Uses the form of a dialogue to point out the nature of continous progress plans and to argue that there is logic in both the progressive and traditional approaches to education. (IRT)

The publication "Bootstraps, Part III" serves as a starter for working committees which are formulating a language arts curriculum (kindergarten through grade 12); it allows for additions and changes appropriate for individual schools, contains identifiable strands (such as "speaking") extending through the 13 grade levels, and gives long-range…

Reports on a variety of assessment and professional in-service programs being implemented at six K-12 schools in the states of Oklahoma, North Dakota, Wisconsin, Nebraska and Arizona. Describes key program features as well as the processes of program development. (JDI)

Since 1996, 125 Ohio principals have attended the Summit (Ohio) Principal Academy. Participants agree on the urgent need for change, work on personal beliefs and missions, focus on student work tasks, learn inter- and intra-district collaboration, and empower teachers to make decisions. Leadership academies supplement this process. (MLH)

Summarizes an analysis of the outcomes endorsement improvement cycles of 120 schools. Provides results in standard scores on goal types as well as goal selection and testing patterns. Asserts that the outcomes endorsement process is improving student achievement. Includes seven data tables. (JDI)

Describes the implementation of the Missouri School Improvement Process in the Springfield School District in Missouri. Suggests that supplementing the outside-school-district evaluators with in-school-district auxiliary evaluators greatly contributed to the success of the outcomes process in Springfield. (JDI)

A pilot project in 20 Oklahoma public schools during the 1980-81 school year indicated that algebra can be mastered by students of average ability if the material is presented in increments and sufficient time is allotted for understanding to occur. (Author/WD)

This booklet contains an overview and a sample of some of the curricular materials developed in Jefferson County's Systematic Teaching and Measuring Mathematics (STAMM) program. It provides continuous progress in mathematics, K-12, using management by objectives. Well-defined processes for diagnosis, instructional activities, and assessment are…

Instruction in flexible groups at the Center School accommodates variability in student achievement and aptitude, increases time targeted to specific needs, addresses fairly large groups, reduces the problems of individualized instructional systems, and offers curricular units sequenced according to a hierarchy of skills and concepts, with…

Discusses what the multiage classroom environment is and what the curriculum and inquiry schedule look like. Describes one school's integrated curriculum, constructivist process, and use of language arts as a tool. Describes scheduling days that tend to consist of literacy workshop, centers, math workshop, and hands-on project time. Discusses…

Examination of the literature reveals that all reviews of research comparing grade retention policies with social promotion policies favor social promotion. Grade retention fails to ensure greater achievement, either by retained students or their classmates, and frequently leads to long-term damage in the areas of personal and social adjustment.…

This information sheet, based on "Flexible Pacing for Able Learners" by Neil Daniel and June Cox, defines flexible pacing as any program in which students are taught material that is appropriately challenging for their ability and allows them to move forward in the curriculum as they master content and skill. The document outlines…

This guide was developed to help students achieve the goal of the English language arts program of Kanawha County (West Virginia) schools--proficiency in language--through a continuous curriculum focusing on the skills of listening, speaking, reading, handwriting, spelling, observation, and composition. At the elementary level, the program begins…

The focus of this manual is on the step-by-step development and implementation of a continuous-progress reading program--a system that permits instruction at each student's diagnosed level of ability. Analysis of program development includes advice on choosing a committee, writing the program, and presenting the program to others. The implications…