            SECTION O: SPECIAL EDUCATION/LEARNING DISABILITIES


*ACTIVE: All Children Totally InVolved in Exercising 
*ADAPT Project
Elsmere Project 
ERIN: Early Recognition Intervention Network 
*I Can-ABC  
Individual Education Program in Physical Education (IEP/PE) 
*INSITE Model 
*MAPPS: Multi-Agency Project for Pre-Schoolers 
*MARRS: Mainstream Amplification Resource Room Study 
PEECH: Precise Early Education for Children with Handicaps 
Precision Teaching Project 
*Regional Program for Preschool Handicapped Children 
*SKI*HI Outreach 
Success 
*Systematic Screening for Behavior Disorders (SSBD)
*Teaching Research Data Based Model for PS Children with Moderate
   and Severe Handicaps 
Program for Children with Down's Syndrome and Other Developmental
   Delays   
Modification of Children's Oral Language 
Rutland Center--Developmental Therapy Model 
Systematic Instructional Management Strategies (SIMS) 

* PROJECTS CURRENTLY FUNDED BY THE NDN


ACTIVE: ALL CHILDREN TOTALLY INVOLVED IN EXERCISING. A
DIAGNOSTIC/PRESCRIPTIVE PHYSICAL EDUCATION PROGRAM THAT PROVIDES
TEACHERS WITH THE SKILLS, STRATEGIES, AND ATTITUDES NECESSARY TO
INITIATE A PHYSICAL ACTIVITY PROGRAM FOR HANDICAPPED AND NORMAL
INDIVIDUALS.

AUDIENCE Approved by JDRP for handicapped, ages 6-60,
nonhandicapped, grades K-9, physical education teachers, special
educators, recreation teachers, and paraprofessionals. It has
been used in other settings and grades.

DESCRIPTION Project ACTIVE has been developed to serve
handicapped individuals, but is equally applicable to slow
learners and normal and gifted children. ACTIVE offers a training
program to provide teachers with those skills/strategies
necessary to implement an adapted physical education program,
diagnostic/prescriptive curriculum manuals and materials
addressed to the entire gamut of handicapped conditions, and
consultant services to assist implementers during the
installation phase. Program strengths include extreme flexibility
for adoption/adaptation, a total curriculum package that can be
implemented immediately at minimal cost, compliance with the
federal mandate requiring "written education programs for the
handicapped population," unlimited support services to enhance
successful implementation, and accountability features to enhance
administrator/community support.  Student instruction is based on
instruction format (i.e. the program is structured to ensure that
trainees acquire the skills, knowledge, and attitudes stressed),
with emphasis on trainee exposure to handicapped individuals in a
field setting. Participants are trained to diagnose and assess
pupil strengths and deficiencies and to prescribe motor,
perceptual-motor, physical fitness, posture, nutrition, and
diaphragmatic breathing tasks accordingly. ACTIVE has developed
low motor ability, low physical vitality components for mentally
retarded, learning disabled, and emotionally disturbed student
populations. No special facilities are required. Comprehensive
programs can be initiated in limited space. A 30' x 60' area
removed from other teaching stations is ideal. If P.E. equipment
is available, cost per school varies between $50 and $300.
District commitment includes implementation of at least one
aspect of the ACTIVE program in three or more classes that meet
for a minimum of three 30-minute periods per week for one year,
allocation of time for the trainee to train at least one
staff member, and transmission of pre/post data and end-of-year
evaluation report to project.

REQUIREMENTS Program may be implemented in a single class, a
school, or an entire district. Five discrete curriculum
components enable the district/agency to adapt the program to
students with varying abilities in grades pre-K through 12.
Training programs are adapted to comply with needs of the
teachers and schools. Existing personnel can be used to obviate
the need for additional staff (e.g. by inclusion of the ACTIVE
program in the special education curriculum or by use of the team
teaching approach.) Instructional facilities may vary from 30' x
30' to 30' x 60'. Implementation schedules for each trainee must
be submitted to the project prior to training.

COSTS Project ACTIVE Program Implementation materials ($50)
provide guidelines for planning an individualized-personalized
physical education program for students with any type of
handicap. Other supplementary materials are available. Unit
orders are available and must be prepaid. Installation
costs are minimal. Personnel can be reassigned. Regular P.E.
equipment can be used. Materials are available at the address
below.

SERVICES Awareness materials are available at no cost. Visitors
are welcome at project site two days per month between October
and May and at additional demonstration sites in home state and
out of state. Project staff may attend out-of-state awareness
meetings (all expenses must be paid). Training may be conducted
at project site during the last two weeks of each month from
October to May (adopter pays only its own costs plus cost of
texts). Training is also available at adopter site (adopter pays
own costs, including $50 for mini-course text). Follow-up
services are available to adopters.

DEVELOPMENTAL FUNDING: USOE ESEA Title III                       

JDRP No. 74-97 (9/18/74) Recertified (1/85)        

CONTACT     

Joe Karp 
Director
Project ACTIVE        
13209 NE 175th  
C/O Sorenson Bldg.
Woodinville, WA 98072 
(206) 485-0427

ADAPT PROJECT. A PROGRAM THAT PROVIDES A COMPREHENSIVE,
REPLICABLE SERVICE DELIVERY MODEL FOR SECONDARY AND POSTSECONDARY
LEARNING DISABLED STUDENTS.  THE PROJECT ALSO INCREASES THE
NUMBER OF STUDENTS RECEIVING FULL-TIME SERVICE IN THE EDUCATIONAL
MAINSTREAM, REDUCES THE DROPOUT RATE OF LEARNING DISABLED
STUDENTS, AND IMPROVES THEIR BASIC ACADEMIC SKILLS.   

AUDIENCE Approved by PEP for secondary learning disabled (LD)
students (grades 6-12) and learning disabled adults in
postsecondary vocational education programs.

DESCRIPTION Project ADAPT augments a school's existing LD service
delivery system, improving the structure by increasing knowledge,
skills, awareness, communication, and coordination.  Central to
the program is the concept of producing student outcomes through
two key elements:  changing the way teachers teach (Teacher
ADAPTation) and changing the way students learn (Student
ADAPTation).  A two-day training for resource room personnel, a
team of content area teachers, and support staff is the initial
activity.  The returning team works to modify existing structural
and attitudinal barriers.

Three key areas for teacher adaptation are utilized:  teaching
skills, curricula and materials, and collaboration.  The project
training process instructs teachers in using alternative
organization, management, presentation, practice, and assessment
techniques to adapt the regular classroom environment for the LD
student.  All teachers learn to assess both their curricula and
their teaching materials for appropriateness.

Student adaptation is in the domain of the resource teacher.  The
two program components focus directly upon the needs of secondary
and postsecondary LD students:  re-teaching and adaptive skill
instruction.  The goals are to remediate basic skill deficiencies
and to equip learners with skills that will transfer to the
regular classroom and the world of work.

EVIDENCE OF EFFECTIVENESS Twenty-two percent of learning disabled
students were mainstreamed on a full-time basis after one year in
the project; 43 percent after two years (national mainstreaming
rate is 15 percent).  Fewer than five percent of LD students
dropped out of school (national rate for LD student is 38
percent).  LD students in the program achieved greater than
expected gains in basic academic skills.

REQUIREMENTS For schools that have an LD program, no special
staff are required.  Two days of training for the core group is
required.  The major prerequisite is a moderate level of staff
commitment.  Minimal equipment and supplemental materials for
students are suggested.

COSTS The cost for adopting the project is travel, lodging and
per diem for one trainer during two-day training, Training Manual
($25.00) for each participant, and a training fee.

SERVICES Awareness materials are available at no cost.  The
project staff is available for awareness sessions (costs to be
negotiated).  Implementation and follow-up services available to
adopters (costs to be negotiated).  Statistical analysis of
evaluation data is provided to all school districts submitting
pre-post-tests scores.

DEVELOPMENTAL FUNDING:  Title VI-G Child Service Demonstration
Center, State, Office of Special Education and Postsecondary
Demonstration Projects 

PEP Approval No. 90-06 (2/9/90)

CONTACT

Celia Meyers
123 E. Broadway
Cushing, OK  74023
(918) 225-1882


ELSMERE PROJECT. A BASIC SKILLS VOCATIONAL PROGRAM FOR TRAINABLE
MENTALLY RETARDED, AGES 5-21, THAT SERVES AS A MODEL FOR
DISTRICTS IMPLEMENTING SPECIAL EDUCATION PROGRAMS IN COMPLIANCE
WITH P.L. 94-142.

AUDIENCE Approved by JDRP for students ages 5-21 classified by
child-study teams as trainable mentally handicapped (TMH).

DESCRIPTION The Elsmere Project meets the individual needs of TMH
students by providing individualized scheduling of instruction in
five essential areas: academics, socialization, independent
living, prevocation, and vocation. For each area, the curriculum
has a double orientation. First, the program emphasizes the
acquisition of self-sufficiency to the highest degree possible.
The project prepares students to function in the community, to
work, travel, shop, enjoy leisure time and relate to others.
Second, vocational skills are presented through these learning
areas. Thus, skills and attitudes necessary for engaging in work
are emphasized in all learning areas.

Each student is exposed to a simulated work atmosphere, punching
a time clock and so on. Students are involved in rudimentary
training and work activities such as assembling, packaging and
collating. Students participate in a vocational training program
which reflects community manpower needs.  On-the-job training is
provided for students in the final stages of the training
program. The Glassboro Trainable Assessment Profile (G-TAP),
assists the teacher in placing students at the correct
functioning level in each of the life skill areas. It is also a
useful tool to measure yearly growth and assist the childstudy
team in developing objectives for the Individual Educational Plan
(IEP).

Because area business leaders are potential employers of TMH
citizens, community involvement is an integral part of the
project. On-the-job training and student job placement occur
through community involvement. Advisory groups and service
organizations assist the project by providing information
on the skills necessary to prepare students for particular jobs.

Parent interest and participation is another component in the
success of the Elsmere Project. Parents are provided the
background required to perform activities at home that reinforce
vocational skills taught at school.

REQUIREMENTS The Elsmere Project is best adopted at the school
level, but smaller units (one, two, or three classrooms) can make
adoptions. A two-day or three-day training workshop must be
attended by teachers and participating administrator(s). Adopter
agrees to use project-designed student evaluation scale and to
furnish data for comparison. Strong administrative support helps
to ensure successful adoption.

SERVICES Awareness materials are available at no cost. Visitors
are welcome at original (school site) in Glassboro, NJ by
appointment. Project staff is available to attend out-of-state
awareness meetings (costs to be negotiated). Training is
available at project site or adopter site (all expenses must be
paid, including trainer's fee). Implementation and follow-up
services are available to adopters (all expenses must be paid,
including trainer's fees.) Start-up costs for training and
curriculum materials: approximately $300 per teacher. Costs for
vocationally related equipment and supplies vary depending
on resources available. Maintenance costs are minimal.

DEVELOPMENTAL FUNDING: USOE ESEA Titles III and IV-C             

         
JDRP No. 79-23 (5/17/79)

CONTACT    

Monika Steinberg 
Project Manager 
Elsmere Project 
Educational Information and Resource Center (EIRC) 
700 Hollydell Court 
Sewell, NJ 08080
(609) 582-7000
FAX (609) 583-4206
 

ERIN: EARLY RECOGNITION INTERVENTION NETWORK. A
CURRICULUM/ASSESSMENT PROGRAM FOR TEACHERS, COORDINATORS, AND
PARENTS TO ASSIST YOUNG CHILDREN WITH SPECIAL NEEDS IN REGULAR
AND SPECIAL EDUCATION SETTINGS.

AUDIENCE Approved by JDRP for children ages 3-7 with mild to
severe handicaps in mainstream or special settings, programs for
regular and special teachers, program coordinators, and parents.

DESCRIPTION The ERIN system is appropriate for children ages 2-7
and their parents. It is used in both special preschool
classroom/home programs serving children with moderate to severe
special needs and in regular early childhood (nursery, Head
Start, day care) and primary (K-1) programs serving mainstreamed
mild to moderate special needs children integrated with their
peers.

When adopting, each teacher implements a program of observation
and curriculum modification for children with special needs. A
local coordinator is trained to take over local training and
monitoring of the program. The ERIN training program for adults
(special or regular teachers and coordinators) provides the
equivalent of three to six college credits through attendance at
a 5-day Institute and on-site consultation by ERIN staff. A
coordinated parent program for both special and mainstream
children is optional.

The teaching adult makes materials and organizes his/her own
learning environment to facilitate participation
(social-emotional-affective), body awareness and control,
visual-perceptual-motor, and language skills. Depending on the
age of the child, these are organized into self-help,
developmental concept, and academic readiness content areas.
Initially, the curriculum approach focuses on general
classroom/home modifications of the physical space and daily time
units, learning materials and their organization into learning
sequences, the grouping of children, and teacher
cueing/monitoring. This is followed by the teaching of specific
skills to subgroups and/or individual children by the teacher,
parent, or volunteer, with much greater intensity in specialized
programs. The child's Individual Education Program is implemented
in large and small groups and individually.

REQUIREMENTS Initial five-day Institute for teacher/coordinators
plus classroom follow-up by local coordinator, with on-site
visit(s) by ERIN consultant during the first year. Strong
administrative support is recommended for implementation of a
range of regular and special classroom and home teaching
components. Program replication requires teacher curriculum
and assessment kits. A coordinator's training kit is also
available.  Maintenance involves no appreciable increase in most
districts' current operating expenses. Materials required for
program implementation, other than those stated above, are
already found in most early childhood classrooms.

SERVICES Awareness materials are available at no cost. Visitors
are welcome any time by appointment at project site and
additional demonstration sites in home state and out of state.
Project staff is available to attend out-of-state awareness
meetings. Training is conducted at project site and is also
available at adopter site. Implementation and follow-up services
are available to adopters. Costs for all services available to be
negotiated.

DEVELOPMENTAL FUNDING: USOE BEH                                  

         
JDRP No. 78-186 (7/13/78) Recertified (12/84)


CONTACT    

Peter and Marian Hainsworth 
Directors 
ERIN Inc. 
376 Bridge St. 
Dedham, MA 02026 
(617) 329-5529

 
I CAN-ABC. IMPROVING THE QUALITY OF PHYSICAL EDUCATION
INSTRUCTION FOR ALL STUDENTS PRESCHOOL THROUGH SECONDARY.

AUDIENCE Approved by JDRP for teachers (special education,
physical education, adapted physical education, and/or
combinations) of handicapped children in special and/or regular
educational programs.

DESCRIPTION The ABC Model has five major components to help
teachers implement quality school programs: assess, prescribe,
teach, evaluate, and plan for essential objectives in physical
education for children and youth from near zero to functional
level of competency. The curriculum materials (I CAN) represent a
bank of 200 student performance objectives for qualitative
assessment, prescriptive instruction, evaluation, student
reports, and a computer management system for the school program.

The ABC Model can be 1) implemented without exotic equipment or
facilities; 2) implemented by classroom teachers, physical
education specialists, or combinations; 3) adapted to local needs
and resources to either develop a comprehensive mastery in
learning program, preschool through high school, or supplement an
existing program; and 4) implemented by the user in compliance
not only with P.L. 94-142 but also in response to school reform
movements--pursuit of equity and excellence in American schools
for all students.

EVIDENCE OF EFFECTIVENESS 75% of students achieved meaningful,
statistically significant gain score on objectives when the
curriculum was implemented as intended; 85% of all teachers
trained achieved competencies to implement the ABC Model. A
school site may achieve certification as a Model Demonstration
site by implementing the key elements of the ABC Model: document
of program goals and objectives, prescribe and teach based on
students' assessed needs, evaluate and report student and class
progress, make recommendations for improvement based on student
data.

REQUIREMENTS Identify core staff to receive training and
implement ABC: I CAN. Staff participate in 2-4-1 ABC Inservice
Program: 2-Day Workshop to develop skills and knowledge; four
follow-up visits within a 12- to 20-week period to support
teachers' skill application (assess, prescribe, teach, evaluate);
1-Day Planning Workshop to evaluate implementation effectiveness
and develop comprehensive program plan adapted to the
class/school. Two options to meet this requirement: Individual
receives monitoring training (4 hours) by CT and is provided with
ABC: I CAN Monitoring handbook.

SERVICES Awareness materials are available at no cost. CT's are
available in more than 16 states with Leadership Training Centers
located in colleges/universities in 9 states. CT's are available
to conduct awareness sessions, provide training, answer questions
to help districts fully implement and utilize the ABC Model and
Curriculum Resource Materials available preschool through
secondary. An ABC: I CAN videotape is available from your State
Facilitator or Project Center. Training costs are shared: 
school/district, State Facilitator, and Project.

DEVELOPMENTAL FUNDING: USOE OSE and State                        

         
JDRP No. 81-13 (6/11/81) Recertified (6/85)

CONTACT    

Luke Kelly, Ph.D.
Project Center  
University of Virginia 
Curry School of Education 
Ruffner Hall 
405 Emmet St. 
Charlottesville, VA 22903
(804) 924-6192


INDIVIDUAL EDUCATION PROGRAM IN PHYSICAL EDUCATION (IEP/PE):
PHYSICAL EDUCATION FOR HANDICAPPED CHILDREN. A PROGRAM TO AID IN
THE DEVELOPMENT OF PHYSICAL EDUCATION AND RECREATION COMPONENTS
FOR HANDICAPPED CHILDREN.

AUDIENCE Approved by JDRP for all handicapped students, grades
pre-kindergarten-12.

DESCRIPTION An evaluative, criterion-referenced physical
education program that trains physical education and special
education teachers in providing for the development and
implementation of a high quality physical education/basic
movement instruction for the handicapped child. The three
focal areas of the program are assessment, writing IEPs, and
remediation strategies. The project was developed to serve the
handicapped child, but is equally adaptable to the normal and/or
gifted child. Development is based upon sequentially
developmental movement patterns.

The IEP/PE Program is comprised of a set of three independent
curriculum models. Model subject matter include the following:

1.   Manual 
     a) PL 94-142
     b) Program implementation
     c) Assessment information
     d) Pre-skill 1 (locomotor) 
     e) Pre-skill 2 (manipulative)
     f) Five fundamental movements 

2.   Teacher Training Material  
     a) Goals and objectives
     b) Writing IEPs
     c) Remediation activities
     d) Program expansion     
     e) Specific handicapping considerations

3.   Basic Movement  Manual
     a) Motor fitness (fine and gross) 
     b) Socialization
     c) Self-help
     d) Communication (ex-pressive and receptive)
     e) Cognitive 

Models are designed to provide appropriate material for
handicapped children preschool through grade 12. Models average
$59 per set. Materials are designed to incorporate into the
current curriculum or to be used independently; therefore,
teacher training cost is reduced appreciatively. The model has
been implemented in 14 states, training over 2,000 teachers.

REQUIREMENTS No special staffing or facilities are required for
implementation. A large room or gymnasium is sufficient. Because
of unique teaching strategies, a two-day training session is
recommended. 

SERVICES Awareness materials are available at no cost. Training
is conducted at adopter site or at project site. Implementation,
follow-up, and evaluation services are available to adopters. All
costs for services to be negotiated.

DEVELOPMENTAL FUNDING: Southeast Regional Resource Center        


JDRP No. 81-41 (12/15/81)         
    
CONTACT    

Gay H. Clement 
Program Coordinator 
Center for Developmental Disabilities
University of South Carolina 
Benson Building 
Columbia, SC 29208
(803) 777-4465


INSITE MODEL. A HOME-BASED PROGRAM FOR FAMILIES OF CHILDREN WHO
ARE MULTI-HANDICAPPED SENSORY-IMPAIRED CHILDREN (0-5 YEARS) TO
OPTIMIZE THE CHILDREN'S DEVELOPMENT.

AUDIENCE Approved by PEP for children who are multi-handicapped
sensory-impaired (0-5 years) and their families.

DESCRIPTION The major goal of the INSITE program is to identify
young children who are multi-handicapped with sensory impairment
as close to their birth as possible and provide them with
complete home programming that will facilitate their optimal
development.

Specific goals for the program are: the child will be able to
interact meaningfully with other persons in the home and with
objects in play; use residual sight and/or hearing as well as
possible; build a communication system to convey their basic
wants, needs, feelings, and observations; and reach the highest
level of independence possible. Specific parent goals are:
parents will have a warm, positive relationship with the child;
understand the child's handicaps; provide a stimulating
interactive home environment; and develop the skills and
knowledge to become their child's advocate. 

Elements of the program include identification and screening,
direct services, support services such as physical and
occupational therapy and medical services, and a program
management system. All aspects of service are provided either
directly or indirectly by INSlTE support staff.

EVIDENCE OF EFFECTIVENESS A national data system collects yearly
information on demographic status and child/parent progress for
all participating adoption programs.  Data summaries are provided
to each program.  These summaries allow the program to evaluate
its own effectiveness with the families it serves as well as to
compare its effectiveness with that of the total body of INSITE
adopting programs across the country.

REQUIREMENTS Minimal requirements for program implementation
include one full-time or part-time parent advisor to make weekly
home visits, basic training for six days, a two-volume INSITE
manual and other teaching/testing materials, support staff and
materials, and a supervisor (for larger programs).

COSTS Costs per child for 11 months of service is approximately
$1,750 including direct and indirect costs.

SERVICES Awareness materials are available at no cost.  Visitors
are welcome by appointment at demonstration sites in home state
and out of state.  Project staff is available to attend
out-of-state awareness meetings (costs to be negotiated). 
Training is available at adopter sites (costs to be negotiated). 
Implementation and follow-up services are available to adopters
(costs to be negotiated). 

DEVELOPMENTAL FUNDING:   US Office of Special Education,         

                         Handicapped Children's Early Education
                         Program, and the Utah State Legislature.

PEP No. 89-3 (3/24/89)

CONTACT    

Thomas C. Clark 
SKI*HI Institute 
Utah State University 
Logan, UT 84322-1900 
(801) 752-4601


MAPPS: MULTI-AGENCY PROJECT FOR PRE-SCHOOLERS. AN INTERVENTION
PROGRAM FOR DELAYED INFANTS AND YOUNG CHILDREN.

AUDIENCE Approved by JDRP for handicapped children, birth to age
5.

DESCRIPTION The Multi-Agency Project for Pre-Schoolers (MAPPS) is
a home- and center-based intervention program for delayed infants
and preschool children. The MAPPS model enables parents,
paraprofessionals and teachers to intervene successfully with a
minimum of training. To accomplish this, parents and
other identified personnel are trained to use specific, detailed
curricula as a guide for teaching young children. In addition to
home-based training, the MAPPS model enables delayed children to
be mainstreamed into existing preschool and day care services by
training staff in specific intervention strategies. Originally,
the MAPPS model was designed for use in rural-remote areas; more
recently, urban and minority populations, including Native
Americans, are now using the MAPPS model successfully.

A key component of the MAPPS model is the Curriculum and
Monitoring System (CAMS), which covers six curriculum areas:
receptive language, expressive language, motor development,
self-help development, pre-academic skills, and social-emotional
development. Developmental sequencing behavioral principles,
and programmed instruction are the basis for the design and
development of these materials. The system includes: 1) six
sequenced curriculum programs with detailed teaching instructions
appropriate for use by persons of various backgrounds, 2) a
manual providing an overview of the CAMS model and explaining the
use of the curriculum, 3) placement tests for each program, and
4) an introductory slide-tape presentation.

With the advent of Public Law 99-457, which requires the
provision of a free and appropriate education for all handicapped
preschoolers, there is an immediate need for high quality models
of early intervention. The MAPPS model provides a highly
effective method to serve young children and their families
in a wide variety of settings.

REQUIREMENTS The model can be used by parents, individual
preschools, and any agencies serving infants and preschoolers
with handicaps. Involvement of parents and/or classroom teachers
is necessary for implementing the MAPPS model. If the model is
adopted by a preschool or an agency, one teacher/monitor is
required on a half time basis to serve approximately 20 children.
Speech, O.T., P.T., and psychology personnel should be available
for consultation. Training for preschools and agencies consists
of 1 to 2 days at the replication site depending on the
experience and background of the persons being trained.

SERVICES Awareness materials are available at no cost. Visitors
are welcome by appointment. Training workshops are conducted at
the adoption site with costs negotiated between the cooperating
agencies. The cost of a complete set of the CAMS curriculum which
covers the five developmental areas mentioned above is $48.00.
One set is necessary per teacher/classroom. Follow-up visits
and telephone consultation are available.

DEVELOPMENTAL FUNDING: USOE BEH                                  

       
JDRP No. 80-7 (6/17/80) Recertified (4/85)

CONTACT    

Glendon Casto 
Project Director 
(801) 750-2000 
     and
Vonda Lauritzen
Training Coordinator 
(801) 750-2001 
Utah State University 
Developmental Center for Handicapped Persons 
Logan, UT 84322


MARRS: MAINSTREAM AMPLIFICATION RESOURCE ROOM STUDY. PROJECT
MARRS USES SOUND FIELD AMPLIFICATION TECHNOLOGY TO ENHANCE
INSTRUCTION, LESSEN TEACHER VOICE FATIGUE AND IMPROVE STUDENT
ACADEMIC ACHIEVEMENT IN READING AND LANGUAGE ARTS.

AUDIENCE Approved by JDRP for improvement of teaching and quality
of instruction in reading and language arts for all students but
especially students with mild hearing losses (MHL) grades K-6.
The program has been used in regular and special education
classrooms early childhood through grade 12 for instruction in
all subject areas.

DESCRIPTION Project MARRS uses sound field amplification of the
regular or special education teacher's voice in the presentation
of the school's regular curriculum. Amplification equipment is
installed in the classroom and the teacher wears a wireless FM
microphone which permits freedom of movement in the classroom.
The amplification allows the instructor to maintain a consistent
signal approximately 10 decibels above the noise level in the
classroom. Thus an improved listening environment is created for
all students. Amplification enhances the clarity of oral
instructions, promotes student attention, lessens teacher voice
fatigue and increases academic achievement scores, particularly
for students with mild (MHL) hearing losses who are to be found
in all classrooms.

Data from the original study suggest 30% of all students in
regular classrooms and as many as 75% of special education
students have educationally significant hearing losses, many of
which are undetected by routine school hearing screenings. MARRS
provides a cost efficient alternative/supplement to resource room
instruction for mainstreamed mildly handicapped students as well
as an effective environmental modification to benefit all
students and teachers. Statistically significant gains in
academic achievement are demonstrated by target students in the
least restrictive environment at a fraction of the cost of
resource room intervention.

In the 1-86 validated study using data from four adopting
districts, a pre-post experimental-control group design was
utilized to demonstrate that K-6 target students (MHL) receiving
instruction in standard classrooms equipped with sound field
amplification make statistically significant greater gains in
standardized achievement scores than do target students in
control (non-amplified) classrooms (P< .05).

REQUIREMENTS No special staff, facilities, or curriculum
materials required. The program is designed to enhance the
ongoing curriculum, improve teaching, and create an improved
listening/learning environment for all students. The
adopting district purchases sound amplification equipment which
is installed in classroom(s). Following a brief inservice
teachers use amplification for oral instruction.

1) One time purchase of sound field equipment, which can be used
for years with minimal ongoing costs. Cost per student varies
with the number of children in amplified classrooms and decreases
with subsequent years as equipment continues to be used. 2)
Portion of costs (to be negotiated) for installation and
in-service of local staff by project personnel. Release time
for teacher inservice is not ordinarily required.

SERVICES An NDN funded Developer Demonstrator Project. Awareness
materials are available at no cost. Visitors are welcome at
Project sites any time. Project staff is available to attend
out-of-state awareness meetings (costs to be negotiated).
Training is conducted at project site (costs to be negotiated).
Implementation and follow-up services are available to adopters.

DEVELOPMENTAL FUNDING: USOE ESEA Title IV-C                      

         
JDRP No. 81-27 (7/28/81) Recertified (1/14/86)

CONTACT    

Helen Ray 
Director 
Project MARRS 
Wabash & Ohio Valley Special Education District 
Box E 
Norris City, IL 62869-0905 
(618) 378-2131
 

PEECH: PRECISE EARLY EDUCATION FOR CHILDREN WITH HANDICAPS. AN
INDIVIDUALIZED EDUCATIONAL PROGRAM DESIGNED TO ENHANCE THE
DEVELOPMENT OF PRESCHOOL HANDICAPPED CHILDREN WHILE INVOLVING
FAMILY MEMBERS IN THE EDUCATIONAL PROCESS.

AUDIENCE Handicapped children ages 3-6 and their families. 

DESCRIPTION The PEECH Project serves handicapped children ages
3-6 functioning in a wide intellectual range with a multiplicity
of cognitive, language, speech, social, emotional, and/or motor
problems. The majority of children are identified through
community-based screenings for all young children. Also
integrated into the program are children who have no special
educational needs. These children serve as models for language,
cognitive, motor, and social skills. Children are enrolled in a
classroom program for a half-day five days a week. Educational
needs are determined by systematic observations. This procedure
provides information on each child's level of functioning in the
fine motor, gross motor, language, general knowledge and school
readiness, social, and self-help areas. Program features include
a low student/teacher ratio, a positive approach to behavior
management, extensive training and involvement of
paraprofessionals as teachers, a carefully structured learning
environment, and precise planning and evaluation of daily
individualized teaching sessions. Families are involved
through an extensive individualized program. Parent conferences,
home visits, group meetings, classroom observation, and other
activities are employed to help family members. A resource room
serves as a lending library for parents and their children.

Research findings on the program effectiveness of the PEECH
Project indicate that a reversed mainstreamed preschool program
which provides classroom instruction based on developmental
assessment of functioning can provide young handicapped children
with the social and academic skills needed to perform adequately
within regular elementary school classes (Karnes et al. 1981).

One staff member should be assigned the responsibility (and time)
for coordinating screening, child assessment, classroom
programming, staff training, and evaluation, and for acting as
liaison with the PEECH demonstration site. Optimal staffing
consists of one head teacher and one paraprofessional, with
ancillary services from a speech and language therapist,
psychologist, social worker, and occupational therapist, but a
basic program can be implemented by a trained teacher and a
paraprofessional if other support staff is available in the
community.

REQUIREMENTS Adopters must independently identify a source of
funding and administrative support for the hiring and training of
staff, for screening and identifying children, and for providing
classrooms for the program.

SERVICES Awareness materials are available at a minimal cost.
Visitors are welcome by appointment. Project staff is available
to attend out-of-state awareness meetings (cost to be
negotiated). Training is conducted by means of 12-14, two- or
three-hour workshops/site visits. Project-developed materials
are provided to adopters at a minimal charge. A wide variety of
commercially available instructional materials already found in
most preschool classrooms is used.

DEVELOPMENTAL FUNDING: USOE SEP                                  

         
JDRP No. 75-74 (11/10/75)

CONTACT    

Merle B. Karnes 
Director 
PEECH 
Department of Special Education
University of Illinois 
Colonel Wolfe School 
403 East Healey
Champaign, IL 61820-5598
(217) 333-4890

PRECISION TEACHING PROJECT. A PRECISION TEACHING MODEL DESIGNED
TO REMEDIATE AND BUILD BASIC SKILLS THROUGH PRACTICE AND DRILL,
SETTING PERFORMANCE STANDARDS, CONTINUOUS MEASUREMENT, AND
DATA-BASED DECISIONS. 

AUDIENCE Approved by JDRP for all students, grades K-4. It has
also been used in other settings and the State of Montana has
validated the use of Precision Teaching in grades K-12.

DESCRIPTION The overall intent of the Precision Teaching Project
has been to develop a model for the delivery of educational
services to elementary students who have been identified as
experiencing learning deficits. Precision Teaching procedures
have been used not only in identifying these students, but also
as remediation tactics. (Precision teaching is a set of
measurement procedures based on direct, daily assessment.) A
resource room is provided for students with more severe learning
deficits, while the regular classroom deals with basic skills and
minimal problems. One-minute practice sheets are used extensively
as a means of building basic tool skills to a level where
students are capable of competing within the regular classroom.
Direct and daily measurement procedures are employed, using both
the manager and the student in recording and charting. Curricular
decisions are based on available data.

Resource teachers as well as regular classroom teachers use the
precision teaching procedures, which include curriculum materials
developed within the project. Instructional methods include
one-minute practice sheets from the Precision Teaching materials
bank and data-based decisions made from the standard behavior
chart.

The costs to the adopter include:
   -Training Packets $15 per person
   -Implementation Materials $375 per school (approx.)

In addition, the adopter is responsible for travel, lodging and
per diem. There is also a negotiable training fee.

REQUIREMENTS An adoption commitment can be made by a--district,
school, or classroom. Adopting units should include building or
program administrators, support personnel (e.g., psychologist),
and regular and/or special education teachers. Initial training
requires two days and is available at project or adopter site.
Additional follow-up training (three days maximum) is provided at
the adopter site. In most cases existing facilities can be used.

SERVICES Awareness materials are available at no cost. Visitors
are welcome any time by appointment at project site and
additional demonstration sites in home state and out-of-state.
Project staff is available to attend out-of-state meetings (costs
to be negotiated). Training is available the entire year with
costs to be negotiated.

DEVELOPMENTAL FUNDING: USOE ESEA Titles III and IV-C             

         
JDRP No. 75-25 (5/6/75) Recertified (5/17/79)

CONTACT    

Ray Beck 
Project Director 
Precision Teaching Project 
Sopris West, Inc. 
P.O. Box 1809 
Longmont, CO 80502-1809 
(303) 651-2829

REGIONAL PROGRAM FOR PRESCHOOL HANDICAPPED CHILDREN. EARLY
INTERVENTION FOR HANDICAPPED CHILDREN AGES 3 TO 5.

AUDIENCE Approved by JDRP for preschool handicapped children.

DESCRIPTION This is a comprehensive program of educational
services intended to increase the verbal, perceptual, motor, and
general cognitive skills of children with the following handicaps
as defined by New York State: speech impaired, emotionally
disturbed, multiply handicapped, learning disability, deaf or
hard of hearing, visually impaired or blind, mentally retarded,
and autistic.

Unique features of the program include: The Interactive Teaching
Process in which special education teachers, teacher aides and
clinical team members provide diagnostic/prescriptive teaching,
language intervention and positive reinforcement on a continual
basis in the classroom; The Transdisciplinary Team Model through
which team members train each other and share roles in
assessment, intervention and consultation; Parent Involvement
Model, which includes the parent volunteer system, parent group
meetings and an individualized approach to parent participation.
Replication Training in each or all components is available to
any preschool program. Over 450 classroom sites have replicated
the Regional Program Model or component of the model. 
Manuals describing each component are available at cost.

Impact data collected on demonstration site and adoption site
students show that students exposed to a full year of the program
made statistically and educationally significant gains compared
to national norms as measured by the McCarthy Scales of
Children's Abilities. Regarding maintenance of effects, gains
made by students during the first year of exposure were
maintained after a second phase of instruction. Over 60% of
Regional Program graduates since 1980 have been placed in regular
school or transition programs when they reached school age.
Parent participation and support for the Regional Program is
exceptionally high. Parents demonstrate extensive knowledge of
program components and report a high level of program
satisfaction.

REQUIREMENTS Any preschool program serving children with special
needs, including Headstart programs, may adopt the Regional
Program. Special staffing for implementation should include a
speech therapist to work with the teacher on a part-time basis
and other professionals available as appropriate to the program.
The training addresses the three components of the program, The
Interactive Teaching Process, Transdisciplinary Team Model and
Parent Involvement Model. One or two days of training are
provided based on a needs assessment process with the training
site. All preschool staff should be involved in the training
including teachers, clinical team members and paraprofessionals.
Follow-up visitation allows for consultation and training of an
on-site program monitor. A staff training manual is available
for each component of the program and range in price from $7.50
to $16.00.

SERVICES Awareness materials are available at no cost. Visitors
are welcome at project sites by appointment. Project staff is
available to attend out of state awareness meetings and
conferences. Training is conducted at project site or adopter
site (travel, food and lodging must be paid by adopter or cost
sharing may be negotiated with State Facilitators).

DEVELOPMENTAL FUNDING: USOE BEH, State, and Local

JDRP No. 81-6 (6/29/81 Recertified (9/26/86)

CONTACT    

Carol S. Eagen 
Supervisor 
Preschool Program 
Special Education Department 
Putnam-Northern Westchester Board of
 Cooperative Educational Services 
Yorktown Heights, NY 10598 
(914) 962-2377 


SKI*HI OUTREACH. A COMPREHENSIVE PROGRAM PROVIDING
IDENTIFICATION, HEARING AID MANAGEMENT, COMMUNICATION, AUDITORY,
AND LANGUAGE FACILITATION THROUGH HOME MANAGEMENT FOR
HEARING-HANDICAPPED CHILDREN BIRTH TO AGE 6.

AUDIENCE Approved by JDRP for hearing-impaired infants and young
children birth to age 6 and their families.

DESCRIPTION SKI*HI is a comprehensive program that provides
screening, audiological, diagnostic and assessment services and a
complete home intervention curriculum for hearing-impaired
children (birth to age 6) and their families. It provides a
family-focused, team management approach.

The program is designed to provide services to a state-wide or
large population area; however SKI*HI effectively meets the needs
of regional, district, rural, small and private agencies. It
includes a system for hospital screening for high-risk infants. A
diagnostic and supportive entry process ensures efficient,
expeditious entry of children and families into the program.

A complete home intervention curriculum is provided. It includes
the main program areas of the Home Hearing Aid Program, the Home
Communication Program, the Home Auditory Program, and the Home
Total Communication and Home Aural/Oral Language Programs.
Training in the SKI*HI model includes curriculum as well as areas
of parent readiness, home visit planning, delivering and
reporting, family emotional support and the role and
characteristics of a Parent Advisor. Psychological, emotional,
and child-development support are provided for parents in the
home. Weekly and comprehensive quarterly assessment of child and
family is performed.  Part-time parent advisors living in the
area visit homes weekly to deliver the curriculum, which is
targeted for parents. A format for home visits is provided.

A support system of ongoing audiological services, a hearing aid
evaluation and loaner system, video units and tapes for total
communication, hearing aid molds, psychological services, parent
group services, and a comprehensive evaluation system are
provided. Careful planning for transition to the next educational
environment is included.

A national data system collects yearly information on demographic
status and child/parent progress for all participating adoption
programs. Data summaries are provided to each program. These
summaries allow the program to evaluate its own effectiveness
with the families it serves as well as to compare its
effectiveness with that of the total body of SKI*HI adopting
programs across the country.

REQUIREMENTS One full-time or part-time professional to make
weekly home visits is the minimum requirement. This person must
have basic SKI*HI training in delivery of a home intervention
program for hearing-impaired infants. Travel is necessary. For
maximum effect, a hearing aid bank, hearing screening, and
audiological, psychological, and child development services
should be provided. Earmolds, library books, video-playback
units, and total communication tapes should be provided. In
larger programs, supervision and administration are necessary.
The program should participate in the SKI*HI data collection and
evaluation system.

COSTS Complete services for 11 months (including all direct and
supportive services) costs approximately $1,549 per child.
Start-up costs are minimal.

SERVICES Awareness materials are available at no cost. Visitors
are welcome by appointment at project site and additional
demonstration sites in home state and out of state. Project staff
is available to attend out-of-state awareness meetings (costs to
be negotiated). Training is available at adopter sites (costs to
be negotiated). Implementation and follow-up services are
available to adopters (costs to be negotiated).

DEVELOPMENTAL FUNDING: USOE BEH                                  

         
JDRP No. 78-192 (7/13/78) Recertified (10/84)

CONTACT    

Thomas C. Clark 
Director 
SKI*HI Institute 
Department of Communicative Disorders 
Utah State University 
Logan, UT 84322-1900 
(801) 752-4601


SUCCESS. FOUR DIFFERENT INSTRUCTIONAL PLANS FOR A WIDE RANGE OF
INDIVIDUALS TO USE TO TEACH PHONICS AND SIGHT WORDS.

AUDIENCE Approved by JDRP for children with reading difficulties,
grades K-6; also being used in grades 7-12 and with adults.

DESCRIPTION Project Success provides four different phonics plans
to increase instructional service time in teaching phonics and
sight words to regular and remedial students in grades K-12 and
adults. The plans include one-to-one, small-group, large-group,
and a complete plan to train and supervise many tutors. Each plan
has specific directions as to how to: (1) test and place
students, (2) teach the materials, (3) measure and record
performance, (4) motivate, and (5) communicate. The plans allow
for more flexibility to match students to programs, move students
between plans and create opportunities to involve others in
teaching. The program is comprehensive because it provides so
many different ways individuals can assist in improving reading
instruction. The program can be managed by teachers,
administrators, counselors, parents, or community organizations
to provide instruction in 100 phonic skills and 220 sight words.
Emphasis is given to sounding out words, recognizing sight words
which cannot be sounded out, spelling words, comprehending what
is read in stories and improving reading speed. The program has
been taught by a wide range of individuals including peers in
grades 6-12, aides, teachers, psychologists, counselors,
administrators, parents, community volunteers, etc. A simple,
standard lesson plan card is followed to complete the four pages
of exercises which comprise each lesson. The materials are
complete to teach. They include the Teacher's Guide (for
one-to-one, small and large group), the Instruction Book (92
lessons) covering 399 pages, the Progress Book (consumable record
of performance) and the Coordinator/Supervisor Book (tutoring
program plan).

The program is effective because it is a "direct instruction"
program which provides explicit step-by-step directions, uses
daily and monthly review, demonstrates and models new skills,
emphasizes high rate of student responses and immediate
corrections, provides independent student practice and requires
students to be firm and automatic in use of new skills.

Pre- and post-test measures of the success of learning disabled
elementary students shows 4.2 month's gain for each month of
instruction using the one-to-one plan with middle school tutors
and 3.4 month's gain for each month of instruction using the
small-group plan taught by aides.

REQUIREMENTS The program materials and instructions are complete
no matter which plan is chosen. On-site training is not required,
but is available if desired.

Start-up cost will vary depending on which plan of instruction is
chosen and how many students are involved. Some examples of per
pupil costs are: (1) someone tutors only one student $135.00, (2)
someone teaches small-group plan to five students $55.00 per
student, (3) someone teaches large-group plan to ten students
$45.00 per student, and (4) someone runs a tutoring program
where ten students are tutored, but only five at a time $47.50
per student.  Replacement costs are minimal, i.e. under the four
examples given above the costs would be: (1) $12.50, (2) $2.50
per student, (3) $1.25 per student, and (4) $12.50 per student.

SERVICES Awareness materials are available. Visitors are welcome
by appointment. Project staff is available to attend out-of-state
awareness meetings (costs to be negotiated.) Training can be
conducted at the project site (costs to be negotiated). Follow-up
services are available to adopters, if desired (costs to be
negotiated).

DEVELOPMENTAL FUNDING: USOE ESEA Title III                       

         
JDRP No. 75-28 (5/7/75)

CONTACT    

Ronald F. Smith 
Director of Special Services 
North Kitsap School District No. 400 
8998 N.E. West Kingston Road 
Kingston, WA 98346 
(206) 297-2969

SYSTEMATIC SCREENING FOR BEHAVIOR DISORDERS (SSBD).  A PRACTICAL
PROCESS FOR THE SYSTEMATIC MASS SCREENING AND IDENTIFICATION OF
REGULAR CLASSROOMS STUDENTS WHO MAY BE AT RISK FOR DEVELOPING
BEHAVIOR DISORDERS.

AUDIENCE Approved by PEP for students in regular elementary
grades (K-6) who may be at risk for developing either
externalizing or internalizing behavior disorders.

DESCRIPTION SSBD provides a solution to the problems of
under-referral of students who may develop behavior disorders by
giving regular classroom teachers uniform behavioral standards
for use in reducing the idiosyncratic nature of teacher
referrals.  This mass screening process, which occurs early
in a child's school career, is a multi-agent, multi-method
approach.

The screening occurs in three stages:  teacher nominations of
groups of children whose characteristic behavior patterns most
closely resemble profiles of behavior disorders occurring in the
school setting and ranking of those students; screening of
students in terms of behavioral severity and defining the content
of their behavior problems using a series of ratings
items and systematic observation of students using a classroom
code and a playground code.

SSBD has been constructed under the following beliefs:  teachers
in least restrictive environments are more likely to refer pupils
who exhibit externalizing behaviors that they perceive as
aversive while under-referring pupils with internalizing
disorders; teacher rankings and ratings combined with direct
observation is necessary to assess pupil behavior; and academic-
engaged time and peer-related social behavior are important
indicators.

EVIDENCE OF EFFECTIVENESS In six separate studies, SSBD provided
a reliable procedure for systematically screening and identifying
elementary school students who demonstrate potential behavior
disorders.  In six additional studies, SSBD proved to be an
accurate procedure that discriminates potentially behavior
disordered students from non-disordered or non-at-risk students
within regular classrooms.

REQUIREMENTS The only major requirement is mastery of the
classroom and playground observation codes in stage three of the
screening and identification process.

COSTS Costs to an adopting district involve purchase of materials
($180 per building) and training ($400 per day).  Consumable
products are minimal, and no special staff, equipment, or
facilities are required.

SERVICES Awareness materials are available at no cost.

DEVELOPMENTAL FUNDING:  Federal, State and local

PEP Approval No. 90-01 (2/8/90)

CONTACT

Rebecca Williamson
National Training Network
1140 Boston Avenue
Longmont, CO 80501
(303) 651-0833


TEACHING RESEARCH DATA BASED MODEL FOR PS CHILDREN WITH
HANDICAPS. A PROGRAM FOR PROVIDING INDIVIDUALIZED SKILLS
INSTRUCTION WITHIN THE INTEGRATED PRESCHOOL SETTING.

AUDIENCE Approved by JDRP for children ages 1-8 with special
needs.

DESCRIPTION The model is a complete classroom management system
with an environmentally referenced assessment approach designed
to lead a teacher to selection of functional and environmentally
relevent skills for each student with handicaps. Parent input is
actively solicited to assist educational staff in prioritizing
deficit skills. A matrix type process is utilized to determine
instructional formats appropriate within the typical, activity
based preschool setting. Instructional sequences are
individualized to the needs of each child, but are taught within
naturally occurring group activities which are completely
integrated.

The Model prescribes a format for individualized programs in
which the teacher specifies the skill to be taught, the way in
which the materials are to be presented, and the feedback to be
given to the child. Trained volunteers play an important role in
this model. They are taught how to deliver cues and feedback and
how to record child performance data in a specific manner.
Maintenance of volunteer skills is objectively monitored by
the teacher. The teacher uses the daily data to make teaching
decisions concerning individual programs for the following day
and to ascertain whether sequencing, cue presentation, or
feedback need to be altered.

Group instruction comprises the primary approach to instruction
for all children in the integrated setting and this is conducted
by the teaching assistant or classroom aide. The teacher utilizes
an observation-feedback approach for monitoring the maintenance
of the aide's skills. Generalization of skills is an integral
part of this activity based instructional program.  Educators
implementing this model also learn a proven system for managing
inappropriate behaviors. Parents are encouraged to participate in
the instructional program at school as volunteers and to assist
their child to acquire new skills by providing relevant home
based practice. Approximately 95% of the parents of project
children are involved, in some manner, in their child's school
program. Parent involvement includes options such as serving
as a trained classroom volunteer, participating in daily
communication (written or verbal), carrying out home based
instruction simultaneously with instruction at school or
providing opportunities to their child to generalize newly
acquired skills at home and in community settings.

REQUIREMENTS The model can be applied to self-contained settings,
although focus of the training is on implementing the model in
integrated settings. Training is appropriate for regular early
childhood teachers as well as special educators who might act as
consultants.  Inservice training includes a five day
practica-based session at Teaching Research and follow-up
technical assistance visits to the trainees' work site.

SERVICES Awareness materials are available at no cost. Visitors
are welcome at project site by appointment. Project staff is
available to attend out-of-state awareness meetings (costs to be
negotiated). Adoption of the Data-Based Model requires no special
staffing ratios or unusual curricular materials. Therefore,
standard operating costs for a special education classroom would
apply. Training is conducted at project site. Costs incurred
in training include: tuition, travel to Oregon site, and travel
to trainees' work site for follow-up technical assistance on two
separate occasions.  Trainers are provided at no cost.

DEVELOPMENTAL FUNDING: USOE BEH                                  

         
JDRP No. 78-163 (3/27/78) Recertified (6/86)

CONTACT    

Joyce Peters 
Teaching Research Division
Western Oregon State College
Todd Hall 
Monmouth, OR 97361 
(503) 838-8812


PROGRAM FOR CHILDREN WITH DOWN SYNDROME AND OTHER DEVELOPMENTAL
DELAYS.  DESIGNED TO ACCELERATE AND MAINTAIN DEVELOPMENTAL GAINS
OF DOWN SYNDROME/DEVELOPMENTALLY DELAYED CHILDREN.

DESCRIPTION The program has 2 major components: systematic
instruction, and services to parents. The systematic instruction
process consists of 5 basic steps: assessment; establishing goals
and objectives based on assessment; planning programs to meet
goals and objectives; implementation of these programs in the
daily schedule; and evaluation through daily data collection
and assessment. The Classroom Assessment of Developmental Skills
(CADS) is the assessment/curriculum for the model. This
developmental checklist is criterion-referenced and includes 5
skill areas: gross motor, fine motor, cognitive, communication,
and social/self-help (birth to 8 years). Goals and objectives
based on this instrument are identified in all skill areas for
each pupil. There are 3 levels at which the model can be
replicated: infant learning (birth to 18 months); preschool,
including early (18 month to 3 years), intermediate, (3 to 4
years), and advanced (4 to 5 years); and kindergarten (5 to 6
years). The infant learning program is center based. Parents
bring their children in for 1- to 2-hour weekly sessions, data
are obtained to determine progress the infants are making towards
objectives, and parents are provided with activities to implement
at home during the daily routine. The preschool and kindergarten
programs offer a balanced schedule of individual and large and
small group instruction, and a variety of classroom activities
planned to provide practice, transfer and generalization of
skills. Parents and staff work together to maximize learning
opportunities. At the preschool and kindergarten levels, parents
continue to maintain a close working relationship with the
program and receive training based on individual need.

DEVELOPMENTAL FUNDING: USOE BEH                                  


JDRP No. 75-64b (9/3/75)         

CONTACT    

Patricia Oelwein 
Coordinator 
Down Syndrome Program 
COMKC WJ-10
University of Washington
Seattle, WA  98195
(206) 685-3205


MODIFICATION OF CHILDREN'S ORAL LANGUAGE. A SPECIAL PROGRAM FOR
TRAINING STAFF TO WORK WITH STUDENTS HAVING LANGUAGE
DISABILITIES.  APPROVED BY JDRP FOR LANGUAGE-HANDICAPPED
STUDENTS, PRESCHOOL TO ADULT. 

DESCRIPTION The project uses the materials and instructional
methods of the Monterey Language Program, which combines
linguistic theory and behavioral technology. It is universal:
appropriate for any individual with a language problem,
regardless of the reason for that disability. The curriculum
and program design include screening, placement, criterion
testing, teaching procedures, branching, and data collection for
record-keeping and evaluation.  With the Monterey Language
Program, a teacher can obtain accurate pre- and post-test
measures of a student's progress in syntactical expression. The
project helps language-deficient individuals acquire new skills
in a brief period of time. It is individualized and
performance-based. In addition to providing materials, the
project provides teachers with an instructional strategy and
assists them in becoming proficient in using the materials.
Implementation of the project includes training, on-site
supervision, refresher conferences, and data monitoring. Aides,
parents, or other volunteers may be involved if desired.
The language program works with children and adults defined as
language-delayed, deaf, hard-of-hearing, mentally retarded, or
physically handicapped. It serves non-English-speaking,
bilingual, or second-language students where appropriate. It is
particularly valuable in early childhood education, classes for
the educable and trainable mentally retarded, and speech and
language centers. It permits language remediation services to be
expanded without increasing staff.

An initial one- to four-day training workshop and a follow-up
on-site visit are required.  From two to four instructors may be
selected for additional training, so they in turn can become
trainers of new teachers in the district.  Unit for training
ranges from 10 to 25.  Adoption costs vary according to the
location of the adopting agency, number and experience of
project participants, and degree of implementation.  Training is
conducted only at adopter site and follow-up services are
available to adopters (costs to be negotiated).

DEVELOPMENTAL FUNDING: USOE ESEA Title III                       

         
JDRP No. 73-6 (4/16/73)

CONTACT    

George H. Stern 
Monterey Learning Systems 
P.O. Box 51590 
Palo Alto, CA 94303 
(415) 969-5450


RUTLAND CENTER--DEVELOPMENTAL THERAPY MODEL.  A COMMUNITY-BASED
PSYCHOEDUCATIONAL PROGRAM THAT OFFERS A DEVELOPMENTAL CURRICULUM
TO SEVERELY EMOTIONALLY DISTURBED OR AUTISTIC CHILDREN, THEIR
PARENTS, AND TEACHERS.

DESCRIPTION Developmental Therapy is a therapeutic curriculum for
social and emotional growth used in a special classroom setting
with groups of 4 to 8 individuals or in the integrated classroom
setting. On the assumption that disturbed, autistic, or other
handicapped children go through the same stages of development
that normal youngsters do, but at a different pace, the
curriculum guides treatment and measures progress by focusing on
the normal developmental milestones that all children must
master. Developmental Therapy has thus established itself as a
"growth model" rather than a "deficit model." The model is
composed of 4 curriculum areas (behavior, communication, 
socialization, and preacademics) arranged in 5 developmental
stages, each requiring different emphasis and techniques. 
Special services to parents are an integral part of the approach.

Developmental Therapy also emphasizes concurrent placement with
nonhandicapped children. This mainstreaming aspect of the model
requires that regular school experiences mesh smoothly with
intensive Developmental Therapy experiences. In response to P.L.
94-142, resources are available that emphasize how to plan,
implement, and evaluate an Individualized Education Program (IEP)
using the developmental approach. The National Technical
Assistance Office offers 4 types of technical assistance
(information dissemination, program planning and design,
training, and program evaluation). Project staff provide
assessment of training needs, design an inservice instructional
sequence, and implement the training program at the agency site
with periodic visits. The Developmental Therapy Institute, Inc.
offers preservice and inservice training to school personnel
serving school age emotionally disturbed children and youth. This
project's purpose is to increase knowledge and skills of
participants for using proven S.E.D. practices based on current
developmental theory and research.

DEVELOPMENTAL FUNDING: USOE BEH                                  

         
JDRP No. 75-63 (9/3/75)

CONTACT    

Karen R. Davis 
Proj. Dir. 
National Technical Assistance Office 
125 Minor St.
Athens, GA 30606 
(404) 549-3030 or 369-5689 
     or
Mary M. Wood
Director
Developmental Therapy Institute, Inc.  
575 Milledge Circle 
Athens, GA 30606 

SYSTEMATIC INSTRUCTIONAL MANAGEMENT STRATEGIES (SIMS). A PROGRAM
USING MANAGEMENT STRATEGIES AND A STRUCTURED, SEQUENCED
CURRICULUM TO HELP TEACHERS PLAN APPROPRIATE INSTRUCTIONAL
PROGRAMS FOR DISABLED READERS.

AUDIENCE Approved by JDRP for disabled readers grades 1-12
needing basic coding skills, and for learning disabilities
teachers serving that population. This program has also been used
in other settings with special education groups. 

DESCRIPTION A discrepancy model for solving performance problems
provides the framework for the SIMS curriculum. The SIMS
curriculum consists of a hierarchical sequence of 53 objectives
needed to acquire the basic coding skills of reading and
spelling. The curriculum contains word and sentence lists for
each of the 53 objectives to monitor the accuracy of skill
acquisition for each individual child. Additional word lists for
each objective are designed to monitor the proficiency with which
a student decodes words of a particular pattern. There are four
stories for each of the 53 objectives. Written language
worksheets with controlled reading levels matching the word list
level provide activities simultaneously developing the student's
writing skills. Comprehension questions and worksheets for
Scanning Stories are used to develop independent study skills.
SIMS teachers are trained to use data decision rules to plan
appropriate instructional interventions.

DEVELOPMENTAL FUNDING: USOE BEH Title VI-G                       

         
JDRP No. 79-18 (5/15/79)

CONTACT    

Lyle A. Baker 
Director 
Grants & Compliance
Minneapolis Public Schools 
807 N. E. Broadway 
Minneapolis, MN 55413
(612) 627-2190


                    SECTION P: DISSEMINATION PROCESSES*


**Improving Visual Arts Education 
**Teaching Geography: A Model For Action In Grades 4-12 
**The National Faculty's "National Teaching Project" 

*Dissemination Processes Projects (DPPs) were first funded as
pilot projects in 1987 to increase the depth and breadth of the
National Diffusion Network (NDN). These projects are the
large-scale programs that provide information, instructional
materials, and services about specific content areas, bodies of
research, or fields of professional development to education
services providers. 

In order for DPPs to be eligible for dissemination grants, they
must first receive approval by the Program Effectiveness Panel,
just like the Developer/Demonstrators. However, sponsors of these
projects do not necessarily seek validation of the various
products, practices, or services, but rather, seek approval of
their validation processes. The sponsors must make a convincing
presentation that their abilities to select and disseminate
projects, whether products or services, are as thorough and
effective as the equivalent procedures used by the Program
Effective Panel and the NDN. Because of the stringent
requirements, it is anticipated that the number of approved DPPs
will remain quite small. 

** PROJECTS CURRENTLY FUNDED BY THE NDN


IMPROVING VISUAL ARTS EDUCATION

AUDIENCE Approved by PEP for all elementary and secondary
schools.

DESCRIPTION The Getty Center for Education in the Arts has
created a process for institutionalizing discipline-based art
education in school systems through a combination of staff
development, curriculum implementation, and organizational
change. Discipline-Based Art Education (DBAE) is an approach
to art education which derives its content from four disciplines:
art history, art production, art criticism and aesthetics.

DBAE is not an art curriculum. It is a process for implementing
the DBAE philosophy within the unique context of a school system
which has, or can adopt, an art curriculum compatible with DBAE
theory. Staff development and curriculum implementation processes
are used in conjunction with a school system's written,
sequential curriculum to build cumulative knowledge,
understandings, and skills in art. The processes which are
disseminated through this program include: orientation to the
role of art in general education and the principles of DBAE;
intensive engagement with art; planning for staff development on
a district-wide basis; technical assistance for curriculum
implementation; leadership development; evaluation of programs;
and renewal programs for teachers, principals, superintendents,
and school board members.

The Getty Center program and process build teams to implement
district-wide art education programs. The eventual objective is
for districts to commit themselves to sustaining a quality DBAE
program which is self-sufficient (i.e., inservicing and support
are maintained by the district itself). As a practical paradigm,
the program uses staff development and support processes
that are theory-based, research-tested, and verified by
first-hand experiences with districts.

SECTION PROCESS Methods for evaluating programs which result from
the Getty Center process began with the Center's use of
evaluation as a standard operating procedure. A naturalistic
evaluation by an experienced art educator is central to this
process, as is an empirical quantitative study of program and
process effects. External evaluators prepare reports which assess
progress in meeting the goals of the program. Through these
evaluations, the Getty Center has, over five years, adapted to
the changing needs of school districts, evolving over time and
extending the variety of models offered. Consulting sites exist
which exemplify the application of DBAE in different situations.

DELIVERY SYSTEM Elements of a delivery system in place include:
the Five-Year District Implementation Model, procedures,
materials, and processes developed and evaluated over five years
of operation; a faculty of art educators, experienced school
practitioners, and many consultants in the art disciplines
throughout the country who have participated in these processes;
publications of the Getty Center for Education in the Arts with
information on DBAE; and a growing national literature on DBAE.
The program encourages a team concept in which a team from a
school district (including the superintendent, school board
members, classroom teachers, principals, and assistant
superintendents/curriculum directors, for example) is
professionally prepared to bring the DBAE program to the school
system and successfully implement it.

EFFECTIVENESS The Getty Center makes three claims for increased
educational effectiveness as a result of DBAE processes: teachers
will teach art more frequently, intensively, and thoroughly, with
more organization; students will have a broader encounter with
art and can display a variety of skills, knowledge, and
understanding of art disciplines; and participating districts
will have built infrastructures which enable them to maintain and
support their own DBAE programs.

AVAILABLE OPTIONS Projects will take two forms, short-term,
lecture/workshops and multi-year district-wide implementation.

SERVICES Awareness materials are available at no cost. Awareness
presentations, training, and consultation are available with
costs to be negotiated.

DEVELOPMENTAL FUNDING:   The Getty Center for Education in the
                         Arts, Los Angeles, CA        

PEP No. 88-16 (8/28/88)

CONTACT    

W. Dwaine Greer 
Director 
Improving Visual Arts Education
1240 West San Lucas Drive 
Tucson, AZ 85704 
(602) 742-5953
      or
Stevie Mack
Assistant Director
3316 N. Chapel Avenue
Tuscon, AZ  85716
(602) 323-6193


TEACHING GEOGRAPHY: A MODEL FOR ACTION IN GRADES 4-12. A
DISSEMINATION PROCESS PROJECT PROVIDING GEOGRAPHY EDUCATION
SKILLS AND KNOWLEDGE TO TEACHERS OF GRADES 4-12.

AUDIENCE Teachers in any discipline in which geography plays an
important role; approved by JDRP for those teaching in grades
4-12.

DESCRIPTION Teaching Geography: A Model For Action in Grades 4-12
is one of the National Geographic Society's (NGS) comprehensive
efforts--embodied in its Geography Education Program--to enhance
the status and effectiveness of geographic education nationwide.
Teaching Geography's materials and services can be effectively
utilized in any course in which geographic concepts and
skills play a part--such as history, other social studies,
science or literature.

The Teaching Geography Project's goal is to help teachers
increase their competence and confidence in teaching geography.
Through a combination of materials, inservice workshops, and
other support mechanisms, teachers learn to view geography in a
conceptual framework based on five fundamental themes,
and to develop the ability to present geography in this context
to their students. Using this approach to learning geography,
students can both understand the importance of basic geographic
observation--facts about location and place, as well as the more
complex analytical concepts of geography relating to human
interaction and development of the Earth.

A major emphasis of the Teaching Geography Project is the sharing
of content, lesson plans, and teaching strategies that illustrate
these five geographic themes: location, place, human-environment
interactions, movement, and regions. Among the resources to
introduce teachers to geographic themes and to assist educators
in developing more meaningful lesson plans are:

     .    a handbook for teachers and administrators

     .    inservice workshops
    
     .    additional professional development and informational
          services through the National Geographic Society's
          Geography Education Program, such as summer institutes
          in geography and other opportunities through       
          Society-sponsored state geographic alliances (consortia
          of classroom teachers, professional geographers, and
          collegiate educators working to improve the teaching of
          geography).

The National Geographic Society also publishes a range of
educational materials--maps, atlases, globes, books, films,
videos, filmstrips, software, other innovative educational
technologies--which teachers can use to support their geography
teaching.

The National Geographic Society employs a number of institutional
controls to ensure that its products and services meet high
educational standards and adhere to widely accepted educational
philosophies. NGS relies on an extensive network of consultants
to keep the Society abreast of current educational practices and
pertinent literature. NSG also applies controls such as reviews
of literature, interviews with members of the target audience,
on-site observations, and user surveys to verify the
effectiveness and integrity of products and services. Teams of
advisors, including academic geographers, experienced elementary
and secondary school teachers, university education faculty
members and education theorists, content curriculum specialists,
instructional material specialists, and evaluators, assist in
the development of the Teaching Geography Project.

DELIVERY SYSTEM The Teaching Geography Project is delivered
through a combination of materials, inservice instruction, and
support mechanisms with both broad and specific applications. As
part of a long-term, nationwide campaign by the National
Geographic Society to enhance the status and effectiveness of
geographic education, the Teaching Geography Project is
coordinated with a number of other components of the NGS
Geography Education Program.

Teaching Geography workshop sessions use a basic framework of
geography content and classroom-tested teaching stategies that
can be tailored to the specific curricular needs of a state or
school district. These are (typically) one-day workshops,
combining short content presentations by professional
geographers, with guided practice in hands-on teaching activity
ideas by Teaching Geography teacher-consultants, who are
exemplary graduates of NGS-sponsored geography institutes.

A key support service of the Teaching Geography Project is
offered by access to NGS sponsored state geographic alliances.
These partnerships of classroom teachers, professional
geographers, and other educators provide ongoing
opportunities for instructors to contribute to the understanding
of geography and how it is most effectively taught. Alliances
maintain networking mechanisms--such as state newsletters, hold
meetings and workshops intended to assist educators in enhancing
their teaching of geography, develop teaching materials for use
in state and local curricula, and conduct Geography Education
Program-approved summer geography institutes. These intensive,
multi-week institutes provide instruction in geography content,
in proven teaching strategies, and in effective inservice
presentation methods. Geographic alliances often take advocacy
roles in the advancement of geographic education in state and
local curricula. (In states where NGS-sponsored alliances do not
yet exist, participants in Teaching Geography Project workshops
are referred to geographers and teachers who are active in
geographic-education enhancement efforts.)

EFFECTIVENESS Use of Teaching Geography Project materials and
services leads to positive changes in teachers' understanding of
geographic content, of strategies to teach geography, and to
increased confidence in teachers' abilities to teach the subject.
Preliminary evaluative results indicate that teachers who have
been trained to use the core content, methods, and materials show
a change in performance and attitude that should have a positive
influence on geographic learning among students in the classroom.
In post-activity evaluations on both pilot programs and geography
institutes, teachers were found to be better prepared in their
mastery of geographic content and effective teaching strategies,
more enthusiastic about teaching geography, and more confident of
themselves as teachers.

COSTS Costs vary for the different components of the Teaching
Geography Project. The handbook, Directions in Geography:  A
Guide for Teachers, costs $29.95 after Feb 1, 1991, plus postage
and handling. Most of the recommended teaching activities in the
handbook can be carried out using standard, readily available
classroom supplies. Other optional materials vary in cost.
Teaching Geography workshop fees depend on the number of
attendees and on cost-sharing arrangements with state
facilitators. Access to NGS Geography Education Program
informational services is free; membership in NGS-sponsored
state summer institutes is competitive, and these institutes vary
in their participation benefits and/or costs.

SERVICES Teaching Geography Project awareness materials are
available at no cost, as are Geography Education Program
informational materials. Project staff or certified
representatives are available to attend limited numbers of
awareness conferences (costs to be negotiated). Teaching
Geography workshop training is conducted at adopter sites (costs
to be negotiated). NGS-sponsored geographic alliances offer
additional inservice training opportunities, alliance
teacher-generated, state-specific curriculum materials,
networking mechanisms, and multi-week Summer Geography Institute
training, conducted at various university sites across the
country.

DEVELOPMENTAL FUNDING: National Ceographic Society               

         
JDRP No. 87-14 (5/15/87)

CONTACT    

Charles E. Sterling 
Teaching Geography Project Coordinator
Geography Education Program 
National Geographic Society 
17th and M Street N.W. 
Washington, DC 20036
(202) 775-6581


THE NATIONAL FACULTY'S "NATIONAL TEACHING PROJECT". A
DISSEMINATION PROCESS PROJECT OF DISCIPLINE-BASED INSERVICE
EDUCATION FOR TEACHERS IN ELEMENTARY AND SECONDARY SCHOOLS.

AUDIENCE Approved by JDRP for all elementary and secondary
schools.

DESCRIPTION The National Faculty's mission is to improve the
teaching of the humanities, arts and sciences in elementary and
secondary schools through a process of inservice education by
which school teachers and college professors work together on the
disciplines they teach. The National Faculty builds an internal
school structure to permit both the collaboration of the teachers
with national scholars and of the school with nearby colleges and
universities. Each project gives a school the chance to implement
a systematic method for improving discipline-based instruction
and to utilize the resources of the nation's only national
faculty. This faculty--comprised of about 400 scholars and
teachers from almost as many colleges and universities throughout
the country--is a unique feature of the dissemination
process.

The National Faculty disseminates both a philosophy and a
process. Although each project is tailor-made for an individual
school setting, a common pattern of activities is developed at
each site. These activities include the identification of a core
group of teachers that is fashioned into a collegial unit;
development of a detailed project plan which is implemented over
a period of time, ideally two or three years; a succession of
two-day visits on site during the school year from college and
university teachers who are members of the National Faculty;
participation in summer institutes; sustained attention to
subject matter and to the primary texts and concepts
of specific disciplines; the collaboration with faculty from
local colleges; and an emphasis on local ownership of the project
by the teachers, with plans for continuing and expanding its
impact. Although projects are managed by the National Faculty
staff, over time they become self-generating and self-directed.
They add to teachers' academic resources and cultivate a
spirit of openness and professionalism.

SELECTION PROCESS The process disseminated by the National
Faculty has been selected using criteria developed over the last
two decades. Through a process of trial and error the following
criteria have evolved: projects are conducted on site; a project
team is formed; a project plan is developed based on an
assessment of the school's academic needs; a project usually
lasts at least two years and includes a summer institute between
the first and second years of implementation.

DELIVERY SYSTEM A typical project framework involves a variety of
inter-connected components which must be developed and monitored
for the duration of the project. These include: initial contact;
application and contract for planning; planning phase; project
development and activities; and monitoring and evaluation.

EFFECTIVENESS National Faculty projects have been established in
almost every education setting, including rural, urban, suburban,
rich and poor, and for minorities of nearly every ethnic group.
Because of the flexibility of the process and the extensive
membership of the National Faculty, there is no limit to the
number of projects which can be developed. The major
accomplishment of the process has been its beneficial effect on
teachers, resulting in multiple changes: changes in teachers'
attitudes about teaching; changes in understanding the subjects
they teach; changes in their professional relations with their
colleagues; and changes in the institutional arrangements with
which they work at school and through collaboration with nearby
colleges. At the heart of this renewal process is a change in
what teachers expect of intellectual inquiry, academic colloquy,
and professional esteem, all of which leads to more effective
teaching. All of these results have been documented in numerous
qualitative evaluation studies conducted throughout the life of
the National Faculty.

AVAILABLE OPTIONS National Faculty projects cover all disciplines
and can take the format of multi-year projects, a series of
summer institutes, and collaboration between college or
university faculty and teachers.

COSTS Project costs are recurring, and vary greatly according to
determined needs. A project may begin with several months of
planning for as little as $10,000, which can lead to the
development of a project of any size. A small project in a school
district including 3 or 4 schools may cost $90,000 over two
years. A larger project involving many schools may cost $600,000
over three years, with similarly distributed cost categories.

SERVICES Awareness materials are available at no cost. All
training services are available and costs are negotiable.

DEVELOPMENTAL FUNDING: National Endowment for the Humanities     

         
JDRP No. 87-19 (5/15/87)

CONTACT    

Mr. Robert Baird 
Executive Associate 
The National Faculty 
1676 Clifton Road 
Atlanta, GA 30322 
(404) 727-5788
