Daily Demand Modular Flexible Scheduling for Small Schools

I HE J. H. Ames School, a labora tory school at Wisconsin State University in River Falls, completes a third year of use of hand-designed modular scheduling this year. Planning and implementation of this mode of education involved 100 students, grades six through nine. Instructional re sources and building facilities available dur ing this period could be considered adequate to superior, but were largely traditional in nature and quite similar to small wellequipped public schools. Modular scheduling is now not at all uncommon in larger junior and senior high schools which use computer assistance to facilitate this particular administrative in structional innovation. However, the staff of the laboratory school at River Falls be lieves it has now demonstrated that small schools, unable to afford computer services, can successfully avail themselves of the in structional advantages in flexible modular scheduling. Finding that visitors to the school pose similar questions about the transition from traditional scheduling to modular schedul ing, the staff compiled responses to certain questions which are frequently asked. These questions are the following: