Describes a California high school program called Students Exploring, Analyzing, Researching, Caring, and Hoping (SEARCH) that uses teacher-counselors and an individual curriculum. (JM)

The article describes four schools that use a continuous progress or nongraded approach to pace gifted elementary students. Article inserts present information on the Richardson Study (a national study of gifted education) and guidelines for developing continuous progress and nongraded models. (SW)

The best reporting procedure for any school or school district can be determined only after careful study of the needs and philosophy of the educational program. Whatever the choice of evaluation process, it should be focused on the individual rather than on a group, be skill- or criterion-based, be adaptable on a multi-grade-level range, be…

The article describes the design and implementation of instruction in business subjects based on task analysis, individual progress, behavioral objectives, and criterion-referenced tests. Project background, basic student deficiencies, and project evaluation are reported. Success in making specific objectives more accessible to students and…

The authors give practical answers to some common questions asked about non-graded programs and individualized learning. (Editor)

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…

This practicum report concerns the elementary mathematics management program initiated by the Coffee County, Georgia, School System which provides for diagnostic and prescriptive learning through the use of a continuous progress plan. Learning objectives' checklists (guides) were constructed for levels Readiness through 6c. Tests were constructed…

Describes a program of individualized instruction and student-made schedules and how that program brought the life back to a Catholic high school for girls. (RK)

Renne (Oregon) Intermediate School offers an innovative program of personalized instruction to students in grades 6-8. Teachers work closely with individual students, following a continuous progress curriculum which allows cross-grade-level placement in the core areas of math, reading, and language arts. Based on cooperative district planning, the…

This study reports the results of a year long investigation conducted by the Research and Development Center of Roosevelt University, College of Education. The study was designed as an inquiry into the first year of a school system's attempt to implement a program of continuous progress for inner-city elementary school students in the city of…

Continuous progress education (CP) provides for the individualization of all significant aspects of learning, including materials, content, objectives, methods, pacing, and student-teacher relationships. It is based on the proposition that no general prescriptions are equally appropriate for all students. A brief description of Hood River Valley…

Computer technology has been used since 1972 in the Madison, Wisconsin, public schools to control the flow of information required to support individualized instruction. Madison's computer-managed instruction system, MICA (Managed Instruction with Computer Assistance), operates interactively within individualized instruction programs to provide…

This guide was developed to acquaint teachers with the Continuous Progress Program, which is designed to recognize the individual differences of students in a nongraded curricular system and to make available to teachers a comprehensive set of guidelines for implementation. The guide establishes the parameters within which the operation of an…

A description is provided of the work accomplished in the course of a Title III funded project at the Pueblo Elementary School in Scottsdale, Arizona. Part I of the report describes the function of the instructional materials center in a school with an open-class learning center design. Part II deals with the coding system created to retrieve…