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DOCURENT RESUME
ED 090 986 88 IR 000 597
Field Manual for Administration of the Individualized
Instruction Scale. February 1974 Revision.
INSTITUTION Project Individualized Instruction, Patchogue,
Ma es
SPONS AGHNCY Bure:.u of Elementary and Secondary Edvcation
(DHF A/OE), Washington, D.C.
PUS DATS Feb 74
Op.
MF-$0.75 HC-$1.50 PLUS POSTAGE
*Educational Programs; Elementary Gradés; *Individual
Instruction; *Individualized Instruction;
*Individualized Programs; Manuals; *Program
Eveluation; Secondary Grades
PENTIFIERS Flementary Secondary Education Act Title III; ESEA
Title III; *Project Individualized Instruction
ABSTRACT
A scale is provided for assessing the degree to which
a par-icular program is individualized, accompanied by instructicns
for administering the irstrument and scoring the results. The scale
consists of 7° items divided inte three major sections: observation
of students, studert interviews, and a teacher self-inventory. Taken
together, the items reflect the extent to which instructional
practices have been adapted to the needs of individual learners by
providing: (1) a diversity of goals and objectives, (2) a range of
alternative methods for rea hing objectives, and (3) monitoring
procedures whicn provide information about the individual's current
status and his progress toward goals. Each item is scored on a scale
1 - 7 and a total program score is derived by summing the individual
item scores and converting the total raw score to a percentage of the
maximum possible score. ‘PB)
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US DEPARTMENT OF HE ALTH
EDUCATION & WELFARE
NATIONAL INSTITUTE OF
EDUCATION
February 1974 Revision
INSTRUCTION
as we CPREPARED BY PROJECT INDIVID
arias { AN ESEA TITLE 111] PROJECT
Preject Ing: vidva) 2ed
Instruct ton : Tele :
an ae PxdelzAGe tena SPONSORED BY THE FOUR LONG ISLAND
AN i"
INO i\ i.
rhs
UAL
moni toring
Procec ure
mation
veCcision Making w
avout
Current
CONtidence.,
} ey
now it
Gurine
o?
row of numbc
ropriately
Sram you are evaluat-
neking your response,
an excellent description
i would indicate that the ite.1 does not describe the
or to such a sm: deg-ee as e negligible,
would indicate various points between the
2Hnjes
-ts1S De
For each item, circle the most appropriate number,
Examples of rating:
a. Item 1 on the Observation Scale is "4 he time of observation, the
are working on different tasks.' If v feel that only some of the students
e working different tasks, with t wWajority doine the same thing, th
response is " and y: J Lxrcge .*: the ft of Item 1. However, if,
you observe in the room you ve 2d tha about every student is working
a different task, your response would be and you will circle that number to the
left of that item.
b. For some items, the response may seem to be limited to "yes" or "no",
“ ey ! = "4 o m ° c } ! it "
for example Item io. Any “no" response is a rating of "1", However, a 'yes'' response
has a different value to the degre2 that behavior appcars to be in evidence,
¢. Some items may not be immediately answerab it the user is urged to
make every effort to "dig it cat,"
All items must be scored; nothing should be left blank. Only if an item,
intense search, cannot be rated, then may it be left blank.
Instructions’
that perioc,
o how yc she teacher, would
{-
han observ
to complete this section.
your program and will
questioning. However,
your students would give to a
jo you think your stucents
day's activi planned?"
hings to do when your work is
cicting actual student responses,
tside evaluator's rating.
avaiiable only from
you did for the previous
ean
It you
ont. for you.
Kesponse
i
the General]
the totals for the three pages and enter in box "A".
moutations to obtain a "Corrected Raw Score" (C)
Se
(ITEM SUMS) (CORRECTED
SCORE)
6
\LE POTENTIAL)
6) Te vubtain the PROGRAM , divide Corrected Raw Score (C) by the Scale
Potential (D), round te » decimal aces, then multiply by 190. Enter below and
in the appropriate <
SES TL
PROGRAM SCORE
ir work under surveillance.
cent behavior (daydrer aing. poofing-
room.
srry
teacher
levels of difficulty are available,
equipment (hardware) i he classroom (e.g.
A.V. or any
’
ized equipment) appropriate to 1@ subject.
la Organizati i xible (e.g., grouping, scheduling).
Informal student groups a1 obs ed,
Students begin activities witho being told to do so by the teacher.
Students interact with adults other than the teacher.
Different instructional stratepie: (e.g., reading, discussion, writing,
etc.) are in use simultaneously.
Students cooperate wit her in non-academic activities.
to working with ‘adividuals
nan seven stude
Field Draft 2/74 1.1. Scale (Student In erview)
, ‘ . : F ,
oom Liurnitt ana €
to the s
paluacted,
raluated (e.g., by
-d to one student at a time,
to each student
maintain, or have acce:
Students can give an account f \ plan arn.
Objectives xplained to each
Stud
context
Page Total
Field Draft 2/74 l ‘tudent Interview)
ctional
ents to
rs other
Students cé > iow fa Ive need toward achieving
Studen car > f
C LS
their obj
Written objectives form the major basi selection of
instructional activiti
Differer mbjectives > jdentified for individual students.
Objectives for each s udent are revievwe ar “e -d regularly.
ance of achieving articul goa iffers for each student.
Ss move through programs (i.e., reading or meth) at different rates.
Objectives are b aviorsally stated.
Students are involved in the development of objectives.
Students may choose alternative way: satisfying the academic
teacher-made materials, devices, etc. in the room.
Field Draft 2/74 I.1. Scale (Teacher Response)