1. Have separate practice and timed (test) sessions
2. Teach only 2 to 4 new items/skills at one time. "Slice back" so that student is successful before adding more items to master.
3. Items/skills set are cumulative
4. Teach new items/skills only after previous items are mastered to 100% accuracy (or close to)

"'The State of State Science Standards,' a Thomas B. Fordham Institute report, ranks all 50 states and the District of Columbia with grades on an A to F scale. California and Washington, D.C., received the only two A's."

"The report identifies four areas where science standards are flawed... Science educators, curriculum developers and standard writers have focused excessive attention on "inquiry-based learning" — attempting to help students learn through "discovery" instead of direct instruction of specific content."

For a free and readable book on Direct Instruction, go to:

http://education-consumers.org/ClearTeaching.htm

Written by Shep Barbash and commissioned by Education Consumers, Clear Teaching is a short manual on Direct Instruction and Zig Engelmann. On the page are links to other documents such as a trainers list and various other DI resources.

The Corvallis School District has put out a short FAQ on Section 504 of the Disabilities Act.

Microsoft .doc format
http://www.csd509j.net/district_information/departments_and_services/special_education/Section%20504%20parent%20document.doc

If you can't read it in above format, see the attachment in PDF.