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…

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…

Guidelines are intended to assist elementary school principals in adopting a nongraded or continuous progress plan. Guidelines are presented specifically for (1) committing the faculty and staff of the school to the plan, (2) grouping students, (3) working with parents, and (4) organizing the plan. A bibliography, sample letters to parents,…

The curriculum guide for secondary level, career-oriented General Mathematics Part 2, correlates performance objectives in basic mathematics with career-oriented concepts and activities. The material is designed to lead the student in a systematic development that provides for continuous progress. The guide is in outline format, providing a…

During the winter semester of 1970 a seminar was conducted for doctoral students in social studies education as a practicum in curriculum development to meet some of the special needs of the small high school, specifically the production of social science independent study packages. The packages produced were one-half Carnegie unit equivalent…

The fifth of seven modules on team teaching, this document deals with its use in a nongraded school organization. The major objectives are to develop an awareness of the differentiating characteristics of graded and nongraded school organization, the opportunities provided to individual children by a nongraded program, the way in which a nongraded…

This paper presents findings from a study of the social and economic effects of adopting individually prescribed instruction programs by elementary and secondary schools in Florida. Study procedures involved: (1) Visitation of schools, rural and urban, where IPI had been adopted experimentally, and discussion of the system with specialists in IPI;…

The practicum is the creation of a course orientation module for a new introductory English design. The module explains the course topics, the requirements, and the learning settings. Requirements call for specific skill levels in reading, writing, and discussion. Students will be learning in conference, in the community, in small groups, and in…

In today's education, change is taking place with such speed and with such great impact that educators are constantly striving to identify and locate materials, research, and information appropriate to the many innovative programs in public and professional education. This comprehensive listing of 4,000 sources of information on differentiated…

Examines pupil test data to identify map and globe skill categories in which sixth graders are deficient; determines the grade levels and the extent to which these skills are introduced and maintained in selected elementary social studies textbooks; and estimates whether the deficiencies would be prevented if teachers follow one series through six…

An individualized program begun in the West Bend public schools in 1968 is evaluated in terms of completions and achievement. It appears that it is feasible to establish a continuous-progress, nongraded foreign language program within a traditional junior or senior high school without adversely affecting language achievement. (KM)

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)

Comparative research on the overall graded-nongraded distinction in organization coupled with specific investigations of nonpromotion within the graded model has yielded some preliminary answers concerning the effectiveness of strategies of dealing with the slow-progress problem. Some of the major unresolved problems are highlighted in the summary…

This paper presents findings of the longitudinal School Success Study (SSS), which is being conducted to determine the academic and social effects of nongraded (multiage, continuous progress) programs on Tennessee elementary school students. Covering the years 1993-99, the research seeks to identify successful school practices in both nongraded…

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…