessment and'performance assessment.

Students who complete the 17 Graduation Skills receivean Endorsed Diploma. This diploma provides a certifi-cation that the student bas demonstrated, throughcourses, testing or performance, specific -competenciesthat are important for job entrance or further educa-tion.

Current efforts are aimed,at computerized monitoring tospeed school bookkeeping.

7/8210

contact for informationRalph A. Vigna, PrinFipalBishop Carroll High School4624 Richird Road S.W.

'Calgary, AlbertaCanada T3E 6L1403/249Z6601

e program highlights I's

Goals, Objectives,

Coepetencies

Subject area (program) goalsCourse goals

Unit objectivesGrade level competenciesGraduation competencies -


liMtructfon

Modularized curriculumInterdisciplinary curriculum .

Experiential learning'Individualized learning plansTeacher advisorsMastery learning ,

ft Continuous progress It

Rem-ediation procedures.

Parent participationComptiter suPport

Assessment

..Criteriop referenced testsApplied performance tests

's Norm referenced testsMinimum competency testingDemonstrated competence

required' *- :-.-

Assessment center-Credit by examination .

Objective/competency referencrrecords

Student reports bastd on objectivesor competencies--

Grading system other than A-F.Computer support

Management .

Gotil based planning ,

Participatory management -

Management by objectives _

Accountability I. ,

Managementrinforination systemComputer supportData based program evaluation

'.-Regular program revision,


Community Involvement ~

-Setting goals. objectives.competencies

Iprokram review4,,,Learning sites for students


,secondary% i

Bis.hop Camoll.1:ligh School 3.14'

situation .

Continuous progress program of individualizet, instruc-tion for 1,300 students, grades 10712, in Calgary,Alberta, Canada; in operation since "1971; schoolbuilding design complements approach.

descriptionSince it opened in 1971, Bishop Carroll Bilgh.School hasprovided an individualized continuous progress approaqvto education for all students.. The program deveLopedthrough the five-year Model Schools.project sponsoredby the National Association of 'Secondary School Princi-pals and diiected by J. Lloyd Trump.

A Teacher-Advisor Program is tied directly to.individu-,alized programs of independent study for students.Teacher duties include presentation of materials andsupervising' independent student study. . In aldition,with- assistance from additional support staff toexpedite administrative_ matters, eaOh teacher advises'25-30 students, aiding students in scheduling time,providing counseling and maintaining attendance andachievement records for all advisees. Students remainassigned bo the. same Teacher-Advisor throughout theirtenure at the school.

The modularized curriculum provides flexible time thatcan be scheduled to include a variety,of learning ex-periences for students. With the. guidance of Teacher -Advisors, students can arrange for- supervised self -

directed/school-directed indiiridualized study, can at-tend large group presentations or can melt in smallgroup discussions. The curriculuM is broken into nine"Areas of Knowledge," 415.th graddation credit require-ments 'in each area. Ite school building includei-learning centers for each area in which students pursueindividualizid schedules of 'Independent' study. Otherspaces in the ,non-traditional building are used .forlarge group meetings.

Students proceed through the continuous progress cur-riculdh at their own pacep using learning guides pre-pared for each unit in each course.. Students advance

subsequent units after achieving 60 percent profi7ciency on unit testi.

11?

The program is regularly assessed 'Ind updated to meet,current student needs..

7/82

41

contoct for informationAllan Olson, DirectorResearch & EvaluationHillsboro Union H.S. District'llT645 E. LincolnHillsboro, OR 97123503/640-4604

#11 pl'Ogrant highlight/



Course goals .

Unit objectives,



Competencies with life rojt focus

histrumtionModularized curriculumInterdisciplinary curriculumExperiential learning.


Teacher advisors

Mastery learning

Continuous progress


Parent participationComputer support




-Minimum competency testing .

'Demonstrated competencerequired .

Assessment center

Credit by examinationObjective/competency referenced

records



Computer support

Management.Goal based planning


Management by object'ves

Accountability .


Computer support




Community InvoNementSetting soils. obje&ives.

competencies

Program review A

t-Learning sites for students

Certifying students competent.

Sal

Joint enrollment seconddry/postsecondary

Hillsboro Union High School District 3n. 3.15

situation ,,,

Goal based education program in basic skil s for 5,360students, grades 7-12, VI an agricultur ,/industrialsuburban community; all stueents An two jun or high andone senior high schools; implementation began,in (977:

,

delailption.p

Hillsboro Union High SchboIp0Distict,ITT developed as'goal ..based''edacitiOn piogram 'to comply with the Oregon

Standards for Public Schools, adopted by the, StateBoard of Education requiring the institution of GEE inall state public schools.

Students must achieve locally-develbped minimum basicskills competencies to qualify for high school gradu-ation. Competencies have been written at ,the applica-tion level (Bloom's Taxonomy) and are tested at theapplication level. Thee are standard measures for

each competency, with specific criteria applied uni-formly to all students. Some competency testing takesplaces as early as grade 7, other competencied are

tested the first time in grade'll or 12.* The use ofapplication-type competencies enables the district tomonitor students'. ability to apply basic skills withinpractical settings or on practica/ problems.

Student achievement is assessed through the adminis-,tration of the Poitland Achievement Level Tests in

'reading, mathematics and language arts, tests developedin the nearly Portland Public Schools. Test resultsare used to place students and to determine instruc-tional programs which would be'of most benefit to them.-

Goal-referenced, Rasch-Calibrated best items collectedin the Northwest Evaluation Association item bank andlocally-developed competency-related test itemA areused to assess student progress toward 'competencyachievement.

Work is under way to aevelop competency tests whichwill be used for-certification of student competencyachievement for gradaation. Student achievement'levelshave shown a Steady improvement over the past three andone-half years in language usage, reading and mathe -maiics.

[contact for informationDr. ivelyn Turner orDivision of Itancational DevelopmentGeorgia Depertment of itancationTwin Towers last, 18th Flo=Atlanta, Gi 30334404/M-2437

' program highlights I%,

Goals, Objectives, .

Competencies r

Subject area (program) goals -

,.., Course goals

Unit objectives


.Graduation competenciestompetencies with life role fecus

Instruction


Interdisciplinary curriculumExperiential learningIndividualized learning plans

Tacher advisorsMastery learning

Continuous progress



Computer support

Assessment

Criterion referenced testsApplied performance'lests


Minimum competency-testing

,Demonstrated competence

required

Assessment centen

Credit by examination .



Grading system other than A-F ., Computer support


Participatory managementMariagement by objectives


Computer support

Data based program evstluition



Community Involyement

Setting soak. objectives.vompetencies .

Prograin review

Learning sites for itudents,Certifying studen4competent

,

.

Joint enrollment secondary/postsecondary I

Georgia State Department of Education 3.16

sitUdti0f1

Statewide program of life-role based graduation compe=tency requirements Dar 214,000 students, grade's 9-12;developed in stages since 1969; full implementation infall 1983.

description

The Georgia State Department of Education.in 1980 beginstatewide implementation of life-role based graduationcompetency requirements in Georgia public highschools. /mplementation followed a ten-year developrmental period which included the establishment ofstatewide goals for education, deveXopment of per-formance objectives and assessment hethods to measurethose objectives, modification of statewide assessmentprograms to an emphasis, Oh criterion-referencedtesting, developmentof graduation competencies andfield testing implementation in pilot schools.

.

A

Life-role based comPetenckes include bdsic skills andlife-ooping skills, including the role of learner, with

the-competency -demonstrate& obhrough the Georgia HighSchool Basic Skills Assessment, mmd the roles of indi-vidual, citizen, consumer and producer with competencydemonstrated through state performance standards andlocal .assessment of life-copinig skills. To graduate,students must also fulfill attendance,. requirementsestablished by local boards bf education in compliancewith state attendance laws and complete 20 Carnegieunits of credit, including 10 required unit.s in thestate core curriculum.

Program requirements and responsibilities assure thatschools and local systems support graduation criteria.These include guidance and advisement, record-keepingand reporting, evaluation,' curriculum and instruction,remediation and-S special'edUcation.

-41iO4

Two high school completion credentials will be effec-tive .statewide Dar students graduating in 1985. TheAlate projected for complete implementation of the pro-gram is 1986. Students who meet all high school gradu-0-ation requirements will receive a standardized highschool diploma; those who complete a high school ,pro-gram and meet some, but not all; .graduation require-

ments will receive a high school certificate of per -formancsr.o.

assistance

CurriculUm guides; tiaining in "Mastery Learning" and"Teacher 'ExpectationA and Student Aohievement" forGeorgia tettchers.

7/82 4 3

]contott to( informationWayne Warner, PrincipalChalmette High School1100 E. Judge Perez DriveChalmettei, LA 70043504/271-4506

program highlight/.

Goals, Objectives, .Competencies , .


Course goals 'Unit objectives




Instruction -Modularized curriculum .Interdisciplinary curriculumExperiential learningIndividualized learning plans

advisors,TeaCher

Mastery learning

ContinuoUs progress .

procedures,Remediation


Computer support

AssemmentCriterion referenced tests .

AppliedPerformance tests

Noim referenced tests


41,Demonstrated competence

required.

. 'Assessment center


Objectiye/competency referencedrecords .

\'.Student reports based on objectives .

or competencies

-Grading system other than A-F

Computer support

Management171:based planning

rticipatory management



,.

Computer support



Regular reporting of programperformance '

Community involvement .

Setting goals. objectives, 4competencies

, Program review


'-tertifying students competent,..

Joint enrollment secondary/postsecqndary .'

,

Chalmette High School 3.11

situationIndividualiged Continuems progress instructional pro-

,

gram in all subjects' for 1,300 students, grades 9-12,in all-boys high:ee6hool in suburban New Orleans; inoperation since,1969..

description'taMaimete High School changed its instructional prograito cóunteract high student dropout, rates and low stu-dent acheivement levels and to improlm.instruction forall students.

A continuous progress approach is used in all subjects,based on modularized-curriculum units tied to gradu- .

ation credits. Cdraculum guides in all subjects iden-tify instructional targets, provide inseructibnal,acti-vities and furnish evaluation methods. Students areassessed for current performance levels, a course of'instruction is 'prescribed and appropriate evaluationtakes place.

Flexible student scheduling contributes tä individual-ized instruction. Rather than standard classroom situ-ations,, students''time is scheduled in large group lea',ture/demonstration sessions, small group seminars orindependent study at several learning centers (one foreach subject area) in the school. In combinationskof.learning situations, students are gy4ded throdgh eachsubject,curriculdm. Most students have flexible sched7ules: those unable to satisfactorily. fokow flexibleschedules are assigned firm schedules of sdpervised in-struction; othere in grades 11,and 12 are selected for'the "Pride PlatCOn" which allows more independent study..

TeaCher-4dvisors Work with assigned students to developIndividual programs of learning. Students work withTeacher-Advisors to select, combinations' of instruc-tional methods and subject areas. Teacher-Advisorsalso monitor assigner's progress and serve as schoolliaison'tO parentse

'7/82 41.

contact for informationBruce B. HerbertBusineas InstructorWaldport High SchoolP.O. Box 370Waldport, OR 97394503/563-3243

program highlight/

Goals, Objectives,Competencies .,


Course goals

Unit objectives




Instruction .

Modularized curriculumInterdisciplinary curriculumExperiential learningIndividualized learning plansTeacher advisors

Mastery learning

Continuous progress



Computer support

Assessment!' '(11' Criterion referenced tests


Minimum competency, testing


Assessment center



Student reports based-on objectivesor competencies .




Manageminrby objecti vetAccountabilityManagement information system

Computer support



Regular reporting of programperformance.,

Community InvolveilentSetting goals. objecti ve's

competencies

Program review



secondary.

Waldport High School 3.18

situation

Competency based business department program forapproximately 100 students, grades 9-12 in one highschool in a small coastal community; in operation fiveyears.

descriptionWaldport High 'School Business Instructor Bruce E.Herbert developed a competency base3 business educationprogram to counteract low enrollments in the businessdepartment and to provide better preparation for stu-dents in business vocations.

A total of 24 courses in a variety of subject areas areofferea. Sufficient course offerings make it possiblefor students to study business areas (e.g.., accounting)in depth by taking two, three or more.courses in'thearea. Student odurge work is based on building compe-tencies in each area, and,students are able to developa wider range of skills due tio the increase& .availa-'bility of course time.allocated to each program area.

Scheduling is flexibleon a singlerlaboratory

of'theecOurses can useworkuring any part ofsdhedules. There,is,adents use as needed forstudying.

in the program, whichclassroom. Students ta g.anythe facility to complete-coursethe day according to individuallibrary of materials which stu-the particular courses they are

Courses are broken into units, and students workthrough the sequenced units to complete_cpurses. Stu-dents use seguinced "Activity Sheets" for each course,moving to ,the nest unit-when work is completed. Acti-vity Sheets list objectives for the unit and thecourse, reading assignments, ,material that might havebeen presented were there regular lectures in thecohrse and instructions about next steps followingcompletion of the unit. Students are responsible forcompleling course work at a predetermined level ofcompetence before receiving a pagsing grade._

Currently, Herbert is updating Activity Sheets and pre?,

paring alternative tests,to provide multiple test formsfor individualunits and is working to coordinate unitsacross courses to reinforce basic business .skills.Since the institution of the program, enrollments haveincreased,and students have been'auccessfully placed injobs.

I

contact for InformationDr. Paul PosseaatoAsst. Supt., Secondary InstructionLos Angeles Unified School District

,450 N. Grand Ave.Los Angeles, C.P. 90012213/625-6040

program highlight/ 1Goals, OtJectlves,Compet4cies

Subjt area (program) goalsCourse goalsUnit objeaivesGrade level competericiesGraduation cOmpetenciesCompetencies with life role focus

Instruction

.

Modularized curriculumInterdisciplinary curriculumExperiential learning ,

Individualized learning plans ..,

. .Teacher advisorsMastery learning .

Continuous progressRemediation proceduresParent participationComputer support

Assessment

Criterion referenced testsApplied performance testsNorm referenced testsMinimum competency testing

. Dimonstrated competencerequired

' 4 Assessment centerCredit by examinationObjective/competeney referenced

records

..

Student reports baied on objectivesor competencies

Grading system other than A-FCOmputer support

ManagementGoal based planningParticipatory management

.

Management by objective;AccountabilityManagement information systemComputer support s

Data based program

Regul program revisio

;!:Regula reporting of progrim

perf rmince

. Community Involvement

.Setting goals. objectives.

competencies; Program review


secondary1,

Los Angelei City Unified School Distria 3.19

situationCompetency baied instruction and assessment affecting4approximately...240,000 students, grades 7-12, in largeurban district; program began in 1976 in reading and in1978 in mathematics and writttn'composition.

deiciptionThe Los AngelerUnified School District adopted a corn-

'petency based approach for junior and high school stu-dents to asture that graduating students would possessthe essential competencies necessary to function effec-tively in adult-life activities. Action was promptedby community input and preceded the statewide mandaterequiring graduation proficiency requirements in allCalifornia public high schools.

Districtdeveloped assessment instruments andcriterion-referenced instructional materials reflectthe differences in age and needs of the grade 7-9 stu-dents versus the 4grades 10-12 students, and specificnecessary skiils are articulated for 'those twogroupings.

Computer-scoring provides teachers with definitive inrformation regarding both the developmental and applica-tion aspects of student skills acquisition. For eachassessed skill, presCriptive codes refer teacher andstudents directly tp criterion-referenced instructionalmaterials for use in teaching skills students have "notyet acquire4. Relevant multi-modal commercial mater-ials are also coded to skills they best teach. Thisprovides.teachers and students with a wide varieti ofmaterials/methodologies for teaching/learning.

n

Supportive instrUctional' guidelines and activities-,which lare,bised On the concept of active student con-tributions to and participation- in the learning pro-cess, have been developed' and disseminated by the dis-trict central office.

The district has recently developed training materialsfor school admknistrators which are used in staffdevelopment sessions. Sessions familiarize management,personnel with the concepts of goal based education and,:

with strategies for implementing, maintaining and ex-panding the concept to other subject areas. E'achsince 1977 there has been a significant incredbe'in thenumber of 'students 'who havet'acquired the dekred,declared' competencies before or by the en4 of thesenior high school year.

assistanceSaMpld sets of assessnient instruments; instructionalguidelines for the junior/senior high reading programs;training in the- program'philosophy and, methodology as

, :personnel and time are available and if total.funding.is provided by requesting district. 4 6

]contact for informationDr. Suzanne V. Simonson.PrincipalMariner High School

- 120th S.W.tverett, WA 98204-206/355-6222

program highlight/ NGoals, Objectives,Coniktencies

Subject area (program) goals-

Course goalsUnit objectivesGrade level competenciesGraduation competenciesCompetencies with life role focus

InstructiOnMoulanzedcurnulumInterdisciplinary rriculumExperiential rngIndividualized learning plansTeacher advisorsMastery learningContinuous progressRemediation procedures 0

604 Parent participation

Computer support.

AssessmentCriterion referenced testsApplied performance tests

,Norm referenced testsMinimum competency testingDemonstrated competence

required .

Assessment centerCredit by examination



Grading system other than A-FComputersupport

-

ManagementGoal based planningPanicipatory managementManagement by objectives

-

AccountabilityManagement informalion systemConiputer supportData based program evaluationRegular program revisionRegular reporting of program

performance

-

Community InvolvementSetting gbals .. objectives,

competenciesProgram reviewLearning sites for students -.Certifying students competentJoint enrollment secondary/post

secpndary.

ii

Mane( High School 3.20

situation

Objectives based instruction for 1,100 students, grades10-12, in iuburban industrial district; 12-year-oldprogram.

description

Mariner High School adopted a continuous progress, mas-

tery learniing approach to instruction to enhance indi-vidualized educational opportunities for all students..

The instructional program is based on student learningobjectives established by the Mukilteo School District

N.No. 6 administration and published annually. Coursesinclude 20 units or levels of study, each unit inclu-ding the general concept of the learning unit, learningobjectives for the unit and activities fot reachingthose objectives. Students are encouraged to progressat their optimal rate. Typically, students obtainmadtery in 1.5 weeks per nnit, and complete 20-levelcourses in 30 weeks. Course credit is awarded to stu-dents on the basis of .5 credits for completion of 5levels viithin a course.

Completion of courses entrtles students,to participatein the schooUs year-end six-week Mini-Term Program: Ashortened, intende term-of study, the.4°Mini -term offerseducational program opportunities for campus and off-campus study that emphasizes reinforcement, extensionand enrichment of.the previous terms' Work and providesexploration La new areas of study. Students choOsefrom over 250 courses offered during the taini-term,,

some taught by students or community members with spet-cial expertise.

An advisor-advisee program Orestes close relationshipsbetween teachers and students.. Each teacher advises agroup of students, who are assigned to advisee groupsas they enter the school and who remain with the sameadvisor throughout high sdhool. Advisors kiep studentrecords, meet with parents and serve as mentors.

The school is currently oancentrating on updating in-structional units through a curriCulum aligninent pro-ject, tying instructional activities and techniques tolearning objectives and using criterion referencedassessment ba measure learning and provide information,for continual study:

'assistance

Condultations; printed materials; visitations weldome.'

7/82

4 7

SECTION 4., K-12 Programs

conk* for informationDr. Wilmer S. CodySuperintendentBiragham fublic SchoolsP. 04 Draumr 10007

Bir4nghan, AL 35202205 5?-1800

e pri)grom highlight/ 1,

iGoa1,Com encies


Course ibals

Unit objectives


' Graduation competencies


hmftliction


Interdisciplinary curriculumExperiential learning .

Individualized learning plans Ireacher advisors-Mastery learning

Continuous progress


Parent participation ..

Computer support .

Assetsinent




A Minimum competency testing .Demonstrated competence

required.

Assessment center

Credit by examination ,

.


,Student reports based on objectivesor competencies


Computer support


-*---, ,PArticipatory management

Management by objectivesx Accountability .


Computer support

.-Data based program evaluation

Regular program revision.

Regular reporting of program .performance



Program review



Joint enrollment secondary/Oost.secondary

)

Birmingham Public Schools 428

situation

'Competency based remedial program in reading and mathe-matics for 10,000 students in selected classrooms,'K-12; inner-city school ,district of 50,000 students,three-fourths of them members of minority groups; begunin 1971.

description

The Birmingham Public -5chools began its remedial pro-gram for selected students in all grades in math,andreading in response to increased emphasis nationally onbasic skills mastery and to specific action by theBoard of Education mandating student mastery of basicskills. The system had been akare of a need to diag-nose more Closely the needs of individual students andtoapreScribe accorAng to those needs, and the compe-tency jiased directi9n seemed most appropriate. Earlysteps s4ere to develop'skills continua and to move awayfrom traditional remedial "pullout" programs.

Mastery learning is emphasized in the diagnostic/pre-scriptive, individualized approach to instruction usedin the classrooms of program participants. Teachers

<are continually developing and improving diagnostic':instruments.

A wide variety 'of supplementary materials helps'teachers prescribe appropriate remedial work-for Stu-dents who have not yet mastered competencies. Mater-ials are cross=referenced in the skills continua, andare now being computerized for easy reference.

Intensive staff development for teachers and aides isan essential part of the program. Fifty hours oftraining per year is required of all professional staffmembers. This can range from in service workshops touniversity courses.

Present efforts are concentrated on developing programmanagement by objectives and on coordination of reme-dial instruction with developmental program instruc-tion. Evidence of effectiveness of the approach comesfrom improving CAT test scores and favorable annualprogram evaluation.

assistance

Continua of Skills in Math and Readinj, training inmastery learning for elementary and high schoolteachers.

7/82 4 9

cantoct for informationDr. Jim Enochs.Asst. Supt., Curric. 6 Instr.Modesto City Schools426 Locust StreetModesto, Ch 95351209/576-4115 .

e progr0111 highlight/


Subject area (program) go/ils_

Course goals

Unit objectives .


Graduation competenCies




Teacher ad visors

Mastery learning

Continuous progress-



Computer support

Assesinent




Minimum competency testing. ,


Assessment center


Objettive/competency referenced'records


Grading system other thanft-F 1 lComputer support





Computer support,

Data based program evaluationI. RegUlar program revision


- Community InvolvementSetting goals. objectives.

competencies

Program review


Certifying students competent( Joint enrollment 'secondary/postsecondary

A

Modesto City Schools

situation

4.29

A K-12 competency based program designed to restorestandards of academic performance and student behavior;affects all 19,500 students in district; begun in 1976.

description

A determination to raise standards and the belief thateduCation is a responsibility shared among students,parents, the community and the schools led Modesto Pub-lic Schools to implement its program, entitled "Aca-demic Expectations and the Fourth R: Respcmsibility."

The program outlines competehcy based,expectations forall district students in carefully delineated learningobjectives- in basic skills and a homework program fOrgrades X-8. It has three different curriculum plansfor high school students, Competency based graduationrequirements, and academic achievement awards.

Student, Paxent and school responsibilities in educa-tion are specified, reflecting a belief that the devel-opment of responsible adults is a task requiring com-munity commitment and should not be left solely to theschools.

Parents and community members are actively involved inschool programs, through such mechanisms as the home-work program and a community consortium for dealingwith serious youth problems. Since the Program wasimplemented, student achievement levels on both 'theCalifornia Test of Basic Skills and the SAT exam haveincreased. /n addition,there has been a significant.reduction in truancy and vandalism.

CUISNACUMCA?

Training workshop; materials covering, the entire pro-gram may,be purchased.

7/82 50

[contact for information'Dr. Iry NikolaiAssociate SuperintendentChandler Unified S.D. 480500 West GalvestonChandler, AZ 85224

' program highlight/

Goals, Objectives,

Competencies


Course goals

Unit objectives -Grade level competencies

-Graduation competencies


Insbuction

Modularized curriculumInterdiscipliniry curriculum

.

,

Experiential learning

'individualized learning plansTeacher advisors

-Mastery learningContinuous progress

-Remediation procedures


Computer support

Assessment

Cnterion referenced tests


lik Norm referenced tests

Minimum competency testing- Demonstrated competence

required

Assessment center

Credit by-examination.


Sttident reports based on objectivesor competencies


Computer support



Management by objectiyes-Accountability


COmputer suppon



,.



Stning goals, objectives.competencies

Program review



1/4

Joint enrollinent secondary/postsecondary t 1

_

Chandlet'Unified School District 4.30

usituatkon

0District-wide program in reading, langliage arts andmathematics for all 6,815 students, grades K-12; fea-tures summative and interim testing and stresses parentinvolvement; suburban and agricultural area 15 milessoutheast of Phoenix, Arizona; begun in 1976.

desaiption

The Chandler Unified School District's COmpetency Pro-gram grew out of. a, community-wide assessment conductedin 1976 which indicated an interest in a goal based ap-proach to eduCation.

Summative tests are administered toil 'students atmid-year tcr test their knowledge of reading, languagearts and math. Scores are then used to determine whe-ther the student is mastering the minimal objectivesfor his grade level'.

To 'determine,yhether the student has mastered a speci-fic objective, interim iTsts are administered after asingle objective is taught in one of the three subjectareas.

Parent Involvement Participation Packets are reproducedat101 distributea at the teacher's discretion. They cor-respond with each minimal-objective in the three sub-ject areas and contain activities that the parent cando at home with the child toward achieving specificobjectives.

Developmental efforts in the last year have concen-trated on revision of tests and on distributionof thepacket for paeents. Student test scores have made sub-stantial gains every year since the program began.

4

7/82, .


Dr. Gene GeisertInst. For Applied Hunan Res.143 Grove RoadSouth Orange, NJ 07079201/761-0884

r program highlights .44%

Goals, Objectives,Competencies.


Course goals

Unit objectives




hmstrucdon _

Modularized curriculUm-s

Interdisciplinary curriculumExperiential learning,


Teacher advisors . .

Mastery learang

progress .ttontinuousRemediation procedures


Computer support',Assessment .

diterion WE-rented testsApplied Performance tests .



Demonstrated Competencerequked 1 .

Assessment center

Credit by exaniination


.

,Student reports based on objectivesor competencies

Grading syitem Other than ALF

- Computer support .

Management ' 1Goal based planning



Accountability'Managementibfaitiaion system

Computer support


Regular program reVisibn

Regular reporting of prOgram

..L performance

Caninunity Inyolyenient .

Setting goals, objectives, .1.,competencies, ....r.---4

Program review


Certifyintstudents competentJoint enrollment secondary/post

.secondary ,

Institute for Applied Human Resources 4.31

'situation. Management informatiom system offering a computerized

mastery learning program in language arts, reading, andmathematics; used by all students in,twenty 'districtsthroughout the United States that range from 1,000 to60,000 pupils, 1-12; begun in 1979.

descriptionThe Institute for Applied Human Resources, a privatefirm offering consulting services and a packaged.

' management information system in mastery learning, wasformed in 1979 to help school personnel improve theirinstructional methods. Clients purchase a package in-cluding tapes, written materials and six training ses-sidns.

The program provides the teacher with daily classroommanagement informationr microcomputers are used to[keeptrack afprogress.wkth dmmediate feedback.

The program supports mastery learning approaches by de-fining objectives in behavioral terms and providing,tests for mastery as well as inventories of availableinstructional materials.

0

Staff -consultants support teachers, principals and, superintendents in dietrict efforts to implement a suc-cessful mastery approach.

,1

°The Institute is now focusing ov-development of micror-computer'use by various client districts. Attitudes ofteaChers and administratdrs who have worked with theInstitute haVe been favorable.

.

-CLS.SiStWiCe,

Materials can be purchased; workshop training inmastery learning and learning styles. '

7/82

2 ,

(contactior informationRichard WakefieldCoordinator, program PlanningRoseville Area Schools1251 West County Road 8-2Roseville, MN 55113612/633-8150 (ext. 217)

e program highlight/ iGoals, Objectives,

Competencies


CoursegoalsUnit objectives




Instruction ,

Modularized curriculumInterdisciplinary curriculum

-Experiential learning

-Individualized learning plansTeacher advisors

.

-4,

Mastery learning

Continuous progress

Remediation procedures-


Computer support

Assessment ,



Norm referenced tests-



Assessment center


Objective/competency referencerecords


-

Grading systeni other than A-F.

Computer support




Accountability

' Management information system

Computer support

-Data based program evaluation



.

Communify Involvement#

. Setting goals, objectives.competenciEs

- Program review


Certifying studentscompetentJoint enrollment secondary/post

secondary

Roseville Area School District #623 4.32

situation

Outcome based instructional approach used for all 7,600students in reading, K-6, and math, K-12; parts of pro-gram used throughout suburban district, others in se-lected classes; first developed in 1976..

descriptionA

Minnesota state law requires that each district developa technique for planning, evaluating and reporting re-sults of instruction. In response to this law, theRoseville Area Schools developed a goal based instruc--tional system in math and reading.

A complete set of goals for district, programs andcourses was adopted. All goals list objectives, whichcontain proficiency standards' and indicators used toassess outcomes. Indicators are specific ways teacherscan determine whether objectives are met.

Full staff involvement was invited in the developmentilk goals, objectives and indicators. Teachers helpeddevelop a computerized list of materials to use inteaching_toward each objective. Careful monitoring nowensures colleCtion of.data and a systematic reportingof outcomes.

Systematic, cyclic review of selected areas providesfor improvement in the goals, objectives and indicatorsas data are collected and assessed. 'Curriculum is re-(viewed in a four-iear cycle:by a committee. of parentsand teachers, with three to five subjects reviewed eachyear.

Efforts are now aimed at *improving the quality of thedata Collection system and at developing course goalsand objectives and, classroom'objectives. Curricula arealso being entereeinto a wesd processing systenogoreasier revision. . The success of the prOgram is reflec-ted in rising achievement test scores.

ceConsultations about techniques'. of curriculum develop-ment and outcome based teaching methods;

7/82

4"

53

,

contact for informationNicholas. Hutlock , Jr.SupervisorLorain City Schools1020 Seventh streetLorain, OH 44052216/244-9000

program highlights )Goals, Objectives,

. CompetenciesSubject area (program) goals

Course goals

Unit objectives . 4




InstructionModularized curriculum

Interdisciplinark curriculumExperiential learning

Individualized learning plans- 'Teacher advi,sors' ,

Mastery learning

Continuous progress


Parent participation-t--

Computer support

Assessment .



.-Norm referenced tests ..



.. .Assessment center


Objective/coinpetency referencedrecords

'4)Student reports based on objectives

or competencies


Computer support

ManagementGoal based planning .


'Management by objectives

.ACcountability -

Management information,syStem -

Computer support/ . Data based program evaluation _

Resit lar program revisiob e ...

Regular reporting of programperformance -..-

- -

CommunitfinvolVementSetting goals. objectiyes.

., competencies .

PrOgram review.;

Learning sitet for students er, Certifying it udents.copetenr

;Joint enrollment sereondatY/post

..49condary ,,...4,..(7 ,>,,,

Lorain City Schools 4.33.

situation,

District-wide comapetency based mathematics 'curriculum;implementation completed in 1,981 for 13,000 students;urban industrial communit9 with three senior'iligh, fivejunior high and 14 elementary schools.

description

At the direction of the Board of Education, ,the LorainCity Schools redesigned the district!s entire K-12mathematics curriculum to facilitate mastery learningincktrwetion. Action follMed the validation of agro4p4based mastery program in elementary mathematicsdeveloped in one school and adopted by other Ohioschocil,districts.

The curriculum is competency based. Unit objectives orlea-sr-ter outcomes are specified for ech course and se-Aueneed hierarchically to insure students possess 'the

- entry level skills necessary for the succeedingcourse. Locally7developed criterion-referenced testsare used to assess mastery. Student demonstration of.14 mathematics competencies is required for graduation.

InStTuction includes a four-phase cycle: 1).teach tothe unit objective, 2) test for mastery and nail-mastery, 3) reteach non-mastery students and 4) retestnon-mastery students. Teachers select enrichment acti-Nities for students not involved, in reteaching/retesting. Absol,upe grading policies insure Xhat.'grades assigned students are based upon demonsitratedmastery of- the unit objectives. Demonstsrated maaterYis the basii,for' assignment of studento to,SubsequentcouTses.

.

Instructional activities'ahd materials appy4riate-'0,'the learner outcomes_hive been developed, bl teachersfor grade level Couraes K784 :in,addition' to the-align-thent and adoption' of existjng'Commercialin4erials in-all courseSInservice. instruction provided-o'element4rY, 'teachers.-on, Cite content: Of mathematics, :---cOurses:',.

..,

SOdent .orticoes haveitappOed dramatiCaly In 1978,fi perceniof studeOts_in-grade 1.1%wereable,to,demon7-stramastery of the 14 required' competen4es; -111,-,','19#1,'oyer-904)erCent of eleventh-iradera deMonsttatid,

!tastery. :,,Cu,,Trentl4ffortsin the cliqftit include'thedeveloOMeWof a K-12 compet.enc,vbitged lopguage Aarts_, ..'prograuf.. e" 1- ' e ; ,,

-" 7." '' . ikc., ,ttisistance 0,

,'- -,-,

... _r -w ,.1 , ^.',., , . _.-(-- , ,--C,9n*gicationg.;;;Nrisit,ors welddme, A ,--..-r- I. ',...

45.*14. C'A'r :.,',:,'

n r'/: , .0%7/82.:p",pdrArn ,

e !e;

54(se

,

T

[contact for informationJanes S. LantzAssistaint SuperintendeptPpper Arlington City, Schoole,1950 N. HallwayUpper Arlington, at 43221614/486-0621

program highlights

'Goals, Objectiies,Competencies

Subject area (Program) goatsCourse goals ..Unit objectivesGrade level competenciesGraduation competenciesCompetencies with life role focus

Instruction

Modularited curriculumInterdisciplinary curriculumExperiential learningIndividualized learning plansTeacher advisorsMastery learning -Continuous progress'Remediation prciceduresParent participationComputer support

..Asseisomnt .

Criterion referenced tests 4-Appliedperformante,teSts .Norm referenced ttsts

. Minimum competency teitilig

DemonStrated cOmpetence, required

Assessmenrcenter1 Credit by examination

PbjectiVeObtnpetency referenced. . records!,

,

%Went reports based on objectives,Or competencieS <

Grading sYstem other than A-FCompther support

*gement

*oat based planningParticipatory'management ,

''llaiiigement by objectivei" ,, 'AcaiuntabilityManigementinfortnation system,ComOuter support;

; :Data batecipjograOaltiationRegular provirp!,evision

:Regidarreportingbfpidgram... petforttiatice,-.

:O.

; . lialMniielitY InVoh;67int 0c4iiitigOali. 0§cOky eS.§, i

- 45mpetetitieS.: .' ',-:"-aid ievieV

, hisitesAretidents:.:Ccr.ti*ng studenttsiompettitbiiit inrOPMe'nt'Seeondarylpost:Seandaty-; ', ,'','

Oppei Arlington city Schools 4.34

iituation

A goal based 'approach to instruction established dis-trict-wide in 1973 in an upper-middle-class suburb ofColumbus, Ohio; serves 5,950 students, K-12, in lan-guage arts, mathematics, science, physical education,health education, visual arts, music and foreign Ian-.guages; about 85 percent of students attendri institu-tions of higher education.

desaimion

The Upper Arlington goal based approach to educationgrew out of the Phi Delta Kappa goal-setting processinitiated' in 1973 and a , review of the goals -in

1980-81. It also came from Board policy and .regula-tions undergirding .a plan for planning and a comprehen-sive approach to management by objectives.

. -

District goals and objectives form the basis of allcurriculum development efforts. Specific instructionalobjective's are identified, in each subject area. 4

Many 'groups helped develop the goals and objectives.,Reviet4r processes involved teachers, non-certifiCated-staff members, students, parents and members of theBO'ird of Education.

Career education and an interdisciplinary approach areemphasized incdistrict curriculum guides that are undercontinual review...and. revision.

Development of a coMputerized instructional data'management system is planned and will be based on the4!tti.,sting -nrricular goals and objectives.

, 7/82 ;

contact for InformationDr. Marshall Herron, DirectorCenter for Policy And Program Dev.Oregon State Dept. of Educstion700 Pringle ParAway S.E.Salem, OR 97310,503/378-8378

-

progromhighlightti


Subject area (program)goalsCourse goalsUnit objectives -

Grade level competenciesGraduation competenciesCompetencies with life role focus

Instruction h.

Modularized curnculumInterdisciplinary curriculumExperiential !lamingIndividualized learning plansTeacher advisorsMastery learningContinuous progressRemediation proceduresParent participation

e Computer support 40,f

*Msessment .


0. Norm reference' tests 1


required4 Assessment center

Credit by examination ,,




NhmigementGoal based planningParticipatory management

Management by objectivesAccountabilityManagement information systemComputer supportData based program evaluationRegular program revisionRegular reporting of progrant ..

performance


competenciesProgram reView

Learning sites for studentsCertifying students competent

, Joint enrollment secondary/Rost. secondary

OregOn StateDepartment of Education

,situation

4.35

Statewide program of goal based edu;ation in all sub-jects fo approximately 500,000 students, grades 1-12;local distkict development and implementation,of life--role based competence requirements'for high school gra-

.duation; in operation neatly 10 years.'

descriptionOregca public schools use a goal based approach in edu-cational programs as required by new STANDARDS FOR PUB-LIC SCHOOLS adopted by'the State'Board of. Education in1974 and revised in 1976 and 1980. 'STANDARDS incor-porate ccapetence requirements for_bigh school gradua-tion lirst adop"ted by the Board in 1972.

All local districts use gOal based planning in educar-ttional programming. Statewide goals listed in. theleSTANDARDS are reflected in district, program and,course,gOals, which are required by Ihe STANADRDS. GoaldeveloPment and implementation take place at the locallevel and are the responsibility of local *districtschool boards.

t

Local instructiesal programs are based on preparingsiudents- to aChieve life-role based competence ,per,-:

formance standards prior -to high 'scheol-graduation.Competence requirements, as required by the STAWRDSinclude six priority areas of basic skills acffievement: reading, writing, mathematics, speaking, listen-ing and reasonIng.

000,0000'

Student competence is assessed -by district-developedmeasutes of student .knowledge and skills, measurementof study .ability to apgLyP knowledge and skills; orthkough alternative meani (e.g., teacher judgment),provided.distrfct performance standards are met.

.\*

Full implementation of the STANDARDS goal' basedplanning reqnirements will be complete in 'all- statepublic'sChools by_SePtember 1983. The State Qepartmentof Education continues to,provide assistance tO localdistricts as implementation proceeds.

assistanceLocation of ,training and materials resources; numerouspublications available ba Oregon school personnel, 'om'limited basis to others.

7/82 56

contact for informationHelen Brown, DirectorCurr., Inservice & Staff Dev.Louisiana State Dept. of EducationP.O. Box 44064Baton Rouge, LA 44064504/342-1131

1 program highlights 1Goals, Objeitives,

Competencies


Course goals

Unit objettivesGrade level competencies

GraduationtarpetenciesCompetencies with life role focus

Instruction

Modularized curriculumInterdisciplinary curriculumExperiential learningIndividualized learning plans

Teach* advisorsMastery learning

Continuous progress .,Remediation procedures


ComPuter support

Assessment

Criterion referenced tests'


J Norm referenced tests


Demonstrated competence -required

Assessment center

Credit by examination .Objective/competency refereimed

records

Student reports based on objectivesor competencie's


Computer support


Participatory management .

gfanagement by objectives' q Accouliability .

..


Computer support . ..

Data based Program evaluation,-.


,Regular reporting of programperformance

Cominunity Involvement

Setting goals. objectives. -competencies

Program re view .



her

Joint enrollment secondary/postsecondary d

Louisiana StateDepartment of Education.

436

situationStatewide, competency based program,for 850,000 stu-

dents, grades K-12, in all required subjects; begun in1979.

description

The Louisiana, State Department of Educatipn developedand implemented the Louisiana Competency'Based Educa-tion Program in compliance with the Louisiana Compe-'tency Based Education Law enacted in 1979; by thestate's Legislature. The Law resulted from efforts led,loy the State Superintendent of education and stronglysupported by the Legislature.

The program establishes statewide curriculum standardsfcin required subjects in all state public elementary'and secondary schools. CurricUlum guides were devel-oped during the 1979-80 school year to include minimum

'skills and competencies, suggested activities and sug-gested materials of instruction. Guides were pilotedduring the 1980-81 school year and implemented duringthe 1981-82 school year.

Teacher education and evaluation are an integral partof the program. Included in program, elements -are ac,-

countability and assessment, teacher and principafftevaluation, inservice training for teachers, Continuing-education programs for teachers and teacher educatlonprograms in the. colleges and universities of the state.

144

Student assessment inciLdes 1he statewide literacyassessment'test administered in'grades 3, 7 and 10 anda newly-implemented basic, skills test. The basicskills test, begun this year, is administered to allstudents in grade 2 in language arts and math. It willbe'administered at an additional grade-level each yearuntil full implementation in grades 2-12 is completeand it shall be the principal criterion for studentpromotion.

Projected in the prog am are th4lwdevelopment of astatewide pupil progression plan and a task force studyto identify the causes of low performance by students,including 'students who are members qf any ethnic mi-nority,_ on statewide proficiency° examinations. InadditrOn, the program involves coordination of allfederally-funded instructional, vocational 'and specialeducation programs.

7/8257

cOntact for InformationDr. Olenn M. lYmel, DirectorLoyola Ctr. for Ed. ImprovementLoyola University6363 St. Charles AvenueNew Orleans, LA 70118504/865-3540

program highlights

GoalstObjectives,Competencies


Course goal§



CompetenciesWith life role focus

hmtrutdon


. Individualized learning plans

Teacher advisors

'Mastery learning-Continuous progress


Parent .Pirticipation

Computeriiipport

.Assessnient.Criterion referenced testsApplied performance tests




Assessment center



Studeht reports based on objectivesor competencies

Grading system other than A-F.

Computer support

'ManagementGoal ba§ed planning .

Participatory.management







Setting goals. objectives.,

competencies .

Program review

.Learning sites for students .

Certifying students competentMnt enrollment secondary/post

secondary

Loyola Center for 4.37Educational Improvement

situationA clearinghouse for 'mastery learning literature andmaterials, including 'both national and internationalpublications; affects students from kindergartenthiOughlraduate level; located at Loyola University'sCenter for BducatidgiT Ithprovement; established sum-mer of 1981.

41.

delKliption

The proliferation of mastery learning literature ,. over

the last decade led to the establishment of the Clear --inghouse on Mastery Learning at Loydla University inNew Orleans. The Clearinghouse serves as "a-repository_for mastery learning information, provides a central-location for stofing mastery learning documentsi, andserves as a catalyst for establishing a' national andinternational informaticesystem on the'subject.

Beginning in 1982, the'Clearinghouse will disseminate a ,

quarterly stateTTof -the -art bibliography on mastery'learning. By ndd -1982, selective information searchand retrieval services will be available.

-Materials, will be divided into ontegories in a cliesi-ficatica system designed to' efficiently cataloguematerials' and bo help identify need for future researchand developments by identifying research gaps. -Areasof concentration will also be apparent as the new clas-sification system becomes comprehensive.

The data base for the oomputerized cataloguing systemwill be easily accessible to mastery learning'searchers and practitioners.

Current efforts'are concentrated on content analysis ofresearch documents and the development of artalpha-numeric code for bagging research.

assistanceBibliography on request; inservkce training workshopson mastery 1earm.45 and instructional des,ign.

7182. 58

contact for infortriatioriWalter Oliver .

Assistant SuperintendentDenver Public Schools900 Grant StreetDenver, CO 80203303/837-1000 (ext. 2227)

program highlights Al\

Goals, Objectives,

Competencies

-Subject area (program) goals ..Course goals

Unit objectives .



Competencies viith life role focus

buftirtion

Modularized curriculumInterdisciplinary CurriculumExperiential learning

,

Individualiied learning plans,Teacher advisors

,MasterY learning'

Continuous progress



Computer support .Assessment

.


Norin teferenced tests-.:--


Demonstrated competence'required

Assessment center





Computer support

ManagementGoal bas1 planning 'Participatory management .

Management by objectives .

Accountability .


Computer support

. Data based program evaluation


JRegtilir reporting of program

performance

' Community Involvement.

Setting goals, objectives.competencies .

Program review .

Learning sites for studenis '`-Certifying students competent

Joint enrollment secondary/postsecondary .."

ebver Public Schools

s ttiation

4.38

The Denver Public Schools began the Mastery LearningThrou s Involved Educational Leadership and PrecisionInstruc on program in basic skills in 1976.as a pilotproject wi h Title IV-C funds. Five elementary schoolsexpressed interest in' becoming involved; as success.in these schools was publicized, more schools joinedthe program.

description

All teachers are trained in mastery learning techniquesand strategies. This training includes three majorcomponents 'Planning for Mastery," "Teaching to .Mas-tery," and."Classrócsil Management Techniques for a Mas-tery Classroom." With this system, teachers become,ex-pert in selecting and/or developing a-Variety 9 mater-ials which meet the needs of individual student .

A training manual is used for inservice training,. IttinclUdes all essential information, examples and prac-tice aCtivities.needed Itr the staff to learn masterylearning processes. The manual can be purchas6dthrough the district for $65 after a training require-ment is fulfilled.

The Principal is an instructional leader in the Denverprogram and provides inservice training to teachers.In addition, principals in the programtensure that themastery strategy is actually being used in the class-room after teacher training is complete.

The pilot project was evaluated after three years, andfavorable results led to state validation and two yearsof-additional funding through the state disseminationprogram.

assistance

Visits to the program tO receive training in masterylearning are welcome.

7/82 5 9

contact for informationErnest W. HughesSuperintendentMaine School Union #44P.O. Box 246Sabattus, ME 04280207/375-4273

e program highlights

Goah, Objectives,Competencies


Course goals

Unit objectives




Instiktion. Modularized curriculum

Interdisciplinary curriculumExperiential learning


Teacher advisors

Mastery learning

Continuous progress



Computer support

Assessment ,



_Norm referenced tests



Assessment center



Student reports based on objectives. or competencies


. Computer support

Management" Goal based planning

Participtory managementManagement by objectives'


Computer support



Regularreporting of programperformance


competencies

Tiograrn review ;-Learnintsites for studentsCertifying students competent

Joint enrollment secondary/pofsecondary 1

411,

Moine School Union #44 4.39:.

situationCoordination of goal based curriculum and instructionamong three rural Maine communitied served by a commonhigh school; involves 1,324 students, K-12; begun in1879.

description

Maine School Union-444 was formed in 1978 to consoli-date schools in three rural Maine communities and in-

tcludes three elemefttary s ols all feeding a singlehigh school. As students from the three elementaryschools had indicated a wide range of instructionalneeds, the district determined to coordinate\cuIqilumplans and subject area goals throughout fourschools.

The curriculum has been organized into a compleiNge-.quence of.skills in all subject areas, which has beenapproved by members ()ran three communities and willbe used_in all schools. The process was facilitated bythe forchation of an administrative team headed by the,school'superintendent and including teachers and com-munity members from all three localities.'

Objectives for all skill areas are nearly complete,with clear definition of learning expectations for.Stu-r.den4 of all levels.

Diagnostic testing and achievement assessment will bebaSed on items which have been written to correlatewith,each of the skills. Competency tests are beingprepared which will be administered at each level of..achievement.,,

-'Streamlined communications among the three schools isexpected to improve curriculum coordination.

7/8.2

T-N-


Dale C. WoolleyNewport-Mesa Support Services Ctr.425 E. 18th StreetCosta Mesa, CA 92627714/760-3295

e program highlights NGoals, Objectives,Competencies


Course goals

Unit objectives




InstructionModulirized cttrriculumInterdisciplinary curriculumExperiential learning

-Ind ividualizedlearning plans-Teacher advisors

Mastery learning. ..,

Continuous progress



Computersupport




Demonstrated competencerequired ....-

Assessment center ,


' Objective/competency referencedrecords , .

Sindent rePorts based on objectivesor competencies

Grading sySterif other than A-F

Computer support .

Management-Goal based planning

liarticipatory management



Computer support




Community InvolvementSetting goals. objectives. .

competencies .

Program review



secondary. ,

Newport-Mesa Unified School District 440 -

,situation.

Competency based program for 18,000 students, gradesK-12; urban district tri the Los Angeles metropolitanarea; program began in 1978.

description

The change to c?mpetency based education in NewportMesaUnified School District began when the district wasformed, consolidating two elementary distriCts and onehigh school district into one district under a singleBoard of Trustees and Superintendent. The Board atthat time began bo dievelop the CBE approach within.thedistrict.

0

Educational objectives and =relative assessment iaMshave been identified in 12 skill areas (readingt, compu-tational skills, Mathemitical Systems, composition,language systems, social studies, science, fine andpractical arts, speaking, thinking; listening anddoing). Sixty graduation level competencies have been'identified in the baRic skills areas of reading, compu-tational skills, mathematical systems, composition andlanguage systems, and students must demonstrate profi-ciency in the basic skills in order to receive diplomasfrom district high sdhools.

Proficiency testing in basic skills areas begins withmandatory testing of enabling objectives in grades 3and 5. Full testing on graduation competencies takesplace in grade 8, and students ire expected 'to be pro-ficient at this time. For students lacking profi-cieicy, there are'extensive remediation and aaditionaltestinglEportunities in grades 9-12.

A competerized recordkeeping system is used bo monitorstudent progress toward meeting graduation competencyrequikemqnts. Parents and students are notified regu-larly of student graduation proficienby status.

Recent work has been concentrated on expanding remedi-ation oppiortunitied bar high school students and on-providing initructional support for teaching proficien-cies in grades K-6.* The program in basic skilles hasresulted in a yearly increase in the percentage of stu-dents'demonstrating proficiency in minimum graduationcompetencies at the end of grade 8.

assistance-

Consultations, visitations,_limited.sample materials.

7/82' 61>

contact for informationGeri Weaver, Director 46#,

Division of Pesearch,& EvaluationKentucky Department of EducationCapital Plaza TowerFrankfort, KY 40601502/564-4394

program highlight/



Course goals

. Unit objectives




InstructionModularized curriculum

Interdisciplinary curriculum_.

Experiential learningIndividualized learning plans

Teacher advisors

Mastery learning

Continuous progress



Computer support






Assessment center



Studenfreports based on objectives'or competencies

Grading systerii other than A-F

Computeraupport




Accountability


Computer support




.


. competencies

Program review

'Learning sites for students


iciint enrollment secondary/postsecondary

.00

litKentucky StateDepartiiientfóf Education

situation

4.41

Statewide testing and planning program affecting240,000 students yearly in grades 3, 5, 7 and 10 at all180 local school districts in Kentucky; includesreading, math and language arts; begun in 1978.

description

The Kentucky General Assembly's passage of the 12Mca-tion Improvement Act of 1978 mandated a planned programto improve instruction in the state's schools.

The State Department of Education has developed astatewide program of testing. All students in grad s_3, 5, 7 and 10_are tested rh the basic skills areas ofreading, math and language arts using the CTBS/U stan-dardized achievement test. Test results are reportedto local school districts. Beginning in 1982, studentswill also undergo testing for anticipated achievementtHrough use of the TCS (Test of Cognitive Skills).Test results will be reported to students, localschools and districts, and statewide summary reportswill be compiled and released to the public. The State"Department provides free scoring and reports of resultsin all grades for those school districtg voluntarilyusing the same standardized test in grades 1, 2, 4, 6,8, 9 and 11.

Each local district iS required to submit a local edu-cational impkovement plan addressing areas of strengthand weakness and plans for improvement. The StateDepartment approves the plan and follows up on itsimplementation.

Technical assistance and consultations are kovided tolocal schools, including workshops, conferences, dis-trict meetings.,and regional training sessions. .4

The Department is now working to consolidate test-taking efforts in local school districts and empha--sizing overall curFiculum improvement. Kentucky stu-dents have scoreeabove the national norms for the pastthree years in the majority of the areas measured.

assistance

Testing requirements; descriptions of test-scoring ser-vices.

7/8262

4.42ligard School District 23)contact for information

Plate Taylor, Asst. Supt.

Tigard School Distr. 2331 3137 SW Pacific Highway

Tigard, OR 972235(13/620-1620

cte

program highlights aN

Goats, Objectives,

Competencies


Course goals




Instruction



Mastery learning

Continuous progress

Rernediation procedures


Computer support

Assessment

Criterion referenced tests .

Applied performance tests ,411 Norm referenCed tests


required

Assessment center

Credit by eiamination


%Went reports based on objectives'oicompetencies


Computer suppoit .


rilarticipatory management



. Computer support


Regular t3rogram revision-

-Regular reporting of program

performance



ProgratheviewLearning sites for students


Joint enrollment secondary/postseconclarY I

situation

Goal based program in mathematics and language.arts for6.,000 students, grades K-12, in nine elementary, twojunior high and one senior high schools in suburbanOregon district; developed and implemented over thepast six years.

descriptionTigard School District 23J adopted goal based instruc-tion to comply with requirements mandated by new Stan-dards for Public Schools adopted by the Oregon StateBoard of Education. Priority areas for instructionalimprovement in the district were identified through a

.community -wide needs assessment.

Extensive staff development has taken ?lace. Approxi-.mately 90 percent of district teachers have. beentrained in the basic elements .of the InstructionalTheory Into Practice (ITIP) program developed byMadeline Hunter at U.C.L.A. Tfie district adopted theITIP program to create a unified district-wide approachto instruction.

Systematic teacher evaluation and improvement has beenimplemented. Based on the Madeline Hunter model, the

. district has developed &system of clinical supervisionand teacher evaluation in which all administrators andmany teachers have been trained.

Curticulum descriptions and e4aluation methods havebeen developed in congruencewith the ITIP mcdel. Cur-riculum guides and planned course statements describewhat is to be taught at eackegrade level an& withineach class. In addition, student achievement levelsare measured in tetms of curridblum goals for instruc-,tion. Goals are linked to testing programs resultingin classroom,,school and district level reports of stu-dent achievement.

4

The district plans to systematically evaluate the pro-gram over the next five years; and evaluation resultswill be coordinated with the district's textbooks adop-tion program.

,63

contact for informationDr. Albert NasszyAsst. Supt. for Instruction K-12Johnson city Central Schl. Distr.666 Reynolds RoadJohnson city,' NY 13790607/729-9211 (ext. 229)

t program highlight/ 'N


,.Subject area (program) goals

Course goals




Instruction, Modularized curriculum

Interdisciplinary curriculumExperiential learningIndividualized learning plans

Teacher advisors

Mastery learning

Contiriuous progress



Computer support






,Assessment center

Credit by examination %



/

Grading system other than AF

_I-Computer support


' Participatory management /Management by objectives

AccountabilityManagement information syste

Computer support I',Data based program evahlatitin


Reiular reporting of programperformance

Community Involvement,Setting goals, objectives.

competencies

Program review

Learning sites'for students


Joint enrollment secondary/postsecondary , - i

Johnson City Cenuoi School District 4.43

situation

Goal based approich to instruction in all four schoolsin suburban school district; 3,000,K-12 students in allsubjects; begun in 1971.

description4

Following an introduction to Benjamin Bloom's- work in.

mastery learning, the Johnson City Central School Dis-trict adopted a goal based approach to education to

improve instruction for all students in the district.

Planning before teaching is heavily emphasized.Teachers plan for requisite skills, assess students,and bring students up to necessary levels beforeteaching a new concept, compensating for deficienciesif necessary.

There are several steps in the instructional process:Teachers provide an overview using group-based instruc-tion which incorporates at least two learning modes.Students practice, guided by teachers t6 insure nonepracc!,:es incorrectly -for' long. Students pre thendivid into two groups: those who have mestered,anobjective do further research, and those who have notare given further ,instruction.. Students then take theunit examination together before moving on through thecourse.

All grading is based on performance, and no grades arefixed. When a student masters a unit, the grade is/.anged accordingly.

,/

Unit guides and objectives based on commercial textshave been developed by secondary level teachers over a'five.er petiod and are available to teachers through-out ihe- strict. Current efforts are directed towardrefining th instructional process. At the end ofgrade 8, students are reading two years above gradelevel and computing three years above grade level.

assistance

A complete model of mastery.learning and outcomes basedinstruction in all disciplines.

7/82 64

contact for informationEdward T. Lalor, DirectorDiv. for Curriculum ServitesNew York State Education Dept.Washington AvenueAlbany, NY 12234518/474-5897

program highlight/,



Course goals

Unit Objectives



I Competencies with life role focus

hmtruction



Teacher advisors

Mastery learning

Continuous progress


Parent participation,

Computer support





Demonstrated competence, required .,

Assessment center


Otectivetcompetency referencedrecords a

Student reports based on objectivesor competencits


Computer support



Managemeby objectivesi/--7-Accountability


Computer support i



Regular reporting of prigramperformance

Community InvolVenientSetting goals. objectiyes.

competencies

Program review


, Certifying students competent


sOF

New Yotk State EduCation Department 4.44

situation

Statewide, objectives-based instruction, gradesAK-12,for approximately 3,300,000 public and Don-public stu-dents combined; high school graduation competency re-quirement in reading, math and writing to receive highschool diploma; developed over past 10 years, highschool competency requirements effective in 1979.

description

The New York State Education Department providesassistance and information to aid all public and non-public schools in the state in meeting requirementsmandated by the State Board of Regents or by StateLegislative statute. Public schools operate accordingto statewide goals for education adopted by the Boardand modified in 1974 to include basic skills achieve-ment requirements and preparation of students for lifeas adults in the community.

Goals and/or oblectives have been established for allgrade levels in school'subjects. Goals/objectives areadvisory in grades K-8. In grades 9-12, objectives areincluded in syllabi provided bythe state forr_most re-quired courses. t,-,To fulfill graduation requirements,students select aiong offered coursos in the requiredsubject and, if selected oourses are those for whichsyllabi are provided by the state, students mustachieve course objectives as outlined in the syllabi boearn credit.

Students must demonstrate oompetency in reading, mathand writing to receive high school diplomas in thestate. A state-awarded Regents Diploma requires thatstudents also pasa statewide Regents tests in required9-12 subjects._

doals and objectives in syllabi are- reviewed regularlyin ongoing Department renewal efforts. The State Boardwill begin a two-year review of state goals for educa-tion during the 1982-83 academic year.

assistance

Technical assistance to New York schools on request.

7/82

65

[contact for informationCrawford Johns&Program Director, Mathematics,roxt Worth Ind. tchl. Distr.1210 W. LancasterPort Worth, TX 76107817/336-6311 (ext.. 267)

program highlight: 'N,


Subject area (program) goals-Course goals

Unit objectives

Grade level competencies r-,Graduation comPetenciesCompetencies with life rote focus

ImOtructionModularized curriculumInterdisciplinary curriculum"Experiential learningIndividualized learning plans

Teacher advisors

, Mastery learning

Continuous progress

Remedalion procedures

Parent participation \Computer support



Norm referenced tests .

Minimum competency testing .Demonstrated competence

, required

A ssessMent center

Credit by examination -Objective/competency referenced

records



Computer support ItManagement

Goal based planning

Participatory managementManagement by objectives

AccountabilityManagament information system

---CumputersupporrData based Program evaluation

Regular program revision .

Regular reporting of programperformance ,


competencies

Program review ,Learning sites for students


'tint enrollthenesecondary/postsecondary

Fort Worth Independent School District 4.45.

situation

Goal based' program in mathematibs and reading for all *65,000 students, K-12, throughout urban district with,many minority students; begun in 1979-80 school yeaF.

descdption

,Determining that local schools needed more influence,

over and accountability in the education of students,

the Fort Worth Independent School District over the

last four years has phased in a competency based cur-riculum program organized by grade.level. The system

has aided schools in monitoring student progress and in

making decisions about curriculum that do not opposethose of other district schools.

The district has set goals for each content area andeach ,grad6 level and defined student expectati81"which

the schools' must meet for their students. /Local

schools may add expectations tailored to the needs oftheir unique student population, and they must provide

a program of instruction to accomplish all of tnese ex-

pectations. Progress toward meeting goals ie*nitoedboth for the district and for the local:schools4/

Educational decisions are made at the. level in which

staff have the most relevant expertise and information

and at which they are (most affected by the decisions

made. Examples of these levels include ventral ad-

ministration, principals, teachers and community.

Current efforts include attempts to refine course and

grade-level goals. The district is still in the imple-mentation stage of the program, and no formal evalu-ations have been made.

asstanceFramework for competencies, in math and' reading, K-12;

course guides; training in mastery learning and eduda-

tional decision making. .

7/82, 6 6

contact 'ft-6c infortiiation

Kathy CarterCarriculue Director, 6-12Polk School DistrictP.O. Box 128Cedartown, GA 30126404/748-3821

e piogram highlights; .

Goals, Objectives,Competencies . .


Course goals

Unit objectives




Instruction

Modularized cunicuiumInterdisciplinary curriculumExperiential learning ,


Teacher advisors

Mastery learning

Continuous progress-

Remediation roceduresParent participation

Computer support

AssessmentCriterion referenced tests 'Applied performance tests

Norm referenad testsMinimum competency testing


Assessment center



Student reports based on objectiveior competencies


Computer support

Management .

Goal based planning


Management by objectivesI

Accountability _

Management information system/

Computer support





competencies .

Program revieW

Learning sites for students,Certifying students competent


\,Polk Schciol Dieacie 4.46

sit1Mtion

District-wide goal based program for all 6,600 stu-dents,'grades K-12 in primarily agrarian community; inoperation three years, objectives for grades 10-12 gointo effect in the 1982-83 academic year.

demmiption

Follciiiiing a county-wide community assessment about edu-cational needs, the Polk School District Board of Edu-cation adopted Goals for Education emphasizing studentachievement of basic skills in reading, writing andmathematics,to improve the quality of the district'sinstructional.program. 4

Grade level objectives and performance indicators forscience, social studies, mathematics and English weredeveloped by teachers in a year-long process involvingmany community members. Objectives and indicators weredeveloped in line with Georgia State Competency BasedEducation Program and were fully adopted EOr gradesK-kl in 1978.

't 9

Curriculum guides include objectives, descriptors keyedto student and resource materials. Student progress isassessed through norm-referenced and locally-developelcriterion-referenced tests, with statewide tests use3at some-grade levels.

There is continual review and revision of the curric-ultim by a series of committees, and adjustments aremade yearly.

'AO

The district is currently working to adopt a full.mastery learning curriculum at all grade -levels. Stu-dents entering high school in the 1982-83 academic yea7rwill be required to meet statewide requirements forlife-role competencies and life-coping-skills recentlyadopted by the Georgia State Board of Education.

cumastancti

Course guides; assistance in development of objectives -based program.

-t

7/82,

contactifor informb ionDr. Charla'111..Director, lanning and DvaluatiotDillard Public: Schools

. .(1010 S. 144th stialtOmaha. NI 411154

'..:t.402/105-0216

rp----a'rogram highlights N

Goals, Objectivei,. Competencies ,


Course goals1,-

Unit bbjectives_Gradelevel competencies ..

Graduation codpetencies .

COmpetencies with liferole focus

hisnmeion


- Anterdisciplinary curriculumExperiential learning

..

o Individualized learning plans

Teacher advisors

Mastery learning

Continuous progreis ,

Remediation procedures .Parent participation .

Computer support .

AsseSsment 4*

Criterion referenced testsApplied performance tests.Nornireferenced tests ,

Minimuntcompetency testingDemonitiated competencerequired

Assessment center ,

Credit by examination '

.Objective/competency referenced

records



Computer support




- AccountabilityManagement information system

Computer support



Regular reporting of programperformance ,,,


competencies..

Program review



Joint enfollment secondary/postsecondary ._

--.,,,---

Public Sahoctit,

e 4 .

. . .%Goal bSsed education prlAram for tll 12,700 students,giades.JC-12,, sdbjebts, in suburban' district;develOpMent began/in 1914, in operation:four yearsi,,,

diseription ,

,irrie" Millard Public Schoo)s Board of Education in1.975.began development of -outcomes' based education:U thedistribt toclarify educational goals and imprOwe in-strudbional 'programming.

. Bducatim' in the district is keyed to terminal objeC--.tives whiCh must'be met by all high school graduates:.Objectives were developed through an extensive processwhich'Involved, teachers, administratorl tnd many mem-bers of the community. Monitoring oi student achieve-ment of .terminal( objectives begins in grade 7 in/English, Math tnareading.'

.,

At the.,.'seconaary, level, every objective is defined" byAperforkance indlättors,' and every indiCator is assignedb)2...required couises. 'Studentt select ftom among re-quire4:,courseset..o assure that 'all 'objectives will bemet: Graduation requirements specify that all objec-tiVes be*.tiet by deionstrated stUdent proficiency inperformance indicators either through course work or y,other experience. ,..;Eve'ry( course has, outccme atate:'ments. Testing in ,courset is tied to outcomes.

.

The district uses a seven-year cycle of renewal tq besure objectives continue to be relevant to:communityexpectations,* scriCigSzand to assure that objectivesare usei:Vas ba,gis:for' instruction in the CUrrid-r.ulum. ,Each year-e-one subject.is reviewed and the sub-jecb objectives'an0 adrriculum'amended' as necessary.

; ,,

Currently, the districi-i1sexploring the use Qf micro-computers to manage instrUctionncluding grading and,monitorkilp of student achieveMent of .Objectives. Inaddition, Millard is ,expioring the' increased use 'Oltearly testing for student.prOficiency in 'meeting termi-'nal objectives. .

0 4

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4.47

assistance

Planning assistance.

7/82 66

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Ocii1s;Objectiiiti; . ,

Onlriettlici0 `:, -: ' ,

$jectaita XProfirain )76 , Course *Ails'. 0

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lik: =Grade level cOmpetenciel, .

. iir: iiddificin competeocies. .CPmpetencjes witblifel'olefocus .

.1t,t;strti' 0'',Modularized cUrrictitunt ..

-... terdiseiplitiatxturritulumape-dental leaning.: .

...IiidiVidualizedlearning.plaust1;TeaehereavtsUrs .

Mattary.teanUili ..,

-.i.. ContmuoUs prograss-i,eden, pickedures.

rentpailiciPittion'

' ciffi.Orotsimiklit:''' = ''' '

Aisessment; ,-.,

ttf, `eiittfithiyirepçed testsA plied performance tests .

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0 MirtimurpsbmrjeteticYlesting, : :.

bfigthitedetnimelbiie``required

Assessment cepter ,reify byiikarripation:, ' .- . il

0 'biectivercomktency referencedrecords

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Student reponkbased ciedti41--- oreompgencrea -.c. ... 1 :.

O Gradinoysienipther than.A-F ,Computer sup,port

Management.

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Goal basedplanning ,

OartiCipatory management

: Managemem by-objectives /Accountability,:Managmem information sYsiem

ai1ptUer SIIIVOTS ..

a based prbgranievaluatiOnRegular progi-am revision

Re.gular répciting of program ,

. performance -.

Cominini0-Involyement,.

..Setting iidals. objectives.

competenciesPro ram reviewLearning sites for studentsCertifyibg students competentJoint enrollment iecondary/post

secondary

Comp#.tenby based instrudtion in ',language arts, =the-, t . ,.,. ,t , .

statics; Scibnce and - soCial atudies , ,,pr Approximately98,900 Students ,- grades ;:157.12; in large *ban' :district;.44.1`44tderite.;, all dahooiS;'' program began 4ive years ago.

.

:de,s0Ptioli-4buval.:' :County f!tii?lic -Schools initiated Competency basedinstruction k011ow.ing a mandate from tile, Duva; County

, SohbOl- j;ttietd to raise 'district , achievement levels thbasic areas and due to the, Superintendent' s

tO inipro4e academio achievement levels -of all .

'utu4e0,-.. ., <.. . ,,

c.cyi rise and , gra& -lave]: cxnnpetencies are standardized'throughout the' dist;ict. lin inst.tuctional managementSkii0k.bas. beeedeVeloped for use' -in grades K-6: ,

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Standardized' nstr.zbtioital -:mater fate haVe been adopted'4,44 4,t#0..trp,s0.de basis in the subjeCt areas ot lan7

40a4e2Ar0.1. nilatIttestatios,d:*-sd.i.ence and 'social stilt:lies:Ma1els were selected `thrtingh a prOcess wytioh in-

1,4opked,prinbA# .raricl; tehoher,s. ,

diairict;-wide '`Aske`ssment::"Fliograni.' is tied to Compe-( tenctAr .apd,7kiiistigdfielnal:`,Maeriais and' is an integral

. . .

.10 irte diet iof pupk progrssion plan of promo-tional4egui;emn<ts r .i ,.. 1 74... ,,., .,,, ,' , '.* f, , VC ;.!. il,) ...

,..0'Recent effotta; ,ltaye.--....linCluded:', devel.bping . cdurs4_ and

r gradei`) , level -iObjectiVes:, <,, developing distr iot-wide.:**as8eesment..ins,49imen"SA . ei'eciing' itaiiditidi zed

'.,iciitai.: 'matetfAl: amid- uig i'ad /fig ,:: 'tile- ::distri6Os insti4c-: ,..tionej: MattegeMent- system. .....' ,-..,,,, -.K ', .. "-. :, .

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I tai 441Z:hi:Von "S: daitict, prograiSi ,:friseriiCeN training .;., ., taolie4.s fa' selectiOin: of ',irtitrtrctional/I:taateriala:.,,and "for

' .510el.bPthent. 'of. 'alsessment irintr4tgents. ;,, --. ,:,..,.;: , ',.

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SECTION 5. ..Adult Education PlOVIITIS

contact ft* informationDr. Ethneti. ReidDefector, Exemplary Center -

for Reading Instruction (ECM)3310 Soutiv,2700 BattSalt Lake Citr, VT 84109801/486-5083

e oógrarn _highlights N

Goals, Objectives,

Competencies

Subject area program) goals

Course goals \ -Unit objectivesGrade level competencies

Graduation coinpetencies

Competencies with life role focus,

Instruction.

Modularized curriculum *

Interdisciplinary curriculumExperiential learninglndividualizedlearning plans

Teacher advisors

Mastery learning

Continuous progress

Remediation procedures .

ParemparticipationComputer support

Assessment .

Criterion referenced tests-Applied performance tests

referenced tests,IslorMMinirrian competent testingDemonstrated compttence

requiredAssessment center


Objective/competency referencedreetirds

\Student reports based on objectives

or competencies


Computer support ,

Manageinent

Goal 'based planning

:Participatory management

'AManagement by objectives .

Accountabilityanagement information system

omputer support'

ta based program evaluation


- Regular rettorting of programperformance


Setting goals. ol?jectives,competencies

Program review


, Certifying students competent

1/4.-

Joint enrollment secondary/postsecondary . 1

Exemplary Center for Reading Instruction 5.6

situation

Organization which conducts teacher training in methodsof individualized ,instrUction 'in reading and linguage//2

-arts; for X-12 teachers-.

dascription

The Exemplary.Center for Reading Instruction.was estab-lished with funds _from the U.S. 'Office of Education.rough in-service training, seminars, workshops and

d ssemination of instructional ,paterials, ECRI teachesteachers how to use theci claigroom time more effec-tively to help students of all ability levels to master

\

language skills.

The method focuses on individualized instruction tech-rique and positive reinforcement. Teachers learn boxto icit correct responses from non-responding pdpirgduring iffst?Uolion; as pupils work independently, theteachers establish magtery levels of responses withper f ormance and rate as crl.tia. hCRI does .not relyupon materialg to ensure mas ry: it teaches teacherstfective ways df teaching. Formative and masterytests inECRI,are teacher-administered. They oCcur inindividual, face-to-face conferences and 'are per-formance based. Correctives are re-teaching strate-gies, relying upon teacher behavior-rather than mater-

,

ials.

Teachers learn to use behavior mahagement'techniquesthat 'build student.self-esteem. They 'are discouragedfrom using negative reinforcement and punishment tech-niques.

ECRI teachers are.taught to _use a management systemthat makes it possible to teach ,groups of Students andindividualize ,instruction. Each student is able to

move on'to succeeding mastery tests'as rapidly as he orshe can master,preceding tests.

.Current work-continues research intoj effective teachedrbehavior. Evaluations have shown ECRI to.be effectivein raising student achievment scores in reading, andlanguage arts.

'assistance'

Brochures; in,service training programs fot teachers.

7/82

:

$

Pidamorphosis, !new 5:7 .contact for informationDr. Karolyn SnyderVice PresidentPedascaphosis, Inc.1220 Broadway, Suite 605.Imbbock, TX 79401806/765-8811 -

program highlight/

Goals, Objectives,COmpetencies- Subject area (program) goals

Course goalsUnit objectivesGrade level competenciesGraduation competenciesCompetencies with life role focus

bunmmtion

Modularized curriculum.

Interdisciplinary curricolumExperiential learningindividualized learning plans

Teacher advisorsMastery learningContinuous progressRemediation proceduresParent panicipatiori ,

Computer support

AssessmentCriterion referenced testsApplied performance testsNorm referenced testsMinimum,competency testingDemonstrated ccirimetence

requirelAssessment centerCredit by examinationObjectivetcompetenc9 referenced

recordsStUdent reports ba§ed On objectiVes

or competenciesGrading system other than A-FComputer support

Management -Goal based planningliarticipatory management

-Management by objectivesAccountability

,,Management information sytem yComPuter support

11,

Data based program evaluationRegular prograth revisionRegular reporting of prograin

' performance

Community Involvement-Setting goals. objectives.

competencies .

r'Program reviewLearning sites for students

.pertifying students competent IJOint enrollmcnt secOndaryipostseoondary

.1

*situation

gmall, private Cbnsulting firm offering plahning stra-tegies for goal based,education; open to administratorsinvolved with all grade levels; .conducts training inmastery learning and goal based school management;begun in 1.977,.

description

Pedamorphosis staff members travel to schools usinggoal based approaches to instruction and provide train-ing in management. A coursein a collaboration'modelhelps facilitate joint planning that fnvolvereacherswho will be affected by changes.

p.

There are three, elements bo the model. Planning in-cludes school improvement, team and task force action,planning and individual planning. Development includesthat of both staff and curriculum, and, also coversclinical supervision (in-class coaching of teachers bypeers and others) , .and perfonmance management (moni-toring) Evaluation covers all types of assessment.

.Througbut,the training programs, the focus is on theprincipal, siiicg Pedamorpabsis members believe thatall school improvement necessarily focuses on the prin-cipal involved.

assistance ,

Woxkshops.

4111.

7/824W

(

,

cantact for informationSandra Stahean

. Director of EDC/PROPED Projec)

' 8'1*:

200 Madison AvenueNtw Yotk, NY 10016212/561-2102

program highlight's. .

. 1 ,Goals, Objectives, .

CompetenciesSubject area (program) goals

Course goals

Unit objectives



Competencies with life rok focus

InstructionModularized curnculumInterdisciplinary curriculumExperiential learningIndividualized learning plans

Teacher advisors

Mastery learning :."-

Continuous progress *

Relmediation procedures


Computer support

-Astessment " aCriterion referenced testsApplied performance tests



P"Demdnstratecrcompetencerequired

Assessment- center


Objectilk/competency referencedrecords

Student reports based on objectivesorcompetencies


Computer supPort

ManigeinentGoal based planning

- PartiCipatbry mapagement

MInagement by' bjectivesAccoumabilityMarfaiement information system

Computer supportData basid program evaluation .


Regulaf reporting of programperformance

Community InvolVementSetting goals. objectives! '

competencies

Prograereview. .. Learning sites for students


Joint enrollment secondary/ postsecondary

PROPED Project

'situation °

-5.8

A teacher-training program in' the New York.City "Publf.c-Schools; primarily for secondary teadhers of math,

English, social studies, science and foreign language;participation.is,voluntary, witp some 10,000 studentsaffected;,begun in 1978.

description

The Mastery Learning CollaborAflve:/Project (MLCP) is va,collaborative,effort of the New York City Board ofEducation,. the United Federation of Teachers and the

New York City Teacher ,Centers Consortium and the

Ecpnomic Delielopment Council of New York City throughPROPED Project. The project was designed to

improlig student outcoines in New York City schdolsth'rough changes in procedures at the classroom rel. '

Effotts have focused 'on training' teachers tn masterylearning techniques.' A collaborative approach in whichadministrators and.teachers participate voluntarily is

' designed to increase "ownership" of program develop-.ments.to aastire,long-term success. .

'

Staff development -and curriCulum materialt developmentare emphasized in summer workshops focuiing on 'masterylearning. lqince 1978; about 250 teachers have receivedtraining in implementation of mastery learning and in,the-preparationof mastery learning materials for usein classrooms,. Supplemental courses in' masterylearning have been offered through NYC Teacher Centers-Coniortium and in-school,training.sessions fOr other'staff mem6ers are led by teachers who l'ave completed ,

the summer workshops;

Follownp technical: assistance and support includes,..school visits, intra'-system networking and support fromthe participating organizationskdetigned toresolve imrplementation problees and assure administrative slipport.

A formal evaluation is expected be completed in1983, although preliminary reporta °indicate improve-ments in student grades, attitudes and iiehavio'r.and in.teacher attitude and Axpectations.0 Work is be g done

'to test the program In junior-high schooLsthdt feedinto mastery le'arning high schools.

assistance.

Site visits, ,consultations; telephone inquirieä arewelcome. Limited participation in future workshops canbe arranged..

7/82

contact for InformationPhyllis BetzState FacilitatorFacilitator ProjectRai 6640,St. Thomas, USVI 00801809/774-0807

program highlight: aN... ,

Goals, Objectives,' Compttencies , ,

Subject area (program) gois

Course goals

Unit objectives .



- Competencies with life rolefocus ''

butruction

Modularized curriculumInterdisciplinary curriculum-Experiential learning;Individual(zed learning plans -Teacher advisors _ -Mastery learning .,./Continuous progress

,

Remediation procedures --, Parent participation %. 11

Computer support

AssmmInent


Applied perfcitmance tats,ts .Norm referenced-tests'Minimum competency testing

Demonstrated competenee ,required ,

, Assessment center .. ,


Objective/competency referenced*F--records

Student repotts based on objectivesor competencies j ,

Grading systent oth than A-FComPuter support_ ...


OarticipatOry management

Management by objectiveiAccOuntability

' Management information system

.4 Computer support rliData based program evaluatfion ,.


Regular reporting ofprogramperformance


- Setting goals. objectives,competencies

Program rexiew

Learning sites fotstudents

_Certifying students competent

Joini enrollment secondaryipost<'secondary A

Virgin islands Department of Education 5.9

situation

Area-wide gcel based approach to diffusion andment of validated educational programst training 'ingcel based planning for, teachdks'of reading, writing,

. -math and other subjects;, affects _25,000 'pre-schoolthrough twelfgrAgrade students; begun.in 1978.

manage-

descriptionti

The Virgin Islands Department of Education joined theNational Diffusion NetWork,and devised a systematic,goal based approach to. diffusion of validated educa-tional programs that amokbrought into the Islands as

-Developei/Demonstrator projects. They have used goal!pied management to strengthen accOakabilitY andstreamline the complex activity of diffusion.

Nearly 100 projects have been brought intO about 40Virgin Islands schools as Developer/Demonstrator ,ptor-jects from 'throughout the Unitek/States. The state-facilitator uses'goal-based management to implemeni-iriprograms and to train teachers, principals and staff.The system is alio used to Assist project personnel in-definitely after each project is in place. pettinggoals is an integral 'part of each step in the implemen-tation process.'

Efforts la the last year have been aimed At assistingin the...operation of alternative education programsbrAght into the slands as beveloper/DemonstiatOrspiojects.

A gdestionnaire survOY'has indicated that.90 percent ofteachers participating in the training program aresatisfied with services provided. Academic iMprovementis evaluated for each program adopted.

CdisistCUMCM?

Consulting'in prog;am implementation.

4

7/82

At,

.4

contact for InformationLinda MeyerAssisteint Professoi 'finiversity of Illinois¢01 West JohnChanpaign, IL .61820217/333-3247

'program highlights ), .

Gals, Objectives,. ,Competepcies

'

Subject arel (prosiam) goals. Course goals

Unit objectiveS,



Competencies with life rote focus

Instruction . .

Modularized curriculumInterdisciplinary cuniculumExperiential learning

Individualized learningplans_Teacher advisors ..

Mastery learning. .

Continuous progress

REinediation procedures

Parent participation -

Computer support

Assessment



.14orm referenced tests

_ 'Minimum competency.testing

Demonstrated competegcerequired

Assessment center

Credit by examination4 Objective/competency referenc

records aiStudent reports based on object els

or competencies

Grading system other than -FComputer support

Management ,` 0

Goal based planning

Paiticipatory management


., Accountability. Management inforrhation system

Computer support

Data bapd-Program rialuationRegular program revision

1

Regular reporting of program4performance

Community Involyement .4',

.Setting goals: objectives,competencies

,

Program review

Learning sites for itudents

Certifying students competent ...1.4,

Joint.entollment secondary/postsecondary

1,

°urn e. woliettons Project

situation .

Goal -base3/_computerized instruction in reading, lan-guagearts And mathematics for 800 students in specIaldistrict of seven Illinois prisoni students are ado-lescents and adults-with below high school equivalencyskillsl Trograkbegan in 1975, changed bp gdal basedapproach in 1979.

description

The University of 'Illinois and'the Illinois Departmentof Corrections began the PLATO Corrections-Project ofcoatputerized instruction for inmates in Illinois pri-song through a 1975 LEAA grant.

A network of five to eight terminals in each' of sevenstate prisons provides access bo the PLAta computer*atthe University of Illinois at Champaign. Inmates inthe projedt study lesions in reading: language arts and ,

mathematics'in a standardizei curriculum which includes-a wide variety pf display and resp'onse modes.

,

Progress through the curriculum is mastery-baSed. §tu -dents must demonstrate approximately 85 percent masteryto successfully oomplete lessons and move forwardthrougfi the, curriculdm. The curricdlum developed forcomputer-managed instruction in the ,program includeseight reading units, eight Nlanguage arts units and 16Uri thematics.

N

CriteriOn-bae.a pre- and-tosty-tets are used to paacestudents in the instructional progrkm. Students studyorilyrthe units testing showeto be nedessiry.

Development of reading and language_ lessons has con-tinued in the past year, andmoit recent data show meangains of otte,year in reading level for students afterlesi than three months'of instruction.

assittance

Idformational brochdres.

' 7/82-75

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Northwest Regional Educational - ERICupdated indexes are provided, listing all 99 programs in both...

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Transcript of Northwest Regional Educational - ERICupdated indexes are provided, listing all 99 programs in both...