document resume ed 217 546 blum, robert e.; butler ... · this directory provides brief, current...

DOCUMENT RESUME

ED 217 546 EA 014 676

AUTHOR Blum, Robert E.; Butler, Jocelyn A.TITLE A,Directory of Goal Based Approaches to Education.INSTITUTION Northwest Regional Educational Lab., Portland,

Oreg.SPONS AGENCY National Inst. of Education (ED), Washington, ix.PUB DATE Nov ofCONTRACT 400-80-0105NOTE 76p.; Developed by the Goal Based Education

Program.

EDRS PRICEDESCRIPTORS

IDENTIFIERS

MF01/PC04 Plus Postage.Accountability; Adult Education; *Competency BasedEducation; Criterion Referenced Tests; EducationalObjectives; Elementary Secondary Education;, MasteryLearning; Performance; *Program Descriptions;*Programs; State Programs*Goal Based Education

/ ABSTRACTThis directory provides brief, current information

about 50 goal-based education programs of many types, sizes, andscopes throughout the United States. These programs make use of suchconcepts as minimum competency testing, mastery learning `echniques,and continuous progress curricula, among many others. The directoryis organized into five sections according to the grade level ofstudents served: elementary programs, middle or junior high programs,high school programs, programs serving students at all elementary andsecondary levels, and adult education programs. Each program is givena one-page entry describing the program, its setting, and some of itsnotable aspects. Contact persons who can provide further informationor assistance are listed, along with the types of information orassistance they can make available. Seven indexes aid directory usersby listing the programs numerically, alphabetically, by state oflocation, by the scope of the area they serve (for example,"statewide level" or "school building level"), by the.size of thepopulation served, by curricular subject areas involved, and by typesof program highlights. An eighth index lists contact personsalphabetically. (PGD)

**********************************************************************Reproductions supplied by EDRS are the best that can be made *0

from the original document.***********************************************************************

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Northwest Regional Educational Laboratory300 S.W. Sixth Avenue Portland, Oregon 97204

1

A DIRECTORY

of Goal Based Approaches to Education

Prepared by

Goal Based Education ProgramNorthwest Regional Educational Laboratory

Robert E. Blum, DirectorJocelyn A. Butler, Program Specialist

November 1981c

US. DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it

I) Minor changes have been made to improvereproduction quality

Points of view or opinions stated in this document do not necessarily represent official NIEposition or policy

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

1Goal Based Education Program /

c

.4

*

The Directory of Goal Based Approaches to Education was developed by theGoal Based Education Program of the Northwest Regional EducationalLaboratory, a private nonprofit corporation. The Directory was developedunder grant 400-80-0105 CBE P#3 with the National Institute of Education,U.S. Department of Education. Any opinions expressed in this publicationdo not necessarily reflect the position of the National Institute ofEducation, and no official endorsement by the Institute should beinferred.

GBE Program Director: Dr. Robert E. BlumNIE Project Monitor: Dr. Richard Otte

November, 1981

C

FOREWORD

The Goal Based Education Program of the Northwest RegionalEducational Laboratory seeks to facilitate the understanding andimplementation of goal based approaches to education (GBE). To this end,we are developing an information-sharing network among persons interestedin exploring or now working with GBE. This directory is our first majorstep in that network.

Goal-based approaches to education take many forms. The range iswide, including such approaches as minimum competency testing, masterylearning techniques, continuous progress curricula and many others.Programs in GBE also vary in terms of scope of service area (statewide,district-wide or individual classroom) and in size of student-populationsserved. While they are diverse, however, GBE programs all reflect acommitment to improving educational opportunities for students tt-oughthe management of instruction toward pre-determined goals for studentachievement.

The Directory of Goal Based Approaches to Education is designed ,toprovide brief, current information about GBE programs throughout thecountry and 'includes listings for programs of many types, sizes andscopes. Information was collected through a questionnaire circulated tostate departments of edUcation, district administrators, schooladministratOrs, teacher's and others.

Many persons contributed to the development of the directory.Jocelyn A. Butler coordinated the project and researched and wrote themajority of the directory. Carol J. Davis prepared the manuscript, SusanGustayson and Susan Applegate completed graphics production, Connie Iraniprovided writing assistance, and Ronald M. Smith aided in the datacollection process.

We wish to thank the many persons who reviewed the directorydevelopment plan and those who reviewed drafts of data collectioninstruments. Their suggestions were impDrtant to the final directorydesign. We also wish to thank the many persons who returned completedquestionnaires and provided us with the material listed in individualentries.

iii

The directory can be useful to persons now using goal basedapproaches to education who are seeking information about other programs,assistance in problem-solving or ways to expand their programs. Thosepersons beginning to explore ways to implement GBE can use the directoryto identify and contact programs meeting needs similar to their own. Asnoted on individual entries, participants in the directory have indicatedthe types of assistance they can provide to others, and all are willingto be contacted for this assistance.

We know you share our concerns about education, and we hope that, youfind this directory useful.

/447 "cize.,_Dr. Robert E. Blum, DirectorGoal Based Education Program

Dr. Robert R. Rath, Executive DirectorNorthwest Regional Educational Laboratory

FOREWORD

TABLE OF CONTENTS

INTRODUCTION

INDICES

Index I - Programs Listed Numerically

Index II - Programs Listed Alphabetically

Index III - Programs Listed by State of Location

Index IV - Programs Listed by Scope if Area Served

Index V - Programs Listed by Size of Population Served

Index VI - Programs Listed by Subject Area

Index VII - Programs Listed by Highlights

Index VIII - Program Contact Persons Listed Alphabetically

Page

iii

vii

SECTION 1: ELEMENTARY SCHOOL PROGRAMS IVORY

SECTION 2: MIDDLE SCHOOL/JUNIOR HIGH SCHOOL PROGRAMS YELLOW

SECTION 3: HIGH SCHOOL PROGRAMS GOLD

SECTION 4: K-12 PROGRAMS BROWN

SECTION 5: ADULT EDUCATION PROGRAMS SALMON

INTRODUCTION

Organization

This directory is organized into five sections ac'ording to the grade

levels of students served by individual programs using goal based

approaches to education. Each section has been printed on a different

color of paper for quick reference. All programs serving elementary

School populations only, for example, are included in SECTION I:

ELEMENTARY SCHOOL PROGRAMS and are printed on IVORY paper. The sections

are as follow:

SECTION 1: ELEMENTARY SCHOOL PROGRAMS

(Grades kindergarten through 8 or a portionthereof)

IVORY

SECTION 2: MIDDLE SCHOOL/JUNIOR HIGH SCHOOL PROGRAMS YELLOW(Grades 6 or 7 through 8 or 9),

SECTION 3: HIGH SCHOOL PROGRAMS GOLD(Grades 8 or 9 through 12)

SECTION 4: KINDERGARTEN THROUGH HIGH SCHOOL PROGRAMS BROWN(Grades X or pre -K through 12, inclusive)

SECTION_5: ADULT EDUCATION PROGRAMS SALMON(Includes teacher-training programs)

There is a single, one-page entry for each program included in this

0directory. Entries are numbered within each section with numbers

assigned primarily in order of the receipt of program information.

This directory is designed to accommodate addition of information on

other programs in goal based education. It is expected that additional

entries and updated indices will be circulated as additional information

is available.

vii

t

Individual Entries

Each entry is comprised of several elements. The person listed as

Contact for Information in most cases provider? information for the

directory and in all cases is the person who is to be consulted about the

program. The Program Highlights are the -nst notable elements of the

program and were selected by the program contact person. Respondents

were asked to limit their selection to seven main ipogram highlights from

among a list provided by the GBE Program. The Situation describes the

program setting: nature of the organization, geographical location,

duration of the program and other pertinent background information. The

'Description tells wh5i the program started, describes the three most

important elements of the program, give brief effectiveness information

if available and notes what new efforts are under way. Finally,

Assistance describes information and services that will be provided by

the program contact person or.others on request.

Supplemental Information

A series of eight indices has been included. The indices have been

designed to aiddirectory users in locating information on particular

programs as follow:

INDEX I--Programs Listed Numerically: This index is a complete

listing in numerical order of all programs contained in the

directory.

INDEX II--Programs Listed Alphabetically: This index lists program

titles of all directory entries in alphabetical order and can be

used to quickly locate information about a Program known by name.f

viii

INDEX III--Programs Listed by State of Location: This index lists

entries by number in numerical order according to geographical

locLtion. with this index, a person interested in goal based

approaches to education can quickly identify programs located

within the sar.3 state or in neighboring states.

INDEX IV--Programs Listed by Scope of Area Served: This index lists

entries by number in numerical order according to the breadth of

program service area. A person seeking information on programs

of a particular scope can use this index to identify programs

listed at the "statewide level," "school district level (some

schools, all schools)" and the "school building level (all

courses, some courses, all classrooms, some classrooms)."

INDEX V--Programs Listed by Size of Population Served: This index

lists entries by number in numerical order according to the size

of student population served. Entries at all levels of programs

of a similar size can be easily identified in the following size

ranges: "fewer than 200 students," "201-500 students,"

"501-1,000 students," "1,001-5,000 students" and "more than

5,000 students."

INDEX VI--Programs Listed by Subject Area: This index lists entries

by number in numerical order according to curriculum subject

areas included in the program. Programs are listed in the

following subject areas: "art," "foreign language," "health,"

"home economics," "industrial arts," "language arts,"

"mathematics," "music," "physical education," "reading,"

"science," "social studies," "all subjects" and "other subjects."

INDEX VII--Programs Listed by Highlights: This index lists entries

by number in numerical order according to program highlights

selected as important by program contact persons. All entries

are included, and numbers are listed in columns corresponding to

the 42 highlights which appear on each entry. Entries are

listed as many as seven times.

INDEX VIII--Program Contact Persons Listed Alphabetically: This

index lists contact persons for all entries alphabetically by

last name.

Examples

The following are examples of ways in which this directory can'be

used.

A. Question: Find high school goal based approaches to education

in operation in English in the state of New York.

Step 1: Use INDEX III/State. rind New York estate

listings, note all "3." sequence numbers.

Step 2: Turn to INDEX VI/Subject. Select "3." sequence

numbers from the first list which appear under

"English."

Step 3: Refer to entries for specific program information.

B. Question: Find programs using mastery learning in grades K-8.

Step 1: Use INDEX VII/Highlights. Note entries in "1."

number sequence listed under "Mastery Learning "_

highlight.


x

10

C. Question: Find district level programs using criterion-

referenced testing in grades K-12.

Step is Use INDEX IV/Scope. Note entries in "4."

sequence listed under "District/All Schools" and

"District/Some Schools."

Step 2: Turn to INDEX VII/Highlights. Note entries from

the first list which appear under

"Criterion-Referenced Tests."


xi

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INDICES

I.

INDEX I Programs Listed Numerically

ENTRYNUMBER PROGRAM TITLE

1.01

1.021.03

1.041.051.06

1.071.082.01

2.022.03

3.01

3.02

3.033.04

3.053.063.07

4.01

4.024.03

4.044.054.064.074.084.094.104.114.12

4.134.144.15

4.16

4.174.18

4.194.204.214.22

4.234.24

4.254.26

4.275.01

5.025.03

5.045.05

Community School District #19Alhambra School District #68Center for Social Organization of Schools

Westside Community School District #66Dansville Central School DistrictKnox County SchoolsProject CONQUEST

Monroe County Community School CorporationProject WRITE

Steuben Middle SchoolDent ,Middle SchoolHood River Valley High School

Great Oaks Joint Vocational School DistrictLugoff-Elgin High School916 Area Vo-Tech Institute

Glynn County School SystemUtah State Office of EductionWestside High School

-Hawaii District SchoolsHicksville Public SchoolsPROJECT BASIC

Indiana State University/Evaluation Assistance CenterCapital School DistrictVermont State Department of EducationQuincy Public Schools

Delaware State Department of Public InstructionGary Community Schools

Metropolitan School District of MartinsvilleNewport News Public SchoolsSouth Carolina Department of EducationMassachusetts State Department of EducationPlymouth-Canton Community School DistrictDistrict of Columbia Public SchoolsLockland City SchoolsSchool District of PhiladelphiaArkansas State Department of LducationColumbus Public SchoolsAdams County School District #12Northwest Allen County School CorporationSouth Bend School Corporation-Washington School DistrictGlenwood City Middle/Senior High SchoolLakewood Public Schools

Mississippi State Department of EducationHopkins Public Schools

University of "bode Island/Adult Education M.A. ProgramUniversity of Texas at Austin/Adult Performance Level ProjectWashington State/Office of Supt. of Public Instruction

Clearinghouse on AdultsEducaticin/U.S. Department of EducationFrancis Marion College

INDEX II Programs Listed Alphabetically

ENTRYNUMBER

4.20

1.024.18

4.05

1.035.044.19

1.011.05

4.082.03

4.15

5.05

4.094.24

3.053.024.014.023.014.27

4.041.064.25

4.16

3.03

4.134.10

4.26

1.084.11

4.214.14

4.03

1.072.01

4.074.174.22

4.122.025.01

5.023.064.064.235.03

7-14-04

3.07

3.04

PROGRAM TITLE

Adams County School District #12Alhambra School District #68Arkansas State Department of EducationCapital School District

Center for Social Organization of Schools

Clearinghouse on Adult Education/U.S. Department of EducationColumbus Public SchoolsCommunity School District #19Dansville Central School DistrictDelaware State Department of Public InstructionDent Middle School

District of Columbia Public SchoolsFrancis Marion CollegeGary Community SchoolsGlenwood City Middle/Senior High SchoolGlynn County School SystemGreat Oaks Joint Vocational School DistrictHawaii District SchoolsHicksville Public SchoolsHood River Valley High SchoolHopkins Public Schools

Indiana State University/Evaluation Assistance CenterKnox County SchoolsLakewood Ptblic Schools

Lockland City SchoolsLugoff-Elgin High School

Massachusetts State Department of EducationMetropolitan School District of MartinsvilleMississippi State Department of EducationMonroe County Community School CorporationNewport News, Public Schools

Northwest Allen County School Corporationplymouth-Canton Community School DistrictPROJECT BASICProject:CONQUESTProject WRITE

Quincy Public SchoolsSchool District of PhiladelphiaSouth Bend School Corporal onSouth CarOlina Department of EducationSteuben Middle School

University of Rhode Island/Adult Education M.A. /Program

University of Texas/Adult Performance Level ProjectUtah State Office of EductionVermont State Department of EducationWashington School DistrictWashington State/Office of Supt. of Public InstructionWestside Community School District #66Westside High School916 Area Vo-Tech Institute

INDEX III Programs Listed by State of Location

STATE ENTRY NUMBERS

ARIZONA 4.18, 1.02

COLORADO 4.20

DELAWARE 4.05, 4.08

DISTRICT OF COLUMBIA 4.15, 5.04

GEORGIA 3.05

HAWAII 4.01

ILLINOIS 1.07

INDIANA 1.08, 4.04, 4.09, 4.10, 4.21,

MARYLAND 1.03, 4.03

MASSACHUSETTS 4.07, 4.13

4.14

MINNESOTA 3.04, 4.27

MISSISSIPPI 4.26

NEBRASKA 1.04, 3.070

NEW YORK 1.01, 1.05, 4.02

OHIO 1.06, 3.02, 4.16, 4.19, 4.25

OREGON 3.01

PENNSYLVANIA 4.17, 4.23

RHODE ISLAND 5.01

SOUTH CAROLINA 2.03, 3.03, 4.12, 5.5

TEXAS 5.2

UTAH 3.06

VERMONT 4.06

VIRGINIA 4.11

WASHINGTON 2.01, 5.03

WISCONSIN 2.02, 4.24

4.22

INDEX IV Programs Listed bey Scope of Area Served

STATE-WIDELEVEL

SCHOOL DISTRICT

AllCourses

SCHOOL BUILDING LEVELAll Some

Schools SchoolsSome All Some

Courses Classrooms Classrooms

3.064.01

4.03

4.064.084.12

4.134.26

5.03

1.011.02

1.04

1.05

1.071.08

3.023.043.074.02

4.044.054.074.094.104.114.144.154.164.184.204.224.234.244.254.27

3.054.174.19

2.03

3.012.023.03

1.06

.

1.03

2.014.21

.

INDEX V Programs Listed by Size of Population Served

FEWER THAN200 201-500 501-1,000 1,001-5,000

MORE THAN5,000

5.01 1.05 1.03 1.04 1.011.06 2.02 1.07 1.022.01 3.01 2.03 1.084.21 3.03 3.02 3.06

4.16 3.04 4.024.24 3.05 4.03

3.07 4.044.18 4.054.23 4.06

4.07

4.084.094.104.11

4.124.134.144.154.174.194.204.224.254.264.27

INDEX VI Programs Listed bu Subject Area

SUBJECT AREAS ENTRY NUMBERS

All Subjects 3.01, 3.02, 3.05, 4.01, 4.04, 4.05, 4.07, 4.08,4.14, 4.15, 4.17, 4.18, 4.20, 4.23, 4.24, 4.26

Art 1.08, 4.03

Foreign Language No entries.

Health 1.08

Home Economics No entries

Industrial Arts No entries

Language Arts 1.01, 1.04, 1.08, 2.01, 2.03, 3.03, 3.06, 3.07,4.02, 4.03, 4.06, 4.09, 4.10, 4.11, 4.12, 4.13,4.16, 4.22, 4.25, 4.27

Mathematics 1.02, 1.03, 1.04, 1.05, 1.06, 1.08, 2.02, 2.03,3.03, 3.06, 3.07, 4.02, 4.03, 4.06, 4.09, 4.10,4.11, 4.12, 4.13, 4.19, 4.21, 4.22, 4.25, 4.27

Music 1.08

Physical Education 1.08, 4.03, 4.22

Reading 1.01, 1.02, 1.04, 1.05, 1.07, 1.08, 2.02, 3.06,3.07, 4.02, 4.03, 4.06, 4.09, 4.10, 4.11, 4.12,4.13, 4.16, 4.21, 4.22

Science 1.05, 1.08,' 2.03, 4.10, 4.11, 4.22, 4.27

Social Studies 1.08, 2.03, 3.03, 4.03, 4.10, 4.11, 4.27

Other Subjects 1.08, 3.03, 3.04, 4.03, 4.10, 4.270

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INDEX VIII Program Contact Persons Listed Alphabetically

ENTRY ENTRYCONTACT PERSON NUMBER CONTACT PERSON NUMBER

Arricale, Frank 1.01 Hoben, Dr. John M. 4.14

Bailey, Dr. George W. 4.20 Jones, Dr. Ernest 4.09

Bazzle, Dr. Bob 3.05 Kalish, Dr. Daniel 4.25

Beeler, Al 4.24 Knight, Tanis 2.01

Boulmetis, John 5.01 Lee, Dr. Jeff 5.05

Bowe, Charles S. 3.01 Lengel, James G. 4.06

Bressler, Stacey 4.13 Lindsay, Ken 3.06

Brewer, Dr. Ralph 4.26 Luebke, Donald 2.02

Brown, Joan W. 4.15 Merkle, Eugene 4.21

Cady, Lillian 5.03 Migal, C. A. 3.02

Christensen, Dr. Harold 4.05 Mizuba, Kiotc 4.01

Collision, Sidney 4.08 Murphy, Sara 4.18

Conner, Kathy 4.17 Petre, Dr. Richard M. 4.03

Cox, Dr. William N. 4.11 Rochester, Margot 3.03

Creedon, Dr. Lawrence P. 4.07 Roth, Virginia 1.04

Curtis, Robert 4.22 Sandifer, Paul 4.12

Davis, Dr. Joseph L. 4.19 Schlegel, Chris A. 3.04

Dust, Tracy 4.10 Schmidt, Dr. Gene L. 1.05

Ebeling, David G. 1.08 Sension, Donald B. 4.27

Gunn, Deborah 5.04 Shelton, Elaine 5.02

Haddock, Dr. Thomas T. 1.02 Slavin, Robert 1.03

Hanna, Dr. James W. 4.23 Spann, Bettye 1.07

Hawkins, Bruce 1.06 , Stamm, Gary W. 4.16

Hawkins, Dr. Wilber 4.02 Strasler, Gregg M. 2.03

Higgins, James E. 4.04 Tangdall, Dr. J. A. 3.07

,/

SECTION 1.

Elementary School Programs

4

.:.

22

.

...

4

contact for informationPrank ArricaleSuperintendentCommunity School District 192057 Linden BoulevardBrooklyn, NY 11207212/257-6900

e program highlight/N

Goals, Objectives,Competencies ..

Subject area (program) goals

Course goals

Unit objectives

Grade level competencies

Graduation competencies

Competencies with life role focus

InstructionModulanzed cumculumInterdisciplinary cumculumExperiential learning -Individualized teaming plans

Teacher advisors

Mastery learning

Continuous progress

Remediation procedures

Parent participation

Computer support

AssessmentCntenon referenced tests

Applied performance tests

Norm referenced tests ,

Minimum competency testing

Demonstrated competencerequired

Assessment center

Credit by examination

Objective/competency referencedrecords

Student reports based on objectivesor competencies

Grading system other than A-F

Computer support

ManagementGoal based planning

Participatory management

Management by objectives

Accountability

Management information system

Computer support

Data based program evaluation

Regular program revision

1

Regular reporting of programperformance

Community InvolvementSetting goals. objectives.

competencies

Program review

Learning sites for students

Certifying students competentJoint enrollment secondaryipost

secondary

Community School District #19 1.1

situationInner-city district, Brooklyn, New York; 20,000 stu-dents, 60% Black, 35% Hispanic, grades K-8 in 27schools; Chicago Mastery Learning Reading Program inoperation for all students for two years.

desCriptionThe Community Schools District 419 implemented theChicago Mastery Learning. Program (CMLRP) to raise thequality of instruction throughout the district, tostandardize the curriculum and to raise expectancy lev-els and renew morale of teachers.

The program increases student "time-on-task" throughgreater engagement made possible through "on-target"teaching. Teachers provide instruction according to asequence of learning objectives for all grade levels.Each student works to achieve mastery of those skills.

Skill levels for all grades are mandated in a continu-ous progress curriculum. As students move through thecurriculum, they must master each skill level beforemoving to the next.

Teacher preparation time is reduced through the use ofthe commercially-prepared curriculum materials of theCMLRP.

The district has in the past year concentrated onincreasing student time-on-task, on developing manage-ment by objectives to complement the CMLRP, and onadministrative monitoring.

assistanceConsultations with supervisors on participatory manage-ment in using mastery learning.

23

contact for informationDr. Thomas T. HaddockSuperintendent

Alhambra School District #683001 W. HazelwoodPhoenix, AZ 85017602/257-4804

program highlight/

Goals, Objectives,1 CompetenciesSubjecj area (program) goals

Course goals

Unit objectives




InstructionModulanzed cumculum

Interdisciplinary cumculumExpenential learning

Individualized learning plans

Teacher advisors

Mastery learning

Continuous progress



Computer support

. Assessment

Cntenon referenced tests


Norm referenced tests


(IDemonstrated competence

required

Assessment center



IIStudent reports based on objectives

or competencies


Com .uter su.. in ,




Accountability a


Computer support

'^ Data based program evaluation




competencies

'Proiramj.eviewLearning sites for students

Certifying students competent

Joint enrollment secondary/postsecondary

Alhambra School District #68 1.2

situationUrban district in Phoenix, Arizona, now changing toinner-city area; district-wide competency-based contin-uous progress program in reading and math involves6,200 students, all teachers, grades K-8; in operationsince 1976.

description.,The Alhambra School District #68 implemented a compe-tency-based continuous progress education program inreading and math for grades K-8 to meet the instruc-tional needs of students. The program was implementedin 1976, following several years of development.

The continuous progress curriculum reflects sequencedgrade level objectives written by teachers and administrators. Students attend 50-minute lab sessions ineach of the two target subject areas each day. Usingindividualized programs of materials selected by theteacher, students are self-directed in these sessionsand progress toward objectives at their own rates.Remediation groups with close teacher supervision areavailable for students who indicate need.

Teachers use a computerized recordkeeping system tomonitor each student's progress toward program objec-tives. Parents receive printouts of student progressrecords instead of report cards... Records are also usedfor grouping students for instruction. Students aremonitored as they progress toward competency levels foreach grade established by the district, and must meetthe district's own 8th grade competency requirements tograduate from elementary school.

Teacher commitment is high. Teachers working with stu-dents in the labs are extremely dedicated to the indi-vidualized continuous progress concept.

Most recently, the district has worked to develop prac-tice exercises in reading and tests in math. Work isalso progressing on a language arts component for theprogram.

assistanceVisitations welcome.

2,1

contact for informationRobert Slavin, Res. ScientistCenter for Soc. Org. of SchoolsJohns Hopkins University3505 N. Charles StreetBaltimore, MD 21218

301/338-8249

program highlight/- Goals, Objectives,

CompetenciesSubject area (program) goals

Course goals

Unit objectives



I-Competencies with life role focus

InstructionModulanzed curriculumInterdisciplinary cumculumExpenential learning


Teacher advisors

Mastery learning

Continuous progress

Remediation proceduresParent participation

Computer support

AssessmentCriterion referenced testsApplied performance tests




Assessment center





Computer support




AccountabilityManagement information system

Computer support




Community InvolvementSetting goals, objectives.

competencies

Program review



S1e


1.3

Team Assisted Individualization Mathematics_

situationA three-year project to develop methods for classescontaining mainstreaming low-performance students; in-volved approximately 900 low performance ,and normalprogress students in 22 classrooms in four schools intwo Maryland counties; grades 3-6.

descriptionThe "Team-Assisted Individualization--Mathematics" pro-gram, funded by the Bureau of Education for the Handi-capped, was initiated to develop a method for main-streaming low performance students while meeting theneeds of normal progress students.

Teachers assign student teams of 4-5 members, based ona ranked list. Each team includes one student fromeach of the top and bottom quarters of the list and twostudents from the middle of the list. Each team memberworks through his/her own packet of materials at his/her own rate. Teammates help each other, check answersand provide help and_ encouragement. Teams work towarda team score based on the number of units completed andfinal test scores of, all team members.

Students use individualized programmed materials, se-quenced for skill development. Packets include in-strtIctions, skill sheets for development of skills and"checkouts" or preliminary tests that must be passedbefo,-e taking the final test for the unit. Final testscores are added to the overall team score.

Student management of the individualized program freesthe teacher to handle mathematici problems and to di-rectly instruct small groups and individuals while themajority of the class works through packets. Teammatescheck all answers against answer sheets, student moni-tors check final tests and hand out materials, and stu-dents- route themselves through the packets. Everythird week, teachers stop the individualized programfor group instruction.

Two studies with randomly assigned experimental end--control groups showed significantly higher achievementon the Compehensive Test of Basic Skills for the team=assisted individualization groups, which gained abouttwice as many grade equivalents as control groups.

assistanceComplete sets of materials, instruction packets, etc.,for grades 3-7 can be purchased for $280. These arehan4written copies as used in the research, coverskills from basic addition through high achool algebra,and are reusable.

cce-7itocirorinforr7-111iotionVirginia Roth, DirectorStaff DevelopmentWestside Community S. D. #66909 S. 76th StreetOmaha, NB 68114402/391-0646 (ext. 21)

r progeom highlight/

Goals, Objectives,Competencies


Course goals

Unit objectivesGrade level competencies



Instruction 0

Modularized curriculum

Interdisciplinary curn6lumExperiential learning


Teacher advisors

Mastery learning

Continuous progress



Computer support



Norm referenced tests .

Minimum competency testi ig


Assessment center




Grading system other than A-FCo .uter su rt





Computer support



Regular rep9ning of programperformance

Community InvolvementW...

Setting goals. objectives.competencies

Program review


Certifying students competentJoint enrollment secondaryipost

secondary

1.4

Westside Community School District #66

situation

Program of individualized instruction in Basic Skillsareas of math, reading and language arts; districtwide,including all teachers and all 2,650 students, gradesK-6 in 12 schools in a primarily urban district; begunin 1973.

descriptionThe Westside Community School District #66 Basic Skillsprogram in math, reading and language arts was devel-oped following the School Board's adoption of a missionstatement committing the district to individualizedinstruction.

Instruction is individualized for students, based ondiagnosis of levels of achievement. Each student isthen given a learning prescription. of instructionnecessary to reach minimum competency levels in thethree target areas. Overall goals for education andspecific learning objectives have been developed foreach grade level in each area.

Students progress at their own rate as competencies aremastered, moving on to the next level of difficulty andthrough the curriculum. Evaluation takes place accord-ing to the time needs of individual students to mastercompetencies.

Overall student performance is regularly reported toparents in three or more personal conferences scheduled,each year.

Current efforts include the refinement of the dis-trict's criterion-referenced testing program. The pro-gram's success is indicated by, the fact that averagestudent scores are well above national norms in allstandardized tests in the three target areas.

assistanceGuides and/or consultation in dealing with the threetarget areas are available.

contact for informationDr. Gene L. SchmidtSuperintendentDansville Central School Dist.Dansville, NY 14437716/335-3141

program highlights



Course goals

UniobjectivesGrade level competencies



InstructionModularized curriculumInterdisciplinary cumculumExperiential learning


Teacher advisors

Mastery learning

Continuous progress



Computer support


Norm referenced tests ,Minimum competency testing

Demonstrated coninetencerequired

s...Assessment center




Grading systim other than A-F

Computer support .:

ManageinentGoal based planning



AccountabilityManagement information system.Computer support


Regular program reviAn--Regular reporting of program

performance


competencies

Program review




Dansville Central School District1.5

situationProgram of individualized instruction for 200+ giftedand talented, handicapped and Title I students, gradesK-6; operational for three years in two schoolbuildings, K-2 and 3-6, with total population approxi-mately 1,000 students.

descriptionThe Dansville Central School District-initiated indi-vidualized education in response to the New York, statelaw mandating instructional opportunities for handi-capped students. The district developed programs forgifted and talented ,and Title I students becauseindividualized instruction also suited these specialstudent populations.

Individualized education programs are developed foreach student, tailored to student needs by teachers.Parent advisory committees, one for each special popu-,lation served, work with teachers in developing theindividual programs of learning. Students work to meetpersonalized learning goals.

Pre- and post-testing determines mastery_ of skills.Placement in programs is determined by teacher andparent assessment and through standardized tests. Stu-dents are placed in the gifted and talented programbased on faculty recommendations and scores on theMetropolitan Achievement Test; Title I students areidentified for individualized instruction through com-petency tests developed by the state and administeredin the third and sixth grades.

Recent efforts have concentrated on the development ofindividualized education programs for gifted students.

27

0.........contact for informationN.

Bruce Hawkins, Admin. Asst.Knox County Schools106 E. High StreetMount Vernon, OH 43050614/397-2727

Knox County Schools1.6

situation, A mastery learning math program in one elementary

,OF school in a rural Ohio district; all teachers and 481

program highlightsAs



Course goals




InstructionModularized curriculum

Interdisciplinary curriculumExperiential learning


Teacher advisors

Mastery learning

Continuous progress



Computer support

mentCriterion referenced tests





Assessment center


ObjectiveicompetFicy rem:Pricedrecords



( Computer support

ManagementGoa! based planning




Computer support





competencies

Program review


Certifying students commentJoint enrollment secondary/Post

secondary

students, grades K-6; in operation 3 years.

descriptionThe Knox County Schools adopted a mastery learning pro-gram in mathematics to improve the quality of mathinstruction. Centerburg Elementary in Centerburg,Ohio, became one of three pilot schools in the state toadopt a model program developed by the Lorain, Ohio,City School District through a grant from the OhioDepartment of Education with ESEA Title III and IV-Cfunds.

A lasterrou-basedrilinaroachisused, basedon the concepts of Bloom, An'1erson and Block. Eachgrade level curriculum is divided into a series ofunits, each unit containing related mathematics objec-tives. As teachers feel that approximately 90 percentof students have mastered unit objectives, they admin-ister end-of-unit tests and begin the next unit, givingspecialized instruction to students who indicate weak-ness on the previous unit while teaching the entireclass the new material.

Teachers follow, a series of sequenced objectives,moving from one unit to another through the year asstudents master each unit. Teachers are involved indeveloping both objectives and their sequence.

During the initial year of implementation, 85 percentof students mastered objectives. Current work involveshorizontal enrichment through problem-solving.

assistanceSamples of objectives, class record sheets and parentreporting sheets.

contact for informationBettye Spann, DirectorProject CONQUESTBoard of Education1005 State StreetEast St. Louis, IL 62201618/274-0926 or 274-0517

i,...program highlights



. Course goals

Unit objectives




InstructionModularized cumculumInterdisciplinary curriculumExperiential learning


Teacher advisors ,

Mastery learning

Continuous progress



Computer support

AssessmentCriterion referenced tests





Assessment center





C. ,puler support





Computer support




Commiini0 InvolvementSetting goals. objectives.

competencies

Program review



Joint enrollment secondary/postecondary

N....NJ

Project CONQUEST 1.7

situationLaboratory program for children having problems inreading; district-wide, serves 1,600 students in grades2-9; individualized, structured work takes place in"clinics;" begun in 1965.

descriptionPROJECT CONQUEST was developed through ESEA Title I

funds by School District #189 in East St. Louis,Illinois, to improve student reading ability. In oper-iation since 1965, the project was approved for nation-,wide dissemination in 1974 by the Joint DisseminationReview Panel of the U.S. Department of Education. Theprogram is funded as a Developer/Demonstrator project ,

of the National Diffusion Network.

Following nomination by ,regular classroom teachers,children with reading problems undergo a carefully se-quenced 17-step diagnosis in the fall, including read-ing tests and a health check to determine the degree ofneed for supplementary instruction.

Instructors use laboratories called "reading rooms" forprimary pupils and "clinics" for children in grades4-6. Clinicians and aides work in the lab with groupsof six students who come to the lab daily for 50 Min-utes. Training for instructors consists of a start-upworkshop and a weekly half-day in-service training ses-sion during the school year.

Study carrels are used in the reading labs, leading tostudent independence and a sense of order. Studentswork at their own pace in programmed readers with mini-mal assistance from clinicians.

Results of the Gates-MacGinitie and California Achieve-ment Tests indicate that CONQUEST students scored sig-nificantly higher on reading skills than other stu-dents. CONQUEST has been cited as exemplary by "Rightto Read."

assistance

In-servlce training; brochures; visitors welcome.

0

0

[contact for informationDavid G. Ebeling, Asst. Supt.

Elementary EducationMonroe County Calm. School Corp.315 North DriveBloomington, IN 47401812/339-3481

e program highl igla7UM


Subic, area (program) goals

Course goals

Unit objectivesGrade'level competencies



InstructionModularized curriculumInterdisciplinary curriculumExperiential learning


Teacher advisors

Mastery learning

Continuous progress



Computer support






Assessment center


Objective /competency referencedrecords



Com uter su rt




Accountability'Management information system

Computer support


Regular progrm revisionRegulir reporting,of program .

performance


competencies

Program renewLearning site for students

10.4100Certifying students competent

IIIMINO


Monroe.County Community SChool 1.8

Corporation

situationA school system of approximately 11,000 students ingrades K-12 primarily within the City of Bloomington,Indiana; year-old program involves all teachers and7,500 students, grades K-8.

descriptionThe Monroe County School Corporation last year imple-mented learning objectives for all students in gradesK-8 to provide a means for school persOnnel to be moreaccountable to parents and students j.ri the school sys-tem.

Objectives are contained in a "Curriculum Digest" out-lining what teachers are expected to include in plansfor most students in each grade level, K-8. Subjectareas covered are mathematics, science, reading, lan-guage arts, social studies, study skills, art, music,physical education and health. Similar listings arenow being developed for high school classes.

A reading record will be implemented during the 1981-82school year to track each student's progress throughthe reading program at every grade level. A similarproject tracking progress in mathematics will follow.

A strategy for meeting the needs of students who do notmeet competencies is continuing in 1981-82 with the"Intensive Reading Instruction Team" program. The10-week program provides for intensive reading instruc-tion for third grade students with reading difficultiesand has been used for eight years with excellent re-sults.

assistance

Information on the development of Curriculum Digest,reading record and intensive reading instructional team.

30

\

SECTION 2.Middle/Junior High School Programs

,

contact for information

Tanis KnigntESD #1121313 N.E. 134th StreetVancouver, WA 98665206/574-2871

e program highlight/



Course goals

Unit objectives




InstructionModulanzed curriculumInterdisciplinary curriculum

Expenential learningIndividualized learning plans

Teacher advisors

Mastery learning

Continuous progress



Computer support

Assessment .

'Criterion referenced tests





Assessment center





Computer support

ManagementGoal based planning'




Computer support





competencies

Program review

Eeartiing sitesfor students


Joint enrollment se:ondaryipostsecondary

Project WRITE

situation

2.1

Program involves 350 students in 16 classrooms in twomiddle schools, one each in Camas and Battle Ground,Washington; now in its third and final year of TitleIVC funding, project began in 1979 to improve compo-sition as a skill of middle school program students.

descriptionProject WRITE began because it was felt that inter-vention during the initial development of compositionskills at the middle school level would be more effi-cient than a remedial effort targeted at high schoolstudents.

The curriculum reflects a goal-based mastery learningapproach. Ten broad composition objectives, producedthrough collaboration among teachers and writingexperts, are the basis for curriculum materials. IX

cross-referenced index of objectives and materials wasdeveloped and used to tailOr unit packages to the mas-tery learning approach.

Each curriculum unit focuses on a single objective.Each unit emphasizes unit objectives for both writingmechanics and the production of a complete piece ofwriting. Ten units are distributed across all threegrades, with most units in the sixth graee. Each unittakes about six weeks to complete and includes instruc-tion plans, resource notes, supplemental materialsindex, worksheets and mastery tests. Teachers teach tounit objectives, using the process and customizing unitcontents as they choose.

Positive reinforcement for good performance is empha-sized. Teachers post good writing examples, read goodpapers aloud as models, award "good-writing" buttons,etc. These devices help develop and maintain studententhusiasm. Corrective instruction, assigned afterperiodic check-tests, differs from initial instructionand often involves parent volunteers working withgroups of students in a two-day ,unit before a secondcheck-test is administered.

Project evaluation is not complete, but preliminaryevidence'shows gains both in terms of project criteriaand national writing norms.

assistanceInformation Package, consultation.

32

contact for information Stueben Middle School 2.2Donald LuebkePrincipal

Steuben Middle School2360 N. 52nd StreetMilwaukee, W 53210414/475-8577

l'a program highlight/

Goals, Objectives,

-Competencies-


Course goals

Unit objectives




Instruction

Modulanzed curriculum

Interdisciplinary curriculumExpenential learningIndividualized learning plans

Teacher advisors

Mastery learning

Continuous progress



Computer support

Assessment

Criterion referenced tests





Assessment center





Computer support


Participatory magementManagement by objectives


Computer support




Community Involvement

Setting goals. objectives.competencies

Program review


Certifying s udents competentJoint enroll ent secondary/post

secondary

situationUrban middle school in Milwaukee, Wisconsin; goal-basedprogram in reading and mathematics for 900 students,grades 7-8; in operation seven years.

descriptionSteuben Middle School implemented goal-based educationas part of its transition process from junior high tomiddle school. The school uses a unit system, groupingfour academic teachers with each 120 students. Stu-dents follow a continuous progress program of sequen-tial achievement levels developed with the assistanceof the University of Wisconsin Research and DevelopmentCenter for Secondary Schools.

A School Coordinating Committee establishes, evaluatesand reviews all policies relating to general schooloperation and to curriculum and instruction. Membersinclude the principal, learning coordinator, one memberof each of the 11 teaching teams, an exceptional educa-tion teacher, the lead aide and a teacher union repre-sentative.

Two remedial programs are available for students.Those in grades 7 and 8 who score below grade level inreading and mathematics join a daily Title I class com-bining individualized teacher instruction and comput r-assisted instruction. Students below grade level inreading alone may be assigned to an individua zedreading- intervention program at the eighth grade level.

The school-wide mathematics program is based on minimumcompetencies and a diagnostic test developed byteachers in the department. At any time during the twoyears, students meeting minimum requirements /can be.

placed in an enrichment or advanced mathematics program.

Student progress evaluation via standardiied andteacher-developed tests has been emphasized inithe pastseveral year. Additionally, instructional materials

,are undergoing revision.

comistcmna?

Visitations, training_ in use of Wisconsin Renewal andImprovement of Secondary Education (WRISE) materialsdeveloped by the R & D Center, University ofWisconsin/Madison.

33

corthr7c1T information Dent Middle School 2.3Gregg M. StraslerAssociate DirectorSouth Carolina Region VP.O. Box 1069Lancaster zC 29720803/285-2001

program highlights

Goals, Objectives,---C6MpttintieS


Course goals

Unit objectives




InstructionModulanzed curriculum

Interdisciplinary curriculum

gxpenential learningIndividualized learning plans

Teacher advisors

Mastery-learning

Continuous progress



Computer support

AssessmentCn tenon referenced tests





Assessment center





Com .lItCr SU. * rt



Management by objectivesAccountability

Management information systemComputer support





competencies

Program review




situationCompetency based, mastery learning program for 1,100students, grades 6-8, in one middle school, in languagearts, math, science and social studies; begun in 1979,projected to expand to entire district.

descriptionThe Dent Middle School developed a competency basedprogram of instruction to assist students in attainingminimum competencies required by legislation passed in.1978 by the South Carolina legislature. The programincludes defined minimum competencies in language arts,math, science and social studies.

The program includes Competency Based InstructionalUnits which correspond to the defined minimum compe-tencies. Used primarily as a remedial tool and keyedto specific competencies, the CBE units contain teach-ing plans using the mastery learning approach, mater-ials, diagnostic tests and audio-visual aids.

A criterion-referenced testing program, including bothformative and summative items, is used to assess stu-dents in the four subject areas. Students found tohave deficiencies are given remedial instruction con-centrating on their areas of weakness.

A teacher training program is available for instructionin implementation of the competency based program. Theleader of a CBE program in the school conducts in-service based on materials developed for instruction inimplementation methods.

Current efforts focus on the continuation of the pro-gram in language arts and math, with emphasis onteachers' use of mastery learning techniques. Evalu-ation efforts to date indicate positive trends in stu-dent attainment of competencies.

assistanceMaterials explaining units of instruction available byarrangement; consultationi about mastery learning.

SECTION 3.

It

t

High School ProgfQms

0 0

35

0

0

0

c

contact for informaTIO

Charles S. Bowe, PrincipalHood River Valley High School1220 Indian Creek RoadHood River, OR 97031503/386-4500

e program highlight/r

Goals,. Objectives,_. _ _Competencies

Subject area tprogram) goals

Course goals

Unit objectives




InstructionModularized cumculum

Interdisciplinary cumculumExperiential learning


Teacher advisors

Mastery learning

Continuous progress



Computer support






Assessment center


Objecuveicompetency referencedrecords



Computer support




AccouhtabilityManagement information system

Computer support

Data based program evaluation .




competencies

Program review



Joint enrollment secondary /postsecondary

Hood River Valley High School 33

situation

Program involves all students, staff and subjects ingrades 10-12; approximately 75,0 students come from twojunior highs; a rural, agricultural community in theColumbia River Valley; in operation 11 years; beganwhen two small high schools were merged into a new

descriptionHood River Valley High School developed its program tobetter meet the needs of individual students.

Continuous progress is the backbone of the program.The modularized curriculum divides each course into 10units, each unit equal to one-tenth of a Carnegie Unitand including objectives, activities and assess- mentprocedures. Students progress through courses bycompleting units. In most classes, students proceed attheir own rate, can complete courses early or takelonger than a term and can move between courses at anytime during the year. Students can complete highschool requirements early or can enroll for a fourthyear to finish.

Individual plans are developed with each student.Every professional staff member serves as an advisorfor between 15 and 20 students, five or six from eachof the three grades. The teacher-advisor or "guide"program provides each student with a support group anda staff advocate. Through the "guide" program, indivi-duals set post high school goals and plan their pro-grams. Counselors work with their own guide groups,serve as a resource team for all "guides," and handledifficult situations on a referral. basis. A fully com-puterized recordkeeping system supports both the con-tinuous progress and "guide" features of the program.

Smooth operation is facilitated by participatorymanagement. Decisions about school operation are madeby a "cabinet" composed of assistant principals, divi-sion teacher/coordinators and subject area teamleaders. CUrriculum decisions are made by a "cutric-

r

ulum committee" composed of selected m tubers of the"cabinet" and selected other teachers. "Cabinet" and"curriculum committee" membership changes nnually.

Effectiveness information is now being analyzed andwill be reported within six months. Current effortsfocus on maintaining the basic program and making ad-justments in the grading, recordkeeping and continuousprogress systems.

assistance" o

Various descriptive materialst visitations are welcome.

36

contact for information ).....C. A. Migal; Adm. Spec. Curric.Instruction/Personnel

Great Oaks Joint Voc. S.D.3254 E. Remper RoadCincinnati, OH 45241513/771-8840

program highlight/

Goals, Objectives,-Competencies.-- _-

Subject area (program goals

Course goals




In_ structionModulanzed cumcutumInterdisciplinary cumculumExperiential learningindividualized learning plans

Teacher advisors

Mastery learning

Continuous progress


Parent panic-ipation

Computer support

AssessmentCntengn referenced tests





Assessment center



Student reports based on objectivesor compctencies


Computer support





Computer support





competencies

Program review




3.2

Great Oaks Joint Vocational School District,

situation

Vocational education in 65 different job-training pro-grams; 4500 students in grades 11 and 12, includingover 300 mainstreamed handicapped students; located infour school buildings serving 12-county area and fed by35 school districts; four campuses in operation since1972; local and state funding.

descriptionThe Great Oaks Joint Vocational School District hassince 1973 offered vocational education in a full-timehigh school competency-based program using masterylearning techniques. Students completing the two-yearprogram receive a regular high school diploma as well aa certificate of completion listing competencies andcertifying training in the selected skill area.

Each course of study is broken down in learning modulescalled "duty blocks and tasks." Each duty block andtask includes an overall set of objectives, instruc-tional strategies and techniques, instructional mater-ials and evaluation methods. Students receive a total1,620 hours of training in a trade. Each day includes4-1/2 hours of vocational training and one 45- minuteacademic class: English in the 11th grade and SocialStudies in the 12th.

Mastery learning is effected by the use of a "progresschart." Students must master each duty block and taskbefore moving to the next on the chart. In eachtraining program, students progress toward competencyobjectives for a particular occupation. Objectives arebased on analysis of skills necessary for employment inthat occupation.

Craft Advisory Committees of representatives of busi-ness and industry monitor and evaluate the curriculumon an ongoing basis to assure that occup4tional objec-tives are in line with current industry needs.

Development of instructional techniques for use in themodular approach has been the recent focus in the dis-trict. Accountability in programs is through studentplacement, and 97 percent of students are placed injobs or go on to higher education after graduation. Inaddition, the employer success record is very good.

assistanceCurriculum materials; report of staff developmentefforts.

v7

]contact for informationMargo*: RochesterCurriculum CoordinatorLugoff-Elgin High SchoolP. 0. Box 278Lugoff, SC 29078803/438-3294

program highlight/

Goals, bjectives,Com ncies -- -

S sect area (program) goals

Course goals




InstructionModularized cumculumInterdisciplinary curriculumExperiential learning


Teacher advisors

Mastery learning

Continuous progress



Computer support


Applied performance tests-



'Demonstrated competencerequired

Assessment center

Credit by ex.minationObjective /competency referenced

records



Computer support





Computer support




Community InvolvementSettingloals. objectives.

competencies

Progikn reviewLearning sites for students


S4


1pgoff -Elgin High School 3.3

situationA rural/suburban high school, approximately 850 stu-dents in grades 9-12; program in operation two yearsfor all students in subject areas of English, math,citizenship and consumer economics (social studies);target is students who have not mastered skills priorto entry in grade 9.

description

Lugoff-Elgin High School developed a minimum competencymastery-learning program through a Title IV-C grant toupgrade basic skills education and to provide account-ability to the community.

The school uses what they call the Competency-BasedSecondary School Project." Materials developed throughthe project include an instructional sourcebook forteachers outlining 29 separate instructional units; acriterion-referenced testing program developed locally;a test administrator's manual, implementation guide andtraining manual for teachers. The management system isuncomplicated, requiring minimum recordkeeping byteachers.

The minimum competency program is integrated into theregular curriculum of the English, Math and Social Stu-dies Departments. Individual students are not isolatedfrom peers who have mastered skills but are providedspecific instruct -ion in the skills they have not yetacquired. To receive credits, students must master theminimum skills outlined for individual courses and meetteacher and attendance requirements.

Teacher training includes a slide/tape presentation andfollow-up activities to orient secondary teachers andadministrators to mastery concepts as well as to theprogram as a whole.

O

The program will be reviewed for state validation inOctober, 1981.

assistanceMaterials can be disseminated after program validation;consultation on development, implementation, staff ori-entation, design of instructional units.

9

(38

]contact for informationChris A. Schlegel916 Area VoTech Institute3300 Century Avenue NorthWhite Bear Lake, MN 55110612/770-2351

t program highlight/Goals, Objectives,

-CompetenciesSubject area (program goals

Course goals

Unit objectives




Instruction----

Modularized curriculum-Interdisciplinary cumculumExpenential learning


Teacher auvisors

Mastery learning

Continuous Progres$



Computer support' .

AssessmentCritenon referenced tests


[Norm referenced testsMinimum competency testing


Assessment center

ICredit by examination

Objectiveicompetency referencedrecords

Student reports based on objectivesrtor competencies


Computer support

ManagementGoal based planning4 Participatory managenient



Computer support

Data eased program evaluation




competencies

Program review


Certifying students competentJoint enrollment secondary/post

secondary

916 Area Vo-Tech Institute 3.4

situationCompetency-based vocational training for 1,000 eleventhand twelfth graders and 2,000 post-high school studentsand adults (part-time); special intermediate schooldistrict; more than 60 vocational courses offered toanyone in district over 16 years of age; begun in 1971.

descriptionIntermediate School District 916 was formed in 1969after the need was recognized for a new alternative toeducation and training for employment in the area. Theproposed program would involve business, labor, irdus-try and government in the planning process, would serveall persons in the area over the age of 16, would allowhigh school students to train while still attendinghigh school- more than half-time, and would includeadult vocational education, as well. The 916 Area Vo-Tech Institute is, one of the institutions governed bythis special district.

Instruction is individualized and competency-based, sostudents proceed through courses at their own pace.Students are,admitte continually and exit on a monthlybasis. They graduate from a training course as soon asthey demonstrate mastery of fixed tasks. A learningpackage is designed systematically for every job task,and the student must master all tasks to graduate in aparticular job area.

A job placement service is available to all studentsupon graduation.

Current efforts are aimed at curriculum improvement andcomputerization. A high percentage of the 85,000 stu-dents at the Institute over the last ten years havebeen placed in jobs.

assistanceOne day per,month is scheduled for visitors to reviewthe instructional system.

(contact for 0;;;;;IZ Glynn County School System'Dr. Bob Dazzle, Director

3.5Secondary EducatlonGlynn County School System situationP.O. Box 1677Brunswlck, GA 31520912/265-6590

Coastal region of Georgia; 10,000 students K-12 in pri-4, marily rural district; pilot program in operation for

two years at two high schools; 3,200 students, compe-tency-based curriculum in all subject areas for grades9-12.

program highlight/



Course goals

Unit objectives





Interdisciplinary curriculumExpenential learning


Teacher advisors

Mastery learning

Continuous progress



Computer support






Assessment center





Computer support





Computer support




Community InvolvementSetting goals. objective:.

competencies

Program review

Learning sites foe students


Joint enrollment secondary/postsecondary 0\

descriptionFollowing a State School Board 'policy mandating compe-tency-based education statewide, the Glynn CountySchool System was selected as one of nine districts toserve as a CBE pilot site in Georgia.

Thete was a high degree of community involvement in theidentification and validation of gradL-tion competen-cies and competency test items. Initial- input wassought through parent advisory committees, newsletters,newspaper artiCles., radio spots and student surveys. Across section of the community according to sex, age,education, race and occupation was invited to va:".datethe refined list of -;ompetencies, indicators and compe-tency test items.

Teacher involvement is high in the decision making pro-cess. Teacher committees developed and revised allcourse guides, departmental course tests and graduationcompetency tests. Steering committees composed ofdepartment heads and one additional teacher from eachdepartment continue to monitorcthe progtam.

An individualized student advisement system providesacademic advisement to all students. Students remainwith the same advisor for all four years of high schoolin cross - graded advisement groups.

Efforts in the past year have focused on the develop-ment ofremediation procedures and applied performancetests for writing and speaking competencies.

,>

WilastCM3CA?

Report of process to develop pencil/paper competencytests; review of speaking competencies testing avail-able late fall 1981.

40

contact for informationKen Lindsey, CoordinatorUtah StAtt Office

of Education250 East 500 South

,,. Sal% Lake City, UT 84111,801/533 5061

., program highlight/Goals, Objectives,Competencies


Course goals

Unit objectives


Graduation competencies- Competencies with life role focus




TeacheradvisorsMastery learning

Continuous progress



Computer support

Assessment .Cnterion referenced testsApplied performance tests




Assessment center





Computer support

Management .Goal based planning



AccountabilityManagement information systemComputer support

Data lased program evaluation




competencies

Program review

Learning si.es for students

. ----4

No,


secondary

0

Utah State Office of Education 3.6

situationStatewide minimum competency requirements for highschool graduation; 40 disLiicts with total K-12 studentpopulation 340,000; program in operation for threeyears'in grades 7-12.

descriptionThe Utah State Department of Education, in response toaction by the state's Board of Education, developed andimplemented statewide minimum competency requirementsfor high school graduation in the areas of languagearts, mathematics, democratic governance, consumerismand problem-solving. The program became mandatorystatewide in 1980.

Each district, within state standards, develops its ownminimum graduation requirements and the procedures fortesting proficiency. Testing programs are primarilythe result of collabora'zion among teachers, adminis-trators, parents and community membeis. There has beenlittle dissatisfaction with content\or validity, andthe entir 'rocess has resulted in extensive curriculumrevision.

Remediation is ar .mportant program element.. Studentsare carefully traCKed and assisted when lov -2erformanceindicates need. As a result, a very low percentage ofstudents fails the, competency tests. If students dofail the tests, they are channeled into oLher educa-tional programs more suited to their needs.

No student is denied a diploma:continue to attend high school andthe diploma until requirements aremeet minimum requirements of thedance, credits, etc., as well ascompetence in the program areas.

41O

Any individual canearn credit towardmet. Students mustdistrict in attcm-demonstrate minimum

Westside High School 3.7contact for informationDr. J. A. Tangdall, Principal

Westside High SchoolSchool District 6687th and PacificOmaha, NE 68124402/331-1266

program highlight/



Course goals

Unit objectives




InstructionModulanzed curriculum -

Interdisciplinary cumculumExperiential learningIndividualized learning plans

Teacher advisors

Mastery learning

Continuous progress



Computer support





-Demonstrated competencerequired

Assessment center





Computer support




Accountability





Community InvolvementSetting goals. objectives. .

competencies

Program review


Cr .t;rying students competent

441ftimie


NmwsMismgmr

situationPrimarily urban district, 6,000 students in gradesK-12; program of minimum competency requirements forgraduation for 2,000 students, grades 10-12, in opera-tion since 19744

descriptionAfter development by Westside High School staff, gradu-ation requirements including minimum competencies inseven areas were adopted by the Board of Education in1974. Competency requirements in reading, writing,math, the democratic process, problem-solving, oralcommunication and consumerism were put into effect forall inzoming sophomores in the 1974-75 school year.

Competency in the seven areas is required for gradua-tion. As defined by the district, competencies aremeasured through five locally-developed written, tests,a standardized written reading test and an oral pre-sentation judged on pre-determined criteria. Studentsbecome skill-oriented and concerned about competency inthese skills rather than just spending time in theclassroom.

Teachers piovide alternative instructional services tostudents who are deficient in any of the competencyareas. Tests in most areas are administered when stu-dents are sophomores or juniors, and students who donot pass one or more of the tests are routed into addi-tional work or special courses in the appropriate ar-eas. Students must retake tests as often as needed un-til minimum required competence is achieved.

assistanceMinimum competency requirements; sample tests; consul-tations.

0 SECTION 4.K-12 Programs

[contact for information%Kloto MlzubaDistrict SuperintendentHawaii 01strIct SchoolsP. 0. Box 41.60Halo, HI 96720808/961-7237

IMM11011MIll

program highlight/


----. Subject area (proeramt goals

Course goals

Unit objectives

Grade le. -I competencies



InstructionModulanzed cumculumInterdisciplinary cumculumExpenential learning


Teacher advisors

Mastery learning

Continuous progress



Computer support

Assessment






Assessment center

Credit by examinationObjective/competency referenced

records



Computer support


Participatory management.4 Management by objectives

AccotIntabilityManagemennnformation system

Computer support



r----Community

Regular reporting of programPerformance

InvolvementSetting goals. object yes.

competencies

Program review




Hawaii District Schools 4.1

situationStatewide program of competency testing for all stu-dents, K-12, including minimum competency requirementsfor high school graduation; begun in 1979, full imple-mentation in 1981.

description

The Hawaii District Schods instituted a statewide com-petency testing program to improve student achievementfollowing a Hawaii State Legislative Auditor's reportin 1973 which cited deficiencies in student achievementlevels.

Demonstrated minimum competence in 15 basic and lifeskills areas is required of all students before highschool graduation. Students are assessed in these com-petencies beginning in the ninth grade with the admini-stration of the Hawaii State Test of Essential Compe-tencies, a paper/pencil test developed for the state byETS.

Alternative testing opportunities to achieve minimumcompetencies are available to students who fail theninth grade test. Students may enroll in the "Coursein Essential Competencies Certification," a highlystructured, semester-long course in which students areexpected to achieve competencies. Students may alsoundergo testing in the "Essential Competencies Certifi-cation C:mter," a special "mobile" testing center withmodules and audio equipment which asks a student to

icomplete tasks that are indicative of competencyattainment. The mobile center visits each high schoolonce a year in the fall.

Statewide Foundation Program Objectives, goals thatgovern all education in the state, are also measured inrequired tests throughout grades K-12 and include hun-dreds of measurable student r rformance objectives.Objectives in basic skills areas ure assessed in grades1 and 2, and the remainder are measured in grades 3, 6,8, 10 and 12. Schools can opt to use supplementarytesting in alternate years.

Current, efforts are aimed at relating instruction moreclosely to performance expectations outlined in theFoundation Program Objectives.

44

contact for informatioeDr. Wilber Hawkins

SuperintendentHicksville Public SchoolsDivision AvenueHicksville, NY 11801516/733-2100

Hicksville Public Schools 4.2

situation

Goal-based curriculum program in reading, lang,,:age arts4, and math; affects all 9,000 students, K-12, in urban

school district; uses mastery learning approach; begunin 1979.eprogram highlights 'N



Course goals

Unit objectives




InstructionModulanzed curriculumInterdisciplinary curriculumExpenential learning

Indivtdualized learning plans

Teacher advisors

Mastery learning

Continuous progress



Computer support

AssessmentCntenon referenced testsApplied performance tests




Msessment center





Computer support




Accountability


Computer support





competencies

Program review



Joint enrollment secondary/ postsecondary

....+1

descriptionThe Hicksville School District developed a comprehen-sive district-wide plan for instruction incorporatingcontinuous progress instruction and elements of Bloom'sTaxonomy of Learning'to reorganize the curriculum, mon-itor student progress and improve instruction in thedistrict.

Individualized programs of study are designed eachquarter for each student, reflecting projections ofstudent achievement. Projections are based on scoreson quarterly achievement tests, on student progress re-cords and on teacher judgment. Criterion referencedtests are administered during the quarter to monitorprogress.

The curriculum has been reorganized, and a master listof course descriptions prepared,' including preciselistings of course content and expectations for studentlearning. Teachers develop student programs of studybased on course descriptions.

Continual curriculum revision takes place through theuse of performance-based levels of objectives derivedfrom Bloom's Taxonomy.

Current efforts center aroundopment and computerizationTeachers report students arethrough course material due to

further curriculum devel-of the entire system.progressing more quicklythe revised curriculum.

assistanceTraining in mastery educational planning;curriculum guides in several subjects.

115

copies of

contract for information Maryland State Departmentof Education/PROJECT BASICDr. Richard M. Petra

Asst. Deputy State Supt.MSDE, PROJECT BASIC200 W. Baltimore StreetBaltimore, MD 21201301/659-2385

e program highlights



Course goals




InstructionModularized curriculumInterdisciplinary curriculumExperiential learningIndividualized learning plans

TeaCher advisors

Mastery learning

Continuous progress

Remedialion procedures


Computer support





Assessment center


Objective/competency referencedrecords 0

Student reports based on objectivesor competencic.

Grading system other than AFComputer support





Computer support





competencies

Program review

Learning sites for students ^*Certifying students competent


situation

4.3

Statewide program, 24 school districts including750,776 students and all teachers, grades K-12; a StateDepartment /local district cooperative plan; readingcomponent in operation four years, all other subjectsnow being implemented; phase-in for handicapped by1985-86.

descriptionThe Maryland State Department of Education's PROJECTBASIC is a competency-based curriculum Jefining theareas of Basic Skills (reading, writing, mathematics),Citizenship, World of Work, Survival and Arts/PhysicalEducation.

All students must meet a total of 233 curriculum objec-tives or competencies in all areas for high schoolgraduation. The objeCtives, identified by 17,000Maryland citizens, may be taught throughout gradesK-12. Each school district has completed a curric-ulum/competency match to ensure that objectives areuniversally included in the approved system curriculum.

Instructional guides were developed by classroomteachers for each objectiVe' and became part of theinstructional activities and materials adopted by eachlocal district. Both developmental and remedialinstruction is provided toward the 233 objectives, asneeded, in grades K-12.

Criterion-referenced tests are used in each area exceptthe Arts/Physical Education. All students are testedin grade 9. Those who pass are certified on the firstadministration of tests; those who do not pass mustreceive appropriate instruction and retake the testyeatly or until tatty pass.' Program performance isreported by the state, the district and at the schoolbuilding level.

The reading component has been in operation fouryears. School by school implementation of the othercurriculum areas continues, and the state is working todevelop assessment tests for the areas of Survival,Citizenship°and the World of Work.

assistanceMaryland's Five-Year Plan; instructional guides; tech-nical'assistance; visitations welcome at state and dis-trict levels.c.


James E. Higgins, Director

Evaluation Assistance CentelISU, 1209 Statesman Towers W.Terre Haute, IN 47809

812/232-6311 (ext. 7209)

program highlights

Goats, Objectives,Competencies


Course goals

Ulu objectives




InstructionModularized cumculumInterdisciplinary cumculumExperiential learningIndividualiz . learning plans

Teacher advis .rs

Mastery learning

Continuous progress

Remediatton procedures


Computer support






Assessment center


Objective/competency

Student

referencedrecords

reports based on objectivesor competencies


Com Ulet SU . port





Computer support





competencies

Program review




Indiana State University/ 4.4Evaluation Assistance Center

situationPart of the Indiana State University School of Educa-tion; provides assistance to nine Indiana public schoolsystems in the development of total school measurementand evaluation programs; programs for teachers 'awl,.

administrators affecting 40,000 students in grades K-12.

descriptionThe Indiana State University Evaluation Assistance Cen-ter was founded in 1979 through a grant from LillyEndowment, Inc. The Center works with Indiana publicschool personnel to define needs in measurement andevaluation of student achievement and to develop waysto meet those needs, particularly ih criterion-referenced measurement of basic skills objectives.

The Center offers assistance in the development ofobjectives to be tested, methods, to measure studentachievement of prescribed objectives, and ways to usemeasurement data to redirect instruction and raise stu-dent achievement levels or to assess overall curriculumstrengths and weaknesses. Services include workshops,conferences, on-site technical assistance and the dis-semination of information through a newsletter andother publications.

assistancePublications mailing list on request; will conductworkshops.and in-service activities.

47

contact for informationDr. Harold Christensen

Director of Secondary CurriculumCapital School District945 Forest StreetDover, DE 19901302/736-5507

, program highlight/


Subject 4rea (program) goals

Course goals

Unit objectives







Teacher advisors

Mastery learning

Continuous progress



Computer support





Assessment center





I Computer support





Computer support





'competencies

Program review



Joint enrollment secondary/post,secondary

Capital School District 4.5

situationGoal-based grade-level promotion affecting all 5,500K-12 students in district in basic skill areas of read-ing, math and language arts; begun in 1976.

description

The Capital School District developed minimum compe-tency guidelines for promotion in grades 1-12 followingthe Delaware State Board of Education mandate in 1976that all students in the state show proficiency min-imum competency tests before receiving high school di-plomas.

Objectives for student achievement have been set forall grades 1-8. Guidelines are advisory in grades2, 3, 5, 6 and 7, and are mandatory in grades 4 and 8.Students may be retained at grade level one time onlybetween grades 1 and 4 and one time only between grades5 and 8.

Remediation takes place in extensive summer school pro-grams to help students prepare for the next grade levelwhen necessary.

Included in the program, called "Goal Directed Educa-tion," is a five-year cycle of curricular revision. Acommittee, comprised of two directors, a ubject -areacoordinator and one teacher per subject er gradelevel, review one subject per year to revise he cur-riculum.

Current efforts are directed toward incorporating mas-tery learriing techniques into the program, beginningwith the ninth grade science curriculum.

48

contact for information Vermont State Department of Education 4.6James G. Lengel, ChiefElementary Curriculum

State Department of EducationMontpelier, VT 05602802/828-3111

program highlight,


Subject area (program ) goals

Course goals

Unit objectives




InstructionModularized curriculumInterdisciplinary cumculumExpenential learning


Teacher advisors

Mastery learning

Continuous progress


'Parent participa a

Computer support






Assessment center





Computer support

Management, Goal based planning\ Participatory management



Computer support





competencies

Program review



SJoint enrollment secondary/post

\ secondary

situation

Statewide competency-based education criteria adoptedin 1976; approximately 100,000 students and 8,000 edu-cators in 402 public schools, grades K-12.

description

The Vermont State Derartment of Education adopted astatewide competency-based education approach as ameans to guarantee that high school graduates masterbasic skills in reading, writing, listening, speakingand mathematics. Curriculum in all schools is based ona comprehensive list of basic competencies. The listcombines "academic" skills and "life" skills, and hasbeen accepted by both educators and the public.Instruction and assessment are designed locally to re-flect the basic competencies.

Assessment of skills is through performance. Most com-petencies cannot be assessed by a multiple-choice test;they require actual performance and professional judg-ment of achievement. Each child must show that he/shecan perform each of the competencies in an actualapplied situation. Nearly every teacher in the stateis involved in assessing these skills.

Schools are required to teach skills throughout the,K-l2 continuum because of a focus on' inst uction. Edu-cators assess each student regularly, keep records foreach individual student and provide instruction asrequired. Many schools have improved their curriculumand instruction programs to facilitate student per-formance of the basic-competenties.

The Vermont State Department of Education continues towork toward improving instruction in the basic skillsat all levels.

assistance

Printed materials including program reports, BasicCompetencies: Guide for Teachers and Administrators,Teacher's Guide to the Basic Competencies in Reasoning;training implementation of basic skill instruction andassessment.

43

'contact for informationDr. Lawrence P. Creedon

SuperintendentQuincy Public Schools50 CoddIngton StreetQuincy, MA 02169

617/786-8700, ext. 766

program highlights



Course goals






Individualized learning plansTeacner advisors

Mastery learning

Continuous progress



Computer support






Assessment center





Computer support





Computer support





competencies

Program review



Joint enrollment secondary/post ,,secondary

Quincy Public Schools

situation

4.7

Goal-based instruction for 12,000 students, K-12; allsubjects, but not in every school at every grade level;begun in 1970.

descriptionThe Quincy Public Schools have developed a systematicapproach to instruction based on overall goals for edu-cation and specific learning objectives in all sub-jects. The program was designed to meet the district'sgoal to develop students into "maximally competent in-dividuals, citizens and workers."

Quincy's student-centered learning system includes pri-oritized learning objectives based on projections of

life skills needed by students after they leave dis-trict schools. Objectives in all subject areas are in-corporated into the general curriculum.

In the classroom management system, teachers designtheir own class activities, drawing from a catalogue ofinstructional activities and materials available to allteachers in the district. Teachers plan for coursework and work closely with individual students to helpin designing individual self-learning environments sothat education will continue outside the classroom.

In the program, emphasis is on learning theory. Pro-fessionals receive kits including materials about beha-viorism, developmentalism and cognitive field theory.They are encouraged to undertake critical analysis ofthis information before adopting one or a combinationof theories for application in their situations.

assistance

Videotape on all aspects of leadership; presentationsfor conferences; some materials; visitors welcome.


4"

Sidney Collision

Delaware State Departmentof public Instruction

P. 0. Box 1402

Dover, DE 19901302/736-4647

program highlight/


Subject area (program ) goals

Course goals

Unit objectives







Teacher advisors

Mastery learning

Continuous progress



Computer support

AssessmentCnterion referenced testsApplied performance tests




Assessment center





Computer support

Management ._

Goal based planning



Accountabilitys Management information system

Computer support





competencies

Program review




Delaware State Department 4.8of Public Instruction

situationStatewide goal-directed education programs and per-formance-based instructions; 92,000 students in gradesK-l2; all subject areas; minimum competencies requiredfor high school graduation; in operation 3 years.

descriptionThe Delaware State Board of Education adopted a state"Plan for Goal-Directed Programs and Performance BasedInstrUction" to improve the effectiveness and image ofpublic education.

A set of program standards is key to the Plan. Thesestandards require schools to set goals and- policies,regularly update written curriculum objectives, providediagnosis and analysis of individual student needs, andestablish written performance criteria for promotion.

A "School Improvement Monitoring Process" provides ameans to check each school's degree of compliance tothe standards and helps schools design their ownimprovement plans. Department of Public Instructionpersonnel make on-site visits to assess school programsand offer assistance in program development.

Instruction for all students includes preparation formeeting minimum performance requirements for highschool graduation in the basic skill areas of reading,,;writing and mathematics. Individual school goals:based on priorities established through a statewideneeds assessment, incorporate these minimum require-ments in instruction throughout all grade levels.School promotion policies reflect student achievementand performance in these skill areas, as well.

Over the past year, main efforts have been concentratedon the development and implementation of individualschool improvement plans.

assistanceCopies of the state plan, basic skills requirements andmonitoring process packets.

\ 51

[contact for information The Gary Community Schools 4.9Dr. Ernest JonesSuperintendentGary Communsty Schools620 E. 10th PlaceGary, IN 46402219/886-6500

program highlight/ 41



Course goals

Unit objectives






Teacher advisors

Mastery learning

Continuous progress



Computer support



Minimum competency testing 1

Demonstrated competence ,

required . -

Assessment center




Grading system other than A-FComputer support



Management by objectivesAccountability


Computer support





competencies

Program review

Learning sites for students :


Joint enrollment secondary/ ,oatsecondary I

situationA K-12 district of 32,000 students in an urban indus-trial area on the edge of Lake Michigan; district-wideprogram of minimum competency testing in operationsince 1974; testing in grades 2, 5, 7 and 10 in read-ing, mathematics, writing and speech to assure minimumcompetency for high school graduation.

descriptionThe Gary Community Schools instituted minimum compe-tency testing for high school graduation to assure thatstudents would acquire basic skills in reading, wri-ting, speaking and mathematics.

"Check-point" testing is administered .n each minimumskill area at three elementary grade levels to identifypupils for additional instruction. Proficiency testscontinue in grades 10 through 12 until a mastery per-formance level is achieved which permits awarding thehigh school diploma.

Remedial programs provide additional instruction forstudents who perform below standards on criterion-referenced tests of minimum competencies.

The district is working toward usage of standardizedtests at every grade level to replace criterion refer-enced check-point tests at grades 2, 5 and 7.

assistance"Program and Procedures for the Attainment of BasicCompetencies in Reading, Written Communication, OralCommunication and Mathematics in the Secondary Schoolsof Gary, Indiana," and other basic competencies materi-als available at nominal cost.

52

contact for information Metropolitan School District ofTracy Dust, Superintendent

Metropolitan School Districtof Martinsville

190 S. Jefferson StreetMartinsville, IN 46151411/342-6641

pogrom highlights


Subjec: areaprogramt goals

Course goals

Unit objectives




InstructionModularized curriculumInterdisciplinary cumculumExperiential learning


Teacher advisors

Mastery learning

Continuous progress



Computer support





Assessment center





Computer support

ManagementGoal based plrnning 1Participatory management


AccountabilityManagement information systemComputer support





competencies . ,

Program review



secondary 4.1..../

Martinsville4.10

situationPrimarily rural district of five townships nearBloomington, Indiana; approximately ,6,000 students innine elementary, two middle and one high schools; dis-trict-wide program, grades K-12.

descriptionThe Metropolitan School District of Martinsville devel-oped its "Organizing for Instruction" program to estab-lish specific goals for instruction, to establishcompetencies for students and to set standards forremediation.

The program includes specific learning objectives forall grade levels in language arts, mathematics, socialstudies and science. Developed by district teachers,objectives are organized in three achievement levelsfor each grade. Level one objectives are minimumcompetencies for average students; level two objectivesare for additional instruction for above average stu-dents; and level three objectives outline individual-ized instruction for accelerated students.

An organizational structure called " ?rocess for Change"delineates a mechanism whereby,,teachers and adminis-trators can review and change instruction to meet spe-cific student needs.

The testing component of the program is used to estab-lish placement and measure achievement of students.Both norm-referenced standardized tests and locally-developed criterion-referenced tests are used.

The district's recent development efforts have concen-trated on criterion-referenced testing and a system forreporting to parents.

assistanceSamples of criterion referenced tests, objectives andreporting system; inservice training at cost.

o 53

contact for informationNDr. William Cox, Assist. Supt.Instructional. ServicesNewport News Public Schools12465 Warwick BoulevardNewport News, VA 23606804/599-8700

e program highlights IN



Course goals stUnit objectives



I Competencies with life role focus

InstructionModulanzed cumculum



Teacher advisors

Mastery learning

Continuous progress



Computer support

Assessmentail, Cntenon referenced tests





Assessment center



Student reports baseJ on objectivesor competencies


Computer support



Management by objectives,

Accountability


Computer support

Data based program evbiluation




competencies

Program review



secondary....1.00

Newport News Public Schools 4.11

situationUrban school district of 34 schools, 26,000 studentsK-12; shipbuilding is the key industry in the area;

goal-based approach in operation since 1976 in elemen-tary and middle schools in reading, math, languagearts, social studies and science and in some requiredand elective subjects in four high schools.

descriptionThe Newport News Public Schools adopted a goal-basedapproach to education to give greater focus to theinstructional program and to achieve greater credi-.

bility with the community by demonstrating objectivelythe improved achievement of students.

The school district has established course goals inmost content areas across the grade levels. Specificlearner objectives are identified in accordance withthese goals: objectives .in math, reading and languagearts are listed by grade level for elementary and mid-dle schools and by course in high schools. Graduationcanpetencies have been infused throughout the curric-ulum at the appropriate places.

Criterion referenced tests (CRT's) and checklists areused to monitor student progress in mastery of theidentified grade level and course objectives. Norm-referenced tests are used to measure school districtprogress toward district goals. Reading, math and lan-guage arts CRT's, which feature an analytic scoringscale for written composition, are computer- scored inmost instances and printouts of student perfo iance arefurnished.

Goal based planning is through a "Planning and Manage-ment System." The school board annually adopts per-formance priorities, based on tentative pribritiesrecommended by the superintendent after input from thecommunity, school personnel and administrators. Indi-vidual schools devise plans to meet these priorities;school plans are then compiled in an "Annual School-Plan Summary." Annually, each school also evaluatesand reports efforts to meet the board's priorities.

Development of curriculum and the corresr4ding moni-toring devices have been emphasized in the past year.There has been progress toward district goals for stu-dent achievement levels in reading and math; and over-all test scores have improved.

cumistcmna?CUrriculum guides, skills continua, course and gradelevel objectives, "Annual School Plan Summary" formatavailable at nominal cost.

contact for information South Carolina State Department 4.12Paul Sandifer, Dir. of Rsrch.South Carolina State

Department of Education1429 Senate StreetColumbia, SC 29201803/758-2251

e program highlights



Course goals



1 Competencies with life role focus

InstructionMyJulanzed curriculumInterdisciplinary curriculumExperiential learning


Teacher advisors

Mastery learning

Continuous progress



Computer support

Assessment

Critenon referenced tests




Demobstrifed competencerequired

Assessment center




Grading system other flan A-F

Con.- -- .,2portManagement

Goat based planning


Management by objec' Ives

AccountabilityManagement 'nformation system

Computer support

Data based progratr(evaluation




competencies

Program review


,_ Certifying students competent


of Education

situationStatewide program of educational objectives and minimumcompetency testing in reading, writing and mathematics;affects approximately 300,000 students, grades K-12;all students except those handicapped students excludedon the basis of IEP's.

descriptionIn response to legislation enacted by the state's Gen-eral Assembly in 1978, the South Carolina State Depart-ment of Education is implementing a statewide program.designed to define educational objectives and prbvideminimum competency testing in reading, writing andmathematics. The last T.ade level will be phased intothe program during 1981-82.

The program includes education:, objectives for gradesK-12 in reading, writing and mathematics. Standards ofachievement and assessment methods have been set fp,:first grade readiness (at the beginning of grade 1),for reading and mathematics (grades 1, 2 and 3), andfor reading, mathematics and writing (grades 6, 8 and11).

Student assessment includes an individually adminis-tered readiness test at the beginning of grade 1 andcriterion-referenced tests ti reading and mathematicsat the end of grades 1, 2, 3, 6, 8 and 11. All stu-dents in grades 6,, 8 and 11 are also given a perform-ance test in writing.

Test results serve as a basis for providing appropriateinstruction for students who score below the minimumstandards. 'Tests results are not used as a basis forpromotion/retention or for awarding'of high schooldiplomas.

assistanceMaterials will be available soon; development assist-ance.

55

contact for informationStacey Bressler

Basic Skills Coordinator

Mass. Department of Education31 St. James Avenue, 5th FloorBoston, MA 02116617/727-7934

e ,program highlight/ 1



Course goals

Unit objectives



Competencies with life pole focus

InstructionI

Modularized curriculum 0

Interdisciplinary curriculum...Experiential learning


Teacher advisors

Mastery learning

Continuous progress



Computer support






Assessment center





Computer support





Computer support




,Community Involvement

Setting goals. objectives,competencies

Program review -Learning sites for students-Certifying students competent


Massachusetts State Departmentof Education

4.13

situationStatewide basic skills improvement program began in1979 for approximately 994,600 students, grades K-12,in reading, writing, mathematics, listening andspeaking.

descriptionThe Massachusetts State Department of Education insti-tuted its "Basic Skills Improvement" program followingthe Board of Education's adoption of policy and regu-lations outlining objectives for basic skills achieve-ment to be obtained before high school graduation inthe state.

The program emphasizes basic pkills improvement in theareas,of reading, writing, mathematics, listening andspeaking. Curriculum reform, staff development andpublic participation are important in the program.Individual school districts assume most of the respon-sibility for program implementation, setting districtstandards for student performance based on objectivesset by the state. School districts are also responsi-ble for assessment of student achievement. High schoolstudents are expected to meet these standards beforegraduation, but graduation is not predicated on &wipe-.tency assessment.

There has been broad community involvement' in thedevelopment and implementation of the program at boththe state and district levels. Many professionalorganizations, including superintendents, principals,PTA's, etc., have provided expertise in the developmentand implementation process.

The Department of Education basic skills staff offersongoing technical assistance to local districts in thedesign and implementation of the program.

Recent efforts have focused on the writing component ofthe program and on school district development of,stan-dards for minimum competency.

assistancePublications including "Basic Skills Improvement Policyand Regulations" and "Teaching Speaking and ListeningSkills in the Elementary Secondary School." Informa-tion about the Commonwealth Inservice Institute alsoavailable.

1

,P

[contact for informalDr. John M. HobenSuperintendentPlymouth-Canton Community S.D.454 South Harvey

Plymouth, MI 48170313/453-0200

4.14

PlymouthCanton Community School District

d situation

e program highlights 1



Course goals

Unit objectives


Graduation competenctes


InstructionModulanzed cumculumInterdisciplinary cumculumExpenentiallearningIndividualized learning plans

Teacher advisors

Mastery learning

Continuous progress



Computer support

Assessment

Criterion referenced tests





Assessment center





Computer support




Accountability

Management Information system

Computer support





competencies

Program review

Learning sites for studentsr

Cenifyin students competentJoint enro!lment secondary/post

secondary

Suburban Detroit school district; 17,000 students ingrades K-12; program implementation began in 1979 usingoutcomes-based curriculum patterned after the Oregonmodel and incorporating mastery learning concepts ofBloom, Block and Hunter; in full operation in all sub-jects grades K-g; complete K-12 program to be opera-tional for all students and teachers within 3 years.

description

A two and one-half year development effort by teachersand administrators led to the adoption of specificgoals for the district, goals for all 12 subject areasin the curriculum, and goals for individual courses.Course goals are specific secuenced learning objectivesin every subject which students must master at eachgrade level. Course goals were prepared for all gradelevels. Implementation is virtually complete district-wide in grades K-8 with grade 9-12 implementation nowin progress.

Inservice activities have been effective in generatingteacher and administrator commitment to the new curric-ulum. Activities are designed to familiarize staffwith the course goals and to train them in theoutcomes-based instructional system. Administratorslearn a "Systematic Process of Instructional Super-vision," emphasizing analysis of instruction, planningof goals to ct.ange methods of instruction, and ways toconduct goal-based instruction. Trained adminis-trators, in turn, lead teacher conferences outlining a"Systematic Teaching and Learning Process" to be usedin the district. The district goal is to train allteachers and administrators in outcomes-based instruc-tion within three years.

An evaluation component for the new curriculum is inplace and is prOducing Board acceptance.

assistance

Course goals; management structure; strategic planningmodel; consultation.

co 7t for information Public Schools of the District of Columbia 4.15Joan W. Brown, Exec. AssistantDist. of Columbia Publ. SchlolsPresidential Building415 - 12th Street, N.W.Washington, DC 20004202/724-4260

program highlight/


Subject area (program, goals

Course goals

Unit objectives




InstructionModularized cumculumInterdisciplinary cumculumExperiential learning


Teacher advisors

Mastery learning

Continuous progress



Computer support






Assessment center




Grading system other than AF

Computer su..ort

'ManagementGoal based planning




Computer support




Community InvolvementSetting goals, objectives,

competencies

Program review



Joint enrollment secondary/ postsecondary

situationUrban district, 97,000 students grades pre-K-12; compe-tency-based curriculum in use four years for all stu-dents in all subjects.

descriptionThe District of Columbia Public Schools developed acompetency-based curriculum (CBC) following Boardaction in 1978. The district is committed to the be-lief that all children can learn and that the CBC willinsure that they do learn.

Staff development efforts over the past five years re-sulted in the training of hundreds of administrators,thousands of teachers and many parents in the tech-nology of CBC and related instructional strategies.

CBC products have been developed, including curriculumguides in the academic disciplines, a scope and se-quence document of objectives for the subject areas andin career education and a guide for meeting the reedsof students in the special education programs.

A 'competency-based assessment effort called the "Stu-dent Progress Plan" is in use in grades 1-3 and is be-ing implemented in grades 4-6 in 1981-82. This planuses the CBC to ensure that students progress throughthe continuum of educational objectives at their indi-vidual rates. Assessment efforts document that indi-viduals achieve competence in important skill areas be-fore they pass to the next grade. Remedial instructionis provided for those who do not demonstrate compe-tence. The plan provides for concentrated attention onthe acquisition of skills in reading and mathethatics.

Developmental efforts in the past year were directedtoward support of the program, with emphasis on the im-plementation of the Student Progress Plan. Reading andmathematics skills checklists and a new elementary re-port card were developed; and 1,500 volunteers were re-cruited and trained to aid in the instructional program.

assistanceProvide staff 'development consultations; copies of cur-riculum guides, scope and sequence documents, clustertests and checklists for grades 1-6 in reading andmathematics; administrator, teacher and parent hand-books on "Implementing a Competency-Based Program."

58 O

]contact for informationGary W. Stamm, Ed.D.SuperintendentLockland City Schools210 N. Cooper AvenueLockland, OH 45215513/563-5000

rprogram highlight/



Course goals

Unit objectives




InstructionModulanzed curriculumInterdisciplinary cumculumExperiential learning


Teacher advisors

Mastery learning

Continuous progress



Computer support




Minimum cc rnpetency testing


Assessment center





Computer support

ManagementGoal based planning-Participatory manage-met

Management by objectives'AccountabilityManagement information system

Computer support




Community Involvement

41Setting goals. objectives.

competencies

Program review



ibJoint enrollment secondary/post

secondary

Lockland City Schools 4.16

situationSmall city district with 800 students grades pre-K-12,outcomes-based education program begins in fall of 1981for all studentss, all grade levels, in language artsand reading.

description-The Lockland City Schools have developed and begun toimplement an outcomes-based curriculum in language artsand reading for all students in grades pre-K through12. This effort is in response to a new Ohio mandatethat locally-developed competency standards be ineffect by September, 1983.

The Board of Education adopted educational goals in1981 for district schools in all subject areas, basedon data collected in a community-wide study. The datainstrument used in the study was the Phi Delta KappaGoals Inventory, with participants including the Boardof Education, parents, administrators, teachers andstudents. Goals were identified in all subject areas,with a separate listing of "integrated program goals"("learn how to be a good citizen," "understand andpractice democratic ideas and ideals," etc.) to beincorporated in instruction.

Desired educational outcomes, performance objectivesand verification procedures were then identified in theareas of reading and language arts for grades pre-Kthrough 12. These are being implemented iR the 1981-82school year. Similar work is under way for math andscience, and is expected-to be complete in June, 1982.Field tests of the Reading/Language Arts Outcome Cur-riculum are now being monitored by building principals.

The Superintendent and building principals have listedjob targets in a goal-based approach to administrationwhich will facilitate implementation of the new curric-ulum. They then prepared administrative action plansto assist in achieving the targeted goals.

/ The School District of Philadelphia 4.17contact for information/Kathy Connor, Supervisor -,

Affective EducationSchool Dist. of PhiladelphiaParkway at 21st Street /Philadelphia, PA 19103/215/299-7776

program hrghlight,

Goals, Objectives,1 CompetenciesSubject area (program) goals

Course goals







Teacher advisors

Mastery learning

Continuous progress



Computer support





Assessment center


Objecoveicompetency referencedrecords

Student reports based on objectivesor competencies 4


Computer support

ManagementGoal oased planning




Computer support





competencies

Program review




situationLarge urban district, 213,000 students grades K-12, 300schools, 12,000 teachers; mastery learning 'program inall major subject areas being used by some teachers inselected classrooms, affecting 10,000 students gradesK-12 for the past three years.

descriptionThe School District of Philadelphia's Office of Affec-tive Education has for three years been working withteachers in the district to improve student achievementthrough the adoption of mastery learning techniques.Teachers have voluntarily adopted mastery learningprinciples in various grade levels in math, reading/composition, social studies and ,science. In somecases, principals have mandated the use of masterylearning in some subject areas.

An ongoing staff development program trains teachers,towrite and teach mastery learning units. A Compre-hensive "Mastery Learning Manual" outlines the prin-ciples of mastery learning lists, the steps in teacherpreparation and implementation of the program and de-fines steps from goal setting through student assess-ment procedures.

A number of models for delivering staff development ,

have been created, and teachers trained in masterylearning techniques train other teachers.

Most widely used in the program is a set of objectivesand tests in math which were developed by the Divisionof Mathematics Education to unify the math curriculum.Materials are correlated with the Philadelphia MathLevels Program, defining 21 levels of achievement forgrades K-12 and sequenced unit objectives within eachlevel. Tests are referenced to unit objectives.

assistance"Mastery Learning Manual;" training sessions fortrainers and supervisors.

GO

)contact for informationSara Murphy, Assoc. DirectorDivision of Ccemun. & Dissem.Arkansas Dept. of EducationCapitol MallLittle Rock, AR 72201501/370-5036

40P program highlight/ 1Goals, Objectives,Competencies


Course goals

Unit objectives

Grade level compettncies






Teacher advisors

Mastery learning

Continuous progress

Remediatien procedures

Paivt participationComPuter support






Assessment center




Grading system other than A-FComputer support




Accountability..


Computer support




mmunity InvolvementSetting goals. objectives.

competenctes

Program review



secondary40

Arkansas State Department of Education 4.18

situationPilot program in five primarily rural school districtsin Arkansas; affects 5,000 students, all subjects,grades K-12; a goal-based educational renewal planningmodel for local districts.

descriptionDeveloped by the Arkansas State Department of Educa-tion, the Educational Renewal Model for Arkansas (ERMA)grew out of the need to match school problems andschool solutions and to build a support system forschool improvement which would allow access to outsideresources. The model outlines ways to provide betterinstruction through a goal-based approach wherein localdistricts define philosophy and goals, assess needs,set priorities and devise evaluation methods.

The ERMA's three-cirble process involves the local dis-trict, a field linke\orc fadilitator and the resource

\\base at the Department of Education. The school dis-trict in the first circle commits to change and sets upa\simple cycle which involves broad representation inthe district on a renewal council.

The linker serves as an advocate, a problem-solver and\a connection with resources outside the district. Thelinker may be based in an educational service center,an intermediate district, a cooperative or at the StateDepartment of Education.

The State. Department of Education serves as theresponse or access system which locates and arrangesfor the use of resources which the linker funnels backinto the districts. These include an informationresource base for computer and manual searches, exem-plary programs, human resources and communicationsskills training.

Material is being prepared for validating the ERMA pro-ject. DistFicts using the process found that commit-ment increased among thosl involved, that communica-tions improved and most problems got solved at lowerlevels, that innovative programs worked better for bothteachers and students when teachers were involved inprogram choices and that staffs increased their use ofresearch and information.

assistance"ERMA" Manual for Adoption; workshops.

°G1

[contact for informationDr. Patti L. Denney

Supervisor, Mastery EducationColumbus Public Schools270 East State StreetColumbus, OH 43215614/225-2704

r program highlights 1Goals, Objectives,Competencies


Course goals

Unit objectives







Teacher advisors

Mastery learning

Continuous progress

Remedtanon procedures


1 Computer support





Assessment center





Computer support

ManagementGoal based pl?nning


Management by objectives. Accountability

Management information system_...

Computer support





competencies

Program review



Joint enrollment secondary/postsecondary 1

Columbus Public Schools 4.19

situationUrban Ohio district, now deVeloping competency edu-cation and mastery testing program for all students,K-12; mathematics program for grades K-4 in operationfor one year; entire program to be operational in 1985.

descriptionDirected by the Board of Education, the Columbus PublicSchools are now developing a competency education andmastery testing program for all students, grades K-12.The first portion of the program began one year ago inmathematics for grades K-4, affecting 9,000 students ingrades 3 and 4.

The foundation of the program is the graded Course ofStudy, a document adopted by the Board containing spe-cific learning expectations for all students in allsubjects at every grade level. The Course of Studyreflects district goals to help each student become anindependent learner, a competent producer, a thoughtfulconsumer, an active citizen and a self-sufficient per-son. The district is now developing specific objec-tives and tests to measure student attainment of objec-tives in reading, writing and mathematics.

Also under development are alternative instructionalstrategies for use with students who have not masteredthe objectives. A resource book for teachers has beenprepared, and an instructional kit is now being devel-oped.

Inservice education is provided to teachers to aid themin teaching toward student mastery of the goals out-lined in the Course of Study. Inservice focuses onalternative ways to teach for student mastery and pro-vides sample test items that can be used to test mas-tery of objectives.

In its first year of development, efforts have beenconcentrated on identifying math skills in grades K-2;developing instructional objectives to measure attain-ment of those skillsI developing test items for eachobjective; constructing a pilot test for third grademathematics and administering, analyzing and4 revisingthe test.

E2

contact for information Adams County School District #12 4.20Dr. George W. Bailey

SuperintendentAdams County School Dist. #1211285 Bighline DriveNorthglenn, CO 80233303/451-1561 I situation

program highlights

Goats, Objectives,Competincies


Course goals







Teacher advisors

Mastery learning

ContinuOus progress



Computer support

Assessment ,Cntenon referenced testsApplied performance tests




Assessment center



Student reports based on objectivesor com-etencies


Computer support




AccountabilityManagement information system A

Computer support 1Data based program evaluation


Regular reporting of programperformance.


competencies

Program review



St


.1

Metropolitan Denver, Colorado, district; 18,600 stu-dents, grades K-12; canpetency -based mastery learningeducation facilitated through systemwide goal-basedplanning and management by objectives approach.

descriptionIn 1973 Adams County School District #12 began a con-tinuing process to reorganize both administration andinstructional curriculum into an integrated goal-basedapproach. This was done to achieve greater accounta-bility in the community and to coordinate instructionalefforts.

The district uses a totally goal-based management byobjectives system. The highest priorities of the dis-trict focus on student achievement,"buf- all aspects ofthe organization's management are encompassed in thesystem. The system includes a planning, budgeting andmonitoring approach which focuses all efforts andresources on the achievement of district goals.

Every curriculum area includes program and learnerobjectives for every grade level and for every course.The curriculum is supported by a canprehensive staffdevelopment program which focuses on job-related skilldevelopment.

Teachers and supervisors are trained to focus on theteaching objectives and to provide feedback and assis-tance for improvement in students. The district ex-pects specific outcomes in the classroom and has deter-mined that the diagnostic-prescriptive approach toinstruction is most effective. Student achievementsare assessed by both locally-developed critE n-referenced tests and by a nationally-recognized )rar-

referenced test, the CTBS.

The district currently operates the total K-12 cur-riculum defined by objectives. During the past year,objectives for all senior high courses have been com-pleted and the district has continued to develop staffteaching and supervisory skills.

assistance."Mastery Learning Staff Development Models and Strate-gies," "The Development of a Management by objectivesSystem," "Education for Excellence: Master PLO forCurriculum and Instruction," other publications; con-sultations.

63


Eugene Markle

Northwest Allen School Corporation13119 Coldwater RoadFort Wayne, IN 46825219/637-3181

program highlight/



Course goals

Unit objectives




InstructionModulanzed cumculumInterdisciplinary cumculumExperiential learning


Teacher advisors

Mastery learning

Continuous progress



Computer support






Assessment center



1...



Computer support




Accountability






competencies

Program review



IrJoint enrollment secondary/post

secondary

Northwest Allen County School 4.21

Corporation

situationYear-old program of goal based instruction in reading,grades 1-6, and mathematics, grades 9-12; serves about200 students in selected classrooms in metropolitan in-dustrial area.

description

The Northwest Allen County School Corporation in 1980began to use a mastery learning approach to instruction .

as a means to improve the district's instructional pro-gram.

A commercially packaged reading program, Exemplary Cen-ter Reading Instruction, is used on a voluntary basisby 10 teachers in reading classes, grades 1-6. In pre-paration, teachers attended a two-week seminar to re-ceive training in mastery learning techniques. Inaddition, two teachers agreed to try the mastery learn-ing approach in high school math classes, patternedafter a program they observed in Denver, Colorado.

Current efforts are focused on planning toward install-ing a mastery learning program in mathematics in theelementary grades. Teachers using the approach reportimproved student attitudes and higher achievement thanin previous years.

assistance

Site visits to observe the program and confer withstaff are welcome.

64

/contact for informationRobert Curtis, Assist. Supt.Division of Instruction

South Bend School Corporation635 S. Main StreetSouth Bend, IN 46601219/234-8141

program highlights



Course goals

Unit objectives






Individualized learning nians

Teacher advisors

Mastery learning

Continuous progress

II Remediation procedures

. Parent participation

Computer support

AssessmentCnterian referenced tests





Assessment center





Computer support





Computer support



Regular reporting of program' performance


competencies

Program review




South Bend School Corporation 4.22

situationUrban district in South Bend, Indiana; 25,000 students,grades K-12; goal-based education in language arts,mathematics, science and physical education; languagearts component in operation two years.

descriptionIn response to the State Board of Education's mandatefor goal-based education, the South Bend School Cor-poration has developed and implemented a goal-based ap-proach delineating program goals, learner objectivesand evaluation instruments for all students at allgrade levels. The Phi'Delta Kappa Model for CurriculumDevelopment was used.

Learner outcomes have been identified in Language Arts,Mathematics and Physical Education for all grade levelsby broad-based teacher committees, with input from allappropriate staff. Students must master "minimum cri-tical skills" at each grade level.

Students are assessed by tests reflecting the minimalcritical skills. Assessment instruments were developedby the Scholastic Teaching Service based on thelocally-identified critical skills.

Diagnostic criterion-referenced tests are administered..at designated grade levels. The senior level critical"skills test is related to graduation requirements: anystudent failing all three minimum competency tests inreading, composition and mathematics will not graduate.

Recent efforts have focused on mathematics' assessmentand the identification of learner outcomes m n science.The district last year developed the capability toscore and analyze criterion-referenced tests on its owndata base. Test results indicate the program is effec-tive.

assistanceGrade level critical skills lists; student profilesheets; graduation requirements; analysis of test re-sults; consultations.

[contact for information Washington School District 4.23Dr. James W. HannaWashington School DistrictElementary Education Park801 E. Wheeling StreetWashington, PA 15301412/228-7200

program highlight/ 1



Course goals

Unit objectives




InstructionModularized cumculumInterdisciplinary cumculumExpenential learning


Teacher advisors

Mastery learning

Continuous progress

Remediatton procedures


Computer support

Assessment4 ,Cntenon referenced tests





Assessment center





Computer support





Computer support





competencies

Ptogram review


Certifying students qompetent

AJoint enrollment secondary/post

secondary11

situationPredominantly urban district in southwestern Pennsyl-vania, high density population area with employment incoal, iron, steel and glass industries; year-old compe-tency based education program in all required subjectsaffecting all teachers and all 2,800 students, K-12.

description

The Washington Board of School Directors in August 1981adopted a policy requiring students K-12 to achievespecific student outcomes or competencies, listed foreach grade level. The long-term goals were to increasecommunity involvement in education, to articulate thecurriculum more clearly, and to state explicit expecta-tions for receipt of a diploma. The action was de-signed to align the curriculum with expectations ofstaff, students and the community.

Applying knowledge to life skills is a key aspect ofthe program, which delineates student outcomes deemedminimal to earn a diploma. In the sequence of out-comes, support (enabling) outcomes are listed leadingto terminal (exit) outcomes. The process of estab-lishing district outcomes was designed to get people tothink and talk about outcomes of education, to estab-lish base requirements, to design criterion-referencedtests to measure outcomes, to reward students forachievement and to plan for review and renewal.

Criteria and instruments have been designed for assess-ing all exit and enabling outcomes. This informationhas been collected in a document which has the poten-tial.to become a district-designed achievement test.

A record-keeping system listing the expectations andproviding a place for teachers' signatures and dateshas been designed. A certificate of completion thatidentifies outcomes achieved is presented to students.

Recent attention has been directed toward refinement ofassessment criteria and instruments. Some evidence hasemerged that students are achieving district-designedoutcomes.

assistancePrinted materials and consulting assistance, accordingto district resources.

C6

contact for informationAl Beeler, principalGlenwood City Middle/Senior High School

Highway 170

Glenwood City, WI 54013715/265-4266

program highlights



Course goals

Unit objectives




InstructionModularized curriculumInterdisciplinary curriculumExpenential learningIndividualized learning plans

Teacher advisors

Mastery learning

Continuous progress



Computer support





Assessment center





Computer support




Accountability .


Conpi ter support!',Data based program evaluation




competencies

Program review



Joint enrollment secondary' postsecondary

le

Glenwood City Middle/ 4.24Senior High School

situationRural district in agricultural area of northwest Wis-consin; 800 students in grades K-12; continuous pro-gress program in all subjects for 500 students, grades6-12; in second year of full operation.

descriptionThe Glenwood City Middle/Senior High School locallydeveloped its continuous progress curriculum at theinstigation of the principal. The program is based onthe theory and concepts developed by the R & D Centerat the University of Wisconsin at Madison. A NorthCentral review for accreditation served as catalyst forteacher review and modification to the new curriculum.

The continuous progress curriculum includes coursegoals and objectives for all academic subjects. ingrades 6-12. Courses are broken down into three- tofive-week units, and students meet specific sequencedobjectives for each unit in each class. Students mustmeet all unit objectives for all courses at each gradelevel before moving to the next. To graduate, studentsmust complete all course and unit objectives specifiedfor grade 12 in the curriculum.

Instruction is individualized and students move throughindividual programs of curriculum materials at theirown rates. Students who complete unit objectives earlyare given supplemental instruction within that unit andWait to move to the next unit with the rest of theclass. Students indicating need receive remedialinstruction. All students are assessed through stan-dardized tests, and parents receive a standard reportcard of student progress.

Recent work has concentrated on the development of asocial studies curriculum for grades 6-9. The districtis also developing its own individual departmentaltests reflecting curriculum objectives which will re-place the standardized te-Sts now used.

CalastCURCA?

Curriculum objectives; consultations/workshr.ps on thedevelopment process.

67

(contact for information Lakewood Public SchoolsDr. Daniel Kalish

Assistant SuperintendentLakewood Public Schools1470 Warren RoadLakewood, OH 44107216/529-4094

e program highlight/ 1



Course goals

Unit objectives---.- Grade level competencies





Individualiz.d learning plans

Teacher advisors

Mastery learning

Continuous progress



Computer support

AssessmentCnterion referenced tests





Assessment center




3rading system other than A-F

(Computer support


Panicipat.ey management



Computer support



Regular reporting of program'performance


competencies

Program review



secondary

4.25

situationCompetency based language arts (grades 1-12) and mathinstruction (grades 1-9) for all 8,000 students insuburban district; begun in 1979.

&scriptionAfter the School Board asked an advisory committee com-posed of students, parents and professionals to studyways to improve and-update the Lakewood curriculum, itbecame apparent that measurable progress along thelines of an objective-based testing model would be apositive change. The intent was to approach the cur-riculum in a more scientific manner, and community sup-port for the streamlining effort was strong.

Sequenced program objectives and testing instrumentswere designed by staff groups and made available to allschools in the district.

Students =re given a minimum competency teat, providedwith remediation if needed, and tested again. Masteryof objectives is not tied to promotion or retention.This takes place three times during the school year inboth language arts and mathematics.

The community is actively involved in the program re-view process. Current efforts are directed toward re-structuring objectives and test instruments and includ-ing writing objectives at the secondary level.

assistanceExamples of objectives and test items; consulting assistance in development.

]Mississippi State Department of 4.26Education I

contact for informationDr. Ralph BrewerMississippi State

Department of EducationP. 0. Box 771Jackson, MS 39205601/354-6969

program highlight/

Goal , Qbjectives,Competencies


Course goals

Unit objectives





Interdisciplinary cumculumExpenermal learning


Teacher advisors

Mastery learning

Continuous progress



Computer support






Assessment center





Computer support



Management by objeciii es

Accountability

Management informatie.) system

Computer support




Community Involvementa--Setting goals. objectives.

competencies

Program review



Joint enrollment secondary /postsecondary

situationState Department of Education now developing unit ob-jectives, mIstery learning approach to be used state-wide for all 500,000 students, grades K-12, in all sub-jects; management information system.

dinariptiOn

When the Mississippi Legislature passed the EducationalAccountability Law in 1975, it required that schoolsbegin to "provide meaningful information to the public"about what they were teaching children. The law re-quired that each school district set instructionalgoals and install an instructional management system.Rather the placing the onus on each student to per-form, the lAaw placed the burden upon the schools toraise student proficiency in all subject areas.

Over the last several years, schools in Mississippihave been setting their own goals. Each school drawsup a list of learner objectives, and because everyteacher is involvedin the process, a feeling of owner-ship helps make the program succeed.

Those drawing up objectives think about their task inrelation to three questions: What do we teach? How dowe teach it? a-: do we evaluate it?

Staff development, mostly in the form of training work-shops, has been central to Mississippi,schools' compli-ance with the law. Even more extensive teacher train-ing is planned for the future. By September 1984, eachschool's learner objectives will be evaluated as partof school accreditation assessment.

California Achievement Test scores have risen each yearfor the last several years, and this rise is creditedat least partly to the evolution of the goal based pro-gram. Current efforts focus on program description andthe development of learner objectives.

O

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contact for informatiO Hopkins Public Schools 4.27Donald B. SensionDirectorHopkins Public Schools1001 State Highway 7Hopkins, MN S5345612/933-9230 1

program highlights


Subject .rea (program) goals

Course goals

Unit objectives




InstructionModularized curriculumInterdisciplinary curriculumExperiential learning


Teacher advisors

Mastery learning

Continuous progress



Computer support






Assessment center

Crean by examination




Computer support





Computer support




Community InvolvementSetting goals, objectives,

competencies

review


IProgram



situationMetropolitan district in suburban Minneapolis; approxi-mately 8,000 students grades K-12; goal-based programin operation 12 years for all students in math, sci-ence, social studies, language arts; computerizedassessment of student achievement levels.

descriptionThe Hopkins Public Schools in 1970 began its program ofgoal-based education with the institution of computer -assisted instruction based on a project developed atStanford University.

The curriculum is objectives-based in most subjectareas. Learning objectives in math, science, socialstudies, English, reading and music have been identi-fied for all grade levels and tests have been devisedto assess student achievement of those objectives.

The district uses a computer-based ComprehensiveAchievement Monitoring System -(CAM) to monitor studentperformance on specified objectives. Students ingrades 2-12 are tested regularll, usually every twoweeks, to determine progress. Tests include core ob-jectives (what students are supposed to know at a givenlevel), enrichment objectives (those objectives not allstudents may know), and curriculum objectives (whatwill be taught). Tests indicate student strengths andweaknesses and provide teachers with information abouthow to tailor instruction for individual students.Tests are processed by the computer, and studentsreceive copies of test results. Teachers receiveprintouts noting both individual test results aild cumu-lative student progress records. The CAM freesteachers from time-consuming recordkeeping.

Use of the CAM is facilitated by a district EvaluationCenter which aids in the development of instructionalmaterials and ways to refine the processing of data.

Student achievement levels and attitudes toward learn-ing have improved. The district has recently imple-mented C..M on an Apple II microcomputer for use at theschool building and/or classroom level.

assistanceWorkshops; computer software, user guides, objectivesand test item packages may be purchased.

SECTION 5.Adult Education Programs

71

[contact for informationJohn Boulaetis, CoordinatorAdult education M.A. Program,University of Rhode Island701 Chafee BuildingKingston, RI 02881401/792-2424

t program highlight/



Course goals

Unit objectives





Interdisciplinary cumculumExperiential learningIndividualized learning plans

Teacher advisors

Mastery learning

Continuous progress



Computer support






Assessment center


Objective /competency referencedrecords



Computer support

ManapmentGoal based planning



Accountability


Computer support




1Community InvolvementSeningtgoals. objectives.

competencies

Proitram review



secondary

University of Rhode Island/ 5.1

Adult Education M.A. Program

situationGraduate program in adult education at the Universityof Rhode Island; 60-75 students; competency-based pro-gram in operation four years.

description

The University of Rhode Island adopted a competency-based approach in its Adult Education Master of ArtsProgram to meet student needs and to reflect facultyinterest in student mastery of material.

The emphasis in the program is on individualizedlearning. Students receive instruction that istailored to individual professional and career needs.

Graduate work in adult education is competency-based.Students are expected to master set levels of compe-tence in defined skill areas while going through theprogram.

Course work emphasizes experiential learning. Studentsare expected to bring life experiences into the class-room where instruction is reality-based for immediateuse by students.

The program's recent emphasis has been in the identifi-cation of learner competencies.

assistanceTechnical assistance in task analysis, competency-basedcurriculum design, assessment and program planning.

72

[contact for informationElaine Shelton, ManagerAPL 3-D Project

University of TexasEducation Annex S-21Austin, TX 78712512/471-4623

program highlight/



Course goals

Unit objectives







Teacher advisors

Mastery learning

Continuous progress



Computer support






Assessment center



Student repons based on objectivesor competencies


Computer support




Accountability


Computer support



Regular reponingorprogramperformance

Community InvolvementSetting goals. objectives..

competencies

Program review




Adult Performance Level Project/ 5.2University of Texas at Austin

situationCompetency-based instructional systems for adult edu-cation; two'forms, one leading to high school diploma;result of research and development funded since 1971 -by

the U. S. Office of Education; project is part of theCollege of Education of the University of Texas atAustin.

descriptionThe APL Curriculum and the APL High School Diploma Pro-gram were developed as competency-based alternatives toadult education. Both programs include methods toassess student needs, and instructional activitiesbased on specific competency objectives identified byAPL research. Each can be a separate program or can beintegrated into already-established subject areaswithin other programs.

In both systems, curriculum competencies are defined inthe eight APL skill areas of reading, writing, speak-ing, listening, viewing, computation, problem-solvingand interpersonal relations as they-are applied to thefive APL content areas of Consumer Economics, Occu-pational Knowledge, Health, Community Resources andGovernment and Law. Students are assessed and placedin the APL Curriculum in whichever areas they havedemonstrated a weakness.

Students learn through life skills activities, seriesof tasks based on the APL objectives and covering allAPL contc it and skill areas. Each task calls for thelogical use of multiple skills in the same manner thatsolving a real-life problem does.

Using the APL Curriculum, the APL High School: DiplomaProgram leads students to a regular diploma from alocal high school. To receive the diploma, studentsmay choose individualized competency assessment in oneof three areas: Occupational/Vocational (possessing amarketable job skill); Postsecondary Education (abilityto be accepted by a college or voCational,school); orHome Management/Maintenance (demonstrating skills asjudged by a professional in the field).

The APIA, Project is now working to disseminate the pro-gram nationwide.

assistanceBrochures are available; materials may be purchased;will provide training and technical assistance towardprogram implementation;

]contact for informationLillian Cady, DirectorProfessional EducationOffice of Supt. of Public Inst.7510 ArmstrongTumwater, WA 98504206/753-1031

r----- h. Hight \program highlights



Course goals

Unit objectives




InstructionModularized cumculumInterdisciplinary cumculumExpenental learning


Teacher advisors

Mastery learning

Continuous progress



Computer support





Assessment center





Computer support





Computer support





competencies

Program review



Joint enrollment secondary/post .secondary

Washington State/Office of the

Superintendent of Public Instruction5.3

situationStatewide program establishing standards for prepara-tion and certification of all certificated personnel;competency-oriented program affects all persons seeking 'certification as teachers, administrators or educationspecialists; in operation since 1968.

description

Washington State initiated competency -based teachereducs'-don 13'years ago because of the belief that an"outcome-oriented" approach would increase the proba-bility of competent certificated personnel. The train-ing program addresses pre-identified outcanes or compe-tencies.

Preparation programs for certificated personnel aredeveloped by a consortium of agencies: a college/university, a school district and a local 'collectivebargaining unit or the relevant specialized association(for example, the Washington School Counselor Associ-ation if the program is in counselor education).

The State Board of Education has identified four compo-nents to be included in professional training pro-grams: Academic (specified credit hours and/or de-grees); Experiential (specified field experiences: ob-servations, student teaching, etc.); Generic Standards(general and role-specific generic areas of knowledgeidentified by the State Board); and the Program (aplanned sequence of study in a State-Board-approvedprogram).

Twa levels of certification must be completed. Thefirst certificate or initial level follows completionof requirements prior to practice (for teachers this isa baccalaureate degree and the approved teacher educa-tion program). The first certificate is valid for nomore than seven years. A continuing certificate mustbe earned by completing 45 quarter hours of upper divi-sion and graduate work subsequent to the first year ofpractice and by completing three years of satisfactoryexperience in the specific role. The continuing certi-ficate is valid on a continuing basis unless the indi-vidual leaves service for more than seven years.

The development of training programs that comply withthe latest standards adopted by the State Board in May1978 has been emphasized in the past few years.

wisistanceConsultations, materials.

74

contact for info/motionDeborah Gunn

Clearinghouse on Adult Educ.Development 4 Dissem. BranchU.S. Department of Education

Washington, DC 20202202/245-9751

program highlight/



Course goals

Unit objectives




InstructionModulanzed cumculumInterdisciplinary curriculum

Expenential learning


Teacher advisors

Mastery learning

Continuous progress



Computer support

Assessment






Assessment center



Student reporti based on objectivesor competencies


Computer support





Computer support





competencies

Program review


Cenifyini students competent

secondary14.1

Joint enrollment se4ondarrpost

Clearinghouse on Adult Education/ 5.4U.S. Department of Education

situationNational information resource and referral center onadult education; part of the Development and Dissemi-nation Branch, Office of Vocational and Adult Educa-tion, U.S. Department of Education.

descriptionThe Clearinghouse on Adult Education is a new componentof the U. S. Department of Education Office of Voca-tional Adult Education, a national agency offeringfederal assistance to state and local adult educationprograms. The Office has been involved in competency-based adult education since 1974.

The Clearinghouse provides referral services, puttingpeople in touch with other organizations, informationsystems, programs and individuals using competency-based approaches to adult education.

Information collection and dissemination are includedin the Clearinghouse activities. Materials are selec-ted and reproduced for mailing to those working inadult education; and information on available resourcesis distributed via catalogs, resource guides and direc-tories.

Staff members will provide personal assistance viatelephone, conferences, program visitations and occa-sional papers.

contact for information\------------Dr. Jeff Lee

Associate ProfessorEducation DepartmentFrancis Marion CollegeFlorence, SC 29501803/669-4121

program highlight/



Course goals






Teacher advisors

Mastery learning

Continuous progress



Computer support






Assessment center

Credit by examinationObjective/competency referenced

records



Computer support





Computer support





competencies

Program review




Francis Marion College 5.5

situationLocated in rural South Carolina region that includes 14school districts; colle'e- sponsored program to traineducators in mastery learning techniques for use inbasic skills areas; under development two years.

descriptionFrancis Marion College two years ago began developing aprogram to train educators in mastery learning tech-niques and provide them with ways to increase studentachievement in local schools. The program has beendeveloped primarily for secondary education personnelin the subject areas of science, math, English andsocial studies.

The program will train principals to train teachers,based on initial training programs with high schooldepartment heads in the four subject areas.

Program content centers around concepts of masterylearning, particularly those pertaining to effectivelydealing with basic skills deficiencies. Principalswill learn to use materials that are developmental andsequential and to use those materials to train staffmembers. Principals will be trained in the same mannerin which they train staff members.

The training program itself will consist of sequencedmastery units that can be used to train teachers at alllevels.

assistanceUpon program completion, d' to middle, junior and highschool teachers in preparing materials in the four sub-ject areas and aid to administrators in implementationof goal-based programs.

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