               SECTION J: GIFTED AND TALENTED/TECHNOLOGY/SPECIAL
                                   INTERESTS


Academically Talented Youth Programs (ATYP) 
*CATS: Critical Analysis and Thinking Skills 
*Child Development Project 
COFFEE (COoperative Federation For Educational Experiences) 
*College Studies for the Gifted (CSG) 
Cupertino Concept: Computer Literacy and Beyond Program 
Institute for Creative Education (ICE) 
*Keyboarding, Reading, Spelling (KRS) (formerly Basic Literacy
  Through Microcomputers) 
*KIDS KITS (Kids Interest Discovery Studies Kits) 
Past Is Prologue 
*Philosophy for Children 
SAGE 
*Scholars in Schools 
*Success Enrichment 
Talents Unlimited 
Utilizing Computers in the Teaching of Secondary Mathematics 
Learning to Learn 

* Projects currently funded by the NDN


ACADEMICALLY TALENTED YOUTH PROGRAMS (ATYP), MATHEMATICS. A
PROGRAM OF ACCELERATED INSTRUCTION IN MATHEMATICS FOR JUNIOR HIGH
SCHOOL STUDENTS WITH EXCEPTIONAL MATHEMATICAL ABILITY.

AUDIENCE Approved by the JDRP for academically gifted 7th to 9th
grade students who have obtained a score of 500 or better on the
mathematics portion of the Scholastic Aptitude Test (SAT). A
score of 870 or better on the mathematics plus verbal section.

DESCRIPTION The Academically Talented Youth Program (ATYP)
mathematics component provides accelerated mathematics
instruction for 7th to 9th grade students with excellent
mathematical ability. The purpose of the ATYP is to identify
those students with exceptional ability and to provide
appropriate instruction in mathematics. The collaboration between
K-12 school districts and higher education institutions permits
the ATYP to identify students with exceptional ability in public
and non-public school districts and to provide accelerated
instruction at a higher education institution for qualified
students. First year placement in the ATYP program of accelerated
mathematics instruction covers the standard two-year high school
algebra curriculum of Algebra I and Algebra II, plus introductory
work in probability and trigonometry. Instruction, often by
college and university professors, emphasizes the conceptual
and theoretical framework of mathematics. The class is composed
of a homogeneous group of students of the same age and ability.
Instruction occurs in one 2-1/2 hour class held each week during
the school year. Course grades and high school credit recommended
by the instructor are granted by the home school.

REQUIREMENTS Successful replication of the ATYP model is possible
in any community in which there are multiple school districts
within a 50-mile radius of a post-secondary institution. This
educational community must be willing to depart from traditional
roles to commit to the adoption of the critical elements of the
ATYP program, specifically, student identification, student and
family counseling, instructor and site selection, program
administration, and inter-institutional cooperation. The
collaboration of K-12 school districts and higher education
institutions is essential. School districts agree to release the
student 2-1/2 hours a week to ATYP mathematics instruction and to
grant high school mathematics credit for completed courses.
Higher education institutions provide instructors release time,
teaching assistants, and classroom space. Both a qualified
project administrator and mathematics instructor are necessary
for the success of the program. Classes should be limited to
15-20 students. Textbook and equipment expenses are minimal.

Major expenses ofthe program are shared by the originating
schools and the higher education institution (Kalamazoo College)
so that financial outlay of students' families will be minimal.
Salaries for a program director and for one instructor of 15-20
students are the largest recurring costs when these
responsibilities are not assigned to existing positions. Teaching
assistants are college students in a federally subsidized
work/study program. Textbooks and standardized tests are re-used.
The annual search for students requires postage, materials, and
personnel time. Estimated costs for the installation year are
$6,536, with a cost of $327 to the student. Costs for the
subsequent year are $3,911, with costs to the student equalling
$196.

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).

DEVELOPMENTAL FUNDING: Private Foundations                       

JDRP No. 86-9 (6/25/86)
        
CONTACT

Carol R. McCarthy
Director
Academically Talented Youth Programs,
 Mathematics
Kalamazoo College
1200 Academy Street
Kalamazoo, MI 49007
(616) 383-855O, 383-8468


CATS (CRITICAL ANALYSIS AND THINKING SKILLS). CATS IS A PROGRAM
WHICH TEACHES STUDENTS HOW TO APPLY CRITICAL THINKING SKILLS TO
PROBLEMS AND ISSUES SO THAT THEY WILL LEARN HOW TO MAKE MORE
RATIONAL DECISIONS. CATS ALSO TEACHES STUDENTS HOW TO WRITE
PERSUASIVE ESSAYS.

AUDIENCE CATS has been approved by the JDRP as a program for high
school students (grades 9-12) of all ability levels. CATS has
been used with students in the lower grades.

DESCRIPTION The goals of the CATS Program are: 1) to help
students learn and correctly use basic critical thinking skills
so that they can analyze issues and problems more effectively; 2)
to help students learn and correctly use a decision-making
process so they can make more rational decisions; 3) to help
students become critical readers so they can decode and encode
information more effectively; 4) to help students learn the
composing process so they can write persuasive essays of high
quality; and 5) to provide a way for gifted students to realize
their intellectual and creative potential. CATS projects, which
fall into two distinct phases, were developed to provide teachers
with a practical and tested way for implementing CATS in the real
world ofthe classroom. Phase 1 (Defining and Evaluating).
Students learn how to precisely define the issue at hand,
evaluate the issue (i.e. how to obtain a wide range of relevant
information), and then how to prioritize and assess the
information for credibility. Students use the CATS six-step,
decision-making process to define and evaluate the issue using
specially formatted worksheets to complete the process. Phase 2
(Writing and Revising). Students have on worksheets a highly
organized version of the issue from which it is a relatively
simple matter to write and revise a persuasive essay.

SKILLS Students learn critical-thinking skills and how to apply
these skills to issue analysis. These skills include: conceptual
analysis, deductive and inductive reasoning, and priority
analysis. Students are constantly called upon to analyze and
synthesize their thinking. Students function at the evaluation
level which most taxonomies identify as the highest of the higher
order thinking skills. In addition, students are learning the
important skills of critical reading and persuasive essay
writing. In order to obtain benefits, students complete five CATS
projects per semester. Since CATS is used as another teaching
method in place of such things as lecturing and giving quizzes
five times per semester, students do not suffer as far as
acquisition of course content is concerned. However, with CATS,
students gain an extra dimension for their education. CATS has
been used in social studies, language arts, and related classes.
Other adaptations are in progress at this time. CATS has
developed special Advanced CATS Projects for the gifted student.

REQUIREMENTS Teachers receive CATS training in a one-day
workshop. During the workshop, teachers complete a CATS Project
(small group work) and then learn how to use CATS in their
classrooms. Follow-up can be accomplished in several ways; phone,
mail, or on-site visit. CATS training requires no special
equipment or facilities.

SERVICES CATS staff and trainers certified by CATS can provide a
variety of services to educators. Training, except in rare
instances, is accomplished at the adopter site. Visitors are
welcome at the project site by appointment. CATS staff will
conduct awareness sessions anywhere in the U.S. or possessions
(cost to be negotiated). Follow-up services as described above
are provided (costs to be negotiated). Costs of a one-day
workshop are: trainer=$250; travel, lodging, meals and other
expenses=actual cost; materials=$40 per teacher. Included in the
materials cost is the CATS Instructional Package, Making Rational
Decisions, which is used both for the workshop and for classroom
implementation.

DEVELOPMENT FUNDING: USOE ESEA Title III                         

JDRP No. 77-106 (1/11/77 Recertified (12/84)

CONTACT 

Terry P. Applegate
 or W. Keith Evans
CATS Program
4988 Kalani Drive
Salt Lake City, UT 84117-6421
(801) 466-9365


CHILD DEVELOPMENT PROJECT. A COMPREHENSIVE ELEMENTARY SCHOOL
PROGRAM DESIGNED TO ENHANCE CHILDREN'S SOCIAL AND MORAL
DEVELOPMENT THROUGH SYSTEMATIC CHANGES IN THE CLASSROOM AND
SCHOOL ENVIRONMENTS.

AUDIENCE Originally designed for suburban, middle class school
children. Currently being applied to a much more heterogeneous,
urban school district. Approved by PEP for students in grades
K-6.

DESCRIPTION The major goal of the Child Development Project (CDP)
is to enhance prosocial characteristics in children as reflected
in attitudes, motives, and behaviors, including consideration of
an concern for others' needs, feelings, and welfare, and a
willingness to balance one's own legitimate needs and desires
with those of others in situations where they conflict.

The CDP program attempts to create a caring community in the
classroom based on a shared commitment to prosocial, democratic
values. It combines elements of traditional approaches to values
education with those of more recent approaches derived from
cognitive developmental theory--it helps children both to learn
values through adult guidance, and simultaneously to develop
values, through participating as a member of a
mutually-concerned, caring community.

CDP develops prosocial inclinations and behaviors through a
variety of experiences, including opportunities to collaborate
with others in the pursuit of common goals; to provide meaningful
help to others and receive help when it is needed; to discuss the
experiences of others and come to understand their feelings,
needs, and perspectives; to develop and practice important social
skills and competencies; and to assume responsible roles in the
school community. These activities are incorporated into five
components: Cooperative Learning, Developmental Discipline,
Promoting Social Understanding, Helping Activities, and
Highlighting Prosocial Values.

In the classroom, teachers give children active roles in creating
a caring community; involve them in cooperative learning
activities that focus on both academic and social goals; and use
a reading/language arts program organized around whole works of
children's literature that portray prosocial values and the ways
they play out in daily life. The school-wide program consists of
activities such as cross-age "buddies" and tutoring programs,
community service and charity drives, and family film nights.
Parents are also involved in a "family homework" program.
Teachers' guides and other support materials are provided to link
these activities into an overall, comprehensive program.

EVIDENCE OF EFFECTIVENESS Results of evaluations of CDP indicate
that the program enhances students' interpersonal classroom
behavior, social problem-solving skills, and commitment to
certain democratic values. Program students have consistently
demonstrated a better understanding of common interpersonal
problems and a more thoughtful and sophisticated approach to
solving them. Findings indicate achievement of a "self-other"
balance.

REQUIREMENTS To effectively implement CDP, a district must make
it a strong priority. Two to three years of teacher and
administrator training and orientation is required, typically
including a one-week summer training institute each year,
periodic day-long workshops through the year, and regular
opportunities for teachers to reflect on issues of philosophy and
practice.

COSTS A district would need to allocate from $50,000 to $100,000
annually to begin the program in two or three schools and later
to gradually expand it to other schools in the district.

SERVICES Intensive staff development and planning assistance will
not be available from the CDP staff until the 1990-91 school
year, and then will be available only to a limited number of new
districts that are willing to make a substantial, sustained
commitment to supporting the program.

DEVELOPMENTAL FUNDING: The Williams and Flora Hewlett Foundation.

PEP No. 89-6 (4/20/89)

CONTACT

Eric Schaps
Developmental Studies Center
111 Deerwood Place
Suite 165
San Ramon, CA 94583
(415) 838-7633


COFFEE (COOPERATIVE FEDERATION FOR EDUCATIONAL EXPERIENCES). A
COMPREHENSIVE DROP-OUT PREVENTION/RECLAMATION PROGRAM FOR
ADOLESCENTS WITH HISTORIES OF ACADEMIC FAILURE, TRUANCY, POOR
SELF-CONCEPT, FAMILY PROBLEMS, AND SOCIAL MISCONDUCT.

AUDIENCE Approved by the JDRP as a comprehensive drop-out
prevention/ reclamation program for secondary students.

DESCRIPTION Project COFFEE is a regional, instructional,
occupational training and counseling program for at-risk youth
from seventeen school districts. The characteristics of this
student population are as follows: histories of academic failure,
truancy, poor self-concept, family problems, and social
misconduct. The program integrates five components: an academic
component--which provides relevant basic skills instruction based
on an individualized education plan; an occupational
component--which provides hands-on educational experiences in an
adult-like work environment preparing students for the
high-demand jobs of the 80's and 90's; a counseling
component--which provides character building, occupational and
emotional support utilizing existing state, regional, and local
service organizations; a pre-employment education
component--designed to enhance the employability of at-risk
students through classroom instruction and student internships;
and a physical education component--which offers a program of
recreational activities adapted to enable students to develop a
sense of self-accomplishment and group cooperation. The
occupational component includes training programs in the
following areas: Computer Maintenance and Repair, Word
Processing, Building and Grounds Maintenance,
Horticulture/Agriculture, and Distributive Education.

Project COFFEE students demonstrated significant gains on
language, reading, and math achievement tests after participation
in COFFEE. Students who have dropped out of school or who are
potential drop-outs, and have entered Project COFFEE, remain in
school as demonstrated by a significant decrease in absenteeism
rate. Project COFFEE students have a higher employability rate
than do those students represented by the national statistics who
have not attended such a program. The COFFEE graduates'
employment rate is significantly higher than the comparable
population.

REQUIREMENTS Support of educators, parents, community, school
board, local special service agencies, and related
business/industry is essential. The project may be adopted by a
single school district or by a federation of school districts.
The program functions extremely well as a "school within a
school"; therefore, no additional building site is required. An
effective communication plan with students, parents, educators,
local social service agencies, and related business and industry
is required. Start-up costs for replication would depend largely
on existing programs and facilities. The cost of replicating the
program is approximately $3,500 per student or a range of
$6,000-$58,000 per training program (20 students) depending on
what resources are in place. Effectiveness of the program is
greatly enhanced by the maximum utilization of existing
government-supported social service agencies, industry/education
initiatives, and federal and state funds for drop-out prevention.

SERVICES Awareness materials are available at no cost. Visits to
Project COFFEE are welcome and encouraged. Project staff can
attend out-of-state awareness meetings (costs to be arranged).
Training, technical assistance, and manuals are available at a
nominal charge. 

DEVELOPMENTAL FUNDING: Vocational Education 

JDRP No. 82-25 (5/19/82) Recertified (5/21/86)

CONTACT

Michael Fields
NDN Coordinator
French River Education Center
P.O. Box 476
North Oxford, MA 01537
(508) 987-0219, 0210
     or
Sean Gilrein
Executive Director
Oxford High School Annex
Main Street
Oxford, MA 01540
(508) 987-2591, 2463


COLLEGE STUDIES FOR THE GIFTED (CSG). A PROGRAM PROVIDING
ACADEMICALLY ADVANCED OPPORTUNITIES FOR THE GIFTED PRE-COLLEGE
STUDENT.

AUDIENCE Approved by the JDRP for intellectually, artistically,
dramatically, musically gifted students ages 10-18.

DESCRIPTION The CSG program is designed to motivate and challenge
gifted students between the ages of 10-18 by offering them the
opportunity for advanced study in science and the liberal arts.
The students spend a portion of their school day attending
classes on a university campus and the rest of the day in the
public school setting. Students may attend the program full-time
or take evening classes.

During the CSG summer program, gifted students live and work
together. They attend regular university classes with college
students for credit. They are provided with an academically
stimulating environment. They are challenged by the academic
climate, and receive counseling to meet social and emotional
adjustment needs while accumulating college credit.

The program is a cooperative effort, utilizing existing resources
among the university, the school district and the student.

REQUIREMENTS The CSG program is entirely transportable. It is
most appropriately maintained at a liberal arts university. The
initial contact for starting up the program should come from
outside the university. The program requires at least 10 hours of
training in program techniques, administrative design, policy and
procedure changes and utilization of available resources. The
first 6 to 12 months of the program should be spent on start up
items, i.e., personnel, curriculum development and preliminary
planning in school district. By the second year the program
should be fully operational.

SERVICES All necessary materials and program implementation is
available, including a comprehensive training document that
specifies implementation procedures for the CSG program.

DEVELOPMENTAL FUNDING: State 

JDRP No. 86-14 (7/2/86)

CONTACT

Anna Luhman
College Studies for the Gifted (CSG)
Fort Hays State University
600 Park Street
Hays, KS 67601
(913) 628-4536


CUPERTINO CONCEPT: COMPUTER LITERACY AND BEYOND PROGRAM. A STAFF
DEVELOPMENT PROGRAM FOR THE INTEGRATION OF TECHNOLOGY INTO THE
CURRICULUM (K-8).

AUDIENCE Approved by JDRP for students in grades K-8 and as a
staff development project.

DESCRIPTION The Cupertino Concept, through an integrated use of
technology in the curriculum, aims to develop fully functional
students empowered to deal with an information-based society
through development of skills for assessing, creating and
manipulating information products and services. To realize this
goal, a process has been developed whereby teachers help students
use technology (computers, etc.) as a tool to enhance learning in
the curriculum content areas.

There are six strands in the Cupertino Concept model: Philosophy,
Software, Hardware, Lead Teacher Network, Staff Development, &
Curriculum. The ultimate goal of each strand is the development
of a local plan to assist the adopter.

REQUIREMENTS The elements of replication for this program include
management and staff training, technology planning, technical
support, curriculum development, and evaluation. Adopters can be
trained to implement a similar program in a one-day workshop. A
more comprehensive two-day workshop is also offered.

COSTS Costs consist of honorarium, travel and per diem to be paid
by adopter/facilitator. Trainings are tailored to client needs.
Additional materials include a training manual and computer
literacy guide (Training manual [including computer literacy
guide] - $75. Computer literacy guide alone - $10.00).

SERVICES Awareness materials are available at no cost. Visitors
are welcome on site by appointment. Project staff is available
for awareness meetings (cost to be negotiated).

DEVELOPMENTAL FUNDING: ESEA Title IV-C 

JDRP No. 83-37R (3/30/84)

CONTACT

Barbara Caligiuri
Cupertino Union School District
10301 Vista Drive
Cupertino, CA 95014
(408) 252-3000 ext. 340


INSTITUTE FOR CREATIVE EDUCATION (ICE). A PROGRAM THAT TEACHES A
CREATIVE PROBLEM-SOLVING PROCESS BASED IN A SEQUENTIALLY ORDERED
CURRICULUM THAT INTEGRATES THINKING SKILL DEVELOPMENT TO A WIDE
VARIETY OF SUBJECT AREAS.

AUDIENCE Approved by JDRP for heterogeneously grouped, whole
classroom use, validated for grades 4-6. Used extensively for
gifted and talented programs, as well as other special needs
students. Full curriculum available (K-12).

DESCRIPTION The Institute for Creative Education program is based
on the belief that creative problem solving is essential to a
quality learning expenence. The project's process orientation,
with a concentration on developing students' divergent thinking
skills, gives students, in a non-threatening atmosphere, the
foundation for sound decision making. The project's goal is to
develop students' abilities to respond to problems or tasks more
fluently, flexibly, originally, and elaborately. 

Unique to this program are the sequentially ordered activities or
lessons that teach the process of creative problem solving that
is clearly understandable to students and teachers. The students
develop:

    .  creative thinking and problem-solving skills
    .  decision making skills
    .  oral & written communication skills
    .  self-confidence
    .  desire for in-depth idea exploration
    .  interrelationship of facts and ideas

Curriculum materials are obtained at a two-day training workshop
conducted by the Institute staff. During training, teachers
experience the format of the curriculum and the basic elements
contributing to project components: productive thinking,
reinforcement, and consciousness raising. Training activities
also include teaching skills that assist teachers with techniques
that foster effective thinking skill development. After the
training, teachers will implement the project's creative
problem-solving process approximately once a week, following the
suggested difficulty sequence. Products developed by the students
reinforce academic areas. Follow-up activities and assistance by
the project staff is stressed and strongly urged. Examples of
follow-up activities include teacher observations, conferences,
demonstration lessons by Institute staff, lesson development, and
evaluation assistance. 

The Institute has prepared several manuals to assist adopters,
which include an administrative manual with the necessary
information for smooth implementation and project management, and
an evaluation manual.

REQUIREMENTS The Institute curriculum can be implemented in
schools of any size and composition provided that teachers are
trained in Institute concepts. It can be used by whole classrooms
or cross-grade groupings and in large or small group settings. A
group of 25 teachers is ideal for the two-day training; it is
recommended that administrators attend part of the first training
session. (A one-day training is also available for a small
group.)

The Institute curriculum notebook (per teacher) is a one-time
cost for the adopter. Training costs include:  curriculum
material, travel expenses, per diem and consultant fee. It is
recommended that adopters plan at least one follow-up visit from
the Institute staff to insure quality implementation.

SERVICES Awareness materials are available at no cost. Visitors
are welcome any time by appointment at demonstration sites in and
out of state. Project staff is available to attend out-of-state
awareness meetings. Training is conducted at adopter site.
Follow-up services are also available to an adopter. All costs
must be paid by adopters. 

DEVELOPMENTAL FUNDING: USOE ESEA Title IV-C

JDRP No. 79-22 (7/11/79)

CONTACT

Monika Steinberg
Project Director
Institute for Creative
 Education
Education Information and Resource
 Center (ERIC)
700 Hollydell Court
Sewell, NJ 08080
(609) 582-7000
FAX (609) 582-4206


KEYBOARDING, READING, AND SPELLING (KRS) (FORMERLY BASIC LITERACY
THROUGH MICROCOMPUTERS). A PROGRAM TEACHING STUDENTS TO USE A
MICROCOMPUTER KEYBOARD IN THE PROCESS OF LEARNING TO TYPE, READ,
AND SPELL. MASTERY IS BUILT INTO THE PROGRAM.

AUDIENCE Approved by JDRP for students grade one through grade
six. Supporting data also were gathered from students in grades
7-8.

DESCRIPTION Keyboarding, Reading, Spelling is an instructional
program that enhances reading achievement and keyboard skills.
The program uses a phonetic approach to reading, with the
microcomputer being an essential component of the instructional
process. The computer does not replace the teacher in
instructing, but rather provides opportunities for students to
master skills through reinforced practice.

Students in grade 1, using the typewriter version of the program,
demonstrate reading achievement scores, as measured by the CAT,
that are higher than scores of students in a true control group,
at a statistically significant level (p<.0l).

Students in grade 3, using the micro-computer version of the
program, demonstrate reading comprehension and speed-and-accuracy
scores, as measured by the Gates-MacGinitie Reading Tests, that
are higher than scores of students in a non-equivalent control
group, at a statistically significant level (p<.0l). Typewriting
and computer usage skills were also statistically significant for
the experimental group when compared to the control group. Visual
and auditory memory skills improved significantly.

Students in grades 1 through 6 using the KRS program demonstrate
reading vocabulary, comprehension, and language skills scores, as
measured by the Metropolitan Achievement Test, significantly
higher (p<.01) than scores of control students who also spent an
equal amount of time in the computer lab in oter computer
programs.  Computer usage and typing skills are also
statistically significant for the experimental group when
compared to the control group.

The program works whether one or more computer are available to a
class or whether there is a computer lab in the school.  Although
the teacher teachers some skills, students are independent as
they work at the computer.

The basic program which includes four disks costs $180.00. Five
sets of the four disks cost $468.00.  Notify Reid Foundation
which size disks (31/2" or 5 1/4") are used on IBM PC and
compatible computers. 

REQUIREMENTS A one- or two-day preparatory inservice education
program conducted by a Reid Foundation staff person is desirable.
The program includes lecture and practice sessions. It would be 
advantageous to the trainees to have Apple IIe, IIc, or IIgs, or
IBM compatible computers available. It is desired that data from
pre- and post-tests are sent to the Developer-Demonstrator.

SERVICES Awareness materials are available at no cost. Visitors
are welcome by appointment at project site and additional sites
in other states. Project staff is available to attend
out-of-state awareness meetings at no cost.  Training can be done
at project site or at adopter sites.  Awareness videotape is
available for rental. At initial awareness and training sessions,
time is provided without cost, and expenses are negotiated.
Training and awareness can take place the same day.

DEVELOPMENTAL FUNDING: Local

JDRP No. 84-14 (3/26/84) Recertified (10/30/87)

CONTACT

Ethna R. Reid
Reid Foundation
3310 South 2700 East
Salt Lake City, UT 84109
(801) 486-5083 or
(801) 278-2334


KIDS KITS (KIDS INTEREST DISCOVERY STUDIES KITS). A PROGRAM TO
GENERATE ACTIVE, SELF-DIRECTED LEARNING AND HIGHER LEVELS OF
THINKING, USING ORGANIZED SETS OF MULTI-MEDIA MATERIALS ON TOPICS
OF STUDENT INTEREST.

AUDIENCE Approved by JDRP/PEP for students of all abilities,
grades 1-8. Has been used successfully with gifted and talented,
Chapter 1, learning disabled, and bilingual students, as well as
students in the regular classroom.

DESCRIPTION KIDS KITS is a multi-media approach to gifted and
talented education, special education, regular clasroom
instruction, and library media center activities. Based on a
school-wide survey of student interest, kits such as Indians,
Astronomy, and the Human Body are developed by the library media
staff and teachers. Kits contain books, filmstrips, tapes,
models, study prints, etc., suitable for different grade levels,
a variety of learning modalities, and a range of abilities.
Integration of resources into KIDS KITS allows for immediate
hands-on use of a variety of materials. There are four phases of
student involvement: exploration, in-depth study, application,
and sharing of information. Exploration allows students to become
aware of topics of interest and resources available. During
in-depth study, students ask and answer research questions by
listening, viewing, reading, and writing. Students apply the
information they have learned by creating a product or preparing
a presentation.  A wide variety of study products are encouraged,
such as creative writing, transparencies, tapes, models, or
filmstrips. Products may be added to the kits. Students
are encouraged to share their learning with families, classmates,
teachers, and students from other classes through product
displays, presentations, and informal discussions.  KIDS KITS is
adaptable to any scheduling pattern and to any type of school
organization, such as self-contained, open space, teaming, or
departmentalized. Individuals, pairs of students, small groups,
or large groups can use the kits in the library media center or
in classrooms.  Structured activities are guided by library staff
or teachers.

PROGRAM EFFECTIVENESS Interview data for students in grades 1-8
have been collected at the original school and at eight adoption
sites located in five different states, representing a size range
from rural to urban. Analysis of the data indicated that with
increased kit use students demonstrate: (a) greater specificity,
complexity, and multiplicity in their descriptions of the purpose
of their learning activities; (b) more awareness and use of
learning resources; and (c) a greater number of applications of
the information gained. At the developmental site, where students
had participated for one to three years, results were significant
at the .001 level. At the adoption sites, after five-seven months
of kit use, the significance levels varied from .03 to 001.

REQUIREMENTS Staff at the adopting school develop at least six
kits. The school identifies a staff member to serve as the
program coordinator--usually the library media specialist/aide or
a teacher. The coordinator or coordinating team receives four to
six hours of training in kit materials selection, program
operation, and evaluation. Classroom teachers receive one to
three hours of inservice training in how to use KIDS KITS to
supplement their instructional program. Library media staff
and/or teachers train students in the use of KIDS KITS, operation
of audiovisual equipment, and production methods. A wide variety
of commercially available multi-media materials is used to
compile the kits. Much of this material is already found in most
schools. Costs vary considerably, depending on the amount of new
materials purchased. Most schools already have appropriate
audiovisual equipment. Materials available for purchase from the
KIDS KITS project include Program Manuals (one required per
school), Activity Cards (optional), and Discovery Cards (research
questions; optional).

SERVICES Awareness materials are available at no cost.
Arrangements can be made by appointment for visitors to observe
the program in use in various settings. Project personnel is
available to attend out-of-state awareness meetings. Training is
conducted at the adopter site or at the project site.
Follow-up services are available for kit compilation, program
implementation, and evaluation. Costs for all services available
to be negotiated.

DEVELOPMENTAL FUNDING: USOE ESEA Title IV-C                      

        
JDRP No. 81-40 (12/15/81) Recertified (4/20/89)

CONTACT

Jo Ann C. Petersen
KIDS KITS Project
13200 West 32nd Ave.
Golden, CO 80401
(303) 279-7418


PAST IS PROLOGUE. A PROGRAM TEACHING ELEMENTARY STUDENTS THE
PROCEDURES INVOLVED IN OPERATING A DEMOCRATIC GOVERNMENT.

AUDIENCE Approved by the JDRP for elementary students, grades
K-6.

DESCRIPTION Who Speaks For Wolf is one of three Learning Stories
originally designed over many generations by Iroquois teachers to
enable their students to develop fully as participatory
individuals. Wolf is designed to help students learn to cope
effectively with self government. The story presents multi-level
concepts of the decision-making system of a democratic community.
It focuses on group discussion patterns leading to consensus, the
positive and negative consequences of all decisions, and their
establishment of a system to identify the full effect of each
decision. These themes are presented in an Indian setting that
captures the interest of the young and involves them in the
learning process.

Teachers use the text, The Teacher's Guide, and an audio cassette
tape, in a variety of ways. The materials can be presented in a
2-3 week unit of study at the elementary level. Teachers also
find that the thinking skills encouraged by the unit relate to
several other elements in the curriculum. Who Speaks For Wolf
becomes a reference point over the course of the year,
encouraging students to begin to integrate various curriculum
components.

Teachers report materials are equally effective with gifted,
average, and disadvantaged students. The materials can be used in
a heterogeneous classroom as well, to bring out deep insights
from slow as well as fast learners.

REQUIREMENTS The users must purchase Who Speaks For Wolf, and
Teacher's Guide. An audio-cassette is also available. Teacher
training will be offered and a video-taped introduction to this
education system is available. The cost of materials and supplies
(including text, teacher's guides, videotapes, etc.) is about
$350.00. The cost of the personnel training is about $900.00 and
includes salary and transportation for a certified trainer to
work with local personnel. 

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

DEVELOPMENTAL FUNDING: State and local                           

        
JDRP No. 86-20 (7/9/86)

CONTACT

A Tribe of Two Book Series
The Alexandria Library, Inc.
P.O. Box 2021
Dallas, TX 75221
(214) 922-9333
FAX 214-754-0412
 or 1-800-873-5526


PHILOSOPHY FOR CHILDREN. A PROGRAM DESIGNED TO IMPROVE THE
REASONING ABILITY AND CREATIVITY OF CHILDREN, BY STRESSING
READING COMPREHENSION AND THE CLASSROOM DISCUSSION OF IDEAS.

AUDIENCE Approved by the JDRP for elementary school children
grades 3-7.

DESCRIPTION Philosophy for Children offers conceptual and
cultural enrichment while providing skill improvement in
comprehension, analysis, and problem solving. Specifically, the
program develops reasoning competencies (e.g., inferring and
finding underlying assumptions) and inquiry skills (e.g., forming
hypotheses and explaining). To meet these goals, the program
utilizes all of the following:

     .  the novel as text,
     .  the discussion method, aimed at transforming the
        classroom into a community of inquiry,
     .  comprehensive instructional manuals, and
     .  rigorous teacher education seminars.

Preparatory cognitive skills are introduced in grades 3-4. Basic
reasoning skills are introduced in grades 5-6. The curriculum is
divided into six sub-programs, each containing a children's
reader and a teacher's manual. The children's reader consists of
a collection of stories. In the classroom setting, children read
and discuss an appropriate episode for their grade level. The
teacher has the students identify themes within these stories and
generates a discussion.

The pedagogical strategy of Philosophy for Children is to
introduce children to standards of sound thinking through careful
discussion of ideas.  In this way, their reading, writing,
speaking, and listening become infused with better reasoning, and
this is then carried by them into other classrooms. Philosophy
for Children is therefore critical thinking at its most thorough,
aimed at producing reasonable students capable of good judgment
when finding themselves in problematic situations. 

REQUIREMENTS This program has proven to be most successful in
school districts in which the school administration has a clear
sense of educational priorities and is consequently committed to
providing the program with consistent support. Schools adopting
the Philosophy for Children curriculum should begin with the
early childhood programs and then proceed to later ones, so as to
obtain the maximum cumulative impact. Training is required for
all teachers who participate in the program. Teachers are
observed in their classrooms by workshop directors two or three
times per semester. Children's textbooks and the teacher's manual
are available at minimal cost.

The Philosophy for Children program can be introduced at a
minimal cost per classroom, with maintenance costs being as low
as $2.67 per student per year per classroom of 25 students. First
year installation costs vary from a total of $539.00 to $845.20
depending upon the method of training for the teacher. This is
equal to a cost of $21.56 to $33.80 per student.

DEVELOPMENTAL FUNDING: NEH, USOE, ESEA Title IV-C,
                       State and Private Sources 

JDRP 86-12 (7/2/86)

CONTACT

Matthew Lipman
Professor of Philosophy
Director
Institute for the Advancement of Philosophy
 for Children
Montclair State College
Upper Montclair, NJ 07043
(201) 893-4277


SAGE. A PROGRAM DESIGNED TO DEVELOP HIGHER LEVEL THINKING SKILLS
AND TO IMPROVE ACADEMIC ACHIEVEMENT BY PROVIDING A DIFFERENTIATED
SPECIALIZED CURRICULUM FOR GIFTED AND TALENTED ELEMENTARY
STUDENTS.

AUDIENCE Approved by JDRP for academically/intellectually gifted
and talented students, grades 1-5.

DESCRIPTION The objectives of the program are to develop higher
order and ciritcal thinking skills and to improve academic
achievement by providing a differentiated specialized curriculum
for academically/intellectually gifted and talented elementary
school students. The regular school curriculum is extended based
on a three-fold model incorporating thinking skill development,
mini-study units, and independent study. Activities presented in
the thinking skills development portion of the curriculum
stimulate and challenge students to think and to perform at
higher levels of thinking; assist in the development of critical,
inductive, deductive, and creative thinking skills; and present
specific instruction in areas of information gathering,
organizing and using resource materials. Mini-study
units, extensions of the basic curriculum, are interdisciplinary
in nature, and incorporate thinking skill activities in broad
topic areas. The third segment of the SAGE core curriculum is
independent study, which allows students to extend and to enrich
their knowledge of interest/content areas. A mentorship program,
utilizing experts in the areas of student interest, is an
outgrowth of independent study.

SAGE develops new themes annually. There is a SAGE Network of
adopters who share thematic units as well as curriculum
adaptations made for the regular classroom. Thinking skill
booklets for the regular classroom teacher are available through
the program's supplemental materials component.

The SAGE materials are adaptable to a variety of program designs.
Guidelines are provided for schools in the initial program
development stages. Schools which already have established a
gifted/talented program may use the materials to enhance their
current program. The SAGE Tri-Fold Curriculum can be easily
implemented in one of three instructions models or
a combination of the field-tested models: separate classroom,
resource room, consultant teacher. Classroom teachers can be
trained to implement SAGE for the academically/intellectually
gifted students in the regular classroom.

Students participating in the program performed at significantly
(p < .05) higher levels in higher order thinking skills, when
compared to a non-participating comparison group, as measured by
either the Ross Test of Higher Cognitive Processes (grades 4 and
5) or the Test of Cognitive Skills (grades 1-3). Similar gains
were achieved on the Comprehensive Tests of Basic Skills, Form U
and the Cornell Critical Thinking Test, Level X.

REQUIREMENTS The SAGE Tri-Fold Curriculum is a process for
teaching higher level thinking skills. Therefore, a two-day
training workshop is recommended.  An administrative planning
time is needed in addition to the teacher training days. It is
preferable to do training in two consecutive days, but it can be
done with one initial training day with a follow-up after some of
the SAGE process has been implemented. A training manual is
necessary. Training is conducted at the project site or adopter
site. Costs for all services available to be negotiated.

SERVICES Awareness materials are available at no cost. Project
staff is available for awareness, training, and follow-up.
Implementation, evaluation, and follow-up services are available.
Visitors are welcome to the project site by appointment. 

DEVELOPMENTAL FUNDING: ESEA Title IV-C                           

        
JDRP No. 83-43 (5/27/83)

CONTACT

Sandra Cymerman,
Disseminator
 or Diane Modest,
 Director
Project SAGE
Winch Park School
64 Prior Drive           
Framingham, MA 01701
(508) 626-9190 or 626-9134


SCHOLARS-IN-SCHOOLS (SIS). A PROGRAM AIMED AT IMPROVING EDUCATION
IN THE HUMANITIES.

AUDIENCE Approved by the JDRP/PEP for all secondary schools.

DESCRIPTION The purpose of the Scholars-In-Schools program (SIS)
is to improve humanities education by involving university and
other scholars with a PhD or ABD in a discipline of the
humanities in classroom instruction, curriculum development,
program enhancement, and staff development. The program places
humanities scholars in secondary schools (grades 7-12) for
long-term residencies, usually 60-100 days during the
180-day school calendar, for a one-to-three year period. The
scholars work with a team of teachers in each school to bring
about systemic change; the program is not one of enrichment.

SIS is both fixed and flexible: It has key elements which should
be an integral part of every program, yet is flexible so that it
responds to local needs and requirements. For example, at each
site a team of teachers is identified; these teacher teams
recruit and select the scholar, usually from within the same
geographic area; the teacher team and scholar comprise the change
agent. Together they determine the needs to be met and develop a
detailed plan which is implemented during the pilot period. The
program is locale-specific as well as transportable. SIS meets
specific needs in particular settings. Other features include
summer workshops; short programs for credit; local symposia;
statewide and regional institutes.

SIS should be perceived as a process and a partnership, one that
brings about improvement in the quality of humanities education
by enhancing the professionalization of teachers in the
humanities and aiding them in continued development in their
discipline. SIS also explores a variety of techniques to
facilitate the acquisition of knowledge in the humanities by
students with many levels of abilities. SIS also encourages the
cooperation of a variety of constituents in a school district's
community and the development of networks among its various
components.

REQUIREMENTS The program may be implemented by all secondary
schools, public or private. Project material includes a 30-page
handbook which describes a variety of activities that can occur
in the program as well as step-by-step guide to setting a SIS
program in place. Additional materials from three model
site--urban, suburban, and rural--is also provided in the Project
Sites Guidebook.

SIS is easily transported, replicated, and installed in various
school sites.  This is evidenced by its implementation in dozens
of sites of many varieties such as rural (in an area with such a
sparse population that two counties join together in a school
district), large urban, inner-city, suburban areas and sites in
multi-ethnic and culturally and demographically diverse settings
throughout the country since 1978.

SIS installation and maintenance averages $4,000-$10,000 per
year, per school site, to pay scholar stipends, provide
honoraria, tickets, transportation, curriculum materials and
such. The cost may be reduced by utilizing emeritus faculty and
by universities donating scholar time. Funding for the program
has been accomplished through a variety of partnerships among
schools, foundations, corporations, and other sources.

SERVICES Awareness materials available at no cost. The Handbook
Project Sites Guidebook and Video are available at nominal cost.
Project staff is available (cost to be negotiated). Visitors are
welcome to project sites, by appointment.

DEVELOPMENTAL FUNDING: Federal CCH, local and private   

JDRP No. 86-22 (7/9/86)

CONTACT

Ann M. Pescatello
Center for South Asia Studies
University of California-Berkeley
865 Euclid Avenue
Berkeley, CA 94708
(415) 525-9611


SUCCESS ENRICHMENT. A PROGRAM TO ENRICH THE EDUCATION OF
INTELLECTUALLY, ACADEMICALLY, AND CREATIVELY GIFTED STUDENTS.    

                        
AUDIENCE Approved by JDRP/PEP for gifted and talented students,
grades 4-6, field-tested in grades 2-8.

DESCRIPTION Special enrichment activities are provided for
students in grades 2-8 with exceptionally high ability in the
areas of language arts and art. Students are grouped in
enrichment classes of 15 or fewer students per section. (This can
also be accomplished within a regular classroom setting with
provisions for flexibility in student outcomes and expectations
for varying student ability levels.) Enrichment classes meet 2
hours per week. The participants are not relieved of their
regular classroom assignments, although if the pullout model is
used, they are excused from regular classroom attendance to
participate in the program.

Lessons are presented in a hierarchical sequence from skill
awareness through skill acquisition, skill mastery, skill
application, to skill transfer. At the skill application level,
elaboration, originality, divergent thinking, and problem-solving
are emphasized. Cooperative learning approaches, such as hands on
activities, shared decision-making, active participation, and
questioning techniques are demonstrated and experienced
throughout the program of activities and course. Self-management
and social skills are also stressed, along with a
process-oriented approach to the content.

The language arts curriculum includes (1) Imagery (similes,
metaphors, and personification), (2) Vocabulary (descriptive
adjectives and work expansion), (3) Sentences (order, types), (4)
Literature (Newberry Award Winners, literary analysis), and (5)
Format (organization, editing, theme). Upon mastery of these
topics, learners study in-depth, various types of poetry and
short story writing and transfer their literary knowledge to a
variety of integrated projects. Both oral and written
communication skills are stressed through various teaching
strategies. This whole language curriculum is embodied in six
packets (four years of instruction): introductory, short story,
poetry, drafting and editing, literary analysis (classics,
Newberry Award Winners), and projects and evaluation.

The art curriculum includes enrichment activities that focus on
drawing, painting and design, claywork and sculpture, and
thinking (creative and critical) appropriate for children of all
ability levels. The curriculum activities are sequental, use a
variety of media, and emphasize (1) proportion, (2) contour, (3)
detail, (4) shape, (5) form (6) pattern (7) texture, and (8) use
of color. After completing skill awareness and skill acquisition
activities, students embark on individual projects.

REQUIREMENTS Implementation requirements include: identification
of instructors; instructors and principal participate in two-day
in-service; acquisition of curriculum; instruction; possible
one-day follow-up; and post-testing. (These requirements vary
depending on the model program adopted.)

COSTS Training expenses involve negotiating an honorarium, travel
and per diem costs for one trainer. Twenty- to twenty-five
persons can be accommodated in one training session. Adopters
purchase a training manual and curriculum unit per participant
which ranges from $50.00 to $155.00 depending on the resources
available. 

SERVICES Visitors are welcome at any of our demonstration sites
by appointment. Project staff is available for awareness and
training sessions, and for follow-up and evaluation services.
Project brochures and secondary awareness materials are available
upon request. 

DEVELOPMENTAL FUNDING: ESEA Title III and IV-C           

JDRP No. 83-6 (3/4/83) Recertified (5/11/89)

CONTACT

Carolyn Gaab-Bronson
Project Success Enrichment
The Creative Connection
P. O. Box 22447
Seattle, WA 98122
(206) 325-5418


TALENTS UNLIMITED. A STRUCTURED ATTEMPT TO APPLY A
MULTIPLE-TALENT THEORY APPROACH TO THE REGULAR CLASSROOM
SITUATION.

AUDIENCE Approved by JDRP for grades 1-6.

DESCRIPTION Talents Unlimited is a teaching/learning model for
creative/critical-thinking skills instruction. It represents a
classroom level, research-based implementation of Dr. Calvin
Taylor's multiple talent approach to teaching. The model features
four major components:

     .    a description of specific skill components in the 
          multiple talent clusters of productive thinking,
          communication, forecasting, decision making, and
          planning;
     
     .    an in-service training program to assist teachers in 
          the recognition and nurturing of students' multiple
          thinking abilities;

     .    model instructional materials which demonstrate the 
          function of the multiple talent thinking skills in
          enhancing academic learning; and

     .    an evaluation system for the assessment of student 
          development in the thinking skill component.

The Talents Unlimited process model focuses on regular classroom
instruction, not on gifted programs per se; therefore, the model
can operate within any organizational pattern.

REQUIREMENTS A 12-16 hour in-service is necessary for teachers to
implement Talents Unlimited. After the initial in-service,
adopting schools are given permission to replicate the three
component models' teacher training, student instruction, and
evaluation.

COSTS The costs for the initial teacher in-service to an adopter
include travel, lodging and food for the consultant, and other
travel expenses incurred, a consulting fee, and a materials fee
per participant. A minimum of two days of training are required
for classroom implementation. In addition to workshop training
materials, there are example activities available. The Talent
Activity Packet (TAP) is $50.00 and the paperbacks per talent are
$20.00 each, making the entire set of sample activities $150.00. 
A set per participating teacher is not necessary, but a set per
adopting school is advisable.

SERVICES Awareness materials are available at no cost. There are
23 National Demonstration Sites in the United States, and these
schools can be visited throughout the school year upon request to
the building administration. Project staff is available to attend
out-of-state awareness meetings (travel and per diem to be
negotiated). Training is conducted either in Mobile or at the
adopting school site. Implementation and follow-up services are
available to adopters (all expenses to be negotiated).

DEVELOPMENTAL FUNDING: USOE ESEA Title III

JDRP No. 74-82 (6/6/74) Recertifited (2/22/85)

CONTACT

Brenda Haskew   
Talents Unlimited
1107 Arlington St.
Mobile, AL 30605
(205) 690-8060


UTILIZING COMPUTERS IN TEACHING SECONDARY MATHEMATICS. PROGRAM OF
MICROCOMPUTER-BASED INSTRUCTIONAL MATERIALS AND TECHNIQUES TO
IMPROVE MATHEMATICS SKILLS.

AUDIENCE Unanimous approval by JDRP for students of all skill
levels, grades 9-12. Program materials also successfully used in
grades 7-8 and 13-14.

DESCRIPTION This project's goal is to improve mathematics skills
through the use of microcomputer-based instructional materials
and techniques. The project's package consists of two teachers'
manuals and six disks containing approximately 70 computer
programs which encompass six areas of secondary level
mathematics--Algebra I & II, Geometry, Trigonometry, Calculus,
and Applied Mathematics. While some programs are tutorial in
nature, others are drill and practice or simulations using
graphics. The programs can easily be integrated into any
traditional math curriculum without the need to hire any
additional staff.

A typical approach to implementing the project materials is to
introduce the topic of study using traditional methods of
instruction. Students are then instructed to access the specific
computer programs designed to apply the concept or skill and
obtain detailed explanations and instructions as to how to
proceed with independent investigations utilizing the information
provided. During this time, the teacher serves as a resource
person providing individualized assistance. A follow-up
discussion is held at the end of the class period and work is
assigned from the text or from a worksheet generated from the
computer program. 

FOCUS Math enhancement for students and an alternative teaching
tool. During the training, emphasis is placed on curriculum and
program integration for long-term implementation into a school
system.

REQUIREMENTS No additional or special staff is necessary to
replicate the project. Approximately four hours of training are
required. Training arrangments MUST be made through the project
staff.

SERVICES Awareness materials are available at no cost. Training
is available at adoptor.  site (all expenses, plus trainer's fee
must be  paid).  Implementation and follow-up services are also
available to adopters (trainer's fee and expenses must be paid). 
A fee of $150 is charged for the teachers' manuals and computer
programs which are available. For further  information contact
project staff listed below.

DEVELOPMENTAL FUNDING: USOE ESEA Title IV-C                      

        
JDRP No. 82-17 (4/29/82) Recertified (6/18/86)

CONTACT

Monika Steinberg,
Project Director or
 Elizabeth Ann Pagen,
Project Manager
UCTSM
Educational Information and
 Resource Center (EIRC)
700 Hollydell Court
Sewell, NJ 08080
(609) 582-7000
FAX (609) 582-4206


LEARNING TO LEARN: IMPROVING ACADEMIC PERFORMANCE ACROSS THE
CURRICULUM.

DESCRIPTION This program is the only learning improvement program
at the post-secondary level to be approved by JDRP on the basis
of both students' significantly higher grade point averages and
retention through graduation. LTL is generally delivered as a
14-week course. The difference it produces in student learning
and retention rates is substantial: data show a 20% increase in
retention through graduation for four-year college students, a
50% increase in retention for two-year college students. We
anticipate that the net effect of the program on a college using
this system would be to increase its revenues (through higher
student retention rates) and raise its academic standards (by
improving students' ability to perform well in academic courses).
The LTL system was developed through research in the learning
strategies of successful students. Such students (1) ask
questions of new materials, reading or listening for
confirmation; (2) break down into smaller units the components of
complex tasks and ideas; and (3) devise informal feedback
mechanisms to assess their own progress. The LTL system is not a
study skills system which loses its impact after students stop
using the techniques. Once new LTL behaviors are established,
they become part of the learner, integral to his/her thinking
process. We think of these methods as comprising a fourth basic
skill which facilitates the other three. Studies using
statistically, equivalent control groups were conducted on two
college campuses. The studies showed significantly higher GPA's
for students who had participated in the LTL course when effects
of course load, sex, race, SAT scores, and previous academic
record were removed (p<.05). LTL has been adapted for use at the
high school level; we are currently collecting data on LTL at the
high school level.

DEVELOPMENTAL FUNDING: Special Services for the Disadvantaged 
                       Higher Education Act of 1965, PL 89-329   

                                   
JDRP No. 83-25 (6/15/83)

CONTACT

Marcia Heiman
Learning to Learn, Inc.
28 Penniman Road    
Allston, MA 02138
(617) 783-9292 or 1-800-28THINK
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