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A large scale evaluation of the Montgomery County, Maryland, Public Schools in-service training program for teachers was conducted in 1981. Approximately 1300 teachers were surveyed and over 30 school principals were interviewed. Overall, the data show considerable interest in continued training among teachers of all ages and experience levels. Ninety-seven percent of the sample said that additional training would be beneficial in one or more areas and 95 percent expressed an active interest in receiving training in the next two years. Interviews with the principals revealed some interesting similarities and differences in teachers' and principals' assessments of potentially beneficial areas of training. Generally, the respondents felt that the school district courses were useful, although a number of suggestions for improvement were offered. The data show that approximately 59 percent of all teachers responding attended at least one in-service training course during the last three years and 63 percent indicated that they expected to take courses in the next three years. The study shows that despite the fact that the teaching force is becoming increasingly older and more experienced, a substantial demand for continued in-service training exists. (BW)

The Montgomery County Public Schools Computer Assisted Instruction (CAI) Program began in 1968, was federally funded for its first three years, and since 1971 its activities have been supported through local funds and an outside grant covering the lease of the computer for the project. During the last three years validated CAI materials developed during the first phase of the project were placed in classrooms, and evaluation studies were undertaken. Although small instructional packages were developed during this period, most of the emphasis was on implementation of more than 40 modular instructional packages. CAI capabilities were extended to a junior high school and to a first grade classroom at one elementary school. The instructional objectives and CAI applications for each grade level and subject area are described in this report, as are the evaluation findings and suggestions for further research and development. Some comments on possible future directions for CAI in public schools are also included. (DGC)

Three outside consultants were asked to evaluate the validity of current special education placement procedures and policies in the Montgomery County, Maryland Public Schools (MCPS) to determine their effect on minority students. Procedures for obtaining information included mailing questionnaires to 396 families and observing in-service staffing conferences and area screening committee meetings. Major findings were that there was no evidence of racial or socio-economic class discrimination in MCPS written policy and placement procedures or in the MCPS 5-year Plan for Special Educational Services; that staff members needed to develop greater sensitivity to minority issues during the initial screening and classification process; that improvement was needed in the quality of placement conference data; that testing policies and the use of test results needed to be clarified; that the majority of parents surveyed were satisfied with the placement procedures and their children's program; and that MCPS personnel had a low tolerance for students who exhibited behavior or background different from established community norms. Evidence supported recommendations in 11 areas: communication, school-by-school needs assessment, pre-referral procedures, identification and classification procedures, staff development, testing and policy procedures, school medical advisors (SMA), parent concerns, programs, human relations, and public relations; and included that there be a review and classification of the role of SMAs in the placement process. (Provided are appendixes such as the MCPS questionnaire.) (SB)

The final report reviews a public service administration internship program for 33 gifted and talented Montgomery County (Maryland) high school juniors and seniors. Learner and process objectives, minor changes, and the dissemination plan are presented for the program which utilizes the internship model developed by Executive High School Internships of America. A third-party evaluation of the program is provided with information on data collection, analysis procedures, findings, and interpretations. Cited among the findings are overall student satisfaction with the program (which required that they were not in school during the semester in which they were interns); overall sponsor satisfaction with the program, especially in the area of demonstrating good work habits; and general lack of communication on the part of both sponsors and interns in the area of sponsor-intern meetings. Among the 26 attachments included are a seminar and project check list, a work habits profile, an end-of-term inventory, a weekly time sheet, and a log analysis profile. (PHR)

A study was conducted to determine the effects on school employees in Rockville, Maryland, of a black experience and culture in-service training program. The study gathered data on school employees before and after enrollment in the course in order to measure gains in knowledge, attitudes, and behavior. Tables show program participants' change in several areas: (1) racial attitudes; (2) knowledge of black history and culture; (3) characterization of black students; (4) general behavior; and (5) classroom practices. The study revealed that the training program provided at least short term benefits for school employees, especially in the areas of knowledge of black history and culture, general behavior, and classroom practice. No significant increase was demonstrated in racial attitudes and characterization of black students. Appendices to the report include: (1) an analysis and sample of the survey instrument; (2) background characteristics of the program participants; (3) their reasons for enrolling in the course; and (4) statistical results. (Author/APM)

A study was conducted to determine the effects on school employees in Rockville, Maryland, of an in-service training program studying ethnic groups in America. The study gathered data on school employees before and after enrollment in the course in order to measure changes in knowledge of ethnic groups, racial attitudes, classroom practices, and relationships with minority students. The study found that the in-service program provided short-term benefits for school employees in the area of knowledge of racial and ethnic groups in American society. In addition, participants reported profiting from the course in the areas of understanding and interacting with minority students. However, no gains were demonstrated in areas such as racial attitudes, general racial behaviors, or classroom behaviors for teachers. A discussion of the methodology of the study and a sample of the survey instrument are included in the report. (Author/APM)

This report presents findings from the first year of a pilot program permitting kindergarten age students to enter school at the first grade level (K-1 program for 5-year-olds). The purposes of the study were: (1) to compare the academic and social behavior of the early admissions (EA) students with that of the regular first graders; (2) to examine the validity of screening measures; and (3) to determine the satisfaction of parents, teachers, and principals with the services offered. It was found that the performance of EA students compared favorably with that of first grade students and that parents, teachers, and principals had a positive attitude towards the program. However, they tended to look on the program as an all day kindergarten rather than a first grade alternative and few students were promoted or accepted promotion to the second grade. In addition, it was not possible to identify with confidence screening measures predictive of success in the K-1 program. The pilot program is currently in its second year of operation. (Author/MP)

The purpose of the Minority/Majority Experiences Study was to secure baseline data on the status of the Montgomery County Public Schools (MCPS) as regards issues of educational equity. The present report examines services for the gifted and talented and advanced placement students. The study found that gifted and talented programs are available in about half the MCPS schools. The majority of the programs are less than two hours per week in duration and are limited in grade coverage. Raising serious questions regarding the sufficiency and equitability of program offerings. Analysis of participation data shows that blacks and Hispanics are severely underrepresented relative to whites and Asians in gifted and talented programs. The problem is especially noticeable for blacks. In addition, analyses suggest that the multicriterion selection procedure, intended to supplement selection based on test score performance, was not uniformily benefitting all groups of students. Participation data on advanced placement courses generally are consistent with that found for the gifted and talented program. Black and Hispanic students are underrepresented relative to whites and Asians. At all levels of the school system, therefore, the data show differential access to services as a function of racial group. (Author/BW)

The Division of Maintenance of the Montgomery County (MD) Public Schools (MCPS) is responsible for the maintenance and repair of all buildings, equipment, grounds, and facilities. School Plant Operations is not an administrative unit, but a function which includes the operation of plant equipment and custodial and housekeeping services. After an introduction, Part II of the report describes the evaluation of the Division of Maintenance, focusing on costs and budget; decentralization; supplies and equipment; staffing; management, supervision and control; planning and scheduling; delivery of services; and staff stability and training. Part III describes the evaluation of School Plant Operations, focusing on costs and budget; operations staffing; management, supervision and control; planning and scheduling; delivery of custodial services; supplies and equipment; and staff stability and training. A separate section is devoted to Energy Management, focusing on the MCPS energy program, energy auditing, computer control, and the use of natural gas. The final sections provide an overview of Central Management, and a discussion of alternatives for the delivery of service. (Author/BW)

The objective of the magnet schools concept is to create quality educational programs with distinctive features which can attract or retain pupils of various ethnic types, and thereby contribute to racial balance in the schools. Magnet schools are intended to promote desegregation by permitting parents to make voluntary choices among schools, rather than through bussing or other student assignment plans. The present study sought to trace the workings of the magnet schools concept in the Montgomery County Public Schools (MCPS) from its design in the planning stages, through the implementation of quality educational programs, to the response of parents to the program, and finally to how this complete system influences desegregation within the seven elementary schools of the Takoma Park Cluster. Thus, the report contains the following sections: (1) Design of the Magnet Cluster; (2) Description of the Magnet School Program; (3) Program Comparisons with Nonmagnet Schools; (4) Parents' Knowledge of and Response to the Program; (5) Pupil Achievement; and (6) Desegregation Effects. Findings showed that the educational features prescribed for each of the magnet schools are functioning, and the magnet school programs appear to have higher levels of several educational quality factors. (Author/GK)

In 1978, the Montgomery County (Maryland) public schools initiated an early admission (EA) pilot program that allowed 5-year olds to enter first grade. Two approaches were utilized: Under Plan I, a small number of 5-year olds entered regular grade 1 classes; under Plan II entire classes of 5-year olds attended school the full day, with the intention that they would cover both kindergarten and first grade curricula by year's end. Initial evaluation showed that only a small percentage of participating students in either group actually went on to be placed in grade 2. Further evaluation collected follow-up information on program graduates in first, second, or third grades. Most of the 21 children placed in grade 2 after the EA program experienced success. The remaining (approximately 280) children who were placed in grade 1 rated significantly higher than their non-EA classmates in both academic and social development. Difficulties were encountered in predicting achievement on the basis of standardized tests and teachers' ratings. These findings indicate that very few 5-year olds are ready for first grade, but that many children could benefit from a more enriched program than kindergarten presently provides. The evaluation also indicates the need for multiple criteria for identifying children ready for early placement. (Author/GC)

This report presents both formative and summative data regarding the implementation and effectiveness of the Basic Skills Program carried out in the Montgomery County, Maryland, public schools in 1981. The program provides intensive remedial instruction in the basic skills areas of reading, writing, and mathematics to elementary (through grade 8) students who scored very low on standardized achievement tests. The report begins by providing background information, briefly describing the evaluation design and methodology, and outlining pupil characteristics (grade, level, race, sex, and achievement test scores). The following section deals with program organization and implementation, detailing instructional strategies, teacher expectations, pupil behavior, course objectives, content, materials, and planning. The final section of the report discusses parent perceptions of pupils' basic skills needs and program benefits. Appended are pupil descriptive data by summer school center and a 1981 Basic Skills Program calendar and workshop description. (WAM)

The Management, Operations, Review, and Evaluation project staff prepared a report on the Division of Transportation of the Montgomery County Public Schools at Rockville, Maryland. The 25 chapter report is divided into four parts: (1) The Division's mission, organization, resources, and success; (2) pupil transportation; (3) automotive services; and (4) auditor's report on the inventory system. It includes an executive summary, as well as the study methodology (Appendix A) and an independent routing study (Appendix B). (PN)

This design for the second year of a study of elementary school reading instruction conducted by the Montgomery County (Maryland) Public Schools' Department of Educational Accountability is based on knowledge gained from the first year of the study which examined not only reading comprehension instruction in the elementary school, but also school factors which related to effective reading comprehension instruction and improved student performance. Following the executive summary, the background and history of the kindergarten through grade eight instructional program for teaching the English language arts (IPR/LA) is outlined in the first chapter. The second chapter examines the first year results: the implementation of the IPR/LA, reading instruction in general, effects of programs on reading and related skills, and study methodology and data collection instruments. The third chapter details the revised design for the second year of the reading study. Appendixes and attachments include definitions of types of discourse, research questions and data collection procedures for the study of elementary reading instruction, and sample schools proposed for the reading study. (HOD)

The typical student who completed the Phoenix Program, a pilot program for treatment of students with drug and/or alcohol problems, at the time of referral by the high school counselor, was 16 years old, failing all courses, known to local police and juvenile authorities, and receiving short-term counseling with his/her family. To determine whether the effects of the program, especially in the areas of reduction of substance abuse and improved academic functioning, persisted once the student reentered the regular school (or work) environment, a follow-up analysis and evaluation, focusing on the first 12 students to attend the program, was made. Data were collected from students, parents, Phoenix School staff, receiving school staff, and student records about program experiences, reasons for students' leaving the school, pre- and post-Phoenix grades, attendance, acts of disruptive behavior, and drug/alcohol usage. Results revealed that: (1) students who were most successful in the Phoenix Program came from a regular school placement, rather than from special schools; (2) none of the students had received disciplinary action for drug-related incidents at the time of data collection; and (3) a general pattern of great improvement in behavior, attendance, and grades of students while in the program was followed by some slippage, but, in general, substantial improvement was noted, especially in grade point averages. Two case studies are appended. (PAS)

In response to a request from the Department of Staff Development in Montgomery County, Maryland, an assessment was conducted of the county's Teacher Competency (TC) Program. The evaluation sought to determine the degree to which this inservice teacher training program addresses the factors identified in recent literature as promoting effective teaching: (1) teacher expectations, (2) classroom management skills and engaged time/academic learning time, (3) direct instruction, and (4) teacher decision making. Every course in the TC Program was found to address at least one of these factors. Further, it appeared that the Program's courses provide teachers with realistic experiences for applying concepts identified in the literature as being important, such as "hands on" self-analysis, and practicum-type activities. A number of areas, however, were found to require improvement. Therefore, the following recommendations were offered: (1) teacher expectations of minority and linguistically different students should be more fully addressed in TC courses; (2) TC course reference lists should include more research studies on effective teaching practices; and (3) concepts relating to academic learning time should be incorporated into additional Program courses. (Author/GC)

The document contains the evaluation report on the Gifted Science Project in Montgomery County, Maryland, a program to identify resources for students in grades 3-8 who are motivated in science. The Project's primary product is a Project Resource File (PRF) listing people, places, and published materials that can be used by individual students. An introductory chapter provides a general overview, and descriptions of the Project Resource File, evaluation objectives, the sample population, and evaluation instruments and methodology. Chapter II notes that results of the utilization study indicate the PRF offered students possibilities not previously available. Subsequent chapters cover recommendations for program revisions, PRF revisions, development of instructional and enrichment objectives, cost analysis, and a program summary. Tables, additional information and sample forms make up at least half the document. (SW)

This is a preliminary evaluation on the first year (1983-84) implementation of the expanded senior high school level gifted and talented Honors Program in the Montgomery County Public Schools (MCPS), Maryland. The Honors Program includes Advanced Placement courses, Advanced Level courses, and honors level work in designated MCPS Program of Studies courses. Data were collected from three sources: (1) student and teacher interviews at six high schools; (2) systemwide enrollment and performance data for the first semester; and (3) telephone interview comments from school administrators and guidance counselors. The study revealed findings in four areas: honors policy compliance; description of participating students; satisfaction with the Honors Program; and emerging problems. Findings show that the MCPS Honors program is in place and being implemented according to county guidelines in all areas except foreign language. The curriculum is differentiated and challenging. Honors program students believe they are learning more and better. Recommendations include: (1) continuing effort to encourage Black and Hispanic student participation; (2) adding and subtracting certain Honors Program Courses; (3) improving procedures for students exiting at mid-semester; (4) investigating the advisabiliy of Cluster Classes and independent studies; and (5) providing more training guides and materials. Appendices contain three tables with data on participation in each Honors Program course by race, sex, and grade distributions for these courses. (BS)

This study responds to the Board of Education's request that a plan be developed to assess and improve guidance and counseling services in the Montgomery County Public Schools (MCPS), Maryland. Data collection activities included (1) a review of MCPS policies and regulations, and (2) analysis of data from counselor logs, counselor observations, counselor questionnaires, student questionnaires, teacher questionnaires, parent interviews, principal interviews, and surveys of other school districts' guidance and counseling programs. Chapter 1 defines the guidance and counseling function. Chapter 2 reviews the guidance and counseling function as performed in the elementary schools, the junior high/intermediate/middle schools, the senior high schools, and the supplementary centers. Chapter 3 discusses guidance staffing. Chapter 4 describes program management and monitoring. Chapter 5 contains recommendations for a new management structure for implementing the guidance and counseling program. Chapter 6 provides conclusions and recommendations. The findings indicate that the overall MCPS guidance and counseling program requires some significant modifications in structure and in management. The role of the senior high school counselors needs to be reexamined and, perhaps, reshaped to better meet the needs of students, staff, principals, and parents. (BS)

The Montgomery County Public Schools, (MCPS), Maryland, annually surveys its graduating classes to help determine whether MCPS adequately prepares its graduates. This is the first follow-up study of MCPS's 10 special education schools' graduates (class of 1983). It investigates: (1) postsecondary education and employment activities; (2) students' and/or parents' perceptions of program quality; (3) the effectiveness of these programs; and (4) current living arrangements for graduates. Telephone surveys were conducted with 92 (of 179) MCPS graduates, 48 parents, and 36 employers. Findings show that most graduates are either working in relatively low-skilled job categories or attending training institutions. However both parents and graduates at some schools felt MCPS could improve its job training programs. Employers are satisfied with the work of the graduates and rate their job performance very highly. The Appendix contains descriptions of the MCPS special education programs for mental retardation (Concord, Longview, and Stephen Knolls schools), multiple handicaps (Rock Terrance High School), emotional impairment (the Regional Institute for Children and Adolescents in Rockville, Bridge School, and Mark Twain School), hearing impaired (Rockville High School) orthopedically and other health impaired (Kennedy High School), and specific learning disability (Walter Johnson, Gaithersburg, and Kennedy High Schools). (BS)

The Department of Career and Vocational Education of the Montgomery County Public Schools (MCPS), Maryland offers students a variety of services to help develop awareness, explore options, and prepare for career roles. In the spring of 1983, three career components were evaluated by the Department of Educational Accountability: (1) the Executive Internship Program for selected eleventh and twelfth graders, started in the 1970's; (2) the School-Based Internship programs offered in many MCPS high schools since the 1960's; and (3) the Career Education Infusion Process (at the secondary level), which integrates curriculum with career education objectives for grades K-12 and was initiated in 1982. Quantitative survey research methods were used to collect data on the two internship programs from participants, parents, sponsors, guidance counselors, and school coordinators. Semi-structured interviews of teachers, principals and other staff were used for the infusion process program. The study found the two internship programs strong and successful as of May, 1983, however, findings on the Career Education Infusion Process indicated little progress, and many barriers to the implementation process. An addendum contains a rejoinder by the Department of Career and Vocational Education Staff with charts of the career education guidance and instruction components. (BS)

This research proposal is designed for the Montgomery County, Maryland, Public School System with the aim of documenting and analyzing changes that occur when 14 of the 22 high schools in the system switch from a six- to a seven-period schedule. The seven-period time table is being adopted in order to (1) allow students taking full academic loads the opportunity of taking special electives and advanced level courses; (2) reduce students' scheduling conflicts; (3) provide more time for teachers to engage in activities with individual students, while being involved in departmental and team planning; and (4) enable schools with smaller staffs to offer courses comparable in size to schools with larger staffs. The goals of the study include monitoring and analyzing the amount and kinds of additional courses taken by students, effects of the proposed changes in the length of class period on the teachers and students, and the added cost of staffing and transportation to the school system. Also included in the proposal is information on the type of instrument to be used as well as the collection and analysis of the data. (AOS)

The Montgomery County public school system presently provides assistance through the Employee Assistance Program (EAP) to troubled employees with problems which affect work performance. EAP's mandate is to provide crisis intervention, prereferral evaluation, information, referral, and follow-up services. From its inception to March, 1981, EAP provided services to 943 employees with the following types of problems: job-related problems, substance abuse problems, family problems, and others. The present study was initiated by the Employee Assistance Program to determine the program's impact upon employee clients and the supervisors who had referred employees to EAP. The study's major purposes were to determine: (1) To what extent did EAP enable troubled employees to function more effectively because of program intervention? (2) To what extent did EAP reduce time-consuming activities of supervisors and other personnel related to the problems of troubled employees? (3) To a limited extent, the study also examined selected aspects of EAP's organizational procedures, including intake and referral functions, confidentiality, and recordkeeping procedures. Telephone interviews were conducted with a sample of employees (n=80) representing 21 percent of the population that had used EAP services from the fall of 1979-1981. Findings, limitations and recommendations are discussed. (PN)

The Mobile Education Teams (METs) Program of the Montgomery County (Maryland) Public Schools instructs limited English proficiency (LEP) adolescents. Funded by a 3-year Title VII grant and implemented in six intermediate and junior high schools beginning in 1984-85, METs provide intensive elementary-level English, reading, and mathematics instruction to seventh through ninth graders. A resource specialist, five teachers, three teacher aides, a counselor, and a parent specialist move from one site to another. This study documents the nature of the instruction provided by the METs during the 1985-86 school year, and presents results of questionnaires on students' personal and school experiences and a teacher checklist concerning students' attendance and discipline patterns. Sixty-eight students, 64 teachers, and 55 parents completed Year 2 questionnaires. As standard tests (namely, the Minimum English Competency test and a criterion-referenced math test) were found to be inadequate, a qualitative design was adopted. Results indicate that METs provide: (1) positive initial school experiences, resulting in a high level of student and parental satisfaction with the program; (2) sensitivity toward special student needs; (3) acculturation to the American educational system; (4) functional math and reading skills as well as survival English skills; and (5) services above and beyond those normally available to LEP students. The original study and sample program materials concerning reading, mathematics, and social studies instruction are appended. (TJH)

This report summarizes the activities and findings of a focus group study of teachers' perceptions of the Montgomery County (Maryland) Public Schools instructional program in reading language arts and the instructional system in mathematics. Two groups were organized to provide information to the school program planners to help them in revising and refining the curricula. A total of 33 primary, 31 upper elementary, and 20 J/I/M (junior high/intermediate level/middle school level) teachers participated in the 8 focus groups (43 teachers discussed reading language arts, and 42 discussed the mathematics instructional system, with 4 groups of 8-12 participants discussing each of the areas). Questions addressed by the group concern problems that the curricula may have due to an overly prescriptive orientation, heavy demands on teacher time, and lack of support for teachers in the form of staff training and assistance and materials. Group findings for the two curriculum program cover teachers' perceptions of the overall program, planning, testing, administrative supports, recordkeeping, and collaboration. Copies of the focus group discussion guides and a discussion of the methodology for conducting the focus groups are appended. (TJH)

In 1976, the Montgomery County Public Schools began the development of a kindergarten through grade 8 Instructional Program in Reading/Language Arts (IPR/LA) for teaching the English language arts. Goals of the effort were to improve reading and listening comprehension instruction and to improve program consistency across grades, schools, and areas. The first full year of data collection for the reading program was 1982-83. During that year the focus of study centered on descriptive information about the characteristics of reading instruction and problems in the implementation process in the study schools. A sample of 20 elementary schools was selected for the reading study and stratified on the basis of achievement level and length of time the school had been exposed to IPR/LA. Study findings indicated that while some teachers were able to implement the revised curriculum in a number of areas, some serious problems still remained. Further, the program was not implemented for students at all achievement levels. In addition, no consistent criteria were in use system-wide to monitor program implementation. Neither the training nor the materials provided to schools to support the implementation process were perceived as adequate. Finally, the role of the reading teacher appeared to have changed, which created role conflicts for some school-based reading teachers. A technical appendix includes data collection procedures and instruments used in classroom observation. (HOD)

To review tuition procedures for nonresident students of Montgomery County (Maryland) Public Schools, this report evaluates policies and regulations and offers recommendations for improvement. An introductory chapter sets forth the scope of review by the internal audit staff. Review involved analysis of requests for tuition waivers and waiver request files, financial records on tuition collections, pupil enrollment records, and selected student files. The audit staff discussed issues with county officials, interviewed school officials, and reviewed tuition policies in adjacent counties. Findings, conclusions, and recommendations consider the three criteria of residency, guardianship, and student crisis in chapters 3, 4, and 5. In chapter 6, issues are identified in relation to international students' visa status. School procedures that identify nonresident students are enumerated in chapter 7. Chapter 8 describes the collection of nonresident tuition, which highlights the need for modifying program procedures, as illustrated in chapter 9. Additional policy questions outside the audit's scope, but requiring consideration by the superintendent and board of education, are discussed in chapter 10. Chapter 11 summarizes the report's recommendations on policy and administration. Eight appendices present such data tabulations as policy on nonresident tuition payments by location for 1985-86, and international student enrollment. (CJH)

Evaluation of a county system of intensive language instruction in special language centers, including subject-area instruction in social studies, science, and mathematics, for limited-English-speaking high school students found improvement in program consistency, retention, enrollment, and completion. The program was found to be helpful to students both in further schooling and in the work world, with the majority of graduates continuing education and planning careers in popular professional fields. About one-fourth of the graduates felt underprepared to handle regular English language subject-area classes or to write English on the job, with recent graduates more positive about their preparation than earlier graduates. Students currently served by the intensive language centers were likely to spend most of their time as English-as-a-second-language or bilingual program students, since the number of courses offered for credit toward graduation has been substantially increased. Further examination of the comparability of intensive language program and mainstream program results and monitoring of the progress of mainstreamed program participants are recommended. (MSE)

This report of the Preschool Evaluation Project provides developmental profiles of handicapped children who attended preschool special education programs in Montgomery County Public Schools (Maryland), and estimates how effective these programs were in accelerating the development of children with various types of handicaps. The developmental skills of 646 children (aged 0-5) placed in special education were assessed at the time of placement and at the end of each school year, using the Battelle Developmental Inventory. Five major handicap groups were analyzed separately, including: language impairments, multiple handicaps, speech impairments, hearing impairments, and vision impairments. Results showed significant benefits to children receiving preschool special education services. Services appeared to produce greater benefits when they reached the children at younger ages, particularly for the multihandicapped. Parents' satisfaction with the preschool services was also assessed. Data are displayed on numerous figures and tables, and four appendixes explain the data collection procedures, present the study instruments, and provide an explanation of the value-added analysis technique used for this study. (JDD)

This report summarizes the findings of a one man-month study of the current status and future direction of instructional computing in the Montgomery County, Maryland, Public Schools including computer assisted instruction, computer managed instruction, computer assisted problem solving, and data processing education. The report is presented in six sections: (1) the approach--a description of the methods used for gathering information; (2) current status of instructional computing in the MCPS system--brief descriptions of the present deployment and use of computer terminals in the schools and the Learner-Centered Management Support System (LCMSS); (3)the future of instructional computing in MCPS--a five year projection for instructional computing and questions about the validity of such predictions; (4) a descriptive analysis of the MCPS computer system; (5) possible future developments in instructional computing, investigating alternatives for expansion and relating costs for these alternative methods; and (6) recommendations summarizing the major findings of the study. (Author/RAO)

The results of an evaluation of various aspects of the Instructional System in Mathematics (ISM) are presented. ISM is an objectives-based, computer-supported, management system which builds upon a previously developed mathematics curriculum. Questionnaires to school-based personnel and students, in-school observations, and interviews, were used to gather information on the functioning of the system. The evaluation focused on three major components of ISM: the instructional component, the assessment component, and the computer reporting component. The evaluation contains findings and recommendations for each of these components. (MK)