            SECTION L: PRESERVICE/INSERVICE TRAINING 
 
*Effective Use of Time in Secondary Reading Classes  
*Impact II  
*Inservice  
Learncycle:  Responsive Teaching  
*Learning to Teach Diverse Populations in Inner-City Schools 
*SITE: Successful Inservice Through Turnkey Education  
Teaching Research Inservice Model  
Intercept   

* Project Currently Funded by the NDN 
 
EFFECTIVE USE OF TIME IN SECONDARY READING CLASSES (FORMERLY THE
PROCESS OF TEACHING BASIC READING SKILLS IN SECONDARY SCHOOLS).
INSERVICE WORKSHOPS TO  HELP SECONDARY AND MIDDLE SCHOOL TEACHERS
AND STUDENTS USE TIME EFFECTIVELY IN READING CLASSES.            

AUDIENCE Approved by JDRP for teachers in secondary and middle
schools, grades 4-12, and apprentices from school districts,
teacher centers, regional educational labs, and state departments
of education. 
 
DESCRIPTION Research findings gathered from secondary classrooms
where basic reading was being taught were used to identify
processes specifically related to reading gain. Based on these
findings, the project developed  seven 2 1/2 hour teacher
workshops. The first presents an overview of the  research
findings, which are interpreted for their relevance to basic 
teaching skills, and teachers are given individual profiles,
prepared from observations conducted in their classrooms.
Teachers develop goals for changes in their instructional
behavior. The second workshop focuses on ways of organizing or
structuring classroom activities and efficient management of
time. The third workshop provides recommendations for student
motivation and behavior management. The fourth workshop develops
higher order thinking skills, and question-asking activities. The
fifth workshop focuses on lesson design  and reading to learn. At
semester's end, teacher observations are conducted to determine
whether goals have been met. New profiles are prepared so that
changes in teacher behavior may be examined and new goals set.
Workshop sessions are conducted one week apart, generally between
3:30 and 6:00 p.m. Groups are limited to seven. Workshop
materials include research findings, practical ideas, exercises
to use in the classroom and two peer observation instruments.
Teachers make commitments about what they will try tomorrow based
on their unique situation, e.g., class size, room, students and
school policies. 
 
REQUIREMENTS Teachers must be trained by a certified trainer. 
Local observers must be trained to collect reliable data for
teacher observation profiles. Profiles must be generated from
optical scan forms.  Local certified trainers can be developed by
attending a two week intensive course at the University of
Houston in June with follow up in the fall. Adopter pays for all
costs of travel and per diem of their local trainee. The training
provided is free. A district can hire a certified trainer on
site. Teachers must be observed before and after the training to
see how much instructional behavior change occurred. Teachers
must conduct two peer observations to learn about patterns of
interaction and students' off task behavior. 
 
SERVICES Single sets of awareness materials are available. 
Certified trainers are available to attend out-of-state awareness
meetings if expenses are paid. An awareness video tape is
available for review. Adopters may hire certified trainers to
provide training.  Adopters pay per diem, travel and honorarium.
Certified trainers are available in the following states:
California, Oregon, Washington, Colorado, Missouri, Mississippi,
Tennessee, Georgia, North Carolina, Virginia, Washington D.C.,
Illinois, Vermont, Texas, Ohio, Michigan and Kentucky. 
 
DEVELOPMENTAL FUNDING: NIE, State, Local 

JDRP No. 79-41 (12/19/79) Recertified (1/85) 

CONTACT 
 
Jane Stallings 
Center for Urban Studies and Effective Teaching;
Texas A&M University 
1100 Louisiana, Suite 3050
Houston, TX 77002 
(713) 751-9018 
 
                                                              
IMPACT II. A MODEL PROGRAM FOR DISSEMINATING TEACHER-DEVELOPED, 
CLASSROOM-BASED PROGRAMS FOR THE IMPROVEMENT OF INSTRUCTION.     
         
AUDIENCE All teachers in a school system that have adopted the
IMPACT II model. 
 
DESCRIPTION With the philosophy that many successful projects
start in the classroom, IMPACT II works to improve instruction,
facilitate collegiality, and retain good teachers by
disseminating exemplary practices from teacher to teacher and
across sites. 
 
The IMPACT II model includes two types of financial awards
provided directly to teachers. A Disseminator Grant supports
creative effective classroom-based projects, and assists teachers
in refining and disseminating the projects to other teachers. An
Adaptor Grant made to teachers who wish to adapt the projects
made available through disseminator teachers. Adaptations are
made across grade levels, subject areas, and school and district
lines. 
 
In each IMPACT II site, a review committee (primarily consisting
of teachers) determines who will receive grant awards, and site
staff coordinates dissemination and recognition activities. The
staff helps local teachers develop their dissemination and
presentation skills. 
 
The average participating teacher talked to 43 other teachers
about their exemplary project in the course of a year. Also,
after a year with IMPACT II, teachers were almost twice as likely
to change their teaching approach from large group presentations
to small group, individualized, independent, interdisciplinary,
or student-directed instruction. IMPACT II increased the sense of
collegiality among teachers and self-esteem as a teacher based on
quantitative and qualitative evaluations of teacher attitudes. 
 
REQUIREMENTS User school districts, teacher centers, education
foundations, states, or consortia of school districts must have a
minimum of 2,000 teachers, the critical number for maintaining
and expanding a vital network. Superintendents and principals
must supply release time for teachers to participate in
interschool visits, workshops, and other networking activities.
The program should include the basic model of disseminator and
adaptor grant awards, the catalog of teacher-developed projects,
and activities such as workshops and recognition ceremonies. 
Local program staff must include a coordinator and a secretary. 
Existing staff members may be reassigned to these positions. 
 
SERVICES The six-month planning portion of IMPACT II costs about
$6,000. Program costs recur from year to year and vary according
to size of the teacher population. A typical small size program
costs about $100,000 per year, a large program (such as
statewide) $150,000 - $250,000 per year. The total budget
includes personnel costs. 
 
Awareness materials are available at no cost. Project staff is
available for awareness presentations and training, with all
costs negotiable. 
 
DEVELOPMENTAL FUNDING: Exxon Education Foundation, New York City
                       Board of Education, other foundations  

JDRP No. 87-15 (4/30/87)
 
CONTACT 
 
Ellen Dempsey 
Executive Director 
IMPACT II Inc. 
285 West Broadway 
New York, NY 10013 
(212) 966-5582 
 
INSERVICE (A POSITIVE ATTITUDE TOWARD LEARNING (PATL)) IS A
COMPREHENSIVE TEACHER INSERVICE TRAINING PROGRAM WHICH DIRECTLY
LINKS THE ENHANCEMENT OF TEACHING SKILLS THROUGH CLASSROOM-BASED
INSERVICE TRAINING TO SIGNIFICANT IMPROVEMENT IN STUDENT ACADEMIC
ACHIEVEMENT. THE TEACHING SKILLS ARE ADDRESSED TO MANY OF THE
FINDINGS OF THE EFFECTIVE SCHOOLS RESEARCH. 
 
AUDIENCE Approved by JDRP for K-12 students as a means to improve
school climate, school effectiveness, and student achievement and
attitude. 
 
DESCRIPTION Project Inservice identified 15 teaching competencies
which have proven effective in enhancing student learning. Change
occurs through the use of classroom-based inservice training
kits. Four interrelated kits were developed. Each kit contains
four to six of the competencies. Learning activities are designed
to assist the teacher in fine tuning his/her use of each of the
competencies. Project INSERVICE is implemented in the classroom 
by each participating teacher. A fellow teacher or other school
person functions as Kit Advisor and facilitator. Activities
facilitated by the Kit Advisor include small group discussions,
classroom activities, and the provision of feedback to the
teacher in completing a kit. Kit Advisors, minimum two per
building, are trained to assist teachers working through the
kits. Kit completion requires 20 hours of teacher time over a
three- or four-month period. Completion of all four kits requires
approximately two years. 
 
Processes of Learning Kit provides the teacher with techniques
for eliciting high order thinking and for alternative teaching
strategies which promote greater use of thinking abilities.
Classroom Communication and Management Kit provides a
Communication Model developed around the concepts of warmth,
respectful treatment, and clearly defined limits of behavior 
including moderately high positive expectations. Students learn
decision making as well as responsibility for their own behavior.
Active Involvement Kit provides a mechanism for direct
involvement in learning activities resulting in a more positive
attitude toward self and school.  Time on task is enhanced
through classroom group discussion, small group learning, and 
other learning activities. Individualized Instruction Kit
provides instruction in developing objectives. Learning
activities are identified for each objective, designed to assist
the student in developing the skill or behavior called for in the
objective. At this time 2,000 schools have implemented Project
Inservice. Data indicates a significant improvement in each of
the following areas as a result of Project Implementation:
reading, vocabulary, comprehencion, verbal skills, respect  for
school and learning, teacher gratification and satisfaction,
self-esteem.  
 
REQUIREMENTS Two to four days of training are provided for
persons selected as inservice specialists or Kit Advisors. Each
Kit Advisor can then work with 7-10 fellow teachers, if they can
be released from approximately 10% of their duties. Follow-up
after six months to one year is recommended. 
 
SERVICES Awareness materials are available at no cost. Visitors
are welcome by appointment at project and demonstration sites.
Project staff is available to attend out-of-state awareness
demonstrations and to provide training. Follow-up services are
available to adopters. Start-up cost is $500 plus $12 for each
teacher to be trained. Operational costs consist of stipends for
inservice specialists. Training costs for Kit Advisors include
travel cost and per diem for one trainer plus $100 per day. 
 
DEVELOPMENTAL FUNDING: USOE ESEA Title III 

JDRP No. 75-26 (5/16/75) Recertified (1/85)
 
CONTACT  
 
Dr. Reginald High
TN Statewide Facilitator Project
College of Education/BERS - U of TN
Knoxville, TN 37996-3504
                                                             
 
LEARNCYCLE: RESPONSIVE TEACHING. AN INTENSIVE TEACHER-TRAINING
PROGRAM DEVELOPING FLEXIBLE, EFFECTIVE  SKILLS FOR MANAGING AND
TEACHING MAINSTREAMED OR HIGH-RISK STUDENTS. 
 
AUDIENCE Approved by JDRP for teachers of special education or
main-streamed students grades K-9, and teacher trainers and
consultants. 
 
DESCRIPTION The program includes two levels of training. The
basic Learncycle course presents a simple problem-solving method
to define, analyze, and solve common student problems such as
incomplete assignments, distractibility, disruption, isolation,
and poor self-image.  Participants learn how to assess the key
"change factors" for each problem.  Through lecture,
demonstration, practice, and team task groups, they acquire a
wide array of simple, teacher tested ways to adapt curriculum,
consequences, or their own behavior. Each teacher then puts
together a short five-step plan to use back in the classroom.
What implementation is chosen depends on students' needs and
teacher preference. A unique feature is training of teachers in
proven ways to enlist the support of a whole class for program 
success with one or two high-risk students. The overall
problem-solving method allows teachers to adapt the program
instantly to new situations. 
 
Training to Train allows districts that desire an ongoing
training capacity to have graduates of the first course trained
to train others. They learn how to tailor courses to the
individual needs of their trainees, as well as how to deal with
system-wide implications of program implementation. A Behavior
Analysis Mainstreaming Model allows participants to relate
student needs and training and support needs to available support
services in developing a comprehensive mainstreaming plan. 
 
REQUIREMENTS No special staffing or facilities are required. For
classroom implementation, an adopting unit is an individual
teacher. Training for teachers: one three-day sequence. Training
for turnkey trainer or consultant in a position to offer back-
home training to colleagues: one two-day sequence in addition to
three-day teacher's sequence. Certification is contingent on
completion of follow-up activities tailored to adopter  setting.
The only materials costs are the Learncycle Teachers Manual, $10
per participant. In some states, special education grants can
be used to cover adoption costs. 
 
SERVICES Awareness materials are available at no cost. Visitors
are welcome any time by appointment at project site and
additional demonstration sites in home state and out of state.
Project staff is available to attend out-of-state awareness
meetings (costs to be negotiated). Training is available at
adopter site or for a group of adopters at a common site (costs
to be negotiated).  Implementation and follow-up services are
available to adopters (costs to be negotiated). 
 
DEVELOPMENTAL FUNDING: USOE ESEA Title III                     

JDRP No. 74-53 (5/24/74)
 
CONTACT  
 
Keith Wright 
Highline Public Schools 
Washington State Facilitator 
15675 Ambaum Boulevard 
Southwest 
Seattle, WA 98166 
(206) 433-2453 
 
 
LEARNING TO TEACH DIVERSE POPULATIONS IN INNER-CITY SCHOOLS
(LTICS). THE PURPOSE OF THE LEARNING TO TEACH IN INNER-CITY
SCHOOLS PROGRAM IS TO DEVELOP TEACHERS WHO CHOOSE TO TEACH IN
INNER-CITY SCHOOLS AND WHO ARE EFFECTIVE TEACHERS IN THOSE
SCHOOLS. 
 
AUDIENCE Approved for PEP for school districts serving low income
multi-cultural families with a teacher-preparation college
nearby, school populations that include teachers and students in
pre-kindergarten through secondary schools, and all subject area
teachers, student teachers, and supervisors. 
 
DESCRIPTION LTICS involves the creation of a Teaching Academy
that is a collaborative effort of a local inner-city school and a
nearby teacher education college. The school/college partnership
provides a structure in which a group of supervising teachers,
college supervisors, and student teachers develop and learn to
implement effective instructional strategies for inner-city
school populations. This is accomplished through shared weekly
seminars.

The LTICS program is designed to change how teachers think about
instruction in the inner-city schools.  A school district selects
a school which will "house" the Teaching Academy.  Joining with a
local college, the academy provides placement for three kinds of
students: beginning education students observe classes,
intermediate students participate in math and reading methods
classes, and student teachers are placed with teachers at the
inner-city school. 
 
Weekly seminars focus on working with neighborhood children and
their families, managing classrooms, using positive behavior
management techniques, planning appropriate lessons, challenging
higher-level thinking skills activities, observing, and
evaluating each other.

Teachers and supervising teachers are observed at the beginning
of each semester and set goals for change. At the end of each
semester, they are observed again to assess their change in
behavior. Time spent on-task is computed for students in the
classrooms of the academy student teachers and teachers. Learning
materials within the seminars include a Learning to Teach binder,
teaching guides, training videotapes, and other current
materials. 
 
REQUIREMENTS School district requirements include financial
support from superintendent and school board for one school site,
principal's commitment, teacher's union commitment, school
faculty willing to have student teachers, observers, or tutors in
the classroom, incentives for teachers, a room designated for
seminars and audio-visual equipment, and a commitment by school
district evaluators to hire and train observers. 
 
College requirements include dean and faculty commitment to
partnership plus willingness to teach courses, one faculty member
committed to serving as college director, student placement
office willingness to concentrate a large number of students in
the academy, faculty supervisors trained and committed to teach
seminars, methods faculty committed to teach their classes at the
school site (math and reading methods), faculty committed to
teach classes for parents, evaluation funds or course credit for
doctoral students to assist in the evaluation, doctoral students
and/or faculty trained to collect observation data. 
 
COSTS Costs must be considered for (school district based)
teacher incentives, observers, and a coordinator; training to
develop certified trainers, two lap-top IBM compatible computers
and observer profiles software, materials and supplies such as
workbooks; (college based) director and seminar instructor,
doctoral students, training for certified trainers, lap-top
computers for observations, software for processing evaluation
data, materials and supplies, and videotapes. 
 
SERVICES LTICS project staff provide staff development activities
(awareness sessions, interaction with superintendents of schools
and college faculty, updating seminar materials), interaction
with adopters on a regular basis, collection of adoption
materials, and monitoring and evaluation of quality at adopting
sites. 
 
DEVELOPMENTAL FUNDING: Houston Independent School District,      
                       the University of Houston College of
                       Education 

PEP No. 89-14 (7/21/89)
 
CONTACT  
 
Jane A. Stallings 
Center for Urban Studies and Effective Teaching 
Texas A&M University 
1100 Louisiana, Suite 3050
Houston TX, 77002 
(713) 751-9018 
 
SITE: SUCCESSFUL INSERVICE THROUGH TURNKEY EDUCATION. A
MATHEMATICS INSERVICE PROGRAM FOR THE DEVELOPMENT OF HIGHER-LEVEL
THINKING SKILLS  THROUGH THE USE OF MANIPULATIVE MATERIALS. 
 
AUDIENCE Approved by JDRP for elementary school teachers and
supervisors (grades 2-6) and students of these participants. 
 
Description The SITE program is based on a problem-solving
approach to learning new mathematical concepts and skills. Unlike
other mathematics inservice programs, SITE integrates content and
methodology, using hands-on activities with a variety of
manipulative materials. Since teachers "teach as they were
taught," the program uses processes and activities which are 
immediately applicable in the classroom as the instructional
model. SITE activities are readily integrated into the existing
school mathematics curriculum and mesh with every textbook. SITE
addresses 12 of 13 standards for curriculum and evaluation,
(particularly the  geometry and measurement strands) identified
by the National Council of Teachers Mathematics. Specific
instruction is provided in mathematics (fractions, decimals,
percent, area, perimeter, volume, metric measurement graphing,
estimation) and in process skills (cooperative grouping, 
questioning strategies, guided discovery). The project provides
the printed instructional materials as well as the mathematics
equipment needed to implement the program.  
 
Evaluation of process and content is continuous, from initial
training through classroom implementation with students. The
project has demonstrated its effectiveness in urban, suburban,
and rural schools. Teachers' mathematical knowledge increases
substantially, while enthusiasm and skill in teaching math is
noticeably enhanced. Student growth in knowledge from pre- to
post-test has been significant (at 0.05 level). 
 
Project SITE may be adopted at one of two levels. 
 
     Direct Training for Classroom Teachers (15-20 hours over 3-4
     days) includes; Mathematics described plus instruction in
     teaching strategies (i.e. cooperative grouping, questioning,
     and  critical-thinking skills). Teachers implement the SITE 
     program with students. 
      
     OR 
 
     Training the Turnkey Trainer (20-30 hours over 4-6 days)
     includes: (1) everything described above and (2) Training
     skills (i.e. workshop organization and leadership, brain
     dominance and learning styles and the psychology of the
     adult learner). Trained participants act as turnkey trainers
     for other teachers in their schools or districts and 
     implement the SITE program with students. 
 
COSTS  Direct training for classroom teachers-honorarium, travel,
and per diem  costs for SITE trainer(s) $40.00 per participant
for workshop materials; one SITE Starter Kit for each adopting
building: $415.00, includes shipping and handling.  Training the
turnkey trainer-$20.00 per participant for workshop materials.

REQUIREMENTS The program can be adopted by a district, a school,
or an individual teacher. Classroom Teacher Adoption: minimum of
three full days of SITE training; classroom implementation with
students for 20-40 hours; pre- and post-testing of students.
Turnkey Adoption: minimum of three full days of SITE training and
one full day of training the turnkey; turnkeys conduct SITE
in-service for other school or district teachers totaling 10-15
hours; classroom implementation with students by each trained
teacher for 20-40 hours in the classroom; pre-/post-testing of 
teachers and students is expected. 
 
Services First-level awareness materials are available at no
cost. Visitors are welcome by appointment at the demonstration
sites in East Meadow and New Rochelle, NY.  Project staff is
available to attend out-of-state awareness meetings (cost to be
negotiated).  Training is conducted at adopter site.
Implementation and follow-up services are available (costs to
be negotiated). 
 
Developmental Funding: USOE Metric Education Program 

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

CONTACT 
 
Dr. Barbara Berman or  Dr. Fredda J. Friederwitzer 
Co-Directors 
Project SITE; 
Educational Support Systems, Inc. 
Staten Island, NY 10314
(718) 698-3636 
FAX (718) 370-3102                         


TEACHING RESEARCH INSERVICE TRAINING. MODEL.  AN INSERVICE
TRAINING MODEL FOR EDUCATORS.
 
AUDIENCE Approved by JDRP for educators, inservice trainers, and
individuals or agencies with staff training responsibilities. 
 
DESCRIPTION  The Teaching Research Inservice Model (TRIM)
represents a process for the design, development, and evaluation
of inservice training efforts.  As a part of recent school
improvement and reform efforts school districts are looking at
systematic, comprehensive staff development planning as one tool
to assist them in meeting their educational goals. This training
model provides a school or district with a model for the
development of both long and short range staff development goals.
Personnel who are primarily trained as educators are provided,
through this model, a means for developing training activities
that will make a difference in classroom teaching.  The Teaching
Research Inservice Model will assist the adopter in identifying
desired outcomes of training and then designing training
strategies to achieve those outcomes.  The model provides the
trainer with objectives, activities, and evaluation strategies
aimed at teaching the trainee new skills and/or procedures that
can be implemented in the classroom.  Specific content of the
training is to be determined by the adopter's needs.

REQUIREMENTS Implementation of the Teaching Research Inservice
Model requires attendance at a 2-day training session by key
staff selected by the adopting district.  Training may take place
at the home project site or the adopter's site.   Follow-up
technical assistance is available.
 
SERVICES Awareness materials are available at no cost. Visitors
are welcome at the project site by appointment. Project staff is
available to attend out-of-state awareness meetings (costs to be
negotiated).  Training is conducted at the project site or
adopter's site. Costs to adopters include a portion of travel,
per diem, and materials.  Follow-up services are available to 
adopters (costs to be negotiated). 
 
DEVELOPMENTAL FUNDING: USOE BEH  

JDRP No. 79-34 (11/7/79) Recertified (3/85)
 
CONTACT 
 
Torry Piazza Templeman 
Teaching Research 
Western Oregon State College 
Todd Hall 
Monmouth, OR 97361 
(503) 838-8766
 
 
INTERCEPT. A POSITIVE PROGRAM FOR INTERVENTION AND REMEDY OF
STUDENTS AT-RISK OF SUSPENSION, TRUANCY, DROP-OUT, ACADEMIC
FAILURE, AND BEHAVIOR PROBLEMS.  APPROVED BY JDRP FOR STUDENTS IN
GRADES 9-12 WHO ARE CONSIDERED HIGH RISK DUE TO CHRONIC ACADEMIC
FAILURE, DISRUPTIVE BEHAVIOR, TRUANCY, SUSPENSION, AND DROP-OUT.
ALSO USED SUCCESSFULLY FOR STUDENTS IN GRADES 4 THROUGH 8.
 
DESCRIPTION The basic premise of Project Intercept training is to
restructure a school's teaching philosophies and to provide more
effective techniques to deal with the at-risk student. The
Intercept program is highly individualized and goals for each
individual school are developed in concert with the participants
of the project. Teachers, counselors, and administrators are
trained as a team to approach all problems that affect at-risk
students.  
 
Project Intercept is a two-part program: one-half theoretical,
one-half process. The program consists of a one week training by
Intercept master trainers followed by weeklong visits throughout
the year for on-line critiquing and demonstration teaching. One
of the goals is to develop turn-key trainers for maintenance of
the program at the original training site with possible expansion
of the program to other schools in the system. 

Overview of the Project Intercept program and its three phases: 
 
     o    Phase I - Awareness - from initial contact through 
          first visit by Project Intercept trainer to the target
          school to discuss problems, draw up a plan of action
          and a budget. 
 
     o    Phase II - Selection and training of teachers who have 
          volunteered to participate in the program. This
          five-day workshop   covers the organization and
          background of the program, the latest developments in
          matching teaching and learning styles, structure 
          (physical as of the classroom, lesson plans,
          presentation styles), discipline based on "disciple",
          metacognition, critical thinking, remediation, and
          content courses. 
 
     o    Phase III - Follow-up visits (number of visits based on
          program adopted). Five-days each for continued training
          and consulting including instruction and critiques in
          individual classrooms. 
 
DEVELOPMENTAL FUNDING: USOE ESEA Title-IVC 

JDRP No. 81-50 (1/20/82)
 
CONTACT 
 
James E. Loan 
M.A. 
Project Intercept 
1101 South Race Street 
Denver, CO 80210 
(303) 777-5870 
         
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