                 SECTION F: MULTIDISCIPLINARY SKILLS

*Chapter 1 H.O.T.S. Higher Order Thinking Skills Project 
*CLIMB: Coordinated Learning Integration - Middlesex Basics 
*Computer-Assisted-Diagnostic-Prescriptive Program (CADPP)
   in Reading and Mathematics 
Early Childhood Preventive Curriculum (ECPC) 
*IMPACT: Improve Minimal Proficiences by Activating Critical
   Thinking 
Interdependent Learning Model (ILM)/ "Games Children Play" 
Kenosha Model: Academic Improvement Through Language Experience 
*Outcome-Driven Developmental Model (ODDM) 
Read-Write 
Student Team Learning (STL) 
*Study Skills Across the Curriculum
Systems Approach to Individualized Instruction (SAIl)
East Las Vegas Follow Through 
Enriching the Curriculum (ETC) 
Flint Follow Through: A Direct Instructional Model 
Flippin Follow Through 
Gulfport Follow Through: Mathemagenic Activities Program (MAP) 
Hawaii Follow Through Project 
LeFlore County (Mississippi) Follow Through Resource Center 
McCormick Follow Through 
Plattsburgh Follow Through Program 
Responsive Early Childhood Education Program (RECEP) 
Waterloo Follow Through: Adaptive Learning Environments

* PROJECTS CURRENTLY FUNDED BY THE NDN

CHAPTER 1 H.O.T.S. : HIGHER ORDER THINKING SKILLS PROJECT. AN
ALTERNATIVE APPROACH TO CHAPTER 1 FOR GRADES 4-6 IN WHICH
COMPENSATORY SERVICES CONSIST SOLELY OF HIGHER ORDER THINKING
ACTIVITIES.

AUDIENCE Approved by PEP for Chapter 1 students in grades 4-6 in
both reading and math. This program has also been used
successfully with Chapter 1 students in grade 7, learning
disabled in grades 4-6, and gifted in grades K-2.

DESCRIPTION The project replaces traditional drill and practice
activities and content instruction in compensatory programs with
thinking activities designed to generate the gains in basic
skills expected from Chapter 1 programs. Students' thinking
abilities and social confidence are improved in the process.  The
goal is to provide students with conceptual skills to learn the
more sophisticated content of the upper elementary grade levels
the first time it is taught in the classroom. The program is
conducted in a lab, equipped with Apple computers, with a
detailed curriculum and a teacher trained in Socratic dialogue
techniques. Computers are used to enhance motivation and improve
students' ability to self-monitor their own comprehension. The
latter is enhanced due to the computer's ability to respond to
students' ideas as fast as they can think of them. A detailed
curriculum provides dialogues to improve the key thinking skills
of metacognition, inference from context, decontextualization,
and information synthesis. Students' increased abilities to
articulate ideas and engage in sophisticated conversations
enhance their language use and ability to learn content, with
gains in both reading and math. The program operates as a
pull-out. Students are in the program for 35 minutes a day, four
days a week, for two years. In the first part of the period, the
teacher engages students in sophisticated conversations. Students
are then given a challenge to solve using the computer. They
later discuss their findings, approaches, and results. Students
proceed through the program sequentially, with no management
system and no grades. Teacher judgment determines the pace
through the curriculum. Success is demonstrated by products
generated by each student, how they articulate their findings,
and the results they record.

EVIDENCE OF EFFECTIVENESS As a result of participation in the
program, Chapter 1 students in grades 4-6 improved their
performance in reading and math to a greater extent than national
averages and control groups, while also improving thinking
ability as measured by the ROSS and "Inference from Context"
measures. Improved self-concept and improved participation in
content learning in the classroom were also evident. Studies were
conducted in 11 schools encompassing a wide range of ethnic
characteristics.

REQUIREMENTS The program requires a computer lab and an
experienced teacher who is trained in shifting from teaching
approaches such as lecturing, refereeing, and linear sequencing
to Socratic coaching techniques. A week-long workshop is provided
to train teachers in these techniques. Ongoing costs will vary
according to the number of students; whether part-or full-time
staff is used, and the amount of the needed equipment the
schools already have. Compared to Chapter 1 programs nationally
that use experienced teachers, the overall cost of this program
is less, even taking equipment costs into account.

SERVICES Awareness materials are available at no cost. Project
staff is available to attend out-of-state awareness meetings and
for training and technical assistance (costs to be negotiated).

DEVELOPMENTAL FUNDING: U.S. Department of Education; Ford
Foundation    

PEP No. 88-12 (7/13/88)

CONTACT

Dr. Stanley Pogrow
University of Arizona
College of Education
Tucson, AZ 85721
(602) 621-1305
FAX # (602) 621-9373

CLIMB: COORDINATED LEARNING INTEGRATION - MIDDLESEX BASICS. A
MANAGEMENT PROGRAM K-12 TO IMPROVE STUDENT PERFORMANCE IN
READING/WRITING AND MATHEMATICS.

AUDIENCE JDRP approved for students of all ability levels K-12,
including Chapter I, special education and migrant education, and
ESL.

DESCRIPTION The goal of Project CLIMB is to improve the
performance of all students in reading, writing, and mathematics
through the following components:

A coordinated program of instruction produced by teachers which
includes:

     o    Skills Arrays. Identifies reading and mathematic skills
          K-12.
     o    Writing Package. Integrates reading-writing-thinking
          skills across the curriculum.
     o    Survey and Criterion Referenced Test.  Diagnoses and
          evaluates student performance.
     o    Simplified Recordkeeping System. Monitors continuous
          student progress K-12.

Training which prepares staff to implement the program in
reading/writing, and/or mathematics.

Training includes:

     o    use of the curriculum package,
     o    correlation of adopting district's curriculum
          materials, testing, and objectives to CLIMB skills
          arrays,
     o    teacing strategies and techniques--
     o    procedures for classroom implementation,
     o    content reading and study skills strategies for all
          disciplines, and
     o    follow-up training designed to meet the needs of
          adopting districts.

A management design which coordinates and integrates personnel,
materials, and services.

Management design

     o    provides a design for communication between classroom
          instruction and support services;
     o    provides a system for coordination of instruction
          across grade levels,
     o    fosters a unified approach to achieve instructional
          goals, and 
     o    delineates administrative role for project
coordination.

REQUIREMENTS Teachers and administrators participate in a two day
training for effective utilization for CLIMB curriculum and
management design. A follow-up training session is recommended.
Teachers must be supplied with the CLIMB curriculum materials.
The program can be adopted in either reading, writing, and/or
mathematics at any or all grade levels. The program can be
adopted for the regular classroom, Chapter 1, special education,
migrant education, and gifted programs.

COSTS Start up costs are approximately $40 to $125 per classroom
teacher for curriculum materials and supplies. Maintenance costs
are minimal. Training costs are negotiable.

SERVICES Awareness materials are available at no cost. Visitors
are welcome at project site any time by appointment. Project
staff is available to attend out-of-state awareness meetings.
Training is conducted at project site or adopter site.
Implementation and follow-up services are available
to adopters. All costs are negotiable.

DEVELOPMENTAL FUNDING: NJ TEEA R&D, USOE ESEA Title IV-C

JDRP No. 81-44 (1/28/82) Recertified (9/85)

CONTACT

Barbara Brenner
Director
Project CLIMB
Middlesex Public Schools
Administration Offices
Kennedy Drive
Middlesex, NJ 08846
(201) 968-4494
                  

COMPUTER-ASSISTED-DIAGNOSTIC-PRESCRIPTIVE PROGRAM (CADPP) IN
READING AND MATHEMATICS. AN OPEN, DATA BAES MANAGEMENT SYSTEM
GENERATING PERSONALIZED EDUCATIONAL PLANS (PRESCRIPTIONS) FOR A
DIAGNOSTIC/PRESCRIPTIVE APPROACH TO INSTRUCTION.

AUDIENCE Approved by JDRP as a reading program for grades 3-9 and
as a mathematics program for grades 3-7.

DESCRIPTION  CADPP is diagnostic/prescriptive approach to
teaching. The CADPP software generates customized learner
prescriptions and individualized educational plans.  The
relational open data base requires that the user to load files
with: 1) learning characteristics of individual students to
include age, instructional level, identified learning modality;
2) a skills list or continuum; and 3) skill related
characteristics of available instructional materials to include
readability level, interest level, and learning modality.  When
the skills file, students file, and instructional materials file
are loaded, customized prescriptions can be produced for each
participating student, based upon the skills requested.

The CADPP software requires no programming skills and is menu
driven. It can be used in all curriculum and content areas. The
program can be utilized by one classroom teacher, a total program
staff, or district wide. It has been used to meet the guideline
requirements of ECIA Chapter 1 and Migrant Programs, competency
based education programs, standards of learning, and special
education programs.

Program effectiveness at the developer site is documented by a
month and a half gain per month of instruction, utilizing the SRA
Achievement Series, the California Achievement Test, and the
CADPP CRT Series. Sustained gains studies support retention of
gains. Adopting sites document similar gains.  The goal of CADPP
is "to aid the teacher in making an accurate diagnosis of student
needs in reading comprehension and mathematics computation
skills."  The goal was developed to assist economically
disadvantaged students in decreasing the educational gap between
achievement test scores of the disadvantaged and
non-disadvantaged students. This gap has historically been
documented by the efforts of the ESEA Title I program in the
1970's and early 1980's (later referred to as ECIA Chapter 1).
Although the initial goal of the program was directed to the
disadvantaged student, the current utilization of CADPP in 47
states has drawn the attention of other populations. CADPP has
been implemented by Adult Basic Education programs, Special
Education programs, correctional institutions, hospitals for
interned children, and community/junior colleges. This diversity
of adopters has increased the scope of CADPP.

REQUIREMENTS The software operates on the Apple II+, IIe, IIc,
TRS 80 Models III, IV, and 1000. The program requires 64K two
disk drives, 80 column card, monitor and printer. The system is 
multi-user and not copy protected. The program disk has a
capacity for 150 skills for two curriculum areas. The student
file is limited to 100 students with the following
characteristics: name, age, grade, gender, reading level,
learning modality. The prescription file has a limit of 1,600
instructional activities per disk which can include: workbooks,
computer software, audio-visual materials, games, basal programs,
and teacher-made activities. The prescription file must be loaded
by the user.

SERVICES Awareness materials are available at no cost.
Demonstration sites are available for visitation by appointment.
Project staff and certified trainers are available to attend
out-of-state awareness meetings; conduct training either at
adopter site, or developer/demonstration sites; and to provide
follow-up services at adoption site an-or through written
correspondence and telephone consultation. Costs are negotiated
for services that require travel for CADPP staff. A fee of $249
is charged for the CADPP software, which can be copied within the
adopting district. Members of consortiums pay a $50 user's fee,
and $249 is charged to the consortium. Updates and revisions are
forwarded at no extra charge, and consultation from CADPP
programmers and/or administration is included in this cost. The
CADPP Criterion-Referenced Tests (optional material) are
available at $3 a booklet, and are non-consumable.

DEVELOPMENTAL FUNDING: USOE ESEA Title I 

JDRP No. 79-15 (6/12/79) Recertified (12/84)

CONTACT 

Debra J. Roberson 
Technology in Education Corporation, Inc.
3936 West 78th Court #21        
Merrillville, IN 46410
(219) 769-1712


EARLY CHILDHOOD PREVENTIVE CURRICULUM (ECPC). A PROGRAM FOR
HIGH-RISK FIRST-GRADE STUDENTS DEVELOPING THE PERCEPTUAL,
COGNITIVE, AND LANGUAGE SKILLS THEY NEED TO RESPOND SUCCESSFULLY
TO BEGINNING READING INSTRUCTION.

AUDIENCE Approved for identified at-risk first-grade students. It
has been used in other settings with primary learning-disabled
children and children whose pre-reading perceptual skills
development shows limited beginning reading ability.

DESCRIPTION The project focuses on at-risk first-grade students
by means of an individualized diagnostic curriculum. (At-risk
children are those who have normal capacity to learn, but who
begin first grade lacking pre-reading perceptual skills and
exhibit poor concept and/or oral language development).
Classrooms are established as primary learning laboratories,
in which the environment, management, and materials facilitate
small-group instruction and independent learning. Teachers
receive special training in diagnostic teaching skills and in
individualizing instruction.

Using results of criterion-referenced tests, the teacher
prescribes for pre-reading perceptual needs. Self-correction,
self-direction, reinforcement for learning, pre-reading skills
development, and listening skills are all interwoven in an
all-day first-grade program that includes small-group reading
instruction. (For other children who lack independent reading
ability, the criterion-referenced assessments provide the teacher
with a means of identifying learning needs and styles).

A series of unique listening lessons enhance student listening
skills. This component can be implemented independently.

Although primarily utilized as a full-time. self-contained unit,
the program can be implemented on a resource or part-time basis.
It is particularly successful with Chapter 1 type students.

REQUIREMENTS Any experienced primary teacher can implement the
program following training. Attendance at a three-day workshop is
essential for adoption. A support-resource person (curriculum
specialist, reading teacher/coordinator, psychologist)
knowledgeable in the program should be available to advise and
assist the teacher. Any primary classroom can be used to create a
student learning-centered environment. No special equipment is
necessary.

SERVICES In-depth awareness materials are available at no charge.
Visitors are welcome by appointment at project and at
demonstration sites around the country. Awareness sessions are
offered at potential adopter sites (honorarium and expenses must
be paid). Materials may be purchased without adoption training.
Technical assistance in preparing adoption/adaptation proposals
is available at no cost. Project-developed Pre-reading Assessment
test and various guides must be purchased from the project.
Manuals and guides are costed per teacher. Some materials are per
school/district usage.  Utilization of Listening Lessons
components requires purchase of multiple copies of paperback
books and cassette tapes. The adopter is responsible for travel,
per diem and honorarium of trainer.

DEVELOPMENTAL FUNDING: USOE ESEA Title III

JDRP No. 74-57 (5/23/74)

CONTACT 

Nathan Farber
Director
ECPC Program
9240 S.W. 124 Street
Miami, FL 33176.
(305) 251-5445
                                
IMPACT: IMPROVING MINIMAL PROFICIENCIES BY ACTIVATING CRITICAL
THINKING. A STAFF DEVELOPMENT PROJECT TO INTEGRATE CRITICAL
THINKING SKILLS INTO AND ACROSS CONTENT AREAS.

AUDIENCE Approved for students grades 6-9, and effectively used
by teachers of students at all grade levels (K-college), subject
areas, and ability levels, but especially with at-risk students.

Description Learning the mechanics of basic skills is not enough.
Real competency requires training in critical thinking. IMPACT
focuses on staff training to infuse the direct teaching of
critical thinking into existing curriculum. IMPACT's
instructional approach has three essential components: a universe
of 22 critical thinking skills; a model lesson format; and 10
teaching behaviors that activate student use of critical
thinking. The training materials model proven methods for
associating subject-matter content with such thinking skills as
Comparing and Contrasting, Classifying, Ordering, Patterning,
Identifying Relevant and Irrelevant Information, Cause and Effect
relationships, Predicting, and Logical reasoning. Program
validation has shown that IMPACT students significantly
(p>.05) outperform similar control students in mathematics
applications, reading comprehension, and critical thinking skills
after only one semester in the program. The IMPACT Universe of
Critical Thinking Skills, 10 teaching techniques, and lesson
format are presented in six consecutive sessions of the IMPACT
Level I seminar. Sessions include: 

     o    Review of literature and research. /Demonstration of
          technique
     o    Group interaction/Lesson simulation

During Level I training, experts demonstrate ten teaching
behaviors that encourage and reinforce thinking skills (e.g.
cuing, probing, and reflection with wait-time). Trainees receive
supervised practice for lesson reinforcement and integration.
Following the seminar, participants further develop their skills
by:

     o    Teaching the thinking skills listed in the IMPACT
          Universe of Critical Skills.
     o    Practicing the teaching strategies with their students.
     o    Observing each other teach IMPACT lessons in the
          classroom.
     o    Receiving/Reviewing feedback on the peer-observation
          findings.
     o    Creating original IMPACT based lessons.

Teachers easily integrate the three key IMPACT components into
their instructional program by first adapting sixty model
practice lessons based on either language arts or mathematics and
then creating their own lessons.  The curriculum materials,
available only to IMPACT graduates, demonstrate both planning and
instructional elements. The planning elements include: the
identification of the thinking skills implicit in the standard
curriculum, the prerequisite thinking skills, the behavioral
objective, materials and equipment. The lesson design, based on
the Hunter model, incorporates the instructional elements of
Orientation, Direct instruction, Guided-practice and Closure.

REQUIREMENTS IMPACT training occurs at two levels. For classroom
implementation, the project recommends that a district enroll a
team of at least two teachers and their site administrator in
Level I training, an intensive 18-hour inservice (3-day) that
models the infusion of the IMPACT approach. To become a Level II
District/Site Trainer, a Level I graduate must have (1) been
appointed by the district; (2) taught 20 IMPACT lessons; (3)
filed a plan to disseminate IMPACT within the district for two
years; and (4) completed a Level II seminar.

SERVICES Awareness materials are available at no cost. With
advance notice, arrangements can be made for visitors to observe
the program in use at demonstration sites located nationwide.
Project personnel is available to make out-of-state Awareness
Presentations. Training is conducted nationally at the project
site, adopter sites and pre-arranged advertised locations.
Training registration fees are pre-set annually on the basis of
pro-rated cost recovery. Technical assistance, follow-up and
evaluation services also are available to adopters on a
cost-recovery basis.

DEVELOPMENTAL FUNDING: USOE ESEA Title IV-C

JDRP No. 83-17 (3/8/83) 87-24 (6/12/87)

CONTACT

Current information about training locations
  and fees may be obtained by contacting
Phi Delta Kappa
Eighth St. & Union Ave., Box 780
Bloomington, IN 47402-0789
(812) 339-1156 
or S. Lee Winocur, Ph.D
National Director
IMPACT
Center for the Teaching of Thinking
21412 Magnolia Street
Huntington Beach, CA 92646
(714) 964-3106


INTERDEPENDENT LEARNING MODEL (ILM)/ "GAMES CHILDREN PLAY. . .".
THIS MODEL USES INSTRUCTIONAL GAMES AND PUPIL SELF-MANAGEMENT
METHODS TO TEACH CHILDREN TRADITIONAL ACADEMIC SKILLS AND
POSITIVE SOCIO-CULTURAL ATTITUDES AND BEHAVIORS.
        
AUDIENCE Approved by JDRP for grades K-3. This model may also be
implemented in grades 4-6.

DESCRIPTION The Interdependent Learning Model (ILM) is a
comprehensive, structured approach to full-day instruction for
children in preschool through the sixth grade. The model's
developmental goals for children are to teach them cooperative,
independent and interdependent behaviors; learning how to learn,
problem-solving skills, and positive attitudes toward learning.
The model's teaching-learning methods are based on the principles
of cognitive developmental, group process, and programmed
instructional theories. Instructional games, the primary vehicles
for teaching and learning in ILM classrooms, are used to
implement these principles. The games--called Transactional
Instructional Games--are designed to further the acquisition of
problem-solving skills, promote language development, and help
children to become self-motivated, self-reliant learners.
Teaching materials, based on children's cultures and environment,
include Table Games, suitable for instruction in every subject;
Conversation Games, which reinforce verbal fluency, creative
expression and logical thinking; and Street/Folk/Musical Games,
which develop physical dexterity and coordination, social and
academic skills. The Integrated Skills Method (ISM) which
emphasizes teacher responsiveness to children's interests and
learning styles, is used to coordinate small group reading
instruction.

The ILM uses a classroom management system that includes room
arrangement, grouping, classroom rules, team teaching, pupil
self-scheduling, self-recordkeeping, and self-evaluation. Model
classrooms, arranged by interest areas, provide a variety of
learning activities. Children are taught to work in small groups,
independently of direct adult participation. Mixed skill-level
grouping is encouraged so that children can learn from their
peers. The children schedule the majority of their own work, and
record and evaluate the results of their efforts. Teachers and
Instructional Assistants share the responsibility for
facilitating the children's progress toward the developmental
goals.

REQUIREMENTS The Program may be implemented in a single class, on
a grade level, in ungraded primary classes, or in preschool,
kindergarten, and grades 1-6. Training in the model's methods may
be arranged for one or more teacher trainers, or for groups of
teachers or supervisors. It is always desirable for supervisory
staff to participate with teachers in the training. Three days
are required to train new staff to adopt either the mathematics
or the reading program. The cost of a mathematics adoption
includes six manuals and classroom materials. The cost of a
reading program adoption will vary according to the ages or
grades of the children involved. The Integrated Skills Method
reading program is an integral component of the educational
model. The reading program has been employed with dramatic
results in regular elementary school classes and in small
special education classes.  Educators who wish to adopt the
entire model or the reading program should expect to implement
the methods for at least one full year. That is sufficient time
to produce significant positive results. ILM Adoption Projects
are also expected to establish a formal plan to
evaluate the effects of the adoption on the children.

SERVICES Awareness materials are available at no cost. Visitors
are welcome by appointment for guided classroom visits at the ILM
Atlanta, GA, primary and New York City Preschool Demonstration
Projects. Training for administrators, supervisors, teacher
trainers, teachers, and support staff is available at the adopter
site, or at the Demonstration Projects.  Implementation
observation and follow-up staff development services are
available to adopters at nominal costs.

DEVELOPMENTAL FUNDING: USOE Follow Through

JDRP No. 77-121 (8/17/77)

CONTACT 

Susan Courtney
Interdependent Learning Model
Fordham University
113 West 60th Street Rm 1003
New York, NY 10023
(212) 841-5280/82

                          
KENOSHA MODEL: ACADEMIC IMPROVEMENT THROUGH LANGUAGE EXPERIENCE.
AN INDIVIDUALIZED PROGRAM TO IMPROVE COMMUNICATION SKILLS
UTILIZING THE LANGUAGE EXPERIENCE APPROACH.

AUDIENCE Approved by JDRP for students grades K-2. This program
has also been used in other settings with grades 3-6.

DESCRIPTION Public and nonpublic school classroom teachers refer
low-achieving students to the Chapter 1 resource room for
individual assessment. Following the educational assessment, the
resource teacher selects those students with the greatest need. A
Personalized Performance Plan is developed that considers the
area of deficiency, the student's learning style and the
instructional techniques to be followed in correcting the
deficiency. The plan is flexible and can be modified as the needs
of the student change. The language experience approach to
instruction is utilized. Instruction follows the assumption that
students can speak about that which they have experienced, write
about that which they have spoken and read about that which they
have written. Student authorship at all grade levels is
requisite. At the parent project, a teacher and an instructional
assistant serve each resource room.  Instruction is
individualized and takes place in small groups. This project
serves approximately 1,400 students during the school year.
Intensive inservice and parent participation are essential
components of this program.

Target schools are established by low-income guidelines. Students
served are selected from those scoring in the 40%ile or below on
standardized tests. Kindergarten students are selected from those
referred by classroom teachers.

The model has been proven to be effective for limited English
proficient students as well as the Chapter 1 target population.
The approach is also used successfully to supplement the standard
text in many reading/language arts programs. 

REQUIREMENTS The staff must be committed to the language
experience approach to instruction. The
experience/talking/writing/reading format must be followed.
Potential adopters are encouraged to send staff members to
visit the program. A limited number of half-day training sessions
maybe available upon request of potential adopters with all
expenses paid by the requesting district.

SERVICES Awareness materials are available. Visitors are welcome
any time by appointment at project site. The program uses
existing staff. No additional materials are required. All travel,
per diem, and honorarium for training conducted at the adopter
site must be paid for by the requesting district.

DEVELOPMENTAL FUNDING: USOE ESEA Title I

JDRP No. 78-184 (5/23/78)

CONTACT

Audrey Hains
Director
or Gloria Peterson
Curriculum Consultant
Kenosha Unified School District
3600-52nd Street
Kenosha, WI 53142
(414) 656-6378


OUTCOMES-DRIVEN DEVELOPMENTAL MODEL (ODDM). A COMPREHENSIVE AND
SYSTEMATIC PROGRAM FOR IMPROVING ALL  FACETS OF SCHOOL OPERATION
TO PRODUCE EXCELLENT ACHIEVEMENT BY ALL STUDENTS.

AUDIENCE Approved by the JDRP for all schools and students K-8.
(ODDM will permit the inclusion of 9-12 staff in the training
since it is equally applicable to them.)

DESCRIPTION The Johnson City Central School District (JC), having
become dissatisfied with student achievement patterns and school
improvement efforts, committed itself to a comprehensive redesign
of its entire program. This redesign process, which came to be
known as ODDM, employs a systematic change process that is
applied to all facets of school operation (20 in all) such as
instruction, curriculum design, climate, leadership and
management, staff development, and the flow of communications.
Change in each area of school operation is always based on the
best research literature, since ODDM recognizes that the
effective translation of theory and research into practice has
been a significant problem for schools.

ODDM is, in essence, a master plan for improving all facets of
school operation in order to produce excellent student
achievement for all students. The plan calls for a school to
"change fully on a small scale" since most school improvement
efforts fail due to piecemeal and fragmented efforts. ODDM pulls
the elements of good teaching, learning, and administration into
an eminently usable model.

ODDM succeeded in improving the achievement of JC students.
Achievement in reading and math, K-8, served as the two key
indicators of success in all areas of learning. In 1976, only 44%
of all eighth grade students scored six months or more above
grade level in reading; in math, 53% scored at this level. By
May, 1984, 75% of all eighth grade students scored six months or
more above grade level in reading (p>.001). In math, 79% scored
at this level (p>.001). These gains in student achievement have
persisted. Morale, climate, and staff effectiveness have also
improved.

ODDM is a program for making all schools more effective by
insuring that the conditions exist in which all students can
learn with excellence, all teachers can teach more effectively,
and all administrators can lead and manage more competently.

REQUIREMENTS ODDM may be adopted by a single school district or
by a cluster of school districts. Adopters must commit to six
phases of implementation over a period of two years, during which
they receive twenty-five days of training and assistance.
Adopters must be willing to examine all facets of school
operation to enhance the overall effectiveness of their
organization.

A leadership team is required: the principal of each
building involved, an instructional leader from central office,
at least three teachers, from each building, a school board
representative, and if a middle school is involved-instructional
leaders from each of the major disciplines. Administrators and
teachers on the leadership team specialize in various tasks and
in the second year they train increasing numbers of educators in
their organization.

SERVICES Awareness materials are available at no cost. Visitors
are welcome at the project site by appointment. An annual
conference is held the third week of October. Out-of-state
awareness sessions may be arranged. Training is conducted best at
the adopter's site or, in the case of clustering, at the site of
the adopter with the most convenient location. Training,
implementation, telephone and mail correspondence, evaluation
services, and a wide range of high quality training materials
such as fourteen videotapes produced by a PBS station on ODDM are
provided to all adopters. The adopter is responsible for travel
expenses and honoraria for trainers. Adopters may reduce their
costs substantially by clustering. Very few materials and no
special equipment is needed to implement ODDM. The ODDM project
provides a wide range of materials.

DEVELOPMENTAL FUNDING: Local; USOE

JDRP No. 80-30 (11/25/80) Recertified (1/30/86)

CONTACT

Dr. Frank V. Alessi
Johnson City School District
666 Reynolds Road
Johnson City, NY 13790
(607) 770-1200


READ-WRITE. A PROGRAM IN READING AND RELATED LANGUAGE ARTS THAT
USES WRITING TECHNIQUES AND PRESCRIPTIONS TO IMPROVE READING
COMPREHENSION AND VOCABULARY.

AUDIENCE Approved by the JDRP for grades 2-7. This program has
also been used in ESL and Special Education classes.

DESCRIPTION Project Read-Write is designed to be consistently
applied by the classroom teacher to supplement the basic reading
program in order to develop vocabulary and promote total
comprehension. The program involves the application of
prescriptions-specially developed strategies designed to teach
one major skill and several ancillary skills simultaneously. Each
prescription involves the use of one or more
language-manipulation techniques. The prescriptions are
structured writing and/or oral activities that can be used with
materials already available in the classroom.

The prescriptions encourage students to react holistically to a
reading selection and to incorporate within the activities their
own ideas, experiences, perceptions, and feelings. The
prescriptions cover a wide range of reading objectives, from
phonics and structural analysis to inferential, critical and
creative, as well as literal comprehension. The prescriptions are
arranged within the Read-Write Connection according to the major
objective and level of difficulty.

The program also offers a checklist that can be used in
conjunction with formal and informal diagnosis to list and
establish a priority ranking of pupil needs on a class, group,
and individual basis. This checklist becomes an ongoing record of
pupil achievement and accompanies the student as he or she
proceeds through the grades.

Adopters assume (or share with NDN Facilitator) the costs of
releasing teachers and administrators for training workshops.
Adopters assume (or share with NDN Facilitator) per diem, travel,
and lodging costs for project staff if a training or awareness
presentation is given out of state. The Read-Write Connection
must be purchased for each person trained, at a cost of $30.00
per copy.

REQUIREMENTS Project Read-Write can be adopted within a single
school or by an entire district. A variety of adoption patterns
can be considered. Teachers and administrators attend a one-day
intensive workshop, during which they receive instruction on how
to conduct the Read-Write program. Adopters agree to evaluate the
impact of the Read-Write program and furnish a copy of the
evaluation report to the project. 

SERVICES Awareness materials are available free. Project staff is
available to attend out-of-state awareness meetings (costs to be
negotiated). Training is conducted at adopter site (costs to be
negotiated). Follow-up consultations and visits are available. 

DEVELOPMENTAL FUNDING: USOE ESEA Titles III and IV-C.

JDRP No. 80-30 (11/25/80) Recertified (1/30/86)

CONTACT

Frederick McCarthy
16 Sheridan Road
Summit, NJ 07901
(201) 522-1325
                     

STUDENT TEAM LEARNING (STL). A SET OF INSTRUCTIONAL TECHNIQUES IN
WHICH STUDENTS ARE PLACED IN FOUR- OR FIVE-MEMBER HETEROGENEOUS
LEARNING TEAMS TO MASTER BASIC SKILLS INITIALLY PRESENTED BY THE
TEACHER.

AUDIENCE Approved by JDRP for students grades 3-12.

DESCRIPTION Student Team Learning (STL) is an instructional
technique based on years of research  on cooperative learning at
the Johns Hopkins University. STL consists of three major
strategies: Student Teams Achievement Divisions (STAD),
Teams-Games-Tournament (TGT), and Jigsaw II.  All three require
students to work in learning teams that are heterogeneous in
terms of academic achievement, race and sex. In STAD, students
study worksheets in their teams following a teacher presentation.
Students take quizzes individually to demonstrate how much they
have learned. The individual quiz scores are summed to form a
team score, and teams are rewarded for their performance. TGT is
similar to STAD, except that students are actively engaged in an
academic game instead of taking quizzes. In Jigsaw, students
become "experts" on topics relating to narrative material they
have read and teach these topics to their teammates.

STAD is approved for language arts and TGT for language arts and
math, and the STL program as a whole is approved for intergroup
relations.

Student Team Learning can be used with the teacher's manual and
teacher-made curriculum materials. Inexpensive materials in many
subject areas are available through the project. The techniques
are very practical and easy to learn. They are in use in
thousands of schools across the U.S.

The effects of Student Team Learning on intergroup relations are
strong and consistent, because the team goal and team
interactions allow students to view one another positively.
Because the program is inexpensive, takes no more class or
teacher time than traditional methods, and increases achievement
as well as improving intergroup relations, it can be used as a
regular part of class instruction in any subject.

REQUIREMENTS Individual teachers can implement STL through the
use of the teacher's manual (which costs $10.00). For school or
district implementation, there should be general awareness
training followed by workshop training (two days).

SERVICES Awareness materials are available at no cost. Visitors
are welcome any time by appointment at project site and
additional demonstration sites in many states. Project staff is
available to attend out-of-state awareness meetings, and/or
training at the adopter site. The cost for this service is $600
per day plus expenses. Implementation and follow-up services are
available to adopters. Cost to be negotiated.

DEVELOPMENTAL FUNDING: NIE    

JDRP No. 75-81 (75) Recertified (4/17/79)

CONTACT

Anna Marie Farnish
Director of Training Projects
Center for Research on Elementary and Middle Schools
3505 North Charles Street
Baltimore, MD 21218
(301) 338-8249


STUDY SKILLS ACROSS THE CURRICULUM.  THE GOAL OF THE STUDY SKILLS
ACROSS THE CURRICULUM PROGRAM IS TO IMPROVE STUDENTS' STUDY
SKILLS, ENABLING THEM TO BE MORE SUCCESSFUL IN MIDDLE AND JUNIOR
HIGH SCHOOL, TO BE ACTIVE LEARNERS, AND TO BE BETTER PREPARED FOR
THE LEARNING INDEPENDENCE EXPECTED IN HIGH SCHOOL.

AUDIENCE Approved by PEP for students in grades 5-8.

DESCRIPTION The curriculum consists of a series of units, each
with objectives and activities.  Target skills include textbook
format, time management and goal setting, learning from textbook
materials, notetaking from lectures and readings, test
preparation, test taking, underlining/highlighting, listening,
and library and research skills.  A summary unit, "Becomining a
Selective Viewer of TV, "provides a model for the integration of
the skills.  All activities require students' active involvement,
considerable modeling from teachers, and homework and writing
assignments.

Materials are not workbook, fill-in-the-blank style; the are
integrated into content area objectives and require students to
apply the target skills to their actual content course work.  The
materials can be used across disciplines in a [articular grade or
across several different grade levels within one building.  The
learning materials use sample lessons from social studies or
science textbooks to serve as models.  The curricular materials
include a pre-and post-assessment for each skill, discussion,
questions, sample writing assignments, and transparency masters.

The staff of an adopting school decides how best to implement the
program depending on their content objectives and schedules; it
can be introduced intermittently throughout a quarter, semester,
or school year in a variety of formats.  The program includes a
parent component.

EVIDENCE OF EFFECTIVENESS Students who complete the project earn
significantly greater gains on a project-produced and validated
criterion referenced study skills test; report greater gains in
study skill behaviors; and demonstrate higher performance in
their content courses.

REQUIREMENTS  One day of training either with a team of teachers
and administrator from each school or with an entire staff, is
required.  For schools sending a team for training, a half day
inservice session on study for skills for the entire faculty and
half day follow-up trained personnel are required.  

COSTS The study skills Across the Curriculum manual costs $50
plus shipping.  Each teacher who attends the training will need a
copy of this manual.  Study skills: The Parent Connection, a
study skills publication for parents written by the project
director, is $7.50 plus shipping.  This publication is optional. 
Additional costs include travel expenses and consultant fee for
the trainer.  There are no recurring costs for the program.

SERVICES In addition to training and materials, the project
offers monitoring and evaluation of the program's effectiveness. 
Awareness materials are available at no cost.

DEVELOPMENTAL FUNDING: local

PEP No. 89-5R2 (2/13/90)

CONTACT

Patricia S. Olson
Henry Sibley High School
2897 Delaware Avenue
West St. Paul, MN 55118
(612) 681-2376


SYSTEMS APPROACH TO INDIVIDUALIZED INSTRUCTION (SAII). A
SYSTEMATIC INSTRUCTIONAL PROGRAM IN READING AND MATHEMATICS.

AUDIENCE Approved by JDRP for students of all abilities, grades
1-6. It has also been used in other settings with grades 7 and 8.

DESCRIPTION SAII has developed criterion-referenced tests and
learning modules for 155 reading skills (e.g. readiness, phonics,
syllabification, and structural analysis) plus 200
criterion-referenced tests and learning modules for the
computational skills of mathematics.

The project has also developed sets of teacher questions and
student worksheets to accompany over 400 paperback books (e.g.,
Profiles in Courage, Henry Huggins, Little Red Hen). Each set of
questions has been divided into lessons with each lesson having
questions on five levels of comprehension: recall,
interpretation, extrapolation, analysis, and evaluation. A set of
two handbooks is available to help the teacher manage the
component parts. The program can be adapted to the areas of
diagnosis (criterion-referenced-math and reading) or basic skill
development (learning modules in reading and math or
comprehension components of reading).

REQUIREMENTS A one- to three-day pre-adoption workshop is
required.  Consultant help is available. SAIl is implemented by
the regular classroom teacher. The reading component requires two
teachers, the math component, one. Master tape-available for
reproduction-are required for the reading component.

SERVICES Awareness materials are available. Visitors are welcome
October through March. Training is conducted at the project site
(adopting site must cover own costs). Training is conducted out
of state. Project staff can attend out-of-state conferences.
Print-ready set of project materials is available at cost.
Diagnostic tests: reading, $20; math, $24. Learning modules:
reading, $70, math $120; comprehension questions, $165; games to
accompany reading learning modules, $20. 

DEVELOPMENTAL FUNDING: USOE ESEA Title III  

JDRP No. 73-15 (4/4-5/73)

CONTACT

Charles L. Barker
Josephine County School District
P.O. Box 160
Murphy, OR 97533
(503) 862-3111


A PROVEN EXEMPLARY PROGRAM FOR PRIMARY YOUTH

EAST LAS VEGAS FOLLOW THROUGH. A DIRECT INSTRUCTION PLUS - MODEL.
READING, MATH, AND LANGUAGE FOR BILINGUAL, BICULTURAL CHILDREN IN
RURAL COMMUNITIES. APPROVED BY JDRP FOR GRADES K-3.


DESCRIPTION The goal of the East Las Vegas Follow Through project
is development of enthusiastic and successful students through
use of a variety of basal reading and math series along with the
highly structured DISTAR system for reading, math, and oral
language. In each subject, teachers work with skill lists to
anticipate where children should be at the end of each school
year. Independently and in small groups based on ability,
children work 90 minutes daily on both oral and silent reading
instruction and activities. Special correction procedures,
frequent opportunities for student oral and written responses,
and biweekly criterion-referenced testing and reporting are
essential elements of the program. Children with limited
English-speaking ability are taught in their native language by
teachers and aides using locally developed materials. Children
are encouraged to take pride in their cultural heritage by
learning the songs, games, foods, folk dances, and customs of
northeastern New Mexico. Follow Through students (grades 1-3)
scored at or above the national median in math or reading (as
measured by the Comprehensive Test of Basic Skills). This is
higher than would be expected on the basis of pretest scores for
this population.

DEVELOPMENTAL FUNDING: USOE Follow Through

JDRP No. 80-50f (2/13/81) Recertified (3/85)

CONTACT 

Agnes, Maestas
Director
East Las Vegas Follow Through
Las Vegas City Schools
901 Douglas Avenue
Las Vegas, NM 87701
(505) 425-5279
                                                                

ENRICHING THE CURRICULUM: (ETC). AN EXEMPLARY PROJECT WHICH
INVOLVES THE COMMUNITY IN PROVIDING REMEDIAL INSTRUCTION IN
READING AND MATH TO CHILDREN WHO LIVE IN CHAPTER I DESIGNATED
AREAS. APPROVED BY THE JDRP FOR EDUCATIONALLY DISADVANTAGED
STUDENTS IN GRADES 2-6.

DESCRIPTION The program provides intensive individualized
remedial math and/or reading instruction. The basis of the
program is a diagnosis of the educational strengths and
weaknesses of each child and the writing of an individualized
prescriptive educational plan. All teachers are remedial
specialists and all aides are parents of children in the
community.  Specialists are responsible for the diagnosis, design
of the program, coordination with classroom teachers, and
supervision of parent aides. Parent aides follow lesson plans and
tutor children four or five times per week for 30-40 minute
periods either individually or in small groups. Every
week, the specialist reviews the prescriptive program of each
child, writes lesson plans for the following week, and teaches a
model lesson to children who are working with the aide.  Teachers
meet regularly to exchange information on specific skills needs.
A parent coordinator is employed to serve as a liaison between
school and parents and to increase parental involvement in the
program.  Children graduate when their reading and/or math
performance is at grade level or above according to the
California Achievement Test and individual diagnostic tests.

DEVELOPMENTAL FUNDING: USOE ESEA Title I

JDRP No. 81-48 (3/25/82)

CONTACT 

Charlotte S. Laven
Project Coordinator
ETC Project
Brookline Public Schools
25 Kennard Road
Brookline, MA 02146
(617) 730-2577
                                    

FLINT FOLLOW THROUGH: THE SCHOOL EFFECTIVENESS MODEL.

AUDIENCE Approved by JDRP for grades K-3. The project was
developed for educationally and economically disadvantaged
students.

DESCRIPTION In practice since 1969, educationally disadvantaged
students have grown significantly in basic skills development as
well as in their ability to more accurately perceive themselves
as worthy, capable people.  Teaching materials are the highly
structured, carefully sequenced, scripted lessons of Reading
Mastery and DISTAR Language and Reasoning and Writing.  Increased
achievement is attained by reciprocal teaching requiring a high
degree of students time on task; multiple-response techniques to
increase guided practice of new skills and criterion referenced
tests to monitor student progress.  Readining skills are applied
to a novel study in second and third grade.  Parents become
partners in the learning process through the home reading
program.  Results of the ITBS Achievement Test show gains meeting
or exceeding national norms.

A parent coordinator promotes an active parent education program.

Group level teacher materials are a one-time purchase at
approximately $300 per curricular area.  Consumable student
materials are approximately $15 per student, per curricular area
per year.

REQUIREMENTS Program components are correlated but may be adopted
individually based on LEA needs. An adopter must agree to a
two-year implementation, provide pre and post test data and
purchase of teacher and student materials. A one-day teacher
training workshop per curricular area is required prior to
implementation.

SERVICES Awareness materials are available at no cost.  Teacher
training and in-classroom consultant visits are provided by the
sponsor-Dr. Gary Johnson, Washington Research Institute, 180
Nickerson Street, Suite 103, Seattle WA 98109 (206) 285-9317.

DEVELOPMENTAL FUNDING: USDE Follow Through

JDRP No. 77-122 (8/17/77)

CONTACT

Edward J. Hansberry
Coordinator
Compensory Programs
923 E. Kearsley Street
Flint, MI 48502
(313) 760-1259


FLIPPIN FOLLOW THROUGH. A SCHOOL EFFECTIVENESS MODEL. BASIC
READING AND ORAL AND WRITTEN LANGUAGE FOR ECONOMICALLY
DISADVANTAGED CHILDREN.

DESCRIPTION The goal of Flippin Follow Through is to give
economically disadvantaged children a firm background in reading,
oral and written language, spelling, science and social studies
so that they may compete later in life with their peers for
higher education and vocational opportunities. Reading Mastery
and Language Direct Instructional System is the core of the
program, with four levels in reading and three levels in
language. In addition, basals are used as supplementary readers
and home reading is stressed.

The four levels of reading progress from decoding and basic
comprehension through increasing fluency and accuracy, to reading
for new information, for understanding and to applying rules and
principles. The language sequence teaches standard spoken English
as a basis for reading comprehension. Names and classes of
objects and concepts, logical processes, spelling, punctuation,
rules of grammar, and writing are all features of the language
sequence. Learning tasks are presented in small or large groups
by the teacher or specially trained aide. Techniques used are:
teaching to mastery, group response, positive reinforcement,
immediate correction of errors, individual turns, and pacing. A
system for progress monitoring includes both quantitative and
qualitative measures Thus, the Direct Instruction curriculum,
extended reading, and progress monitoring are the key components
of the Flippin School Effectiveness Model.

DEVELOPMENTAL FUNDING: USOE Follow Through

JDRP No. 80-50d (12/29/80)

CONTACT

Rosalee Wade
Director
Flippin Follow Through
P.O. Box 239
Flippin, AR 72634
(501) 453-8860


GULPORT FOLLOW THROUGH: UNIVERSITY OF GEORGIA MODEL (UGA).
COMPREHENSIVE EDUCATION AND INTELLECTUAL MODEL FOR DEVELOPING
COGNITIVE AND/OR PROBLEM-SOLVING SKILLS FOR CHILDREN OF ALL
ABILITY LEVELS IN GRADES 1-3.

APPROVED by JDRP for grades 1 and 3.

DESCRIPTION The Gulfport Follow Through Program is based on the
University of Georgia model. This program uses the assessment of
cognitive level as a guide for establishing a learning
environment that maximizes development of the thinking process.
Learning activities are designed to encourage the child to
experiment with problems and discover solutions; this type
experience enhances the shift from concrete to abstract levels of
thinking.

Based on the idea that learning occurs most easily when the child
is an active agent in the process, all aspects of the classroom
environment are designed in terms of three elements. The child is
(1) presented materials just slightly more difficult than
previously mastered (mis-match), (2) encouraged to choose his/her
own method of problem solution (self-regulation), and (3) given
time to manipulate learning materials (activity).

Manipulative materials and activities which draw on the child's
prior knowledge and experiences are essential to the program.
Physical, concrete activities and materials involve children in
constructing knowledge for themselves. Individual and small group
instructional arrangements allow for active involvement, and
permit the teacher to more effectively accommodate each child's
cognitive and achievement levels and learning styles. Teachers
and instructional aides are trained to apply the model strategies
to most of the currently used textbooks and materials in reading,
language arts, science, mathematics, and social studies. Regular
in-service training on teaching techniques and cognitive
assessment is conducted with guidance from the university
sponsor.

Medical and dental health, nutrition, psychological and social
services, and parent involvement are other essential elements of
the University of Georgia model. 

DEVELOPMENTAL FUNDING: USOE Follow Through

JDRP NO. 80-51e (2/2/81)

CONTACT

Barbara Thomas
Coordinator
Gulfport Follow Through Project
Gulfport Public Schools
P.O. Box 220
Gulfport, MS 39501
(601) 865-4672
 

HAWAII FOLLOW THROUGH PROJECT. DISSEMINATION AND DEMONSTRATION OF
THE "DEVELOPMENTAL-INTERACTION APPROACH" TO EARLY CHILDHOOD
EDUCATION AND THE "PARENT-CHILD INTERACTION ACTIVITIES" APPROACH
TO PARENT INVOLVEMENT.

APPROVED by JDRP for grades K-3.

DESCRIPTION Based on the Bank Street College of Education
developmental-interaction model, the purpose of the Hawaii Follow
Through Project is to further the cognitive, affective, social
and physical development of low-income children. The
experience-based integrated curriculum is expected to motivate
the children to engage in both formal and informal classroom
activities as well as to develop children's attitudes toward
other people. The teacher's consideration of the children's
developmental needs and levels of interest and learning styles
results in individualization of the curriculum. In addition,
ongoing assessment and child study are important aspects of each
teacher's functions. The language experience approach, which
integrates oral language, reading, and writing instruction and
which makes learning relevant and meaningful, is considered
especially appropriate for children with mixed language
backgrounds. The integrated curriculum allows for practice in
applying math and other skills, especially through social
studies activities. Classrooms staffed by a teacher and an aide
are set up as workrooms for self-directed learning and children
are encouraged to take responsibility for the materials they
select and use. A supportive learning environment permits
child-child and adult-child interactions as part of the
daily learning process. For the new 3-year grant award, 1988-89
to 1990-91, focus is on demonstration and dissemination of the
developmental interaction instructional model and parent-child
interaction activities model.

DEMONSTRATION/DISSEMINATION FUNDING: USOE Follow Through

JDRP No. 77-156c (4/22/81)

CONTACT

Janet Sumida
Director
Hawaii Follow Through Project
Hawaii State Department of Education
2106 10th Avenue
Honolulu, HI 96816
(808) 737-1949


LEFLORE COUNTY (MISSISSIPPI) FOLLOW THROUGH PROJECT. A PROGRAM
BASED IN PART ON THE THEORIES OF JEAN PIAGET AND THE PHILOSOPHY
OF JOHN DEWEY THAT BLENDS OPEN-ENDED, CHILD-INITIATED ACTIVITIES
WITH TEACHER-STRUCTURED LESSONS. APPROVED BY JDRP FOR K-3, SCHOOL
ADMINISTRATORS, TEACHER TRAINERS, PARA-PROFESSIONALS, AND
TEACHERS.

DESCRIPTION The Leflore County Follow Through program employs the
High/Scope cognitively oriented curriculum as a framework for
education.  This curriculum was developed by the High/Scope
Educational Research Foundation of Ypsilanti, Michigan. Children
assume responsibility for their own learning by planning
self-initiated activities, carrying out their plans, presenting
what they have learned, and sharing their experiences with
others.  Teaching teams structure specific learning experiences
based on children's needs and their ability to learn a concept or
skill.  Adults help children apply acquired skills within
student-initiated projects. Through this process, children become
knowledgeable in the areas of writing and reading, mathematics,
science, social studies, music, physical education, health, and
safety. Recognizing that parental commitment to children's
education is a major factor in a child's school success, the
Leflore County Follow Through project has developed and
implemented a parent program that takes the school to the home
and brings parents to the school. Parents participate in
classroom activities and workshops. Through these efforts,
parents have contributed their knowledge, skills, and resources
to the school's educational goals. Statistical analysis
of test scores comparing Follow Through children's achievement
over the last 5 years with those of non-Follow Through district
students show significant increases in the Follow Through
children in reading, mathematics and language.

DEVELOPMENTAL FUNDING: USOE Follow Through

JDRP No. 77-123 (8/18/77)

CONTACT 

Ann Adams
Educational Service Building
1901 Highway 82 West
Greenwood, MS 38930
(601) 453-8566                                 


MCCORMICK FOLLOW THROUGH: UNIVERSITY OF GEORGIA MODEL (UGA).
COMPREHENSIVE EDUCATION AND INTELLECTUAL MODEL FOR DEVELOPING
COGNITIVE AND/OR PROBLEM-SOLVING SKILLS FOR CHILDREN OF ALL
ABILITY LEVELS IN GRADES 1-3.

APPROVED by JDRP for grades 1 and 3.

DESCRIPTION The McCormick Follow Through Program is based on the
University of Georgia (UGA) model. This program uses the
assessment of cognitive level as a guide for establishing a
learning environment that maximizes development of the thinking
process. Learning activities are designed to encourage the child
to experiment with problems and discover solutions; this type
experience enhances the shift from concrete to abstract levels of
thinking.

Based on the idea that learning occurs most easily when the child
is an active agent in the process, all aspects of the classroom
environment are designed in terms of three elements. The child is
(1) presented materials just slightly more difficult than
previously mastered (mis-match), (2) encouraged to choose his/her
own method of problem solution (self-regulation), and (3) given
time to manipulate learning materials (activity).

Manipulative materials and activities which draw on the child's
prior knowledge and experiences are essential to the program.
Physical, concrete activities and materials involve children in
constructing knowledge for themselves. Individual and small group
instructional arrangements allow for active involvement, and
permit the teacher to more effectively accommodate each child's
cognitive and achievement levels and learning styles. Teachers
and instructional aides are trained to apply the model strategies
to most of the currently used textbooks and materials in reading,
language arts, science, mathematics, and social studies. Regular
in-service training on teaching techniques and cognitive
assessment is conducted with guidance from the university
sponsor. 

Medical and dental health, nutrition, psychological and social
services, and parent involvement are other essential elements of
the University of Georgia model. 

DEVELOPMENTAL FUNDING: USOE Follow Through

JDRP No. 80-51c (2/2/81)

CONTACT 

Susannah McKellar
Director
McCormick Follow Through Project
McCormick County School District
P.O. Box 548
McCormick, SC 29835
(803) 465-2435


PLATTSBURGH FOLLOW THROUGH PROGRAM. DISSEMINATION AND
DEMONSTRATION OF THE DEVELOPMENTAL-INTERACTION MODEL FOR EARLY
CHILDHOOD EDUCATION.  APPROVED BY JDRP FOR GRADES K-3.

Description The goals of the Plattsburgh Follow Through Program
is to help low income children become responsible, independent
learners, who respect themselves and others.  Based on the
Developmental-Interaction Model for early childhood education
designed by Bank Street College of Education in New York City,
students learn through an integrated curriculum with Social
Studies as the central theme.  Current teaching strategies such
as "Whole Language" and "Writing As A Process Approach" motivate
children to learn while considering their developmental needs. 
Leaning Centers, evident throughout Follow Through classrooms,
provide "hands-on" experiences that reinforce skills and further
exploration.  This individualized instruction is possible
interests.  Field trips are an integral part of the curriculum,
using the abundant natural resources of the area.  Classrooms are
staffed by a teacher and a teaching assistant, with support form
an on-site Staff Developer/Parent Involvement Coordinator.


DEVELOPMENTAL FUNDING: USOE Follow Through

JDRP No. 77-156h (4/24/81)

CONTACT

Thelma Dodson
Director
Plattsburgh Follow Through Program
Monty Street School
Monty Street
Plattsburgh, NY 12901
(518) 563-1140


RESPONSIVE EARLY CHILDHOOD EDUCATION PROGRAM (RECEP). A PROGRAM
OF LANGUAGE, MATHEMATICS, AND PROBLEM-SOLVING FOR CHILDREN IN
GRADES K-3. APPROVED BY JDRP FOR CHILDREN, GRADES K-3.

DESCRIPTION The Responsive Early Childhood Education Program is
currently serving 1,100 children, grades K-3, who meet Follow
Through and/or Headstart eligibility. An additional 550 children
receive Responsive Education instruction as a result of their
placement in Follow Through classrooms. The goals are to increase
children's learning of the basic skills of language and
mathematics and of problem-solving abilities; to stimulate the
development of positive attitudes toward learning; and to foster
culturally pluralistic attitudes and behaviors.  Special
attention to the improvement of basic skills has characterized
the Goldsboro project since its inception. Distinctive features
include a basic skills personalized instructional program using
trained volunteers and comprehensive test results. Also unique is
a Parent-Child Learning Center, developed at the request of
parents, which provides material for use at home in helping their
children learn basic skills. RECEP is based on the belief that
all children have an accumulated learning base upon which
additional knowledge and skills can be developed. The evaluation
component of this program provides the teacher with specific
information for each child that describes his/her strengths and
weaknesses. Individual student needs are assessed, and
standardized test scores are regularly compared with those of
children elsewhere in the country. Staff development features
interpretation and use of test-score information. Inherent in
this program is the belief that success builds success;therefore,
the teacher uses all available information about each child in
helping develop his/her learning plan. 

A volunteer program provides each child with individual
attention. Volunteers are trained and supervised. Assessment of
volunteer needs and placement according to these needs have
resulted in an instructional program which has provided a
successful learning environment for children from varying
backgrounds. Through appropriate research design techniques,
RECEP has been shown to improve significantly young school
children's attitudes toward academics as well as improving
academic achievement in the basic skills. Additionally,
longitudinal studies have indicated positive later effects as
assessed by standardized achievement tests. Portions of the
project have been successfully replicated on a state-wide basis.

DEVELOPMENTAL FUNDING: USOE Follow Through

JDRP No. 77-154b (2/4/81)

CONTACT

Alice M. Ragland
Director
The Responsive Early Childhood Education Program
Goldsboro City Schools
P.O. Box 1797
Goldsboro, NC 27533-1797
(919) 731-5900 ext. 30
    
                                                              
WATERLOO FOLLOW THROUGH; ADAPTIVE LEARNING ENVIRONMENTS MODEL. AN
INDIVIDUALIZED SEQUENTIAL PROGRAM OF INSTRUCTION IN READINESS
SKILLS AND CLASSROOM MANAGEMENT.

AUDIENCE Approved by the JDRP for children in grades K-3;
especially adaptable to low-income students.

DESCRIPTION The Waterloo Follow Through project provides a
program of adaptive instruction with emphasis on student
self-management skills and classroom management techniques.
Active parent participation is stressed.

The instructional program is based on the Adaptive Learning
Environments Model (ALEM) sponsored by the Center for Research in
Human Development and Education, Temple University. A readiness
program (emphasizing basic skills in a hierarchical sequence)
includes classification, quantification, and four perceptual
areas: visual motor, auditory motor, general motor, and letters
and numerals. An adaptive classroom management program for grades
1, 2 and 3 follows the readiness program.

Staff training is provided for increasing teacher and
teacher-associate skills in diagnosing individual student
learning needs, assigning record keeping, and organization and
management of an adaptive classroom setting.  The development of
teaching strategies that provide a variety of paths for student
attainment of objectives is stressed.

The Waterloo Follow Through instructional programs can be adopted
by a single classroom unit or by several units.  The PEP
readiness program may be adopted as a separate component. 
Pre-adoption training, teacher-associate services, limited
special classroom equipment, and construction of learning
materials are necessary.  Adopter site must provide a liaison
person.  Pre- and post data are recommended.

SERVICES A Follow Through Demonstration/Training Center.
Awareness materials are available at no charge. Visitors are
welcome by appointment.  Awareness conferences and training
services are available at the demonstration project site (costs
to be arranged). Training manuals and implementation materials
are available at cost. No follow through funds are available for
assisting adopter sites. Field visitations can be made by
Waterloo staff (costs to be arranged). Program materials:
Readiness, $1032 per classroom for start-up, $100 per classroom
for maintenance.

DEVELOPMENTAL FUNDING: USOE Follow Through

JDRP No. 77-148 (9/6/77)

CONTACT

Dorothy Winter
Project Director
Follow Through Demonstration/Training Center Project
Waterloo Community Schools
1516 Washington Street
Waterloo, LA 50702
(319) 291-4844
