                SECTION D: LANGUAGE ARTS/WRITING/LITERATURE

*Ferguson-Florissant Writers Project 
*First Level Language (Kindersay) 
*Folger Library Shakespeare Festivals
Individualized Language Arts: Diagnosis, Prescription and
  Evaluation 
*Profile Approach to Writing 
QUILL:   Microcomputer-Based Writing Activities 
*TALK: Teaching Activities for Language Knowledge
*WR.I.T.&E: WRiting Is Thorough and Efficient 

* Project currently funded by the NDN

FERGUSON-FLORISSANT WRITERS PROJECT. AN INSERVICE PROGRAM TO
INCREASE STUDENT WRITING ACHIEVEMENT.

AUDIENCE Approved by JDRP for teachers of students, grades 3- 12,
all ability levels and all subject areas. This problem has been
implemented K-12 in many districts.

DESCRIPTION The purpose of this staff development program is to
improve the methods of teaching writing. Each day of the Writers
Project includes review of current writing methodology;
development of writing skills; and thorough practice of classroom
instruction techniques.  All of the project consultants are
practicing classroom teachers who have extensive experience
with the writing process is necessary for this role.  The
development of local trainers enables a district to initiate a
continuing writing improvement program.

A key feature of the Ferguson-Florissant Writers Project is the
Leadership Seminar.  Teachers targeted as having leadership
potential may participate in a Leadership Seminar to further
develop their skills as workshop presenters for their district. 
At least one year of classroom experiences with writing process
in necessary for this role.  The development of local trainers
enables a district to initiate a continuing writing improvement
program.

EFFECTIVENESS Results indicate that students with trained
teachers show statistical differences in their writing
achievement when compared to students with untrained teachers.
This teaching process is appropriate in all subject areas and in
agreement with the most current educational research. Writing
across the curriculum is part of this program.

REQUIREMENTS Five days training in the Ferguson-Florissant
Writers Project is recommended; a minimum of three days is
required for adoption.  Up to 30 teachers/administrators may be
trained at one time.  A larger group requires an additional
project consultant.  Adoptors should target two or more key
teacher leaders for the initial training.  It is recommended that
the teacher leaders attend a Leadership Seminar given in the
Ferguson-Florissant School District (or if more cost effective at
the local site) to prepare them for the role of trainer in their
district.  A training manual for each participant must be
purchased.  No purchase of new student materials is required. 
This program may be adopted by a single district or a gorup of
districts that wishes to share one training site.

SERVICES Awareness materials are available free of charge;
awareness presentations are available on an expense-shared basis.
The district requesting a  Writers Project or Leadership Seminar
provide the travel and per diem expenses (if training is
conducted in the local district) or the participant's travel and
per diem expenses (if the training is done in
Ferguson-Florissant). Visitations are welcomed.  Leadership
Training Seminars are scheduled in late April or May in the
Ferguson-Florissant School District (located twnety minutes away
from St. Louis-Lambert International Airport).  Arrangments may
be made to conduct a Leadership Seminar at a local site.  An
elementary and secondary writing curriculum resource guide, THE
DOUBLE HELIX, is also available for purchase (priced at
$12 and $18.50, plus 10% postage, for the elementary and
secondary editions.)

DEVELOPMENTAL FUNDING: USOE ESEA Title II and VII

JDRP 82-26 (5/26/82) Recertified (5/86)

CONTACT

Diane Scollay
Project Director
Ferguson-Florissant Writers Project
Ferguson Florissant School District
1005 Waterford Drive
Florissant, MO 63033
(314) 831-4411         

FIRST LEVEL LANGUAGE (KINDERSAY).  A PROGRAM DESIGNED TO
FACILITATE ORAL LANGUAGE ACQUISITION AND AN UNDERSTANDING OF THE
BASIC LANGUAGE CONCEPTS AND RELATIONSHIPS NEEDED TO SUCCEED IN 
THE MORE COMPLEX TASKS OF MATH AND READING.

AUDIENCE Approved by PEP for pre-primary students in
pre-kindergarten, kindergarten, kindergarten, and transitional
first grade, including those with developmental lags and learning
disabilities.

DESCRIPTION The program is viewed as a basic part of a total
language program and would naturally be accompanied by other
informal language experience.  It provides a sequential
curriculum and management system that provides for individual
developmental growth and learning of basic language
skills in conceptual language, auditory discrimination, and
auditory memory.  A child may work through as many as 72 lessons
to reach advanced objectives.  The step-by-step, closely
sequenced lessons afford the child frequent experience of success
because higher level objectives are pursued when mastery of
preceding skills is established.

The curriculum is based on knowledge of developmental theory and
cognitive growth.  Lessons represent a three part continuum:
receptive language, expressive language, and concept-related
activities.  The sequenced objective are also presented in
strands so that the child does no reach an impasse in instruction
due to a particular area of difficulty.

Instructional periods take place on a daily basis for a period of
20-30 minutes.  Children are grouped for instruction depending on
their determined starting levels; there are typically three to
four groups in a classroom.  The well-documented lessons describe
procedures and are accompanied by appropriate materials.

EVIDENCE OF EFFECTIVENESS After one year in the program,
participants demonstrated statistically significant and
educationally meaningful gains relative to national norm groups
and local comparison groups on three different measures of
language-concept development.

REQUIREMENTS The program requires no special staff or facilities.
A maximum of one day of staff training is required.

COSTS Cost for start-up per student is $5.40 for materials. 
Training costs are negotiable.

SERVICES In addition to training and materials, follow-up
technical assistance is available if necessary.  Monitoring and
evaluation procedures are also provided.  Awareness materials are
available at no cost.


DEVELOPMENTAL FUNDING: PRIMAK Education Foundation

PEP No. 88-11R2 (2/13/90

CONTACT

Mary A Felleisen
PRIMAK Educational Foundation
38 North Waterloo Road
(P.O. Box 701)
Devon, PA 19333
(215) 687-6252


FOLGER LIBRARY SHAKESPEARE FESTIVALS. A PROGRAM AIMED AT
IMPROVING SHAKESPEARE STUDIES FOR YOUNG STUDENTS AND ADOLESCENTS
AND THEIR TEACHERS.

AUDIENCE Approved by the JDRP for students grades 4-12.

DESCRIPTION The Folger Library Shakespeare Festivals project, an
education program for grades 4 through 12, is devoted to the
teaching of and learning about Shakespeare. The festival is not
an enrichment activity, but rather a participatory approach that
leads students to a thorough understanding of Shakespeare's
works. For a festival, students study, prepare, and perform a
scene (or group of scenes) for an audience of their peers. These
student-actors then become the audience for other performing
students. Through this interaction, the students meet Shakespeare
in the most accessible and historically accurate way--in
performance.

Training is a two-step process. First, a Folger Library trainer
holds a day-long workshop for local resource people. Second, the
resource people hold another workshop for the classroom teachers.
This workshop includes proven teaching strategies directly
related to teaching Shakespeare by performance and the logistics
of setting up a festival.

Following the training, the key personnel begin to organize
festival resources and logistics and the teachers return to the
classrooms and begin working with their students on the
preparation of a scene, or scenes, to bring to the festival. The
festival serves as motivation and culmination for this study of
Shakespeare.

REQUIREMENTS The Folger Library Shakespeare Festivals can be
replicated anywhere. The festival may involve one class, a whole
school or several schools. The locations for a festival can be,
and have been, as varied as a single classroom, an auditorium, a
theater, a cafeteria or a playground.  Adopters of this program
need to select a site coordinator to organize the workshop and
the festival. The participating teachers are trained in the
use of Folger Library materials, which include a videotape,
Teaching Shakespeare, and a comprehensive manual on teaching
Shakespeare by performance and on festival planning. Optimum
scheduling is to have fall training for teachers holding a spring
festival. Costs for the festival program depend on the level of
involvement of school and community resources, stipend
appropriate to the coordinator, the number of participants, as
well as the existence and number of prizes incorporated into the
festival. Installation costs at the most basic level for a
festival involving 300 students runs about $10.66 per student
during the first year and $5 per student during subsequent years.
Costs include $1,500 for the certified trainer and materials from
the Folger Library (this cost would only be incurred during the
installation year), approximately $500 for the site coordinator's
stipend, and an estimated $1,000 for on-site costs (materials,
supplies, mailing, publicity, programs, and handouts, etc.).

SERVICES Awareness materials available at no cost. Project site
visits are welcomed, by appointment. Project staff is available
for awareness sessions (costs to be negotiated).

DEVELOPMENTAL FUNDING: State Grants & the Folger Library         

        
JDRP No. 86-13 (7/2/86)

CONTACT

Jaye Darby        
 or Peggy O'Brien
Folger Shakespeare Library
201 East Capitol Street, S.E.
Washington, DC 20003
(202) 544-7077


INDIVIDUALIZED LANGUAGE ARTS: DIAGNOSIS, PRESCRIPTION, AND
EVALUATION. A PROJECT COMBINING A LANGUAGE-EXPERIENCE APPROACH
WITH TECHNIQUES DERIVED FROM MODERN LINGUISTIC THEORY TO ENHANCE
SKILLS IN WRITTEN COMPOSITION.

AUDIENCE Approved by JDRP for grades 3-6. Has been used with
grades 1-2, 7-12, college basic skills programs, adult education
programs, special education programs, and independent and
supplementary programs in written composition.

DESCRIPTION At least three times a year, the teacher evaluates
writing samples composed by students on self-selected topics.
Utilizing criteria common to nearly all language arts programs,
the teacher is then able to assign priorities to the needs of the
whole class, groups of students, and individual youngsters. For
each objective stemming from this diagnosis, a teacher's resource
manual prescribes a variety of writing or revision techniques for
all content areas involving writing. Motivation for writing is
strengthened by a "communication spiral" that links composition
to the other language arts and to real-life experience. A record-
keeping system permits students, teachers, administrators and
parents to observe growth in writing proficiency from month to
month and grade to grade. The program can be combined readily
with existing language arts curricula and materials.

REQUIREMENTS District makes a definite commitment to improving
basic writing skills of all students. District sends initial
cadre of teachers and administrators to convenient sites for two-
day (10-15 hours) training and purchases copies of Teachers
Resource Manual (one per teacher @ $10) and Management Manual
(for administrators @ $2). District assumes responsibility for
extending the program to other grades, classes and/or schools in
future years, with turnkey trainers conducting inservice
programs. District reports to project on extent and quality of
implementation.

SERVICES Awareness materials are available at no cost. Project
staff is available to attend out-of-state awareness meetings.
Training is conducted in requesting district and states
throughout the year.  Follow-up assistance is also available to
adopters. (Costs for trainers' services, travel, and per diem
expenses for awareness, training, or follow-up assistance to be
negotiated).

DEVELOPMENTAL FUNDING: USOE ESEA Title III

JDRP No. 74-55 (5/23/74)

CONTACT 

Jeanette Alder
Project Director
7418 Second Ave      
North Bergen, NJ 07047
(201) 869-7516


PROFILE APPROACH TO WRITING. A PROGRAM PROVIDING A SYSTEM FOR
MEASURING STUDENT WRITING PERFORMANCE

AUDIENCE Approved by the JDRP for all students grades 3-9

DESCRIPTION Profile Approach to Writing provides a reliable
system for accurate assessment of writing and meaningful feedback
to students about their writing. The goals and objectives of the
program are to  

     o    increase objectivity and reliability of readers,
          thereby standardizing writing evaluation, 
     o    reduce teacher grading time, and
     o    measure student writing performance

Central to the program are the Composition Profile, a
holistic/analytic evaluation instrument, and the Extended
Criteria. Both were developed for three populations, elementary,
middle school/junior high, and high school.

The Profile contains five components, each focusing on an
important aspect of writing and weighted according to its
approximate importance for written communication. The Content
component concerns the inventio of writing - having something to
say. The Organization component addresses dispositio, or the
rhetorical principles for arrangement. Vocabulary, Language Use,
and Mechanics together deal with elocutio - the linguistic and
mechanical principles for effective delivery of discourse.

Year-long studies conducted in the College Station Independent
School District and the Bryan Independent School District found
that using the Profile broach to Writing, 

     o    teachers grade more uniformly and objectively than with
          impressionistic methods,
     o    grading time is reduced significantly, yet students
          receive increased and more meaningful feedback with
          directive comments, and
     o    evaluation provides an effective means to promote and
          show student writing progress.

REQUIREMENTS Essential to the implementation of the program is
teacher training in the use of the Profile and Extended Criteria
and in the applications of each. The program can be implemented
across the curriculum to provide standard grading criteria. In
language arts and English classes, the program aids instructors
in teaching the writing process and in assigning grades for
writing. In other subject areas, the program provides teachers
with a guide for assessing writing assignments. It also
reinforces the rules, conventions, and guidelines being taught in
language arts. The program and the materials required for it can
be transferred easily to other locations.

Staff Training (20 participants in a 6- to 30-hour workshop),
$350.00; Travel and per diem expenses for one trainer (if
needed), $340.00 (est.); Consumables, $10.00; Profile Package
(pad of 100 profiles, 25 Criteria Cards, and Profile Guide)
$30.00.

SERVICES Awareness materials are available at no cost. Visitors
are welcome at the project site by appointment. Project staff is
available for awareness sessions (cost to be negotiated).
Follow-up services are available to adopters.

DEVELOPMENTAL FUNDING: College Station Independent School
District, in kind

JDRP No. 86-32 (10/30/86)

CONTACT

Faye Harfiel 
1701 Southwest Parkway, Suite 102
College Station, TX 77840
(409) 764-9765
 or Jane Hughey
3037 N.W. 63rd Street Suite 153W
Oklahoma City, OK 73116 
(405) 842-4021


QUILL: WRITING WITH COMPUTERS.

AUDIENCE Approved by JDRP for all students in grades 3-5. It has
been successfully used for students in grades 6-8.

DESCRIPTION QUILL is a computer writing program that encourages
students to use software for planning, composing, revising,
storing, retrieving and printing written text. QUILL provides
teachers with training and assistance to integrate the software
into classroom writing instruction and writing in content areas.
The primary purpose of QUILL is to provide students with
motivating writing activities in a structured, computer-based
format, which allows for flexibility in addressing student
ability and interest.  Additionally, QUILL offers students use of
"real life" micro-computer tools, such as a text editor and
message system.  Finally, QUILL provides teachers with tools to
supplement and expand language arts and writing instruction,
especially in the areas of expository and persuasive writing.

Intermediate level elementary students (grades 3-5) have
significantly improved (p.<05) the quality of their expository
writing, as measured by pre and post writing samples in
comparison with a matched control group.

Quill training is done on Bank Street Writer III and The
Wonderful World of PAWS.

During two days of training teachers will:

     o    Learn to use word processing and typing software;
     o    Get new ideas for writing instruction;
     o    Develop computer-based writing activities for their
          classrooms;
     o    Use the computer to edit and revise their own work; and
     o    Gain confidence in word processing.

REQUIREMENTS A 20 teacher training workshop is recommended to
implement the program.  At least one computer system per class
(Apple IIE or 64K, monitor, and printer). Computer lab setting is
acceptable. No additional staff is required. A local facilitator
should be designated from existing personnel.

SERVICES Visitors are welcome at demonstration sites located
throughout the country. Awareness materials are available at no
cost. Project staff and certified trainers are available for
presentations and training on a limited basis. Costs for all
services will be negotiated.

DEVELOPMENTAL FUNDING: U.S. Department of Education

JDRP No. 84-10 (3/30/84)

CONTACT

Denise Blumenthal
The NETWORK Inc.
290 South Main Street
Andover, MA 01810
(508) 470-1080


TALK: TEACHING ACTIVITIES FOR LANGUAGE KNOWLEDGE. A PROGRAM
IMPROVING EXPRESSIVE AND RECEPTIVE VOCABULARY SKILLS AND
LANGUAGE, GRADES K-3. TALK ENCOURAGES THE USE OF POSITIVE
REINFORCEMENT, ACTIVE PARTICIPATION, CREATIVE THOUGHT AND FUN IN
LEARNING.

AUDIENCE TALK was validated by the Joint Dissemination Review
Panel for all elementary students grades K-3. Due to the current
emphasis on oral language, TALK is now used in grades K-6,
bilingual education, migrant education, special education, gifted
education, and in some areas for adult education programs.

DESCRIPTION TALK was designed to improve the oral language skills
of children kindergarten through third grades in lower
socio-economic area schools where there is an established need.
Although the original program began in a lower socio-economic
school in Rockford, Illinois, it has been beneficial to children
from all strata.

The methodology includes training a language specialist and
participating classroom teachers of an adopting school district
in the use of the TALK Manual and suggested materials. The
language specialist conducts 30-minute oral language lessons
twice each week in each participating classroom. In addition,
participating classroom teachers utilize the TALK Manual of
activities to conduct 30 minute follow-up oral language lessons
twice each week. The approach encourages teachers to use a
variety of techniques, implementing all modalities and utilizing
positive reinforcement, as a means of stimulating oral language.
A TALK Manual includes lessons in listening skills, grammatical
skills, describing and defining, personal and social awareness,
choral speaking, story telling, creative dramatics and
puppets.

At the end of a six-month period, the teacher should be capable
of interfacing TALK with the classroom instructional program.

TALK students have shown gains of 30% to 80% on standardized
tests for receptive and expressive language. These highly
significant gains have been obtained at all grade levels.

REQUIREMENTS The adopting district provides a speech and language
clinician or teacher with a background in language development or
reading, one hour per week for each classroom receiving TALK. The
TALK program can be utilized by a classroom teacher if speech and
language staff are not available. Alter language specialists and
classroom teachers have been trained in the program, they can
train other personnel in the local district. TALK staff assist
adopting districts in evaluating the effectiveness of the program
as it is implemented.

COSTS Each language specialist and classroom teacher must have a
copy of the TALK Instructional Manual, $50. A TALK Training
Manual, $25, is suggested for each school district. TALK staff
and Certified Trainers are available for trainings. Costs for
these sessions are negotiable.

SERVICES Awareness materials are available at no cost. Visitors
are welcome at project site anytime by appointment. Demonstration
sites are available for visitation in most states. Project staff
is available to attend out-of-state awareness meetings (costs to
be negotiated). One-day training sessions are conducted at
project site or adopter site (costs to be negotiated). 
Implementation and follow-up services are available to adopters
(costs to be negotiated). Video tapes for awareness an-or
training are available on a no cost loan basis. Statistical
analysis of evaluation data is provided to all school districts
submitting pre/post test scores to program office.

JDRP No. 78-189 (7/11/79)

DEVELOPMENTAL FUNDING: USOE ESEA Title III

CONTACT

Stephanie Hendee
Project Director
National Training Network
1140 Boston Avenue
Longmont, CO 80501
(303) 651-0833, FAX (303) 776-5934
                                                                 

WR.I.T.&E.: WRITING IS THOROUGH AND EFFICIENT

AUDIENCE Approved by JDRP for grades K-12.

DESCRIPTION Project WR.I.T.&E. is a K-12 writing program designed
to improve students' writing competency and fluency in composing
by using a process approach to writing that is developmentally
tailored to students' needs.

Based upon the results of 3 experimental studies across different
grade levels (3, 4, 5, 7 and 11), students receiving instruction
with the Project WR.I.T.&E. curriculum significantly outperform
(p<-0l) comparable control group students in writing ability, as
measured by the Holistic Writing Assessment Procedure.

Project WR.I.T.&E. is a practical, classroom-level application of
the writing process. It addresses the varying needs of primary,
elementary, intermediate, and secondary levels.

Project WR.I.T.&E. has three key elements: Curriculum, Training,
and Support System.

The K-12 curriculum is published as a Curriculum Guide, and is
based on seven goals: Climate, Fluency, Audience, Writing
Process, Writing to Learn, Literacy Skills, and Evaluation.

The three-day staff training includes a published Teacher
Handbook, and the support system is included in a Management
Handbook for administrators. A Handbook of mini-lessons for
skills, strategies, and classroom management is also included.

Project WR.I.T.&E. also provides for Certified Trainers, and
publishes a Certified Trainer Handbook.

REQUIREMENTS Adopters must identify a need for improving writing
ability-Supervising personnel are expected to attend the
three-day training along with teachers. The Project W.R.I.T.& E.
system for monitoring, followup, and support is a requirement.
WR.I.T.&E. does not require the addition of new staff for
replication, but staff retraining is necessary, and teachers who
implement Project WR.I.T.&E. must attend the initial three-day
workshop, or a three-day follow-up workshop provided by a turnkey
trainer. Initial workshops for up to 30 teachers can be provided
in summer or at any time of the school year.

SERVICES Project staff is available to conduct workshops as well
as awareness sessions either at the Project site or elsewhere.
Visitors are welcome to visit the Project by appointment. Project
staff is also available to provide technical assistance in
conducting a writing needs assessment and in holistic scoring of
writing samples. Program costs include training workshops,
teacher curriculum guides, holistic evaluation, student
composition books, quarterly student publications and an annual
young author's conference. Initial installation cost per student
(N=600) is $ 15.25 with a recurring installation cost per student
of $7.18 with a recurring cost after year three of $1.60.

DEVELOPMENTAL FUNDING: ESEA Title IV-C

JDRP No. 84-12 (3/26/84)

CONTACT 

Monika Steinberg
Project Manager
Project W.I.T.&E.
Educational Information and Resource Center (ERIC)
700 Holloydell Court
Sewell, NJ 08080
(609) 582-7000 
FAX (609) 582-4206



                    SECTION E: MATHEMATICS


Classmate 88 Mathematic Computational Skills Program 
*Comprehensive School Mathematics Program (CSMP) 
Conceptually Oriented Mathematics Program (COMP) 
*Decision Making Math (DMM) 
Diagnostic Prescriptive Arithmetic (DPA) 
*Effective Videodisc Instruction 
*First Level Mathematics (Kindermath) 
HOSTS Math: Help One Student To Succeed 
Individualized Prescriptive Arithmetic Skills System (I PASS) 
* Sound Foundations
*STAMM: Systematic Teaching and Measuring Mathematics 
*Success Understanding Mathematics (SUM) 
Team Accelerated Instruction: Mathematics (TAI) 
Title I Mathematics Computer Assisted Instruction (CAI)
CAMEL ( Calculator Assisted Mathematics for Everyday Living) 
"GO-Metric": A Supplemental Low-Cost Metric Curriculum
Mathematics Achievement Program (MAP) 

* Projects currently funded by the NDN


CLASSMATE 88 MATHEMATICS COMPUTATIONAL SKILLS PROGRAM. A PULLOUT
PROGRAM INCORPORATING TECHNOLOGY TO IMPROVE THE BASIC
MATHEMATICAL COMPUTATIONAL SKILLS OF ECONOMICALLY DISADVANTAGED
CHILDREN.

AUDIENCE Approved by the JDRP for educationally disadvantaged
children in grades 4-6.

DESCRIPTION Classmate 88 is a daily pullout program that uses
technology as well as paper and pencil activities and fact cards.
This provides drill and practice in basic mathematical
computational skills as well as concepts and applications. The
supplementary mathematic project is for 32 weeks providing 53
hours of additional instruction during the school year. The
project is designed to serve children, each using a programmed
math machine or computer, in groups of three for twenty minute
sessions daily. Since this is an individualized project, each
three students come from the same grade level. The Resource
Teacher, working with the classroom teacher, schedules the
students into the project so they will not miss the "core" or
basic subject areas. The time out of class is during Art, Music,
Gym, study periods, or recess. Student placement in Project
Classmate 88 is determined through a multi-step process which
begins with the Classroom Teacher and the Resource Teacher. An
assessment is made of the student's level of functioning through
a combination of placement tests developed by the South Bend
Community School Corporation as a guide for placing students
into the right operation achievement programs. The problems for
each section within a test are weighted according to the skill
level. The number right determines the starting level for the
student. As the student works through each program, the tutor
monitors his/her progress, giving assistance as needed. All
progress charts, work sheets, and papers are kept in the
student's individual folders. Student sets his/her own learning
pace as he/she works towards a mastery of computational skills
and proceeds to the next program. The unique technological
feature of the program is the use of a programmed math machine
known commercially as Classmate 88. This machine provides
practice in computational skills by (1) presenting computational
problems appropriate for the student one at a time; (2) providing
immediate feedback alter the student has worked the problem by
hand and input the answer; (3) noting when the answer is not
correct; and (4) summarizing the student's performance on the set
of problems; and (5) generates exercises for worksheets and tests
automatically. This tape is used by the tutor and consultant to
monitor and record progress. The Classmate 88 programmed math
machine contains seventy (70) hardwired programs that have been
developed to help children reach the specific computational
problems. Note that the programmed math machine does not do
the calculation for the student.

REQUIREMENTS All equipment, materials, and strategies used in
Classmate 88 can be duplicated. Adopters must either purchase
Classmate 88 machines, or use Apple IIe or IIGS computers, copy
the curriculum guide, and provide a system for on-going
monitoring and support activities. Additional staff using
para-professional personnel are necessary for replicating the
project. The project has a three-day workshop that has been
effective in training tutors to use the Classmate 88 machine
and/or a computer, the curriculum and teaching techniques.
Special materials are not necessary, with the exception of the
Classmate 88 programmed math machine, paper tapes, and ribbons.

SERVICES Awareness materials are available at no cost. Visitors
are welcome by appointment at project site and additional
demonstration sites. Project staff is available to attend
out-of-state awareness meetings (costs to be negotiated). Costs,
including personnel, equipment, consumable materials, and
equipment maintenance average $175.25 per pupil (N=48) for the
installation year and $127.22 per pupil for subsequent years.


DEVELOPMENTAL FUNDING: ESEA,ECIA

JDRP No. 85-11 (9/9/85)

CONTACT

Janice M. Putz
Chapter 1 Department
South Bend Community School Corporation
635 South Main Street
South Bend, IN 46601
(219) 282-4181
                                        

COMPREHENSIVE SCHOOL MATHEMATICS PROGRAM (CSMP). AN EXCITING,
COMPLETE ELEMENTARY-LEVEL MATHEMATICS CURRICULUM WITH A FOCUS ON
PROBLEM-SOLVING   AND DEVELOPING CRITICAL THINKING AS WELL AS
TEACHING BASIC SKILLS.                                           

      
AUDIENCE Approved by JDRP as a sequential mathematics curriculum
for students of all abilities, grades K-6. CSMP students do
better in applying mathematics to new problem situations and in
using various reasoning skills. They learn traditional
mathematics skills and concepts as well as or better than
comparable non-CSMP students, and they show a higher level
of enthusiasm and interest in mathematics.

DESCRIPTION An underlying assumption of the CSMP curriculum is
that children can learn and can enjoy learning much more
mathematics than they do now. Unlike most modern programs, the
content is presented not as an artificial structure external to
the experience of children, but rather as an extension of
experiences children have encountered in their development,
both at the real-life and fantasy levels. Using a "pedagogy of
situations," children are led through sequences of
problem-solving experiences presented in game-like and story
settings. It is CSMP's strong conviction that mathematics is a
unified whole and should be learned as such. Consequently,
the content is completely sequenced in spiral form so that each
student is brought into contact with each area of content
continuously throughout the program while building interlocking
experiences of increasing sophistication as the situations become
more challenging.

A feature unique to CSMP is the use of nonverbal languages that
give children immediate access to mathematical ideas and methods
necessary not only for solving problems, but also for continually
expanding their understanding of the mathematical concepts
themselves.  Through these languages the curriculum acts as a
vehicle that engages children immediately and naturally with the
content of mathematics and its applications without cumbersome
linguistic prerequisites. Other tools, such as the Papy
Minicomputer, the hand-held calculator, various geometry tools,
and random devices are used extensively throughout the curriculum
to pose problems, explore concepts, develop skills, and define
new ideas.

CSMP is flexible enough to facilitate whole-group, small-group,
and individualized instruction. It is  appropriate for all
children including specialized audiences such as gifted,
compensatory, and bilingual. It recognizes the importance of
affective as well as cognitive concerns and has been developed
and extensively tested in classrooms nationwide. 

REQUIREMENTS School systems and CSMP agree on an implementation
plan that provides for the training of teachers, the evaluation
of the program, and support services.  The school system appoints
a local coordinator who maintains contact with CSMP as a member
of the CSMP Network.

SERVICES Awareness materials are available at no cost. With
advance notice, arrangements can be made for visitors to observe
the program in use in a variety of sites.  Project staff is
available to attend out-of-state awareness meetings. Training is
conducted at the project site or at the adopter site. 
Implementation and follow-up services are available to
adopters.

DEVELOPMENTAL FUNDING: USOE ESEA Titles III & IV, and
National Institute of Education

JDRP No. 78-169R (3/17/78)

CONTACT

Clare Heidema
Director, CSMP
12500 E. Iliff Ave., Suite 201
Aurora, CO 80014
(303) 337-0990

CONCEPTUALLY ORIENTED MATHEMATICS PROGRAM (COMP). AN
OUTCOME-BASED OBJECTIVE-ORIENTED MASTERY LEARNING MATHEMATICS
PROGRAM DESIGNED TO MEET THE NEEDS OF ALL CHILDREN.

AUDIENCE Approved by JDRP for students of all abilities, grades
1-8. This program has been used in other settings with grades 9-
12. K materials are also available.

DESCRIPTION The Conceptually Oriented Mathematics Program is an
objective based, mastery learning mathematics program that
provides sequential mastery skills with corresponding
instructional materials to be mastered in the basic skills area
of mathematics. It is designed to meet individual needs through
small-group instruction. Inservice training includes effective
classroom management techniques to improve teaching techniques.
Students are tested to determine their individual strengths and
weaknesses and are grouped accordingly. The program provides
continuous progress through the use of materials organized into
25 instructional levels. Nine strands are developed for mastery
in these 25 levels. Each level has been broken into two or more
steps. Step Z in each level provides additional materials for the
gifted and talented students. Critical thinking skills are
developed throughout the 25 levels. All COMP math objectives are
correlated to major math textbooks.  Correlations are included in
the COMP Guidebooks. The program utilizes cooperative planning
and teaching. The ideal instructional situation is one in which
each teacher has no more than two instructional groups. It is the
intent of the program to encourage teachers to be creative in
their teaching and to adapt the program to the learning styles of
their students. Key Elements: placement testing; teaching by
objectives via COMP Guidebooks; and COMP Activity books;
small-group instruction; criterion-referenced testing;
computerized drill and application activities (Levels 1-12,
Grades 1-5); cooperative teaching and planning; continuous
progress for students; administrator involvement;
school-community-parent relations. Effectiveness: Students who
participate in the COMP math program continue to make
significantly greater gains in math achievement scores than their
peers who participate in other math programs. COMP student gains
have continued to grow over the 15 years COMP has been an NDN
program. Effectiveness data are widespread, including Maine,
North Carolina, and Texas. Recently a district-wide study on
achievement gains in Corpus Christi, Texas showed COMP math
students made significantly greater gains over the 5 years of the
study than the same students made in reading or other subject
areas which had been equally targeted for improvement during the
same time span.

REQUIREMENTS One day of training prior to implementation is
required. All teachers and administrators involved in adoption
should attend. One day of training following implementation is
also suggested. Adopter school needs will determine the
scheduling of this training. Adopter designates one staff member
to serve as project contact person and coordinator. The adopter
is responsible for honorarium, travel and per diem for trainers.

SERVICES Awareness materials are available at no cost. Visitors
are welcome at demonstration sites anytime by appointment.
Project staff is available to attend out-of-state awareness
meetings (costs to be negotiated). Training is conducted only at
adopter site. Implementation and follow-up services are available
to adopters (all expenses must be paid).

DEVELOPMENTAL FUNDING: USOE ESEA Title III

JDRP No. 74-114 (12/6/74)

CONTACT

L. Leon Webb
Director
Lois Petersen
Secretary
161 E. First St.
Suite 5
Mesa, AZ 85201
(602) 969-4880


DECISION-MAKING MATH (DMM). A PROGRAM FOR IMPROVING STUDENTS'
CAPABILITIES IN IDENTIFYING, ANALYZING, AND SOLVING PROBLEMS.

AUDIENCE Approved by PEP for students in 7th and 8th grade math
classes and 9th grade General or Basic Math classes.

DESCRIPTION Decision-Making Math is a supplementary program
designed to teach 7th, 8th and 9th grade students a step-by-step
plan in order to solve math problems successfully.  DMM provides
the teacher with an opportunity to isolate, teach, and then
integrate into the curriculum, strategies that students need in
order to solve problems both in and out of the classroom.  A
variety of methods is used to ensure understanding, such as:
questioning and planning, interpreting and verifying, solving
problems within a cooperative learning environment, organizing
and manipulating data, and analyzing and applying solutions.  All
emphasis throughout the program and the training is on process
rather than solution.

DMM was developed by the Educational and Technology Foundation to
meet not only the needs of students so that they will be powerful
problem solvers and effective decision makers, but also the needs
of the teacher who wishes to create a  problem-solving climate in
the classroom.  It is an evaluated program that has resulted in
significant gains in  student achievement as measured by the
Comprehensive Test for Basic Skills (CTBS).  The skill areas
which are taught and applied in Decision-Making Math are
currently recognized by foremost educational researchers as
having critical importance for the nation's students.

Student Components of the problem include:

     o    Student Guide which teachers students a four-step
          process of Understand, Plan, Answer and Check, while
          systematically guiding them through a series of
          problem-solving strategies.
     o    Finding Facts teachers students to draw facts from 
          graphs, tables, charts, and maps.  Students are then
          asked to  develop, interpret, complete, predict, and
          compile data to design their own graphs.
     o    Working After Graduation presents students with a
          veriety of career lessons so that they can see the
          applications of the math they are learning in the real
          world.
     o    Working Together has students working cooperatively
          using both mathematics and collaberative skills to
          solve non-routine problems.

All of these components are supplemented with a Teacher Manual,
lessons plans, and a Supplement section which the teacher will
find helpful when implementing the program.

REQUIREMENTS DMM complements the regular math program.  Adopting
teachers must plan to use DMM for approximately one-fifth of
their classtime.  They should attend a full day of inservice,
acquire one complete set of curriculum materials per teacher, and
be able to duplicate student lessons.

Teachers will be able to evaluate student performance with a CRT.

Analysis of the CRT results is provided by DMM for first-year
adopters.  A restructuring of the curriculum is NOT required for
implementation.

SERVICES The initial cost is the one-time purchase of the DMM
Curriculum materials which includes the DMM Binder, 16 Student
Workbooks, and 128 Strategy Practice Cards for $99.00.  One-day
inservice training is available and recommended.  After the
inservice, teachers are ready for classroom implementation. 
Additional costs include a consultancy fee, travel time, and
travel and per diem expenses.

DEVELOPMENTAL FUNDING:

JDRP No. 87-10 (6/1/87)

CONTACT

Co-Director
Laura Dunn
  and Kristine A. Shaff
Education and Technology Foundation
4655 25th Street
San Francisco, CA 94114
(415) 824-5911


DIAGNOSTIC PRESCRIPTIVE ARITHMETIC (DPA).  A BASIC ARITHMETIC
PROGRAM WITH EMPHASIS ON DEVELOPING, MODELING AND MASTERING THE
BASIC CONCEPTS AND SKILLS.

AUDIENCE Approved by JDRP for students functioning at grade
levels 3-5. This program has been used in other settings with
grade levels K-6.

DESCRIPTION DPA is a Project developed and written by Matthew
Scaffa in Staten Island Schools. It is a process oriented program
emphasizing the development and refinement of teacher modeling
and questioning skills. DPA is an arithmetic program and includes
counting, place value, addition, subtraction, multiplication, and
division of whole numbers. Problem-solving skills are developed
and reinforced through ongoing experiences with estimation and
approximation, data collection, organization and interpretation,
and real-life applications of arithmetic skills. Diagnostic
tests for the major arithmetic topics (three levels) are used
throughout the year to determine students' strengths and
weaknesses both in concepts and skills. Prescriptions are then
planned using the DPA Teachers Manual, manual supplement, and
other DPA resource materials. Each of the concept-developing and
reinforcement activities in the Teacher's Manual has specific
objectives related to the arithmetic instructional sequence and
the diagnostic test items. The manual also includes descriptions
of ongoing mathematics experiences, recordkeeping procedures,
classroom management techniques, and instructions for developing
a variety of teacher-made materials.

DPA can be used in self-contained elementary grade classes as the
arithmetic component of the mathematics program or as a
co-curricula remediation program (PSEN; Chapter I). Both
approaches are essentially the same. A topic section of the DPA
diagnostic test is administered, and the results are analyzed for
group and/or individual needs. These data are recorded on the
analysis chart, which aids the teacher in forming instructional
groups and planning a program. Each student begins at his/her
level of understanding. He/she may work with or without the
teacher in a large group, small group, or independently. The
student may use concrete materials for modeling a basic concept
and may work with a DPA activity for reinforcing a new skill. The
student may complete a written activity for practice or may help
in the school by applying arithmetic to a real-life situation.
This is a concept-based program that uses manipulative and
physical materials and is adaptable to special education
students.

REQUIREMENTS A district must take the following steps: request
training or awareness session; provide for the release of
participating teachers for training; purchase necessary
materials; and encourage cooperative planning and exchange among
teachers.

Services Awareness materials are available at no cost. Visitors
are welcome anytime by appointment at various demonstration
sites. Project staff is available to attend out-of-state
awareness meetings (costs to be negotiated). Training is
conducted at project site (adopter pays only its own costs).
Training is also available at adopter site (costs to be
negotiated). Follow-up services are available to adopters (all
expenses must be paid). Start-up costs for curriculum and testing
materials are about $7 per pupil or $200 per classroom or
resource teacher.

DEVELOPMENTAL FUNDING: USOE ESEA Title I

JDRP No. 74-68 (9/18/74) Recertified (11/84)

CONTACT

Bonnie Hawthorne
Kessler School District #2; 2420 
Choteau
Helena, MT 59601
(406) 442-0150
  or Sally Logan
417 N. Main
Louisiana, MO 63353
(314) 754-5953


EFFECTIVE VIDEODISC INSTRUCTION IN CORE MATHEMATICS CONCEPTS. A
PROJECT DESIGNED TO IMPROVE MATH ACHIEVEMENT WITH DIVERSE GROUPS
OF LEARNERS BY ENHANCING INSTRUCTION THROUGH THE USE OF
VIDEODISCS AND PRINT MATERIALS.

Audience Approved by PEP for students of all ability levels in
grades 5-7, including remedial, mainstreamed, and mildly
handicapped students.

DESCRIPTION The program enhances the ability of teachers to
provide instruction in mathematics through the classroom use of
videodiscs. The technology is used to emphasize prerequisite
skills, providing systematic review and guided practice in small
steps.

The teacher, using a handheld remote control, conducts the
videodisc lesson while monitoring and supporting students.
Videodisc demonstrations are briskly paced, with intensive
questioning. Each lesson has five to seven major checkpoints; if
students are experiencing difficulty, the teacher can provide
additional guided practice through the videodisc. To ensure an
emphasis on concept development rather than rote learning, two or
three sets of parallel examples are available for reteaching.

The combination of quickly paced video demonstrations, intensive
questioning, and increased presence of the teacher on the
classroom floor all enhance academic learning time. Each
videodisc program consists of videodiscs, student workbooks, and
a teacher's manual. Workbooks are primarily used for independent
practice. During the interactive videodisc activities, most of
the written student responses are made in notebooks. Student
interaction is intensive, and demonstrations are rarely more than
30 seconds before a written response is required.

EVIDENCE OF EFFECTIVENESS Implementation of the program has
consistently and substantively improved student achievement when
compared with pre-existing instructional programs. The program
has shown considerable strength in addressing the needs of low
achievers and mildly handicapped students. The program has
supported regular classroom teachers' efforts to teach special
education in the regular classroom.

REQUIREMENTS Color television and videodisc hardware are required
to implement the program. No additional personnel are required.
Training is provided in the cost of purchasing the materials.

COSTS Most Grade 5 implementation would use the fractions and
decimals program, with a total of four videodiscs containing
intense instructional support for more than 50 hours of
instruction. Higher grades would add the 40-hour, three-disc word
problems program. The typical Grade 5 costs would be $2,600 per
building (three to four fifth grade teachers) and include the
videodiscs, teacher's manual, 35 fractions workbooks, 35 decimals
workbooks, and permission to copy workbooks. Videodisc players
are $400-$650, and a color television monitor is needed. As a
volume discount, a free videodisc player will be provided with
every seven discs ordered.

SERVICES Staff development (included in the cost of materials)
involves an initial two- hour training session and an individual
follow-up visit with the teacher during the second week. Included
in each videodisc program is a placement test to check on skills
development, a tool which can be used for management and
monitoring.

DEVELOPMENTAL FUNDING: Federal Office of Special Education
Programs

PEP No. 89-11 (5/17/89

CONTACT

Alan Hofmeister
Technology Division
Developmental Center For Handicapped
Persons, Utah State University
Logan, UT 84322-6800
(801) 750-3718


FIRST LEVEL MATHEMATICS (KINDERMATH).  A COMPREHENSIVE PROGRAM IN
MATH FUNDAMENTALS USING CONCRETE OBJECTS AND ACTUAL PHYSICAL
OPERATIONS FOR INITIAL MATH INSTRUCTION.

AUDIENCE Approved by JDRP for children in their first year of
mathematics instruction, kindergarten or first grade.

DESCRIPTION The program is diagnostic/prescriptive in nature,
providing a sequential curriculum for individual developmental
growth. The ninety lesson curriculum consists of the following
nine components: same and different; patterns; sets zero to five;
shapes; sets six to ten; numerals six to ten; signs; and
addition/subtraction. Key elements of the program are
developmental hierarchies, mixed instructional modes, low
child-teacher ratio, and extended curriculum range.

The program has been designed to be used by both regular and
special education teachers. Because it is available in Spanish,
it is also appropriate for use in bilingual and ESL programs.

The entire program is also available for the computer. The
13-disk system is tutorial in nature, uses a voice synthesizer,
and may be utilized without the assistance of the teacher.

As a result of participation in the program, children in their
first year of mathematics instruction demonstrated statistically
significant growth in knowledge of mathematics relative to
national norms on three standardized test of mathematics
achievement.


REQUIREMENTS Program may be implemented in an individual
classroom, a single school, or a district. Teachers wishing to
implement the program and management system should attend a
training workshop, which is most often held at district or
regional sites. Administrators and para-professionals are also
encouraged to attend training sessions. A training tape, complete
with training manual, is available for use by those who prefer
this type of workshop.

One Kindermath kit is required per classroom. Software for the
program (if desired) exactly matches the lessons in the original
kit.

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

DEVELOPMENTAL FUNDING: PRIMAK Educational Foundation

JDRP No. 84-1 (1/24/84) Recertified (2/13/90)

CONTACT

Ms. Mary Alice Felleisen
38 North Waterloo Road
Devon, PA 19333
(215) 687-6252

      
HOSTS MATH: HELP ONE STUDENT TO SUCCEED. A
DIAGNOSTIC/PRESCRIPTIVE/ INDIVIDUALIZED APPROACH DESIGNED FOR
AT-RISK STUDENTS.

AUDIENCE Approved by JDRP for remedial math instruction in junior
high students.

DESCRIPTION HOSTS Math is a self-contained program which includes
a diagnostic/prescriptive component which accurately places
students in a precise sequence of math skills. Each youngster
moves from one skill to the next as mastery is demonstrated.
Teachers are provided with lesson plans for each skill which are
designed to build a conceptual understanding before proceeding to
the symbolic level of drill and practice. Material is offered in
manageable segments with attainable goals for students. HOSTS
Math is compatible with all major math basal series.

Complete lesson plans, student worksheets, tests and answer
sheets are provided for paper and pencil work covering 18
strands. Fourteen computer disks, designed for the Apple II
series computer are included for drill and practice as well as
testing, along with a class management component and record
keeping capability. The program specifies the use of
manipulatives for each objective to provide the instructor with
several options to encourage mental math, problem solving and
development of higher order thinking skills.

The program has been used successfully in pull-out, special
education, replacement, and classroom supplement models utilizing
one-on-one tutoring or small group instruction. Annual data from
operational sites consistently record NCE gains in double digits.

HOSTS Math has been designed to offer several options to
accommodate various learning styles and provide a fun-to-learn
atmosphere for instructors and students. A HOSTS Reading program
is also available.

REQUIREMENTS Teachers, para-professionals, teaching assistants
and administrators participate in a three-day pre-implementation
in-service training. HOSTS trainers call on each site on a
regular basis to observe, coach, counsel and advise the
instructors to assure success. Math sites require an Apple II
computer (or compatible model) with dual disk drive and printer.
Student materials may be reproduced by school or purchased from
HOSTS.

SERVICES Awareness materials are available at no cost. Visitors
are welcome by appointment at over 100 operational sites in 8
states. HOSTS staff provides initial training on-site, continued
professional service and training. New personnel and replacements
are trained at no additional charge. Material updates and new
components are provided each year to HOSTS subscribers. Initial
implementation costs are $15,800. Thereafter, service and
licensing costs are $2,990 per year.


DEVELOPMENTAL FUNDING: USOE ESEA IV-C, private

JDRP No. 82-8 (4/9/82)

CONTACT 

William E. Gibbons
Chairman
1801 D Street, Suite 2
Vancouver, WA 98663
(206) 694-1705


INDIVIDUALIZED PRESCRIPTIVE ARITHMETIC SKILLS SYSTEM (IPASS). A
COMPUTERIZED CRITERION-REFERENCED  TESTING AND INSTRUCTIONAL
PROGRAM IN BASIC MATHEMATICAL SKILLS UTILIZING MICROCOMPUTERS.

AUDIENCE Approved by JDRP as a supplementary mathematics program
for grades 5 and 6. Developed as, and is an ongoing Chapter I
program.

DESCRIPTION IPASS was designed to increase the achievement of
intermediate grade students in mathematics through the use of
advanced technology in the form of microcomputers. IPASS employs
microcomputers and specially designed software as an integral
part of both instruction and the management of student progress
in a compensatory education setting. IPASS is an efficient and
highly cost-effective project.

IPASS includes locally developed criterion-referenced tests,
instructional and management software, cross-referenced tests,
cross-referenced instructional resource file, and guides for
teachers and students. IPASS objectives can be used to supplement
most mathematics curricula without modification.

IPASS is designed as a "pull-out" program in which the student
receives two 30-minute sessions per week. IPASS can be adapted to
a classroom or laboratory setting. A teacher or aide using two
microcomputers can serve up to 40 students per week. Locally
developed instructional materials can be integrated into the
remediation process. IPASS is available for R/S TRS-80 models III
and IV, R/S Color disk (32K) Apple IIe IBM/Compatibles. Cassette
version no longer available. Adopted in more than 120 school
districts in 20 states. Original funding Chapter I. Evaluation
data is available upon request.

REQUIREMENTS An approved microcomputer and printer must be
available. A training program is required for school personnel
implementing the program. No prior experience with computers is
necessary.

COSTS A fee of $250 is charged for the IPASS software, including
computer programs, criterion-referenced tests, student profile
sheets, instructional resource file, and procedure guides for
teachers and students. One copy of these materials is included
and permission is given to reproduce any and all of these
materials and programs in quantities necessary for the adopting
school district.

SERVICES Demo diskette for IBM/Compatibles, Model III, IV and
color Apple IIe available $20. Awareness materials available at
no cost. Visitors are welcome at any time by appointment. Project
IPASS staff members are available to explain and demonstrate
IPASS both at in-state and out-of-state awareness meetings (cost
to be negotiated). Training is conducted at the project site and
is also available at an adopter site (cost to be negotiated).
Implementation and follow-up services are available (costs to be
negotiated). Telephone hot-line is available to adopter districts
at any time during normal hours.

DEVELOPMENTAL FUNDING: USOE ESEA Title I

JDRP No. 82-23 (5/27/82) Recertified (6/5/86)

CONTACT

Robert R. Reynolds
Director
Project IPASS
Pawtucket School Department
Park Place
Pawtucket, RI 02860
(401) 728-2120


SOUND FOUNDATIONS.  A PROGRAM DEVELOPED TO IMPROVE THE
ACHIEVEMENT AND ATTITUDE OF HIGH SCHOOL REMEDIAL MATHEMATICS
STUDENTS BY PRESENTING CONCEPTS IN THE CONTEXT OF TOPICS OF
INTEREST TO THE AGE LEVEL.

AUDIENCE Approved by PEP for students and teachers in high school
remedial, general, and basic skills math programs.  Junior high
schools and middle schools may also use the simulation in their
seventh and eighth grade programs.

DESCRIPTION Sound Foundations replaces the traditional math
curriculum for the target students but retains the traditional
textbook for student practice.  The program covers topics in the
remedial math program by using a simulation format.  Major topics
include integers, rational numbers, graphing,  measurement,
geometry, probability, statistics, and consumer mathematics.

Sound Foundations is divided into ten milestones in a job
simulation about a rock band: formation, equipment purchase,
reharsal, dance clubs, record sales, airplay, publicity, local
concerts, away concerts, and the national tour.  Students are
given a budget of $41,000 and must use creativity, quality points
based on their decisions.  Students learn new math topics as they
are needed in the simulation and work independently of each
other.

The program includes a student book, teacher's manual, five decks
of activity cards, 111 daily quiz masters, transparency master,
and test masters.  An annual exchange of ideas occurs every fall
in a newsletter circulated to users of the program.

EVIDENCE OF EFFECTIVENESS Remedial math students using the
program show a greater increase in mathematics achievement and a
positive increase in attitude towards success in mathematics,
learn not to stereotype math as a male domain, and elect more
quantitative courses in high school.  Female students demonstrate
a more positive attitude toward the usefulness of mathematics. 
Use of the program has increased the percentage of students
passing state competency tests required for graduation.

REQUIREMENTS A training workshop is required. A careful mix of
structure and informality is also encouraged in the classroom.

COST Costs for the program are $9 for a teacher's envelope (which
lasts for years) and $8 per student book (which is consumable).

SERVICES Awareness materials are available at no cost.

DEVELOPMENTAL FUNDING: Local

PEP No. 90-05 (2/6/90)

Contact

Robert Gerver
North Shore High School
450 Glen Cove Avenue
Glen Head, NY 11545
(516) 671-5500

STAMM: SYSTEMATIC TEACHING AND MEASURING MATHEMATICS. A
COMPREHENSIVE OUTCOME-BASED MATHEMATICS PROGRAM FOR STUDENTS OF
ALL ABILITY LEVELS.

AUDIENCE Approved by JDRP for students of all abilities, grades
K-8. The program also has materials available for usage with
grades 9-12.

DESCRIPTION Systematic Teaching and Measuring Mathematics (STAMM)
presents an elementary mathematics program that covers the
curricula and the means necessary to assist in delivering NCTM's
"Standards"  Teachers can select from a variety of learning
activities to provide for the needs of their students through a
variety of concrete manipulatives, practice, problem solving, and
enrichment strategies.  STAMM provides students with varied
opportunities to develop underlying concepts, and can be used in
a variety of teaching styles (large group, cooperative grouping,
departmentalization, individualized or labs) with any basal
textbook.  STAMM's flexible design fits into schools of all sizes
and classroom structures.

STAMM includes a managment system which is organized around
carefully designed learner outcomes.  Student growth is monitored
through post assessment strategies.  Specifically, the program is
delivered through the following STAMM materials:

     o    Teacher Manual (TM) - a resource book of activity
          oriented ideas to assist the teacher in delivering the
          learner outcomes.

     o    Student Booklet -  a set of student materials from
          which a teacher selects activities as needed to enhance
          development and practice of the learner outcomes by the
          students after they have received initial instruction.

     o    Student Assessment Booklet - criterion-referenced
          assessments to provide information about the student's
          progress on the  learner outcomes utilizing alternative
          testing strategies.

These STAMM resource materials have been created to complement
the exising textbooks, manipulative materials, and teacher-made
resources.

Similiar products have been developed having the basic STAMM
components for secondary students.  Program and materials can
service regular as well as Chapter I, special education, and
gifted/talented students.

In the host district, over 75% of the students tested (grades
K-8) scored above the national norm of the Comprehensive Test of
Basic Skills.  Prior to STAMM, approximately half the students
scored above the national norm.

REQUIREMENTS The STAMM resource materials necessary for using
this program include a teacher manual for each level or course
taught, student booklets and student assessment booklets.  STAMM
materials may be used by a single teacher or an entire school
system. The more levels involved in implementation, the greater
the gains. A two-day training session prior to implementation is
necessary for teachers and the immediate supervisor.

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 as well as to
discuss STAMM by telephone.  Training is conducted at project
site or at adopter site. Implementation and follow-up services
are available to adopters. Costs for said services to be
reimbursed by requesting institution.

DEVELOPMENTAL FUNDING: USOE ESEA Title III

JDRP No. 76-87 (6/23/76) Recertified 12/84)

CONTACT 

Sherry Stumbaugh
STAMM Project Director
Jefferson County Schools
1005 Wadsworth Boulevard
Lakewood, CO 80215
(303) 231-2381

SUCCESS UNDERSTANDING MATHEMATICS (SUM). A COMPREHENSIVE
MATHEMATICS PROGRAM WHICH USES CONCRETE OBJECTS AND QUESTIONING
TECHNIQUES TO DEVELOP UNDERSTANDING.

AUDIENCE Approved by JDRP for grades 2-6. The program also has
components in use with grade 1.

DESCRIPTION The program was designed to increase the level of
mathematics achievement of children who were achieving below the
level expected. The project materials and teaching techniques are
appropriate, however, with students of all ability levels. Direct
instruction is emphasized to facilitate student interaction in
their development of concepts. Teaching strategies described in
project manuals are based on Jean Piaget's research about the way
children learn mathematics, specifically elementary school
children's difficulty with abstract thought and their consequent
need for concrete materials. Teachers guide students to develop
mathematics concepts as students move objects to solve problems.
Computational algorithms are developed through objects to solve
problems. Drill follows but does not precede understanding.

Some unique characteristics of Success Understanding Mathematics
include:

   (1) Program materials can be used with any commercial text.
   (2) Planning for instruction is matched to student needs.
   (3) Objectives for mathematical skills include a
       problem-solving strand.
   (4) Criterion-referenced tests for the objectives and
       recordkeeping materials are available.
   (5) Parent involvement and an on-going inservice program
       provide support for teachers.

Chapter 1 students have made proven advances measured by the
mathematics batteries of the Metropolitan Achievement Test and
the Iowa Test of Basic Skills. Mean annual gains scores have
ranged from 6.6 NCE's (Normal Curve Equivalency) to 13.0 NCE's.

REQUIREMENTS The program may be implemented by a teacher, school,
supplementary program, or an entire district. Adopters will be
invited to visit a demonstration site, to name a local project
coordinator/contact person, to provide release time for teachers
and administrators to participate in 1 or 2 days of pre-service
training, to ensure that the key elements including the teaching
strategies and on-going inservice will be implemented, to
evaluate student achievement, and to provide information
about the adoption.

SERVICES Awareness materials are available at no cost. Project
publications are furnished to adopters at cost. Visitors are
welcome anytime by appointment at the project site. Project staff
is available to attend awareness meetings. Training is available
at project site or adopter site. (Costs to be negotiated.) One
day pre-service training is required; two days pre-service
training is preferred. One or two days follow-up implementation
training scheduled three to four months later and a one day
on-site follow-up visit at year end are recommended. (Costs to be
negotiated.)

DEVELOPMENTAL FUNDING: USOE ESEA Title I

JDRP No. 80-55 (2/11/81) Recertified (1/85)

CONTACT

Kathleen Bullington
Project Director
Success Understanding Mathematics
Des Moines Public Schools
1800 Grand Avenue, Boom 317B
Des Moines, IA 50309
(515) 242-7860

                                                                 
TEAM ACCELERATED INSTRUCTION: (TAI) MATHEMATICS

AUDIENCE Approved by the JDRP for grades 3-6.

DESCRIPTION Team Accelerated Instruction (TAI Math) is a program
that helps teachers to meet the diversity of student needs within
the math class. It combines quality interactive instruction with
the power of cooperative learning to:

     o Accelerate the achievement of all students.
     o Maximize teaching and learning time.
     o Enhance student motivation and attitudes toward math.
     o Improve students' social interaction.

Students receive concept instructions from the teacher in small
homogeneous teaching groups. They then practice the skills
learned in 4-5 member heterogeneous learning teams at their own
pace on materials appropriate to their specific needs.

TAI Math instruction is organized into 13 paperbound
non-consumable student skill books. Each classroom set of books
contains skills ranging from advanced addition to pre-algebra.

The program also includes comprehensive teacher materials which
make it easy for teachers to plan, teach, and manage the math
program effectively.

TAI has proven effective in five field experiments which involved
random assignment of classes to TAI or control treatments.
Differences between TAI and control classes in grade equivalent
gains on the Comprehensive Test of Basic Skills Mathematics
Computations had a median ratio of more than two to one.

REQUIREMENTS TAI does not require aides or special personnel of
any kind.  Training of teachers can be accomplished in a single
day, the cost to be negotiated. Materials provided include
non-consumable student books, test books, test answer books,
teacher's manual (including concept lesson guides), homework, and
facts tests at a cost of $420 per classroom. These materials
replace traditional textbooks.

SERVICES Awareness materials are available at no cost. Visitors
are welcome at Project site by appointment. Arrangements can be
made if given advance notice for visitors to observe the program
in use in various settings.
Project staff is available for awareness meetings (cost to be
negotiated). Training is conducted at the adopter site.
Implementations and follow-up services are available to adopters.

DEVELOPMENTAL FUNDING: NIE, OSE

JDRP No. 84-5 (2/23/84)

CONTACT

Barbara M. Luebbe
TAI Project Director
Center for Social Organization of Schools
3505 N. Charles St., 
Baltimore, MD 21218
(301) 338-8249.


TITLE I MATHEMATICS COMPUTER ASSISTED INSTRUCTION (CAL). A
DIAGNOSTIC/PRESCRIPTIVE PULL-OUT MATHEMATICS PROGRAM WITH
STUDENTS RECEIVING 10 MINUTES OF DAILY CONCENTRATED DRILL ON CAI.

AUDIENCE Approved by JDRP as a mathematics program for Chapter I
students in grades 3-6.

Description Lafayette Parish had an effective diagnostic-
prescriptive mathematics ESEA Title I pull-out program. In order
to increase growth in mathematics, computer-assisted instruction
was added to an already effective math program. The program is
operated with close coordination of math-lab instruction and
daily CAI drill.  One day a week a Chapter I coordinating teacher
provides individual instruction, where needed.  The CAI program
adjusts instructions to the level of the students and provides
immediate feedback to the student.  The CAI program provides
daily, weekly, and monthly descriptions of progress and areas of
difficulty which the classroom teacher can use to correct
specific conceptual misunderstandings. Classroom instruction is
imperative in providing conceptual understanding and remediation.

Daily CAI drill provides the practice which Chapter I students
especially need.  This particular program was operated with 10
minutes a day of CAI and the services of a coordinating teacher
one day a week.  The particular program was devised by Computer
Curriculum Corporation (CCC) of Palo Alto, California.

The addition of CAI instruction produces significantly superior
achievement when compared to standard mathematics laboratory
instruction.

REQUIREMENTS Math Lab-CAI can be adopted to supplement any
regular program if 200 students are enrolled. Two to three days
of inservice training are necessary. The project used Computer
Curriculum Corporation Programs from Palo Alto, California.
Correlation between your project and CCC must be established.

COSTS In addition to your regular program, the added dimension of
Computer Assisted Instruction costs approximately $200 per
student if at least 200 students are enrolled. As the number of
students in the program increases the cost decreases
proportionately. Since installation costs occur only in the first
year courses or purposes, the number of students can be reduced.

SERVICES Awareness materials are available. Visitors are welcome
at project site anytime by appointment. 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). Training is also available at adopter site (cost to
be negotiated). Implementation and follow-up services are
available to adopters (costs to be negotiated).

DEVELOPMENTAL FUNDING: USOE ESEA Title I

JDRP No. 82-46 (9/29/82)

CONTACT

John E. Martin
Supervisor
Federally Supported Programs
Lafayette Parish School Board
P.O. Drawer 2158
Lafayette, LA 70502
(318) 236-2907

CAMEL (CALCULATOR ASSISTED MATHEMATICS FOR EVERYDAY LIVING). A
CURRICULUM TO INCREASE THE COMPUTATION AND APPLICATION SKILLS OF
GENERAL MATHEMATICS STUDENTS.  APPROVED BY JDRP FOR 9TH AND 10TH
GRADE GENERAL MATH STUDENTS.

DESCRIPTION CAMEL is an individualized two-year program for those
students who have had little or no success in mathematics. These
students usually have computational deficiencies that preclude
their mastering many of the "living skills" concepts that are
part of everyday life for most people. CAMEL is based on the
premise that these students can and will learn these concepts if
the amount of computations is reduced. Students in a CAMEL
classroom use calculators to perform the computations necessary
to learn and apply these concepts. All examples show how the
given information is analyzed and entered in the calculator. All
example answers are explained and are identified with units or
labels where appropriate.  Paper and pencil computations are not
excluded by use of the calculator.  The program includes eight
computations modules that the students must work using paper
and pencil if they cannot demonstrate mastery of the skill on a
pretest.  Paper and pencil computations should take less than 20%
of the students' time.  While CAMEL was developed for use in a
regular classroom and is primarily used there, the individualized
mature of CAMEL makes it appropriate for any group that is highly
transient and not well motivated.  In the developing district
CAMEL is also used in the Juvenile Detention Center, the
Alternative School for Disruptive Students, The Center for
Emotionally Handicapped or Learning Disabled Students, and The
Half-Way House for Young Adults.

The CAMEL program can be implemented by andy math teacher. 
Teacher-student ratio 1:30.  A one-day training session is
desirable but not necessary.  No special facilities are needed. 
Each student is the program should have access to a calculator. 
A set of CAMEL materials in required and consists of eight
computational modules, 31 applications modules, and two
applications review modules; teachers and manager manuals;
complete set of pre-and post-tests with answer key.  A management
system to help the teacher is also part of the program.

DEVELOPMENTAL FUNDING: USOE ESEA Title IV-C

JDRP No. 82-5 (2/17/82)

CONTACT

Whiteford G. Colee
Project CAMEL
P.O. Box 1910
Daytona Beach, FL 32015-1910
(904) 255-6475
Suncom 391-1011
                  

"GO-METRIC": A SUPPLEMENTAL LOW-COST METRIC CURRICULUM. A
LOW-COST METRIC CURRICULUM THAT SUPPLEMENTS EXISTING PROGRAMS. 
APPROVED BY JDRP FOR STUDENTS OF ALL ABILITIES, GRADES 5-8.

DESCRIPTION The unique design of "Go-Metric" provides interested
metropolitan and rural school systems, as well as communities,
with a model for incorporating metric education into existing
instructional programs at minimal additional cost and with no
additional personnel.

This innovative program includes an elementary and secondary
curriculum for all pupils in the school population and identifies
a range of teaching techniques involving the pupils in a variety
of hands-on activities using metric equipment. Audiovisuals and
games are also utilized to accommodate the special needs of all
students. To provide additional in-depth understanding of
metrics, the inservice requires teachers to participate in
the same metric exercises that are used in the classroom. The
curriculum is arranged so that it does not intrude on an already
crowded schedule but enhances metric instruction as teachers
integrate it into appropriate instructional areas.

DEVELOPMENT FUNDING: USOE ESEA Titles III and IV-C

JDRP No. 78-195 (8/10/78)

CONTACT

John E. Roller
Director
"Go-Metric" Project; or Roger E. Kruse
Director of Federal Programs
Tulsa Public Schools
3027 S. New Haven
P.O. Box 470208
Tulsa, OK 74147
(918) 745-6481

             
MATHEMATICS ACHIEVEMENT PROGRAM (MAP). A PULL-OUT REMEDIAL MATH
PROGRAM. APPROVED BY JDRP FOR THE EDUCATIONALLY DISADVANTAGED
CHILDREN, GRADES 2-5.

DESCRIPTION To help students overcome difficulties in computation
concepts and application skills, eligible students are scheduled
into centers and provided instruction through a
diagnostic/prescriptive system. Scheduling students is a
cooperative effort of the Chapter I teacher and the regular
classroom teacher which insures daily instructional sessions
without interruption of classroom math or supportive
instructional electives, and no more than one interruption weekly
of all other major subject areas. The Chapter I teacher
incorporates pupil needs revealed in the classroom with
needs diagnosed in the center to promote maximum learning
transfer.

Using a composite analysis of several criterion-referenced
achievement tests, an individual Math Profile is developed for
each student. Behavioral objectives are used to formulate a
prescription to meet the interests and needs of each pupil. The
Cross-reference Guide supplies information on materials available
in every center to be used in remediation of a stated skill. Each
MAP Learning Center is staffed with a certified elementary
teacher and aide who serve about 62 pupils. Thirty-minute
instructional sessions are conducted in small groups;
teacher-pupil ratio 1/6.

DEVELOPMENTAL FUNDING: USOE ECIA Chapter I

JDRP No. 82-39 (7/22/82)

CONTACT

John W. Williams
Mathematics Achievement Program
Chester Upland School
District
18th and Melrose Avenue
Chester, PA 19013
(215) 447-3865
