PATENT DOCUMENT

Abstract:
An education management system designed primarily for preschool and beginning elementary grade levels employs learning capabilities which have assigned difficulty and discrimination factors. The learning capabilities for each developmental or grade level are classified into developmental areas which are further broken down into knowledge areas. Those learning capabilities which are indicated as learned for each child are used to assess child educational development, child developmental scores and to indicate readiness level for learning higher difficulty learning capabilities. In the absence of direct observation, work sample, or parent information regarding achievement of individual learning capabilities, an estimation of general overall capability can be used to compute indications of learned capabilities in each developmental area. The system additionally includes lesson plan tools having activities with specific goals or learning capabilities along with indications of class readiness and/or achievement for the specific goals.

Full Description:
CROSS-REFERENCE TO RELATED APPLICATIONS 
     This application is a continuation-in-part application of provisional application No. 60/091,288 filed Jun. 30, 1998, and which is hereby incorporated herein in its entirety by reference. 
    
    
     BACKGROUND OF THE INVENTION 
     1. Technical Field 
     The present invention relates to a computer system for managing and assisting in instruction or education particularly of younger students. 
     2. Background Art 
     The prior art contains a number of computer systems for managing and assisting in the instruction students. A typical system includes a network wherein administrators can monitor student progress, course curriculum and teacher performance. Teachers can individualize instruction for students based upon their recorded progress. Listed instructional materials can be categorized by grade level or objective to assist in lesson planning. Generally these prior art systems are designed to administer tests and homework to students and record the scores. Such systems generally have one or more deficiencies such as being unsuitable for managing instruction of younger students of preschool age and the first few years of school. 
     SUMMARY OF INVENTION 
     An instructional management software application for management of instruction in multilevel instructional settings in accordance with the present invention includes components providing supervision, assessment, planning, communication, and continuing education. 
     The supervision of instruction in early childhood education programs is generally carried out by an educational specialist or other administrator who reviews lesson plans, communications to parents about children&#39;s progress, classroom assessment practices, and other teaching activities. In the instructional management software application these reviews can be carried out electronically. The administrator can view any teacher&#39;s lesson plans as stored in a database, e-mail comments about the plan or make changes to a plan. Also the administrator can examine a teacher&#39;s anecdotal notes documenting children&#39;s development, or teacher communications to parents. Asynchronous communications provided by e-mail enable the administrator to communicate with the teacher without disrupting the teaching process. 
     Further the enablement of electronic review and other supervisory functions provides improved supervision effectiveness and efficiency. In many cases supervisors must travel long distances to carry out their supervisory functions. For example, in some Head Start programs some of the centers where teaching occurs may be more than 100 miles from administrative offices. The ability to carry out electronic supervision reduces travel costs, saves administrator time, and makes it possible to obtain the kind of information necessary for effective supervision on a continuing basis. 
     Another feature involves the relationship between the assessment and the planning of instructional activities to promote learning. The assumption that instruction should be based on assessment results indicating the kinds of capabilities that an individual is ready to learn is fundamental to sound educational practice. By providing an electronic link between assessment and planning through mathematical algorithms using measurement theory with constructs related to instructional planning, improvement is made in the efficiency of assessment and the quality of informed decisions about what a child will be ready to learn as development progresses. 
     A unique tool makes it possible to generate estimates of a child&#39;s development greatly reducing the time demands typically associated with the assessment process. When a student initially enrolls in a class, the teacher uses input from parents or other teachers, or from a small sample of observations to make a judgment about the child&#39;s development score in a particular developmental area. When the judgment is entered such as by sliding a scroll bar to a point reflecting the estimated ability or entering a number or other indication of estimated ability, a mathematical model is used to estimate the child&#39;s ability to perform each of the capabilities in the developmental area of interest within a developmental scale or level to which the child is assigned. Subsequently, the suitability status of a child&#39;s capabilities are updated by a teacher indicating that a particular capability has or has not been achieved. The teacher makes these updates based upon work samples, direct observation, performance on software, performance on a standardized test, or in other ways. Thus students of long standing will already have a record of their ability to perform various learning capabilities entered in the system. The mathematical algorithm used to estimate an ability score for the student is based upon item response theory, which is widely used in the field of educational measurement. The use of item response theory enables the estimation of a probability that an examinee or student will perform a test item or capability correctly using the estimated or previously recorded ability score of the examinee and certain recorded parameters of the learning capabilities. This is an improvement over the prior art technique using only standardized tests to determine what a child knows. 
     Item response theory holds that straight number scores of correct answers in a test may not accurately reflect the learning development of the examinee since some of the questions in the test may more closely reflect the ability than others. For example suppose one student correctly answers the fifteen questions on an exam that best reflect the ability while another student correctly answers the fifteen least reflective questions on the exam. Item response theory holds that the first student has a higher learning development score than the second student even though both students had the same number of correct answers. Thus item response theory can assign different discrimination parameters for the questions on the exam and these parameters thus weight the correct answers to produce a score, herein called “ability score” or “DL score” (developmental level score), reflecting each student&#39;s learning development. 
     A student&#39;s ability score is computed using item response theory based upon the learning capabilities which have been accomplished, or based upon the estimate of the learning ability of the student. There are a variety of well know methods for computing a score based upon item response theory. A publication, David Thissen et al., “Item Response Theory for Scores on Tests including Polychotomous Items with Ordered Responses”,  The L.L. Thurstone Psychometric Laboratory University of North Carolina, Research Report Number  94-2, May 1994, describes several methods of computing item response theory scores and mentions various other publications describing such methods. One particular suitable method described in Thissen et al. employs a table developed by an averaging or other computational estimation technique for each possible score. According to Thissen et al., the standard deviation of actual item response theory scores from the average item response score for a given summed score has been found to be acceptably small. Thus an estimated input of a student&#39;s ability can be in the form of a summed score or converted into a summed score which is then looked up in the average table to determine an estimated item response theory or ability score for the student. When the actual achievements of a student for all learning capabilities are recorded, the item response theory ability score for the student can be computed by use of the average table or by actual weighted summation of achieved capabilities. This item response theory ability score is shown in the screens and reports as a developmental level (DL) score. Other types scores can also be computed by conventional algorithms or tables, such as percentile ranking, normal curve equivalent (NCE) score, standard score, etc. 
     Initially there is compiled for each developmental level a list of items or learning capabilities with corresponding parameters including a difficulty factor and a discrimination factor for each learning capability. Developmental level generally refers to a grouping of students such as by age, grade or other broad classification. The list of learning capabilities for each level can be further classified into a plurality of developmental areas suitable for that particular level. Each learning capability has associated difficulty and discrimination factors. Difficulty factors are numbers representing the relative difficulty or ease which students of the corresponding level perform or accomplish the corresponding learning capability and can be determined by actual testing of a large number of students of the corresponding level. Discrimination factors are numbers representing the degree to which the corresponding learning capability relates to its particular developmental area and are determined by estimating the relationship between each item and the overall ability being measured. In one example, the difficulty and discrimination factors for a standard list of learning capabilities for preschool level 2 in developmental areas of math, language and literacy were taken from a standardized sample produced from testing approximately three thousand children. 
     An algorithm computes the probability that a student will be able to preform each learning capability within the corresponding developmental area. One suitable algorithm calculates probabilities P i  using the equation                 P     i   =   1            θ     =     1     1   +          -       a   i          (     θ   -     b   i       )                                      
     wherein e is the natural or Naperian logarithm base, a i  is the discrimination factor of the learning capability i, b i  is the difficulty factor of the learning capability i and θ is the ability score of the student. These probabilities are then converted into indications of present suitability for each of the learning capabilities. For example indications of suitability are (1) “learned” for capabilities with high probabilities, (2) “plan now” for capabilities with probabilities somewhat less than the high probabilities, (3) “plan soon” for capabilities with probabilities further below the high probabilities, and (4) “plan later” for the capabilities with extremely low probabilities. In one example, capabilities with probabilities equal to and above 0.5 are assigned a learned indication, capabilities with probabilities from 0.25 to 0.5 are assigned a plan now indication, capabilities with probabilities from 0.15 to 0.25 are assigned a plan soon indication, and capabilities with probabilities below 0.15 are assigned a plan later indication. 
     The planning of learning opportunities based on assessment is a particularly challenging task at the beginning of a program year or when a child is newly introduced to the classroom setting. Under these circumstances, the teacher is typically faced with the task of carrying out extensive pretesting or observational assessment before it is possible to base instruction planning on the development score of the child. In the meantime, the teacher must plan learning opportunities without the benefit of assessment information. The application of the above algorithms allows the teacher to gain initial information about development much faster than would otherwise be possible. 
     Assessment in education is not limited to test performance. For example, teachers are encouraged to keep anecdotal records of children&#39;s development as a way of increasing their understanding of each child in their charge. Keeping useful anecdotal records is a labor intensive activity, which requires substantial observation skill. The process of taking anecdotal notes is simplified by providing built in tips. Notes are recorded within an assessment window capable of displaying a variety of developmental scales (developmental areas) and capable of indicating any given child&#39;s performance in those areas. When a teacher wishes to record a note, an edit control is opened, which automatically indicates the name of the currently selected child and the date of the recorded observation. To indicate that a child has learned a particular capability, the teacher simply clicks a check box indicating that the capability is learned. The text describing the capability is then automatically inserted into the note. The edit control includes tips suggesting that the teacher may wish to note how the capability was demonstrated, how others reacted to it, and possible planning suggestions. The note can then be permanently saved, e-mailed, printed, and/or incorporated into a variety of reports and parent communications. 
     The use of assessment to document children&#39;s progress is a continuing concern in education. Documenting progress requires multiple assessments over an extended time span. Unique features make it possible to document progress within the context of the continuous observation approach described in the preceding paragraphs. Records of development are automatically updated into observation periods. Any number of observation periods can be established. When a period has been established, updates falling within that period are grouped together. When a new period is entered, updates from the preceding period are automatically carried forward. Thus, access to earlier developmental accomplishments is made available as new observations are entered to document continued growth. The end result is a continuous record of development that can be flexibly segmented into discrete periods for the purpose of documenting progress. This approach has a number of practical benefits. For example, the problem of having to disrupt classroom activities to administer tests on pre-specified dates is completely avoided with this procedure. Moreover, the task of linking observations to a particular period is automated, which reduces errors. 
     A unique feature of the software program is that it makes it possible to estimate ability based on the demonstration of capabilities in a variety of ways and to document the way that capability mastery is demonstrated. For example, a student might demonstrate mastery of one capability be performing the capability on software. Mastery of another capability might be demonstrated through performance on a standardized test. Mastery of a third capability might be demonstrated in a written assignment. The program includes a feature called data source that allows the user to document the ways in which capability mastery is demonstrated at the same time that student learning is recorded. The ability to document multiple demonstrations of mastery determining student ability is an important tool in linking assessment to instruction. One of the frequent complaints of teachers regarding standardized testing is that the tests do not reflect the knowledge that students display in the natural learning environment and that they are questionable measures of what is actually being taught. The data source feature treats standardized testing as one of many ways in which student learning can be demonstrated. Data source documentation makes it possible to relate standardized testing to other approaches to the assessment of student competency. 
     Instructional planning requires not only a determination of what to teach based on assessment information, but also the selection of activities that are appropriate for the child. Instructional activities are linked to assessment information. For example, when a teacher is recording development in a particular developmental area, the teacher may preview activities that could be used to promote development in that area. Instructional activities are linked to knowledge areas within a developmental area and specific capabilities. For example, to view activities providing learning opportunities related to counting, the teacher can simply click on a knowledge area button labeled counting. This would bring up an activity related to counting. Activities are hyper-linked. Thus, the teacher could browse through other activities related to counting. The search could be broadened to other math activities, or the table of contents of libraries classifying activities in terms of a broad range of developmental areas, knowledge areas and age levels. 
     Lesson planning is also related to assessment in unique ways. Electronic lesson planning allows teachers to select goals (learning capabilities) for each lesson plan. Goal selection is informed by the inclusion of data indicating the readiness levels of children with respect to each goal. For example, suppose that a teacher selected a goal related to helping and sharing. The display would indicate the number of children in the class who had already learned the skill related to the goal, the number ready now, ready soon, and ready later (same as plan now, plan soon and plan later). The direct link between goal selection and information on readiness provides an important tool for reducing the likelihood that teachers will set goals that are inappropriate with respect to the child&#39;s current developmental level. The linking of goal selection to developmental level is a well-recognized and long-standing challenge in education. Electronic lesson planning also links goal selection to activity selection. When a teacher selects a goal, activities related to that goal can be previewed. 
     Additional features of the present invention save time and open communication possibilities that have not heretofore been possible. For example, a previous lesson plan can be imported into a new plan and then appropriately modified. Likewise, teachers may engage in joint lesson planning and share elements of each other&#39;s plans. In addition, a series of lesson plans can be used by any teacher. The ability to produce a lesson plan series composed of prototypic lesson plans provides model lesson plans that can be used as a training tool by supervisors. Lesson plans can be e-mailed as well as printed. This is useful in may ways. For example, a lesson plan can be e-mailed from a remote center to an administrative office for review by a substitute teacher. 
     A number of reports can be used to communicate children&#39;s development to relevant audiences. For example, the class development profile provides information on the readiness levels of an entire class with respect to a particular developmental area. Program progress reports give a graphic description of development, which are easy to understand and interpret. Reports can be aggregated in various ways, which makes them particularly useful to policy makers. 
    
    
     BRIEF DESCRIPTION OF DRAWINGS 
     FIG. 1 is a diagram of one possible network of computers employed in an instructional management system in accordance with one embodiment of the invention. 
     FIG. 2 is a block diagram of a typical computer station employed in the network illustrated in FIG.  1 . 
     FIG. 3 is diagrammatic illustration of a level table stored and employed in the network of FIG. 1 for storing readiness levels that a teacher has selected for reporting purposes. 
     FIG. 4 is a diagrammatic illustration of a developmental area table stored and employed in the network of FIG. 1 for setting forth different developmental areas in each of the levels identified in FIG.  3 . 
     FIG. 5 is a diagrammatic illustration of a knowledge area table stored and employed in the network of FIG. 1 for defining knowledge areas appropriate for each of the developmental areas. 
     FIG. 6 is a diagrammatic illustration of a goal table stored and employed in the network of FIG. 1 for defining goals or learning capabilities for each developmental area. 
     FIG. 7 is a diagrammatic illustration of a child table stored and employed in the network of FIG.  1  and listing each child or student with relevant information. 
     FIG. 8 is a diagrammatic illustration of a child&#39;s score table stored and employed in the network of FIG. 1 for containing records of the development of each child. 
     FIG. 9 is a diagrammatic illustration of a class score table stored and employed in the network of FIG. 1 for containing records of class progress and development. 
     FIG. 10 is a diagrammatic illustration of a period table stored and employed in the network of FIG. 1 for defining different time periods to which the child and class records pertain. 
     FIG. 11 is a diagrammatic illustration of an activity table stored and employed in the network of FIG. 1 listing various learning activities which can be employed to teach the students. 
     FIG. 12 is a flow diagram of an initial startup procedure in the program controlling each computer station in the network of FIG.  1 . 
     FIG. 13 is a flow diagram of a first portion of a main procedure in the program controlling the computer stations in the instructional management system. 
     FIG. 14 is a flow diagram of a second portion of the main procedure in the program controlling the computer stations. 
     FIG. 15 is a flow diagram of a third portion of the main procedure in the program controlling the computer stations. 
     FIG. 16 is a flow diagram of a fourth portion of the main procedure in the program controlling the computer stations. 
     FIG. 17 is a flow diagram of a fifth portion of the main procedure in the program controlling the computer stations. 
     FIG. 18 is an illustration of a window displayed on a computer monitor during operation of the main procedure of FIGS. 13-17. 
     FIG. 19 is an illustration of a file pop-up menu displayed in the main procedure window. 
     FIG. 20 is an illustration of a program pop-up menu displayed in the main procedure window. 
     FIG. 21 is an illustration of a children and family pop-up menu displayed in the main procedure window. 
     FIG. 22 is an illustration of an observations pop-up menu displayed in the main procedure window. 
     FIG. 23 is an illustration of a plans pop-up menu displayed in the main procedure window. 
     FIG. 24 is an illustration of an activities pop-up menu displayed in the main procedure window. 
     FIG. 25 is an illustration of a notes pop-up menu displayed in the main procedure window. 
     FIG. 26 is an illustration of a reports pop-up menu displayed in the main procedure window. 
     FIG. 27 is an illustration of a view pop-up menu displayed in the main procedure window. 
     FIG. 28 is an illustration of a help pop-up menu displayed in the main procedure window. 
     FIG. 29 is a flow diagram of an open agency information procedure in the instructional management system program. 
     FIG. 30 is an illustration of a window displayed during the open agency information procedure. 
     FIG. 31 is an illustration of a file pop-up menu displayed in the open agency information window. 
     FIG. 32 is an illustration of an entries pop-up menu displayed in the open agency information window. 
     FIG. 33 is a flow diagram of an open center information procedure in the instructional management system program. 
     FIG. 34 is an illustration of a window displayed during the open center information procedure. 
     FIG. 35 is an illustration of a file pop-up menu displayed in the open center information window. 
     FIG. 36 is an illustration of an entries pop-up menu displayed in the open center information window. 
     FIG. 37 is a flow diagram of a selection procedure in the education management system program. 
     FIG. 38 is an illustration of a window displayed during the selection procedure. 
     FIG. 39 is a flow diagram of an open class information procedure in the instructional management system program. 
     FIG. 40 is an illustration of a window displayed during the open class information procedure. 
     FIG. 41 is an illustration of a file pop-up menu displayed in the open class information window. 
     FIG. 42 is an illustration of an entries pop-up menu displayed in the open class information window. 
     FIG. 43 is a flow diagram of a first portion of an open child information procedure in the instructional management system program. 
     FIG. 44 is a flow diagram of a second portion of the open child information procedure. 
     FIG. 45 is an illustration of a window displayed during the open child information procedure. 
     FIG. 46 is an illustration of a file pop-up menu displayed in the open child information window. 
     FIG. 47 is an illustration of an entries pop-up menu displayed in the open child information window. 
     FIG. 48 is a flow diagram of a first portion of an open family information procedure in the instructional management system program. 
     FIG. 49 is a flow diagram of a second portion of the open family information procedure. 
     FIG. 50 is an illustration of a window displayed during the open family information procedure. 
     FIG. 51 is an illustration of a file pop-up menu displayed in the open family information window. 
     FIG. 52 is an illustration of an entries pop-up menu displayed in the open family information window. 
     FIG. 53 is an illustration of a preferences pop-up menu displayed in the open family information window. 
     FIG. 54 is a flow diagram of an open observation periods procedure in the instructional management system program. 
     FIG. 55 is an illustration of a window displayed during the open observation periods procedure. 
     FIG. 56 is a flow diagram of a first portion of an open observations procedure in the instructional management system program. 
     FIG. 57 is a flow diagram of a second portion of the open observations procedure. 
     FIG. 58 is an illustration of a window displayed during the open observations procedure. 
     FIG. 59 is an illustration of a files pop-up menu displayed in the open observations window. 
     FIG. 60 is an illustration of an update pop-up menu displayed in the open observations window. 
     FIG. 61 is an illustration of the open observations window of FIG. 58 with a notes window opened therein. 
     FIG. 62 is a flow diagram of an open screening procedure in the instructional management system program. 
     FIG. 63 is an illustration of a window displayed during the open screening procedure. 
     FIG. 64 is an illustration of a file pop-up menu displayed in the open screening window. 
     FIG. 65 is an illustration of an entries pop-up menu displayed in the open screening window. 
     FIG. 66 is a flow diagram of a first portion of an open activities procedure in the instructional management system program. 
     FIG. 67 is a flow diagram of a second portion of the open activities procedure. 
     FIG. 68 is an illustration of a window containing a superimposed contents page or window displayed during the open activities procedure. 
     FIG. 69 is an illustration of the open activities window containing a superimposed find page or window. 
     FIG. 70 is an illustration of the open activities window containing a superimposed topic displayed in the window. 
     FIG. 71 is a flow diagram of an open report settings procedure in the instructional management system program. 
     FIG. 72 is a flow diagram of an open agency profile settings procedure in the instructional management system program. 
     FIG. 73 is a flow diagram of an open center profile settings procedure in the instructional management system program. 
     FIG. 74 is a flow diagram of an open class profile settings procedure in the instructional management system program. 
     FIG. 75 is a flow diagram of a first portion of an open individual profile settings procedure in the instructional management system program. 
     FIG. 76 is a flow diagram of a second portion of the open individual profile settings procedure. 
     FIG. 77 is a flow diagram of an open agency summary settings procedure in the instructional management system program. 
     FIG. 78 is a flow diagram of an open center summary settings procedure in the instructional management system program. 
     FIG. 79 is a flow diagram of an open class summary settings procedure in the instructional management system program. 
     FIG. 80 is a flow diagram of a first portion of an open individual summary settings procedure in the instructional management system program. 
     FIG. 81 is a flow diagram of a second portion of the open individual summary settings procedure. 
     FIG. 82 is a flow diagram of an open agency progress settings procedure in the instructional management system program. 
     FIG. 83 is a flow diagram of an open center progress settings procedure in the instructional management system program. 
     FIG. 84 is a flow diagram of an open class progress settings procedure in the instructional management system program. 
     FIG. 85 is a flow diagram of an open individual screening report settings procedure in the instructional management system program. 
     FIG. 86 is a flow diagram of a first portion of an open individual learning plan settings procedure in the instructional management system program. 
     FIG. 87 is a flow diagram of a second portion of the open individual learning plan settings procedure. 
     FIG. 88 is a flow diagram of a first portion of an open individual observation record settings procedure in the instructional management system program. 
     FIG. 89 is a flow diagram of a second portion of the open individual observation record settings procedure. 
     FIG. 90 is an illustration of a first window displayed in the agency profile settings procedure. 
     FIG. 91 is an illustration of a second window displayed in the agency profile settings procedure. 
     FIG. 92 is an illustration of a first window displayed in the individual profile settings procedure. 
     FIG. 93 is an illustration of a second window displayed in the individual profile settings procedure. 
     FIG. 94 is an illustration of a first window displayed in the center summary settings procedure. 
     FIG. 95 is an illustration of a second window displayed in the center summary settings procedure. 
     FIG. 96 is an illustration of a first window displayed in the individual summary settings procedure. 
     FIG. 97 is an illustration of a second window displayed in the individual summary settings procedure. 
     FIG. 98 is an illustration of a first window displayed in the class progress settings procedure. 
     FIG. 99 is an illustration of a second window displayed in the class progress settings procedure. 
     FIG. 100 is an illustration of a first window displayed in the individual screening settings procedure. 
     FIG. 101 is an illustration of a second window displayed in the individual screening settings procedure. 
     FIG. 102 is an illustration of a first window displayed in the individual observation settings procedure. 
     FIG. 103 is an illustration of a second window displayed in the individual observation settings procedure. 
     FIG. 104 is a flow diagram of an open lesson plan procedure in the instructional management system program. 
     FIG. 105 is a flow diagram of an open the open a plan procedure in the instructional management system program. 
     FIG. 106 is an illustration of a window displayed in the open the open a plan procedure. 
     FIG. 107 is a flow diagram of an open goals procedure in the instructional management system program. 
     FIG. 108 is an illustration of a window displayed in the open goals procedure. 
     FIG. 109 is a flow diagram of an open the add goals procedure in the instructional management system program. 
     FIG. 110 is an illustration of a window displayed in the add goals procedure. 
     FIG. 111 is a flow diagram of an open activities/materials procedure in the instructional management system program. 
     FIG. 112 is an illustration of a window displayed during the open activities/materials procedure. 
     FIG. 113 is a flow diagram of an open add activities procedure in the instructional management system program. 
     FIG. 114 is an illustration of a window displayed during the open add activities procedure. 
     FIG. 115 is a flow diagram of an open add materials procedure in the instructional management system program. 
     FIG. 116 is an illustration of a window displayed during the open add materials procedure. 
     FIG. 117 is a flow diagram of an open notes procedure in the instructional management system program. 
     FIG. 118 is an illustration of a window displayed during the open notes procedure. 
     FIG. 119 is a flow diagram of an open print procedure in the instructional management system program. 
     FIG. 120 is an illustration of a window displayed during the open print procedure. 
     FIG. 121 is a flow diagram of an open add areas procedure in the instructional management system program. 
     FIG. 122 is an illustration of a window displayed during the open add areas procedure. 
     FIG. 123 is a flow diagram of an open import plans procedure in the instructional management system program. 
     FIG. 124 is an illustration of a window displayed during the open import plans procedure. 
     FIG. 125 is a flow diagram of an open lesson plan series procedure in the instructional management system program. 
     FIG. 126 is an illustration of a window displayed during the open lesson plan series procedure. 
     FIG. 127 is a flow diagram of an open planning group procedure in the instructional management system program 
     FIG. 128 is an illustration of a window displayed during the open planning group procedure. 
     FIG. 129 is a flow diagram of an open daily schedule procedure in the instructional management system program. 
     FIG. 130 is an illustration of a window displayed during the open daily schedule procedure. 
     FIG. 131 is a flow diagram of an open general anecdotal notes procedure in the instructional management system program. 
     FIG. 132 is an illustration of a window displayed during the open general anecdotal notes procedure. 
     FIG. 133 is a flow diagram of a first portion of an open child&#39;s daily note procedure in the instructional management system program. 
     FIG. 134 is a flow diagram of a second portion of the open child&#39;s daily note procedure. 
     FIG. 135 is an illustration of a window displayed during the open child&#39;s daily note procedure. 
     FIG. 136 is an illustration of an open previous note pop-up window displayed in the child&#39;s daily note window. 
     FIG. 137 is an illustration of a delete note pop-up window displayed in the child&#39;s daily note window. 
     FIG. 138 is a flow diagram of a backup active database procedure in the instructional management system program. 
     FIG. 139 is an illustration of a window displayed during the backup active database procedure. 
     FIG. 140 is an illustration of the backup active database window with a superimposed database selection window. 
     FIG. 141 is a flow diagram of a set the active database for backup procedure in the instructional management system program. 
     FIG. 142 is an illustration of a window displayed during the set the active database procedure. 
     FIG. 143 is an illustration of the set the active database window with a superimposed database selection window. 
     FIG. 144 is a flow diagram of an open program mail procedure in the instructional management system program. 
     FIG. 145 is an illustration of a window displayed during the open program mail procedure. 
     FIG. 146 is an illustration of a pop-up file menu in the program mail window. 
     FIG. 147 is a flow diagram of a first portion of a help procedure in the instructional management system program. 
     FIG. 148 is a flow diagram of a second portion of the help procedure. 
     FIG. 149 is an illustration of a window with a contents page or window displayed during the help procedure. 
     FIG. 150 is an illustration of the help window with a displayed find page or window. 
     FIG. 151 is an illustration of the help window with a display topic. 
     FIG. 152 is a flow diagram of a first portion of a guide procedure in the instructional management system program. 
     FIG. 153 is a flow diagram of a second portion of the guide procedure. 
     FIG. 154 is an illustration of a window with a contents page or window displayed during the guide procedure. 
     FIG. 155 is an illustration of the guide window with a displayed find page or window. 
     FIG. 156 is an illustration of the guide window with a display topic. 
     FIG. 157 is a flow diagram of a reports option procedure in the instructional management system program. 
     FIG. 158 is an illustration of a pop-up reports option window display during the reports option procedure. 
     FIG. 159 is a flow diagram of a password protection procedure in the instructional management system program. 
     FIG. 160 is an illustration of a window displayed during the password protection procedure. 
     FIG. 161 is a flow diagram of a modified observations procedure that can be employed in the instructional management system program. 
     FIG. 162 is an illustration of a pop-up observations menu displayed during the modified observations procedure of FIG.  161 . 
     FIG. 163 is an illustration of a window displayed during the modified observations procedure. 
     FIG. 164 is an illustration of a pop-up file menu displayed in the modified observations window. 
     FIG. 165 is an illustration of a pop-up update menu displayed in the modified observations window. 
     FIG. 166 is an illustration of a pop-up view menu displayed in the modified observations window. 
     FIG. 167 is an illustration of a set data source window displayed in modified observations procedure. 
     FIG. 168 is an illustration of a select scales to be displayed window displayed in the modified observations procedure. 
     FIG. 169 is an illustration of a make copy of a scale window displayed in the modified observations procedure. 
     FIG. 170 is an illustration of an agency development profile report. 
     FIG. 171 is an illustration of an individual development profile report. 
     FIG. 172 is an illustration of an agency development summary report. 
     FIG. 173 is an illustration of an individual development summary report. 
     FIG. 174 is an illustration of an agency progress report. 
     FIG. 175 is an illustration of an individual screening report. 
     FIG. 176 is an illustration of an individual learning plan. 
     FIG. 177 is an illustration of an individual observation record report. 
     FIG. 178 is an illustration of a printed lesson plan. 
     FIG. 179 is an illustration of a window displayed during a help procedure. 
     FIG. 180 is an illustration of a printed child&#39;s daily note. 
     FIG. 181 is an illustration of a modified window displayed during the open child information procedure. 
     FIG. 182 is an illustration of a modified scales and periods window displayed during an agency profile settings procedure. 
     FIG. 183 is an illustration of a modified centers and classes window displayed during an agency profile settings procedure. 
     FIG. 184 is an illustration of a modified children window displayed during an individual profile settings procedure. 
     FIG. 185 is an illustration of a modified goals page in a lesson plans window displayed during a lessons plans procedure. 
     FIG. 186 is an illustration of a modified activities page in a lesson plans window displayed during a lessons plans procedure. 
     FIG. 187 is an illustration of the page of FIG. 186 with a plan tree overlay. 
     FIG. 188 is an illustration of an activity window used to edit or create an activity from a lesson plan window of FIG.  186 . 
     FIG. 189 is an illustration of an individualization page in a lesson plans window displayed during a lessons plans procedure. 
     FIG. 190 is a flow diagram of a modification made in the observations procedure of FIGS. 56 and 57. 
     FIG. 191 is a flow diagram of a procedure for creating and editing instructional activities in the lesson plan procedure. 
     FIG. 192 is a flow diagram of modified open lesson plan procedure in the instructional management system. 
     FIG. 193 is a flow diagram of an individualization procedure in the modified lesson plan procedure of FIG.  192 . 
    
    
     DESCRIPTION OF THE PREFERRED EMBODIMENTS 
     General System 
     As shown in FIG. 1, one instructional management system in accordance with the invention includes a plurality of computer stations  200  which are interconnected by a network  202 . Each computer station  200  typically includes a central unit  204  which is connected to a keyboard  206 , mouse  208 , display  210  and printer  212 . The central unit  204  typically includes a read/write removable media device such as floppy disk drive  214 , a read only removable media device such as a CD-ROM or DVD reader  216  and a mass storage device such as a hard drive  218 . The instructional management system can be operated on a single one of the computer stations  200  without any interconnection with other computer stations, but usefulness is enhanced by operating a system with a plurality of stations. 
     The network  202  is one of a variety of possible network configurations. Where the instructional management system is employed in a single school or closely distanced schools, the network  202  can be a hardwired internal network or connected through dedicated lines. In the typical internal network system, one of the stations  200  is a server with the other stations accessing the server for data storage, programs and communications such as e-mail. Where the instructional management system is employed in more distant class rooms, the network can be formed by dial up telephone lines, the internet, or some other digital communication system for data transfer and communications. 
     As shown in FIG. 2, the typical unit  204  includes a central processor (CPU)  220 , one or more internal storage control units  222 , communication control units  224 , and media reader  226 . The CPU  220  is operated by instructions contained in various computer programs including operating systems and applications and generally controls the operation of all systems and units in the unit  204 . The storage control unit or units  222  control the hard drive  218  and removable media devices which can be used for storage. The communication unit or units  224  handle various inputs and outputs such as inputs from the keyboard  206 , mouse  208 , network  202  and outputs to the display  210 , the network  202  and the printer  212 . The media reader  226  reads various media such as a CD-ROM disk  228 . External storage  230  is accessed through the network  202 . 
     Storage such as one or more of the hard drive  218 , external storage  230  and/or removable media  228  contain a computer program and a database for operating the CPU in accordance with the instructional management system. Several files or portions of the database are shown in FIGS. 3-11. Each record in the database includes a unique global ID  234  which for example can be a variable of the type GUID generated by an algorithm that ensures no duplication. The use of a GUID (for example, a 39 byte string or value) to uniquely identify each record ensures that records can be moved from database to database at different locations without concern about duplicate IDs corrupting data. The table shown in FIG. 3 contains a plurality of records (rows) with each record including the name or a GUID ID of a class  238  and one or more readiness levels  240  for which a teacher wishes to have reports. This table can be used similar to that described below in connection with a readiness levels box in FIG.  92 . 
     FIG. 4 shows a developmental area table (also known as ScaleList table). Each developmental level is a broad classification of students by age, ability and the like; for example, one such classification of levels includes (1) infant-toddler, ages 0-2; (2) preschool level 1, ages 2-4; (3) preschool level 2, ages 3-5; (4) preschool advanced arts and technology, ages 3-5; (5) kindergarten, ages 5-7; (6) grade 1, ages 6-8; (7) grade 2, ages 7-9; and (8) grade 3, ages 8-10. In the instruction of students each of the broad developmental levels is further broken down into different developmental areas or scales which are listed in records  242  (also called Scale field) in the developmental area table of FIG.  4 . Each of the records  242  includes the name  244  of the developmental area, the developmental level  246  to which the name  244  belongs, display information  248  for controlling the arrangement and selection buttons of information on the display  210 , a copy field  249  identifying scales (developmental areas) copied from an existing scale and permitting user modification, and user defined scale field  250  identifying scales (developmental areas) written by the user. For example the preschool level 1 capabilities can be classified into the developmental areas (1) early math, (2) language and literacy, (3) nature and science, (4) perceptual motor development, (5) self-help, and (6) social-emotional development. 
     In FIG. 5, there is shown a knowledge area table (also known as LessonPlan-KnowledgeAreaList table) containing records  252  each containing the name of a knowledge area (KA)  254  and the name of the developmental area  256  to which the knowledge area is assigned. As an example, the capabilities in the developmental area “early math” of preschool level 1 can be further broken down into the knowledge areas (a) counting, (b) addition, (c) subtraction, (d) fractions, (e) seriation, (f) geometric shapes, (g) time in daily living and (h) math communication. As an alternative or supplement to the developmental area, each record  256  can contain a ScaleID field (not shown) which contains a GUID identifying the scale or developmental area to which the knowledge area belongs. 
     A goal table (also known as LessonPlanGoalList table) is shown in FIG.  6  and includes records  260  for all the learning capabilities (goals) for each developmental area. Each of the records  260  includes the name of the goal or learning capability  262 , the developmental area  264  (optional—may be eliminated) and knowledge area  266  to which the learning capability belongs, an identification of a class  268 , a difficulty factor (b)  270 , a discrimination factor (a)  272 , and an order number  274 . As an alternative or supplement to the knowledge area field, each record  260  can include a KnowledgeAreaGlobalID field (not shown) which is a GUID identifying the knowledge area to which the goal or learning capability belongs. The difficulty factor  270  and the discrimination factor  272  are used in computations involving item response theory scores, probabilities of a student achieving a particular goal or learning capability from an estimated ability score, and learning suitability of a student for particular goals. The capabilities within a developmental area can be ordered by their difficulty and this order number can be used as an alternative method of determining those capabilities which have been learned from a estimated ability score. As a further alternative or supplement, the goals or learning capabilities in the goal table can be ordered in according to their difficulty and this order can be used to evaluate the likelihood that a child is prepared to learn given skills based on the teacher&#39;s overall estimate of skills the child has mastered. 
     Information about each child or student is contained in a child table illustrated in FIG.  7 . Each record  276  includes the name of the child  278 , the class  280  to which the child is assigned, other school information  282 , and other personal and family information  284 . 
     In the child scores table (also known as the Scores table) of FIG. 8, records  288  of the development of each child are recorded. Records are kept for each time period and for each developmental area of each child. Each record  288  includes an identification of the child  290 , the developmental area  292 , a learned string  294  encoding the learned status (learned or not learned) of the child in all the learning capabilities within the developmental area, a plans string  296  encoding the learning suitability (learned, plan now, plan soon, plan later) for all the learning capabilities within the developmental area, the start date  298  of the period for which the record covers, the end date  300  of the period for which the record covers, a developmental level score (item response theory score or ability score)  302 , a risk of delay indication  304 , a summed score  306  which is the number of learned capabilities within the developmental area, a percentile score  308 , a NCE score  310 , a z-score (standard score)  312 , the last observation date  314 , an identification of the last screener  316  to modify or add the record, the speech or articulation status  318 , and a memo  320  wherein the anecdotal notes pertaining to the child&#39;s progress within the developmental area are stored. As alternatives or supplements to the developmental area field  264  and knowledge area field  266 , each record  260  can include a ScaleID field (not shown), which contains a GUID identifying the developmental area to which the record pertains, and a Knowledge-AreaGlobalID field (not shown), which contains a GUID identifying the knowledge area to which the record pertains. When a new record  288  is created by an observation in a new period, the data in the previous record except for the dates and screener name (screener name may be limited to use only in standard test scale or developmental area) are copied to the new record. With a record kept for each period in each developmental area, the progress of the student over a school year can be easily determined. 
     A class score table (also known as Readiness table) as shown in FIG. 9 is also maintained in the database. Records  324  include the class identification, the developmental area  328 , the learning capability  330 , the number of students  332  in the class who have learned the capability, the number of students  334  in the class who are ready now (plan now), the number students  336  in the class who are ready soon (plan soon), the number of students  338  who are ready later (plan later), and the observation date of the record. As an alternative or supplement to the developmental area field  328 , each record  324  can include a ScaleID field (not shown) which is a GUID identifying score or developmental area to which the record pertains. Records for each capability and for each class are created periodically so that progress in each class can be monitored. The latest record for each capability (goal) can also be recalled to enable the planning of lessons or activities based upon the current progress of the class. 
     The periods over which observations are maintained can be set up and stored in the period table of FIG.  10 . Each period record  344  includes a period number, the period length  348  in days, the start date  350  of the period, and the end date  352  of the period. 
     Various libraries or files of activities for assisting the teachers can be created and maintained in the database. One such activity table is shown in FIG. 11 (also known as LessonPlanActivity list) wherein each record  356  includes the name  358  of the activity, the knowledge area  360  to which the activity relates, an indication  362  whether the record is a system record or one created by a teacher, a topic  364  of the activity, a list of material  366  used in the activity, a number  368  identifying the activity, and a class identification  370  if the activity was created for a particular class. Each record  356  can include a KnowledgeAreaGlobalID (not shown) identifying the knowledge area to which the activity relates. 
     The database can include many other tables in addition to those illustrated in FIGS. 1-11 to record information about an agency name, centers in the agency, address, phone numbers and other standard information. Additionally each of the tables of FIGS. 1-11 can include various ID numbers for identification and cross identification of records, dates of modification, and other standard information suitable for the particular table. Additional fields that can be included in each record of the database are conventional Generation, HighGeneration and Available to Transfer fields which are useful to ensure accurate data aggregation. Combining data from various classes, centers, agencies and databases is useful for analysis of class, center, agency and regional instructional achievement and problems. 
     System Program 
     The instructional management system is controlled by a program which is illustrated by the procedures and associated windows of FIGS. 12 through 160. One embodiment of the program was designed for use with computers employing WINDOWS95, WINDOWS98 or WINDOWSNT and the following description and associated drawings are directed to that embodiment, but the program can be readily modified or adapted to run on a variety of different computer systems. 
     The initial startup procedure in FIG. 12 begins by determining if a database has been selected in step  402 . If true the selected database is opened in step  404 , and if not, a default database is opened in step  406 . After a database has been opened, the procedure determines if the database contains data on an agency (step  408 ), a center (step  410 ) and a class ( 412 ). The database must contain information on all three. If agency information is missing, the operator indicates if the database is on the network in step  414 , and if true, a database stored in a network resource is selected in step  416  by a conventional procedure (not shown herein). If step  414  is false, the procedure calls the agency information procedure (step  418 ) of FIG. 29 where agency information is entered by the operator. Similarly if the database does not contain center information or class information, the respective center information procedure (step  420 ) of FIG.  33  and class information procedure (step  422 ) of FIG. 39 are called for the operator to enter center information and class information. After initial setup of agency, center and class information, the steps  408 ,  410  and  412  are normally true and the program proceeds directly to step  424  where it is determined if the program has password protection turned on to prevent unauthorized personnel from accessing the system. If so, then in step  426  the password is requested and the password is entered in step  428 . After password approval, the corresponding class is selected in step  430 , when the password corresponds only to one class, and the program proceeds to the main procedure in FIG.  13 . Various password levels, such as center, agency and system, can be assigned to allow varying scope of access. For example a system administrator with a system level password can access all files on the system whereas agency and center level passwords allow access only to agency files and center files, respectively. When password protection is off, the procedure branches to step  434  which calls the selection procedure of FIG.  37 . 
     In the main menu procedure beginning at step  440  of FIG. 13, the main menu window  442  shown in FIG. 18 is displayed on the monitor and set up for user input in step  444 . This window contains a menu bar with the items “file”, “program”, “children and families”, “observations”, “plans”, “activities”, “notes”, “reports”, “view” and “help” any one of which can be selected by being clicked with a mouse arrow or by pressing the key corresponding to the underlined character of the item while the “Alt” key is depressed. It is noted that hereinafter the verb “select” is often used in one of its various forms to describe user input to call or request a desired function or to select a particular item or person. Such selection can often be made by any one of a variety of methods including clicking (moving a mouse arrow onto a displayed name, button, icon, or other item and pressing the mouse key), keyboard entry (pressing a key corresponding to an underlined letter in a name or title while an “Alt” or “Ctrl” key is depressed, pressing a function key designated for the function or item, or some other combination of keys), pressing the enter key to select a highlighted or otherwise emphasized item or function, or any other conventional manner. Often for brevity only one selection method, such as clicking, is described, but it is understood that selection of a particular item or procedure can often be made by any one of a plurality of methods and that description of selection by one method is meant to include selection by any other conventional selection method. 
     If the file menu is found selected in step  446 , the show file menu step  448  causes the file pop-up menu  450 , FIG. 19, to be displayed. Any one of the items listed in the file menu  450  can be selected by clicking the mouse arrow or by pressing the corresponding underlined key while the alt key is depressed for rendering the corresponding step  452  (backup database),  454  (set active database),  456  (e-mail) or  458  (exit) true to call the respective procedure  460  (display backup window—FIG.  138 ),  462  (display active database window—FIG.  141 ),  464  (display e-mail window—FIG. 144) or  466  (close). The close procedure appropriately closes any open files, terminates operation of the instructional management system program and returns display to a previous window such as the WINDOWS desktop. If step  470  determines that “program” has been selected in the main menu window  442 , then step  472  displays the program menu  474 , FIG.  20 . Selection of one of the program menu items “agency information”, “center information”, “class information”, “agency, center and class selection” and “password protection” is detected in the corresponding step  476 ,  478 ,  480 ,  482  or  484  to call the respective procedure  486  (display agency information—FIG.  29 ),  488  (display center information—FIG.  33 ),  490  (display class information—FIG.  39 ),  492  (display selection window—FIG. 37) or  494  (display password protection window—FIG.  159 ). 
     When the program menu item “children &amp; families” is selected, the procedure at step  500  in FIG. 14 branches to step  502  to display the children and families menu  504 , FIG. 21, which contains the items “child information”, “family information”, “family address book” and “standard test”. Selection of one of these items is detected in the corresponding steps  506 ,  508 ,  509  and  510  to branch to the respective procedure  512  (display child information—FIG.  43 ),  514  (display family information—FIG.  48 ),  515  (address book procedure—not shown) or  516  (show standard test submenu  517 —FIG.  21 ). The address book procedure is a conventional procedure for entering, editing and printing addresses and phone numbers of selected family members in the list created by the display family information procedure of FIG. 48 including printing address labels. The standard test submenu  517  contains the items “observations” and “screening information”. When selection of observations is found in step  518 , the observations scale is set to standard test in step  520  and the procedure  522  (display observations window—FIG. 56) is called. When screen information is selected in step  524 , the procedure  524  (display developmental screening—FIG. 62) is called. 
     Selection of observations in step  530  results in step  532  displaying the observations menu  534  of FIG. 22 which contains the item “set observations periods” along with a listing of available developmental (age) levels. Selection of the set observations periods item at step  536  results in step  538  calling the display observation periods window procedure of FIG. 54 while selection at step  540  of one of the age levels in the menu  534  causes display of a list  541 , FIG. 22, of the developmental areas for the selected age level at step  540 . Upon selection of the desired developmental area in step  544 , the scale is set to the selected level and area in step  546  and the display observations procedure of FIG. 56 is called in step  548 . 
     In FIG. 15, selection of plans in step  554  results in step  556  displaying the plans menu  558  of FIG. 23 which contains the items “lesson plans”, “class areas”, “schedule”, “planning group password” and “lesson plan series”. Selection of one of these items in the corresponding steps  560 ,  562 ,  564 ,  566  and  568  calls the respective procedure  570  (display plan window—FIG.  104 ),  572  (display class areas window—FIG.  121 ),  574  (display daily schedule—FIG.  129 ),  576  (display planning group window—FIG. 127) or  578  (display lesson plan series window—FIG.  125 ). At step  580 , selection of activities results in step  582  displaying a list of activities or activities menu  584  of FIG.  24 . Then upon selection of one of the activity library items in step  586 , the selected item is set as the library name in step  588  and the display activities window procedure of FIG. 66 is called in step  590 . 
     Selection of “notes” in the main menu of FIG. 18 renders step  600 , FIG. 16, true and causes display of the notes menu  602 , FIG. 25, in step  604 . The notes menu contains the items “any note”, “general anecdotal notes” and “notes on the child&#39;s day”. When one of these items is selected, the corresponding step  606 ,  608  or  610  calls the respective procedure  612  (display any note window—not shown),  614  (display general anecdotal notes window—FIG. 131) or  616  (display child&#39;s daily not window—FIG.  133 ). The any note procedure is a conventional note writing procedure with appropriate windows for addressing and prepare notes to send to parents, school personnel, or other people. When “reports” is selected in the main menu, step  618  branches to step  620  to display the reports menu  622  of FIG. 26 which contains a list of type reports, such as “development profiles”, “development summaries”, “progress reports”, “screen report and IDP”, “individual learning plan” and “individual observation record”. Each of the “development profiles”, “development summaries” and “progress reports” are further broken down in a corresponding submenu such as submenu  624  dividing the profiles into “agency profile”, “center profile”, “class profile” and “individual profile”. When one of the items in menu  622  or submenu  624  is selected, the program in step  626  branches to step  628  where the corresponding report name is set and the display report settings window step  630  calls the display report settings procedure of FIG. 71 along with the corresponding report name procedure of FIGS. 72-89. Selection of “view” in the main menu at step  632  results in step  634  displaying the pop-up status menu  636 , FIG.  27 . Clicking on “status bar” in the menu  636  result in step  638  proceeding to step  640  where the checkmark is toggled on and off to indicates whether the status bar  642 , FIG. 18, in the main menu  442  is displayed or not displayed. 
     In FIG. 17, the step  646  is true when “help” is selected in the main menu. Then in step  648  the pop-up help menu  650 , FIG. 28, is displayed. This pop-up menu  650  contains items “program help”, “program guide” and “about program”. Selection of one of these items results in the corresponding step  652 ,  654  and  656  calling the respective procedure  658  (display program help—FIG.  147 ),  660  (display program guide—FIG. 152) or  662  (display program information—not shown). The program information displayed by the procedure  662  is the program version, copyright notice, and other general information. 
     The open agency information window procedure of FIG. 29 which is called by step  418  in the startup procedure of FIG. 12, by step  892  in FIG. 37 or by step  486  in the main procedure of FIG. 13 first displays the agency window  666  of FIG. 30 in step  668  and then passes control to user input in step  669 . The window  666  includes a number of edit control boxes  670 - 678  for entering the name, address, phone numbers, and other information of an agency. The edit control  670  for entry of the agency name includes a function button  679  for calling a pop-up list of agency names in the database so the user can select one agency from the list and edit its information which is automatically placed in the edit controls. The user can select one of the buttons  680 ,  681 ,  682  or  683  to save the entry, delete the entry, clear (new) the entry or close the window, respectively. Icon buttons  686 ,  687  and  688  call the same functions as buttons  680 ,  681  and  682 . Additionally the menu bar of the window contains the items “file”, “entries”, “view” and “help” which can be selected to call corresponding pop-up menus. The file pop-up menu is shown at  692  in FIG.  31  and contains items “print/export”, “agency/center/class selection”, “go back to main menu” and “exit program”. The entries pop-up menu  694  in FIG. 32 has items “same entry”, “delete entry” and “clear entry” calling the same functions as the buttons  680 ,  681  and  682 . The view pop-up menu is not shown but contains items to toggle display of the status bar  647  and the tool bar  696 . When “new entry”, “save entry” or “delete entry” is selected by clicking on the corresponding button or menu item, the respective step  700 ,  702  or  704  in FIG. 29 is true. Upon new entry, step  706  checks that the information in the edit controls has been saved and then step  708  clears the edit controls so that the user can enter information about a new agency. Upon save entry, step  710  checks that the required information has been entered, step  712  updates the agency list and database, and step  714  clears the edit controls. Upon delete entry, step  716  requires confirmation that the user wishes to delete the agency information, step  718  updates the agency list and database, and step  720  clears the edit controls. Steps  722  and  724  indicate that user input includes characters which are typed into the edit controls. Step  726  is true when the user selects an agency listed in the pop-up list called by the button  679  and step  728  places the database information corresponding to the selected agency into the appropriate edit controls. When the agency information procedure is not called by the initial setup procedure, step  730  is false and the program proceeds to step  732  where the selection of close is determined. Selecting close results in step  734  checking that the information has been saved, step  736  closing the agency window of FIG.  30  and step  738  returning to the display main menu procedure of FIG.  13 . When step  730  finds that the agency information procedure was called by the setup procedure, the user is given the opportunity to continue setup in step  740  which results in saving of information, if not previously saved, in step  742 , displaying the main menu window in step  744  with a message produced by step  746 , and then by step  748  proceeding to the display center information window procedure of FIG.  33 . If the user declines to continue setup in step  740 , the program terminates the setup procedure to return to the WINDOWS desk top in step  750 . Selecting print/export in the file menu  692  calls a conventional program for print out, or saving to another file, agency information in the database. Selecting agency/center/class selection in the file menu  692  calls the open selection window procedure of FIG.  37 . 
     The open center information window procedure of FIG. 33 which is called by step  420  in the startup procedure of FIG. 12, by step  896  in the selection procedure of FIG. 37 or by step  488  in the main procedure of FIG. 13 first displays the center information window  766  of FIG. 34 in step  768  and then passes control to user input in step  769 . The window  766  includes an number of edit control boxes  770 - 778  for entering the name, address, phone numbers, and other information of an center. The edit control  770  for entry of the center name includes a function button  779  for calling a pop-up list of center names in the database so the user can select one center from the list and edit its information which is automatically placed in the edit controls. The user can select one of the buttons  780 ,  781 ,  782  or  783  to save the entry, delete the entry, clear (new) the entry or close the window, respectively. Icon buttons  786 ,  787  and  788  call the same functions as buttons  780 ,  781  and  782 . Additionally the menu bar of the window contains the items “file”, “entries”, “view” and “help” which can be selected to call corresponding pop-up menus. The file pop-up menu is shown at  792  in FIG.  35  and contains items “print/export”, “agency/center/class selection”, “go back to main menu” and “exit program”. The entries pop-up menu  794  in FIG. 36 has items “same entry”, “delete entry” and “clear entry” calling the same functions as the buttons  780 ,  781  and  782 . The view pop-up menu is not shown but contains items to toggle display of the status bar  642  and the tool bar  796 . When “new entry”, “save entry” or “delete entry” is selected by clicking on the corresponding button or menu item, the respective step  800 ,  802  or  804  in FIG. 33 is true. Upon new entry, step  806  checks that the information in the edit controls has been saved and then step  808  clears the edit controls so that the user can enter information about a new center. Upon save entry, step  810  checks that the required information has been entered, step  812  updates the center list and database, and step  814  clears the edit controls. Upon delete entry, step  816  requires confirmation that the user wishes to delete the center information, step  818  updates the agency list and database, and step  820  clears the edit controls. Steps  822  and  824  indicate that user input includes characters which are typed into the edit controls. Step  726  is true when the user selects center listed in the pop-up list called by the button  779  and step  828  places the database information corresponding to the selected center into the appropriate edit controls. When the center information procedure is not called by the initial setup procedure, step  830  is false and the program proceeds to step  832  where the selection of close is determined. Selecting close results in step  834  checking that the information has been saved, step  836  closing the center window of FIG.  34  and step  838  returning to the display main menu procedure of FIG.  13 . When step  830  finds that the center information procedure was called by the setup procedure, the user is given the opportunity to continue setup in step  840  which results in saving of information, if not previously saved, in step  842 , displaying the main menu window in step  844  with a message produced by step  846 , and then by step  848  proceeding to the display agency/center/class selection window procedure of FIG.  37 . If the user declines to continue setup in step  840 , the program terminates the setup procedure to return to the WINDOWS desk top in step  850 . Selecting print/export in the file menu  792  calls a conventional program for print out, or saving to another file, center information in the database. Selecting agency/center/class selection in the file menu  792  calls the open selection window procedure of FIG.  37 . 
     In the agency/center/class selection procedure of FIG. 37, step  860  displays the agency, center and class selection window  862  of FIG.  38  and then allows user input in step  864 . The window  862  contains an agency list box  866 , center list box  868  and class list box  870 . A list of the agencies in the database is automatically placed in the agency box  866  with the last selected agency highlighted. A list of the centers in the database corresponding to the highlighted agency is automatically placed in the center box  868  with the last selected center highlighted. A list of the classes in the highlighted center is automatically placed in the class box  870  with the last class selected by the user being highlighted. The highlighted agency, center or class can be changed by clicking on another agency, center or class in the corresponding list. The window  862  also contains an add an agency button  872 , an add a center button  874 , an add a class button  876 , and an OK button  878 , an exit button  880  and a help button  882 . Selecting the OK button  878  renders step  884  true whereupon step  886  sets the highlighted agency, center and class as the selected items, and step  888  proceeds to the display main menu procedure of FIG.  13 . When the add an agency button  874  is selected, step  890  is true resulting in the display agency information window procedure of FIG. 29 being called in step  892 . Similarly the selection of the add a center button  874  causes step  894  to branch to step  896  where the display center information window procedure of FIG. 33 is called. Selection of the add a class button  876  renders step  898  true to call the display class information window procedure of FIG. 39 in step  900 . When one of the agencies in the agency list box  866  is clicked, the step  902  proceeds to step  904  where the clicked agency is highlighted, the list of centers in the center list box  868  is changed to the database list corresponding to the newly selected agency with a first center name highlighted, and the list of classes in the class list box  870  is changed to the list of classes in the database corresponding to the highlighted center. Clicking on a center name in the class list box  868  is detected by step  906  to proceed to step  908  where the selected center is highlighted and the list of classes in the class list box  870  is changed to the database class list corresponding to the selected center. In step  910  when the user clicks on a class in class list box  870 , the selected class is highlighted in step  912 . Selection of the exit button  880  results in step  914  branching to step  916  and exit or termination of the program. The help button  882  calls the help procedure of FIG.  147 . 
     The open class information window procedure of FIG. 39 begins with step  920  where the class information window  922  of FIG. 40 is opened for user input in step  924 . The window  922  contains a class list box  926  which contains a list of classes in the previously selected agency and center. Edit control boxes  928  and  93  are provided for editing or typing in the first and last names, respectively, of the teacher of the selected class. A upper class hours box portion  932  receives the selection made of the list of available hour selections in the lower box portion  934 , namely, “morning”, “afternoon” or “full day”. The window also contains a save entry button  936 , a delete button  938 , a new entry button  940  and a close button  942 . Within the tool bar  943 , there are provided icon buttons  944 ,  946  and  948  corresponding to the respective buttons  936 ,  938  and  940 . Also menu items “file”, “entries”, “view” and “help” are in the menu bar. The file menu  950  is illustrated in FIG.  41  and contains the items “open note” “print/export”, “agency/center/class selection”, “go back to main menu” and “exit program”. The entries menu  952  in FIG. 42 contains items “save entry”, “delete entry” and “clear screen” which are the same functions called by the respective buttons  936 ,  938  and  940 . Back in the procedure of FIG. 39, selecting a new entry in step  954  results in the program proceeding to step  956  where a saving of the information is checked and then to step  958  where the edit control boxes  928  and  930  for teacher first and last name are cleared and the highlighting in the class list box  926  is removed. When save entry is selected in step  960 , step  962  checks that the required information of teacher names and class hours is present, step  964  updates the class list in box  926  and updates the database with the class information, and step  966  clears the edit control boxes  928  and  930 . Clicking on a deletion button or menu item renders step  968  true and branching to step  970  where the user must confirm the deletion. In step  972  the highlighted class in the class list box  926  and corresponding database entries are deleted. Step  974  again clears the edit controls. Steps  976  and  978  indicate that the user is free to enter and edit the first and last names in the boxes  928  and  930 . When clicking on a class name in the class list box  926  is sensed in step  984 , step  986  puts the information from the database corresponding to the selected class name into the edit control boxes  928 ,  930  and  932 . In step  988  it is determined if the present procedure was called by step  422  of the setup procedure in FIG.  12 . If no, then step  990  can detect selection of a close button to proceed to step  992  where a saving of information is insured and to step  994  which calls or returns to the display main menu procedure of FIG.  13 . If the program is in an initial setup mode, step  988  branches to step  996  where the user is given the option to complete the setup. If true, step  998  checks that all information is saved in the database, step  1000  displays the main menu of FIG. 18, step  10002  displays a message in the main menu window that the next step is to select a class, and step  1004  proceeds to the display agency, center and class window procedure of FIG.  37 . If the user does not wish to continue setup, step  1006  is called to terminate the setup and return to the WINDOWS desktop. Selection of print/export in menu  950  calls a conventional procedure for printing the class information in the window  922 . 
     In the open child information window procedure of FIGS. 43 and 44, step  1010  opens display of the child information window  1012  of FIG.  45 . This window contains a children list box  1014 , a first name edit control box  1016 , a last name edit control box  1018 , an ethnicity edit control box  1020 , a primary language edit control box  1022 , birth date edit control boxes  1026 , and social security number edit control boxes  1028 . Boxes  1016 ,  1018 ,  1026  and  1028  are designed for typing in the relevant information. Box  1024  has alternate dot selections for gender. Boxes  1020  and  1022  include respective buttons  1030  and  1032  for calling pop-up lists from which selections can be made. Additionally, add buttons  1036  and  1040  and delete buttons  1038  and  1042  are associated with the respective boxes  1020  and  1022 . Transfer out button  1044  and transfer in button  1046  are associated with the children list box  1014 . The window includes a save entry button  1048 , a delete button  1050 , a new entry button  1052  and a close button  1054  while icon buttons  1056 ,  1058  and  1060  corresponding to the buttons  1048 ,  1050 , and  1052  are included in a icon bar. Selectable menu items are “file”, “entries”, “view” and “help” for calling pop-menus only two of which are shown, the file menu  1062  in FIG.  46  and the entries menu  1064  in FIG.  47 . The items in these menus function in a manner similar to menus in previously described windows. 
     Referring back to FIG. 43, step  1070  enables user input. Step  1072  responds to selection of a new or clear entry button or menu item to proceed to step  1074  where saving of any entered information is checked and then to step  1076  where edit controls  1016 ,  1018  and  1026  are cleared to allow entry of new data. When a save entry button or menu item is selected, step  1078  branches to step  1080  to check that the required information for a new entry has been entered into the edit controls. Then the child&#39;s name is added to the child list in the box  1014  as well as to the database which is also updated with the other entered information. Step  1086  responds to selection of a delete entry button or menu item to require confirmation in step  1088  of the user&#39;s desire to delete the selected (highlighted) child&#39;s information, to delete the child&#39;s name and other information from list box  1014  and the database in step  1090  and to clear the edit controls in step  1092 . The cursor can be placed in the box  1020  and a new item typed in or an existing item edited. Then when the add button  1036  is selected, step  1094  is true, step  1096  adds the new or modified ethnicity item to the list of items which can be called up by button  1030 , and step  1098  clears the edit control box  1020  and places the cursor in it. Similarly, steps  1100 ,  1102  and  1104  function the same as steps  1094 ,  1096  and  1098  to add new entries in the edit control box  1022  to the primary language list. Steps  1106  and  1108  are called by clicking on button  1038  to delete an ethnicity item displayed in the box  1020  from the list to ethnicity items while steps  1110  and  1112  respond to clicking of the delete button  1042  to delete a primary language item in the box  1022  from the list of primary language items. When the pop-up list of ethnicity items is display by button  1030 , one of the displayed items can be clicked to select and highlight that item in step  1114  whereupon the selected item is placed in the edit control box  1020  in step  1116 . Similarly steps  1118  and  1120  place a selected primary language item into the box  1022  from the pop-up list produced by button  1032 . 
     When the transfer out button  1044  is selected, step  1122  in FIG. 44 is true, step  1124  requires the user to confirm that the highlighted child in the children list box  1014  is removed from that class, step  1126  transfers the child info to a transfer list, and step  1128  clears the transferred child&#39;s name and information from the box  1014  and other edit controls. Step  1130  responds to selection of the transfer in button  1046  to change the transfer in button to a cancel transfer button in step  1132  and to show a save transfer button (not shown) along with a pop-up list (not shown) of children in the transfer list in step  1134 . Then when the save transfer button is clicked, step  1136  branches to step  1138  to move the highlighted child and her/his related information into the children list box  1014  and database files of the current class. Step  1140  removes the child&#39;s name from the transfer list, step  1142  changes the cancel transfer button back to the transfer in button, and step  1144  hides the save transfer button and pop-up transfer list. If the cancel transfer button is clicked while displayed, step  1146  is true and steps  1148  and  1150  change the cancel transfer button back to the transfer in button, hide save transfer button and transfer list. When a child&#39;s name in the children list box  1014  is clicked, the name is highlighted in step  1152  and the related database information of the selected child is placed in the appropriate edit controls in step  1154 . When a close button or menu item is selected in step  1156 , step  1158  insures that the displayed information is saved, step  1160  closes the child information window  1012 , and step  1162  proceeds to the display main menu procedure of FIG.  13 . 
     The display family information window procedure of FIGS. 48 and 49 begins at step  1170  where the family information window  1172  of FIG. 50 is displayed. This window  1172  contains a child list box  1174 , a title edit control box  1176  with associated pop-up list button  1177  for displaying a list such as “Mr.”, “Mrs.” and “Ms.”, name edit control boxes  1178  such as first name, middle initial and last name boxes, a family member box  1180  with a pop-up button  1181  for displaying a pop-up list of all family members listed in the database as being associated with the selected child, a relationship edit control box  1190  with associated pop-up list button  1191 , add button  1192  and delete button  1194 , occupation/employment edit control box  1196  with associated pop-up list button  1197 , add button  1198  and delete button  1200 , highest degree edit control box  1202  with associated pop-up list button  1203 , add button  1204  and delete button  1206 , income edit control  1208  with associated pop-up button  1210 , add button  1212  and delete button  1214 , center/class selection box  1216 , address edit control box  1218  including a same as last entry button  1219 , phone number edit control box  1220 , save entry button  1222 , delete entry button  1224 , new entry button  1226  and close button  1228 . Additionally the window  1172  contains a tool bar  1230  with icon buttons similar to the previously described windows and a menu bar with menu items “file”, “entries”, “preferences”, “view” and “help”. The latter two menu items call pop-up menus similar to those described in previous windows while the pop-up file menu  1232  is shown in FIG. 51, the pop-up entries menu  1234  is shown in FIG.  52  and the pop-up preferences menu  1236  is shown in FIG.  53 . 
     Following the opening of the family information window at step  1170  in FIG. 48, step  1240  displays in the children list box  1174  a list of children in the currently selected class and step  1242  displays in the center/class list box  1216  a list of class in the currently selected center. Step  1244  passes control to user input. If a new entry button or menu item is selected in step  1246 , step  1248  checks that all information in the edit controls is saved and step  1250  clears the edit controls for entry of information of a new family member. Selection of a save entry button or menu item results in step  1252  branching to step  1254  where it is ensured that all required information relating to a family member is entered in the edit controls, step  1256  where the family member pop-up list and database is updated with the entered data, and step  1258  where the edit controls are cleared. When a delete button or menu item is clicked or otherwise selected, step  1260  is true and proceeds to step  1262  to require the user to confirm that the currently selected family member is to be deleted from the family member list and database in the following step  1264  with clearing of the edit controls in step  1266 . When a child&#39;s name in the children list box  1174  is clicked, step  1268  highlights the selected child and branches to step  1270  where it is determined if the database contains at least one family member associated with the selected child. If so, then the family member, or the first family member in a list of two or more family members, is displayed by step  1272  in the edit control box  1180 . Selecting the add child button  1175  results in step  1274  branching to step  1276  where the display child information window procedure of FIG. 43 is called with an option such as button (not shown) to return to the family information window. Step  1278  senses when the item “group by agency” in the preference menu  1236  of FIG. 53 is selected and proceeds to step  1280  where the child list in the children list box is changed to the children enrolled in the agency. Additionally the center/class selection box  1216  is hidden. Step  1282  senses the item “group by center” in the preference menu  1236  and in step  1284  the child list is changed to the children in the center while the selection box lists the centers in the agency. When “group by class” in menu  1236  is selected in step  1286 , the program proceeds to step  1288  where the child list is updated to the children in a selected class and the list in the selection box is changed to list the classes in the currently selected agency. Clicking one of the centers listed in the selection box  1216  when the box lists the centers in the current agency renders step  1290  true to highlight the selected center and to branch to step  1292  where the list of children in the children list box is changed to the children listed in the database as enrolled in the selected center. Step  1294  responds to clicking on a class in the selection box  1216  when the box contains a list of classes in the current center and leads to step  1296  updating the child list in children list box  1174  to the children listed in the database as being enrolled in the selected class. 
     Referring now to FIG. 49, the button  1181  shown in FIG. 50 causes display of a pop-up list of family members associated with a selected child when that list contains more than one member. When there is only one such member for display in the window  1180  or the pop-list is displayed with several members, clicking on a family member results in step  1298  branching to step  1300  where the database information associated with the selected member is placed in the appropriate edit controls. Step  1302  responds to clicking on the add button  1192  to add in step  1304  a modified or newly typed relationship from the edit control box  1190  to the pop-up list of relationships and to clear the edit control box  1190  in step  1306 . Similarly, step  1308  responds to add button  1198  to advance to step  1310  and add a new occupation or employment status from the edit control  1196  to the corresponding pop-up list and then to step  1312  where the edit control box  1196  is cleared, step  1314  responds to add button  1204  to advance to step  1316  and add a new degree from the edit control box  1202  to the corresponding pop-up list and then to step  1318  where the edit control box  1202  is cleared, and step  1320  responds to add button  1212  to advance to step  1322  and add a new income category from the edit control box  1208  to the corresponding pop-up list and then to step  1324  where the edit control box  1208  is cleared. Clicking on one of the delete buttons  1194 ,  1200 ,  1206  or  1214  is sensed in the corresponding step  1326 ,  1328 ,  1330  or  1332  to branch to the respective step  1334 ,  1336 ,  1338  or  1340  where the item displayed in the corresponding edit control box  1190 ,  1196 ,  1202  or  1206  is deleted from the respective pop-up list and the respective edit control box is cleared. The same as last entry button  1219  in the address box  1218  can be clicked to cause step  1342  to branch to step  1344  where the address information for the last entered family member is placed in the address control boxes for the current family member. When close is selected such as by button  1228  or go back to main menu item in file menu  1232 , step  1346  proceeds to step  1348  where a check insures that the information currently in the edit control boxes is saved and then to step  1350  where the display main menu procedure of FIG. 13 is called. Print/export in the file menu calls a conventional procedure (not shown) for printing or exporting to a file family member information from the database. 
     In the open observations period window procedure of FIG. 54, step  1360  displays the observations period window  1362  of FIG.  55 . Then in step  1364 , a periods list box  1366  is displayed in the window and contains a list of observation periods for the current agency. In step  1368  final period settings are placed in start month edit control box  1370 , start year edit control box  1372 , start day calendar  1374 , end month edit control box  1374 , end year edit control box  1378  and end day calendar  1380 . The window also includes an add period(s) box  1382 , a delete period(s) box  1384 , an OK button  1386  and a help button  1388 . User input is enabled in step  1390 . The add period(s) box  1382  contains an edit control  1391  for the user in step  1387  indicating a number of periods to be added in step  1389  to the period list box  1366 . Operation of an add button  1392  is sensed in step  1393  to branch to step  1394  where the requested number of periods are added to the period list in the box  1366 . Each of the added periods has its duration equal to the previous last period with the start and end dates correspondingly set. The delete period(s) box  1384  contains an edit control box  1395  in which the user can set the number of periods to be deleted. Step  1396  senses a change in the deletion number in control  1395  and step  1398  highlights the periods to be deleted, starting with the last period, in the period list box  1366 . Then when clicking on a delete button  1399  in the delete periods box  1384  is sensed in step  1400 , step  1402  deletes the highlighted periods from the list in the periods list box  1366 . In step  1404  it is determined if the entire list has been deleted. If false, step  1406  displays the settings for the new final period in the start date and end date edit controls, and if true, step  1408  sets a default observation period encompassing the current date which is inserted into the periods list box along with placement of corresponding date information in the start and end date control boxes. When the start date or end date in edit control boxes  1370 ,  1372 ,  1374 ,  1376 ,  1378  and  1380  is changed by the operator, step  1410  branches to step  1412  where corresponding changes are made to the description of the last observation period in the box  1366 . Selection of the OK button  1386  in step  1414  results in step  1416  updating the database information and return to the display main menu procedure of FIG. 13 in step  1418 . 
     In the open observations procedure of FIGS. 56 and 57, step  1430  opens the observations window  1432  of FIG.  58 . Next, step  1434  inserts a pop-up estimate window  1436  in the window  1432  and step  1438  displays the current class name at  1440  in the window  1432  along with children list box  1442  which is placed in the estimate window. The following step  1444  displays the selected scale (developmental area+developmental level) as the title along with a list of capabilities (learning items or goals) indicated generally at  1448  corresponding to the selected scale. The capabilities are classified into different groups (knowledge areas) each with a descriptive title such as “helping”, “sharing”, etc. Each of the capabilities includes a check box  1450  for indicating whether the capability or goal has been accomplished (learned) and a readiness button  1452  which indicates a readiness level such as “plan later”, “plan soon”, “plan now” and “learned”. In step  1454  information on the first child, or other highlighted child, in the list  1442  such as that stored in the children score table of FIG. 8 is inserted in the window  1432 . These include the name of the child along with the checkmarks in boxes  1450  for those items learned as recorded in a field  294  of record  288  for the selected child and observation period in the table of FIG. 8, the plan status in all buttons  1450  as recorded in the field  296 , and a developmental level score DL recorded in field  302 . Next in step  1456  the date of the most recent observation entry is displayed along with the observation period with an edit control box  1458 . Then is step  1460  the user is permitted to edit the observation information for the selected child. 
     The goals table of FIG. 6 contains a comprehensive lists of capabilities for students in the different developmental levels and which have been generated based upon cumulative teaching experience. These capabilities are used as goals as well for assessment of achievement. These capabilities for each developmental level (age group) are further classified into various developmental areas suitable for the developmental level. The capabilities  1448  displayed in the window  1432  are the capabilities corresponding to the previously selected developmental level (age group) in menu  534 , FIG. 22, and developmental area in submenu  541 . The particular score or achievement (learned or not learned) in each capability for the selected child is illustrated by the presence or absence of a checkmark in the corresponding box  1450 . 
     Steps  1462  and  1464  represent one method for initially estimating a score for a child in the capabilities of the displayed developmental area. A slider or button  1466  at the bottom of the estimate window  1436  can be moved by the user dragging the mouse arrow or clicking on the direction buttons  1468  and  1470  to provide an indication of the relative development, or amount learned, of the child in the subject developmental area. A number above the slider  1466  indicates the corresponding number of capabilities or items in the displayed developmental area that the student has learned. This estimate can be based upon a brief observation of the child, upon discussion with the parents of the child or some other source. Then in step  1472  selection of “estimate” in pop-up update menu  1474  or corresponding icon button  1476  is sensed to proceed to step  1478  where estimated achievement and readiness levels are computed for each of the capabilities in the displayed developmental area. An algorithm can be used to compute the probability that the child will be able to preform each learning capability within the corresponding developmental area. One suitable algorithm calculates probabilities P i  using the equation                 P     i   =   1            θ     =     1     1   +          -       a   i          (     θ   -     b   i       )                                      
     wherein e is the natural or Napierian logarithm base, a i  is the discrimination factor of the learning capability i, b i  is the difficulty factor of the learned capability i and θ is the ability score of the student. Where θ is a function of the number of learned capabilities or items in the developmental area, the difficulty factor b for each item can be its difficulty ranking in the list of items in the current developmental area, and the discrimination factor a can be a number calculated to adjust the probability to a value relative to probabilities of the other items as determined by a base of observed scores and/or informed opinion. For each capability with a computed probability equal to or greater than 0.5 the indication in the corresponding learned indication in the field  294  in the record  288  of the child&#39;s current score table is set at learned and for each capability with a computed probability less than 0.5 the corresponding learned indication is set at not learned. Further the plans field  296  is changed so that capabilities with probabilities equal to or above 0.5 are assigned a learned indication, capabilities with probabilities from 0.25 to 0.5 are assigned a plan now indication, capabilities with probabilities from 0.15 to 0.25 are assigned a plan soon indication, and capabilities with probabilities below 0.15 are assigned a plan later indication. Additionally the various scores in the child&#39;s current score record  288  for the subject developmental area and observation period are computed. Then in step  1480  the computed learned indications are shown by insertion and absence of the checkmarks in the boxes  1450  and the computed planning indications are inserted in the corresponding buttons  1452 . The displayed DL score is also updated. 
     As an alternative, an algorithm can be employed to calculate the estimated learned items by simply selecting the items to be marked as learned beginning with those of the item of the lowest difficulty factor and ending when the correct number of learned items, as indicated by the number above the slider  1466 , is reached. 
     While the use of the estimate procedure quickly inserts an estimated developmental score for each child, normally observations are entered manually by clicking on the appropriate checkmark boxes  1450  which is sensed in step  1490 . After completing an activity or series of activities, the teacher can readily make an assessment of whether each student has learned the associated goals or capabilities. In step  1492 , the check mark in the clicked box is toggled on or off and in step  1494  it is determined if the box is now checked. If not, the corresponding readiness button  1452  is changed to “plan later” in step  1496 , and if true, the readiness button is changed to “learned” in step  1498 . From step  1498 , the program proceeds to step  1500  where it is determined if the notes window  1501 , see FIG. 61, is open. If true, step  1502  adds the text of the capability to the notes window  1501 . From any of steps  1496 ,  1500  (when false) or  1502 , the program in step  1504  updates the score table in the database, the displayed score(s) and the amounted learned which is shown by the position of the slider  1466  and the number above the slider. 
     Clicking on one of the readiness buttons  1452  is detected in step  1506  of FIG. 57 to call step  1508  where the readiness indication in the clicked box is changed to a next readiness indication. For example, one order of changing readiness indications is to change a readiness indication of “now” to “soon”, to change a readiness indication of “soon” to “later” and to change a readiness indication of “later” to “now”. Any other order of change can be used, and other or additional readiness indications can be employed. Next in step  1510 , the scores in the child&#39;s score table and as displayed in the window is updated along with updating of the amount learned number. 
     When a notes menu item (see file pop-up menu  1511  in FIG. 59) or a corresponding icon button is clicked, step  1512  is true and the procedure goes to step  1514  where the note window  1501  of FIG. 61 is opened and the text of any saved note, such as pointed to by a record  320  in the child scores table, is displayed in the note window. Step  1516  inserts the current date below the prior note and positions the cursor for writing additional text after the inserted date by steps  1518  and  1520 . The user can click on any item or character position in the text box  1501  and add, delete or change characters. Step  1522  senses when a print button  1523  in the note window is checked to call a conventional report printing procedure in step  1524 . Clicking on another child in the child list box  1442  results in saving the current note and displaying in step  1528  of a new note box with any previously saved note for the newly selected child. Step  1530  inserts the current date below any prior note and sets the cursor to begin typing after the new date. Selection of close in step  1532  results in the note window  1501  being closed. 
     If a clear menu item or icon button is selected, step  1536  branches to step  1537  where confirmation of deletion of previous observations (readiness and learning status) is required and then to step  1538  where the checkmarks in all boxes  1450  are cleared and the readiness indications in the readiness buttons  1452  are all changed to plan later. Additionally the DL score and the amount learned are set to base and zero values, respectively. Clicking on a goal bar  1541  (title bars for capability items) is sensed in step  1540  to cause the program in step  1542  to call the display activities window procedure, FIG. 66, corresponding to the clicked subject. This is only effective for those knowledge areas that have activities designating the knowledge area or goal. A list display button  1543  in the edit control  1458  can be clicked to call a pop-up list of observation periods for the current agency. One of the observations periods can be selected in step  1544  to proceed to step  1546  where the information in the window  1432  is changed to the stored information of the newly selected observation period. Step  1548  responds to the user clicking on close or go back to main menu to check that all information is saved in step  1550  and to return in step  1552  to the display menu procedure of FIG.  13 . 
     The screening procedure of FIG. 62 enables a user to make an assessment based upon a standard test designed to readily provide reliable information about preschool development at the individual, class, center and agency levels. In step  1560  the developmental screen information window  1562  of FIG. 63 is opened and then in step  1564  the currently selected class is displayed in class box  1566  and the names of the children in the selected class are display in a children list box  1568 . Next in step  1570  information about the first child in the list of children is display so far as that information is contained the database. This information includes the child&#39;s date of birth placed in display box  1572  and from which is calculated and displayed the child&#39;s age  1574 , the primary language  1576  of the child, an indication  1578  of the child&#39;s articulation, the DL score  1580  (developmental level score produced by this program), other scores including percentile rank  1582 , NCE  1584  and standard score  1586  computed from the DL score, and an indication of a degree of developmental risk  1588 . Additionally there is a box  1590  for displaying the screening score produced by the current standard test. All the scores are for the observation period displayed in the edit control box  1592  which includes a button  1593  for calling up a list of observation periods from which the used can select. Additionally the window includes a notes button  1594 , a save entry button  1596 , a delete entry button  1598  and a close button  1600 . User input in step  1602  enables the person conducting the screening to enter her/his name in the edit control box  1604  and the date in the date control boxes  1606 . The menu bar includes menu names “file”, “entries”, “view” and “help” for displaying file pop-up menu  1608 , FIG. 64, entries pop-up menu  1610 , FIG. 65, and other corresponding menus similar to corresponding previous described menus. 
     Step  1612  responds to selection of save entry from button  1596 , menu  1610  or the tool bar and proceeds to step  1614  where it is determined if the required information is present for a screen test. Then in step  1614  the information is saved in the database and in step  1618  the edit controls are cleared. The next child on the list is selected in step  1620  and the name and age of the child is displayed. In step  1622  it is determined if the newly selected child is at least three years old and less than six years old. If not, a message is displayed in step  1624  that the present standard screening test is not suitable for a child of the present age. Otherwise, the scores and other stored information on the child is displayed in step  1626 . Selection of delete entry is detected in step  1630  to proceed to step  1632  where confirmation by the user to delete the currently displayed scores is required. If confirmed, the database is updated with the deletions in step  1634  and any displayed screening score and other statistics are cleared from the screen in step  1636 . Step  1638  responds to selection of the notes button  1594 , menu item in menu  1608  or icon in the tool bar to show a headings button (not shown) in step  1640 , change the notes button  1594  to a close notes button in step  1642 , and to show a notes box (not shown but similar to other illustrated note boxes) superimposed on the window  1562 . The cursor is placed in the note box to enable the user to type in notes relative to the standard screening test for the subject child. At step  1646  it is determined if the newly displayed headings button is clicked, and if true, default headings are inserted into the notes box to assist the screener in writing a note. Suitable headings include “current emotional health”, “current physical health” and “growth and nutrition”. Step  1650  senses selection of close notes and proceeds to step  1652  where the close notes button is changed back to the notes button and to step  1654  where the notes box is hidden. 
     If a new child is selected by clicking on a name in the child list box  1568 , step  1656  selects the new child and proceeds to step  1622  where the suitability of the newly selected child for the standard preschool screening test is determined. Step  1658  detects selection of a add child button  1660  to call, step  1662 , the display child information window procedure of FIG.  43 . Sensing of operation of the tab key is performed by step  1664  to advance to step  1666  where it is determined of the current cursor location is in the screening score box  1590 . If true, the scores are newly calculated and displayed in step  1668 . Otherwise, the cursor is moved to a next edit control box location. When close is selected in step  1672 , the program in step  1674  checks that all information is saved in the database and in step  1676  proceeds back to the display main menu procedure of FIG.  13 . 
     In the open activities window procedure of FIGS. 66 and 67, step  1680  displays the activities window  1681  of FIGS. 68 and 69 which contains an open/close/display button  1682 , a print button  1683  and a cancel button  1684 . In FIG. 68 the button  1682  is an open button when a closed topic is highlighted, a close button when an open topic is highlighted and a display button when an activity is highlighted. In FIG. 69 the button is always a display button. It is determined then in step  1685  if the window was opened from the main menu, and if true, in step  1686  displays the activity contents window or page  1688 , FIG. 68, with a contents index tab  1689  in the window  1682  and proceeds to user input control  1690 . The window  1688  contains a list of activity topics which, for example, parallels the developmental areas for the selected class and developmental level. Double clicking on one of the displayed closed topics or clicking on the open button  1682  after a single click highlights a closed topic, such as “nature and science”, is sensed in step  1692  to open that topic and to display in step  1694  a list of subtopics or activity titles classified under the topic. These subtopics can parallel the classified knowledge areas within a developmental area. The user may have to repeat the selection of a topic in step  1692  from one or more levels of subtopics in order to display a list of activities related to a specific knowledge area or subtopic. Single clicking on a topic/subtopic/activity results in that topic/subtopic/activity being highlighted and selected. Double clicking on an open topic/subtopic or clicking on the close button  1692  after highlighting an opened topic is sensed in step  1696  causing a branch to step  1698  where the opened topic/subtopic and any open subordinate subtopic is closed with removal from the display of the subordinate subtopics and/or activities. Clicking on the print button  1683  results in step  1700  proceeding to step  1702  where a selected activity or activities are printed. 
     In FIG. 68, there is displayed an index tab  1704  of a hidden find page or find window. Clicking on this find index tab is sensed in step  1706  to result in step  1708  displaying the activity find page  1710  in FIG.  69  and then proceeding to step  1712  where a find procedure, such as described below in connection with the procedure of FIG. 148, is performed. This procedure uses edit control box  1714  to enter one or more words to find, a word list box  1716  to display a list of matching words found in the activity database, a topic list box  1718  to display the list of topics containing the searched for words, a clear button  1720  to clear the edit control box  1714 , an options button  1722  to call another window (not shown) for setting various options which are then displayed in the box  1724 , find similar and find now buttons  1726  and  1728  to manually call for corresponding searches, and a rebuild button  1730  to form the word search base with corresponding topics in the activity database. While in the find procedure, clicking on the contents tab  1689  results in step returning to the step  1686  and the display of the contents window  1688 . 
     Clicking on the display button  1682  while in either the contents procedure or the find procedure results in the respective step  1734  or  1736  branching to step  1738  where the activity display window  1740  of FIG. 70 is displayed. The window called from step  1738  displays the activity which was highlighted or selected in window  1688  or the box  1718 . The activity window  1740  can also be called by step  1741  or step  1742 . Step  1741  is called when the step  1685  finds that the open activities window  1681  was not opened from the main menu and step  1743  finds that the window  1681  was opened from step  1542  in the observations procedure of FIG.  57 . Step  1744  automatically opens the activity library corresponding to the selected developmental level of the observations window and the step  1746  then displays the first activity classified within that library under the knowledge level (goal bar) selected in the observations window. If the open activities window  1681  was opened neither from the main menu nor from the observations window, then box  1745  indicates that the window  1681  was opened from the add activity procedure of FIG.  113 . 
     An example of the display a typical activity record or file shown in FIG. 70 includes the developmental area, “Nature &amp; Science”, to which the activity relates; the title or topic, “What Am I”, of the activity; the goal (learning capability), “Describes Plants and Animals”, or alternatively the knowledge area to which the activity pertains; a list of activity objectives (sometimes called goals); a list of related learning areas (knowledge areas); an optimal interest center (suggested class area), “Indoor Group Activity”; the materials required for the activity; the initial setup to conduct the activity; the steps to perform the activity; and enrichment or other things to expand or enforce the lesson of the activity. The goal item  1746  (learning capability or knowledge area) and the interest center item  1747  (class area) are set up to respond clicking. Additionally the window includes a contents box or button  1748 , a find box or button  1749 , a back box or button  1750 , a print box or button  1752 , and an options box or button  1754 . 
     With the window  1740  displayed, user input is permitted in step  1756 . Step  1758  detects a double click on the goal (learning capability or knowledge area)  1746  to proceed to step  1760  where the next activity for that learning capability or knowledge area is displayed. Similarly, double clicking on the interest center (class area)  1747  results in step  1762  branching to step  1764  where the next activity with the same interest center (class area) is displayed. Steps  1758 ,  1760 ,  1762  and  1764  enable a teacher to readily look at other activities for teaching a particular learning capability or knowledge area or for occupying a particular class area. Clicking on the contents button  1746  is sensed by step  1766  to return to the step  1686  of FIG.  66  and display the activity contents window. Similarly clicking on the find button  1748  is sensed in step  1768  to return to the display activity find window procedure  1708  of FIG.  66 . When step  1770  senses a click on the back button  1750  the program proceeds to step  1772  where the previously displayed activity is recalled for display in the window  1740 . Clicking on the print button  1752  causes step  1774  to call the print procedure  1776  to print the displayed activity and clicking on the options button  1754  calls step  1780  where a standard options menu is displayed. If the user clicks on the close button  1781 , the program at step  1782  proceeds to step  1784  where it is determined if the activities window  1740  was opened from the main menu. If true, step  1786  returns to the display main menu procedure of FIG.  13 . Otherwise, the program in step  1788  determines if the activities window  1740  was opened from the observations procedure, and if true, proceeds to step  1790  to return to the observations window procedure of FIG.  56 . As noted in box  1792  if the activities window was not called from either the main menu procedure or the observations procedure, the activities window was called by the add activities procedure and step  1794  returns the program to the add activities procedure of FIG.  113 . 
     Selection of any of the reports from the menu  622 , FIG. 26, or submenu  624  calls the procedure of FIG. 71 together with a corresponding one of the procedures of FIGS. 72-89. Generally, common functions are illustrated in FIG. 71 while more specific functions are illustrated in the FIGS. 72-89. In step  1800  of FIG. 71, the report settings window is opened, and in step  1802 , the settings relevant to the selected report are displayed. For example, if “agency profile” under “development profiles” is selected, step  1804  in FIG. 72 opens the report settings window with the name agency profile settings (see FIGS.  90  and  91 ), and step  1806  sets the report name to agency development profile. In step  1808  of FIG. 71 the scale (developmental level+developmental area), the observation period and other settings are set to the most recently used settings. Then in step  1810  of FIG. 72, the window  1812  of FIG. 90 with the scale and period settings is displayed. This window includes report options buttons such as preview button  1814 , print button  1816 , mail button  1818 , change settings button  1820  and missing data button  1822  along with a close button  1824  and help button  1826 . An list control box  1828  enables the user to select the age or developmental level while a select ages in months box  1830  enables the user to select a narrower range of ages upon which to produce a report. The user can select the observation period for the report using list selection box  1831 . A scales list box  1832  enables the user to select one or more developmental areas to be reported while a knowledge area list box  1834  enables the user to select or deselect specific knowledge areas with each of the selected developmental areas upon which to report. In FIG. 72, user input is enabled in step  1836  to permit the user in step  1838  to use the age level list box  1828  to select one of the developmental levels within the agency. In step  1840  the scales (developmental areas) associated with the selected level are displayed in the scales list box  1832  with a first or previous selection being highlighted and the knowledge areas corresponding to the selected developmental area are displayed in the list box  1834 . The ages in months in box  1830  are set in step  1842  to those ages assigned to the particular developmental level. The user can use the edit controls in the box  1830  to further narrow the range of ages to be included in the report. Step  1844  senses the clicking on a non-highlighted developmental area in the box  1832  to proceed to step  1846  where the selected area is highlighted and added to a list of developmental areas to be included in the report. Clicking on a highlighted developmental area in box  1832  is sensed by step  1848  to branch to step  1850  where the highlighting of the clicked area is removed and the clicked area is removed from the list of developmental areas to be included in the report. Upon selection of a developmental area, all the knowledge areas associated with that area are highlighted in the box  1834  and included in a list to be in the report. De-selection and re-selection of the knowledge areas in the box  1834  to be included in the report is made by clicking similar to that described above in connection with the developmental areas. 
     A select settings box  1852  including dot selections “scales and period” and “centers and classes” is included in the window  1812 . Initially the “scales and period” item is selected. However the user can click on the “centers and classes” item which is sensed in step  1854  to cause the display of the class and settings window  1856  of FIG. 91 in step  1858 . This window  1856  includes a select classes list box  1860  and a select centers list box  1862 . User input is enabled at  1866  in FIG.  72  and clicking on one of the non-highlighted centers in the box  1862  is sensed in step  1868  to highlight the selected center and to add in step  1870  the selected center to the list of centers to be included in the report. In step  1872  the classes within that center are highlighted. Step  1874  responds to the clicking on a highlighted center in the box  1862  and proceeds to step  1876  where the clicked center is de-highlighted along with its associated classes in the box  1860 . Classes in the box  1860  can be deselected and selected in a similar manner for inclusion in the report. Step  1878  senses the selection of the scales and period item in the select settings to view box  1852  while the centers and classes window  1856  is displayed to return to step  1810  to display the scales and period window  1812  of FIG.  90 . 
     As noted above, the steps of FIG. 71 are included in each report procedure. After user input is enabled at  1880 , clicking on one of the buttons  1814 ,  1816 ,  1818 ,  1820  and  1822  is sensed in the corresponding step  1882 ,  1884 ,  1886 ,  1888  or  1890 . If print review is called in step  1882 , the report settings controls are rendered inactive in step  1892 , a report form is opened and the corresponding available data from the database is placed in the form in step  1894 , any missing data is noted in step  1896  and a report preview window of a commercial report printing program is called in step  1898 . The report setting controls which are rendered inactive are those controls which perform the functions of FIG. 72 while buttons  1814 ,  1816 ,  1818 ,  1820 ,  1822 ,  1824  and  1826  remain active. The development profile report  1900 , shown in FIG. 170, includes the scale (developmental area+developmental level), the observation period, a list of learning capabilities (right hand column) categorized into their respective knowledge areas (the subtitles under “capabilities”), and columns labeled by readiness levels listing the number of children in the selected age limits and enrolled in the agency which are in the respective readiness levels “learned”, “ready now”, “ready soon” and “ready later” for each learning capability. The preview window (not shown) may include conventional buttons (not shown) for calling a conventional printing window to print the report, calling a conventional exporting window (not shown) to enter a file name to which the report is to be exported, and a zoom button to change the scale of the displayed report. Clicking on a system close button, printing the report or exporting the report closes the preview window in step  1902  and returns to the window  1812  or  1856 . 
     When the print button  1816  is selected, step  1884  branches to steps  1904 ,  1906  and  1908  which are similar to steps  1892 ,  1894  and  1896  called by the preview function. Then in step  1910 , a conventional print window (not shown) is opened enabling the user to make conventional print settings. Following a printing function or selecting a close button in the print window, the print window is closed in step  1912 . Similarly when the export or mail button  1818  is selected, step  1886  branches to steps  1914 ,  1916  and  1918  which are similar to steps  1892 ,  1894  and  1896  called by the preview function. Then in step  1920  an conventional export window (not shown) is opened to enable the user to enter a file name, or other destination, to which the report is to be sent. The format of the report is a conventional text or graphic format. Following printing or selecting a close button, step  1922  closes the print window. When any of steps  1896 ,  1908  or  1918  finds that data called for by a report form is missing, the missing data button  1822  is enabled and step  1888  senses clicking of the missing data button to proceed to step  1924  where the report form for missing data is called. In step  1926  the missing data is listed in the appropriate report form and in step  1928  this report form is displayed in a conventional preview window (not shown). The missing data report can be printed or close button can be clicked to proceed to step  1930  where the preview window displaying the missing data report is closed to return to the previous report settings window. 
     When any of steps  1892 ,  1904  or  1914  inactivates the report settings controls, the change settings button  1820  is activated. Then clicking on the button  1820  is sensed in the step  1890 , the open report is closed in step  1932  and the inactive settings controls are made active in step  1934  to enable the functions of FIG.  72 . The select ages box  1830  in the windows  1812  and  1856  of FIGS. 90 and 91 contain a reset button  1936  which can be selected in step  1938  to cause step  1940  to reset the ages in months displayed in to the box  1830  to a default setting for the currently selected age or developmental level. 
     A center profile settings window procedure is shown in FIG.  73  and includes step  1950  for opening a center profile settings window (not shown but similar to the agency profile window of FIGS. 90 and 91 except for the title) which is titled “Center Profile Settings”. In step  1952  the report name is set to “center development profile”. The remaining steps  1954 ,  1956 ,  1958 ,  1960 ,  1962 ,  1964 ,  1966 ,  1968 ,  1970 ,  1972 ,  1974 ,  1976 ,  1978 ,  1980 ,  1982 ,  1984 ,  1986  and  1988  are similar to the corresponding steps  1810 ,  1836 ,  1838 ,  1840 ,  1842 ,  1844 ,  1846 ,  1848 ,  1850 ,  1854 ,  1858 ,  1866 ,  1868 ,  1870   1872 ,  1874 ,  1876  and  1878  in the agency settings window procedure of FIG.  72  and function in a similar manner except that selection of more than one center results in a report for each selected center instead of a single report on a single agency. That is, a report similar to report  1900  of FIG. 170 will be produced for each selected center having children within the selected age range. 
     A class profile settings window procedure is shown in FIG.  74  and includes step  2000  for opening a class profile settings window (not shown but similar to the agency profile window of FIGS. 90 and 91 except for the title) which is titled “Class Profile Settings”. In step  2002  the report name is set to “class development profile”. The remaining steps  2004 ,  2006 ,  2008 ,  2010 ,  2012 ,  2014 ,  2016 ,  2018 ,  2020 ,  2022 ,  2024 ,  2026 ,  2028 ,  2030 ,  2032 ,  2034 ,  2036  and  2038  are similar to the corresponding steps  1810 ,  1836 ,  1838 ,  1840 ,  1842 ,  1844 ,  1846 ,  1848 ,  1850 ,  1854 ,  1858 ,  1866 ,  1868 ,  1870   1872 ,  1874 ,  1876  and  1878  in the agency settings window procedure of FIG.  72  and function in a similar manner except that selection of more than one class results in a report for each selected class instead of a single report on a single agency. That is, a report similar to report  1900  of FIG. 170 will be produced for each selected class having children within the selected age range. 
     Steps employed in the individual profile report settings procedure along, in addition to the basic report settings functions of FIG. 71, are illustrated in FIGS. 75 and 76. In step  2050  the individual profile settings window  2052 , FIG. 92, is opened. Next the report name is set to “individual development profile” in step  2054  and the scale and period settings, FIG. 92, are displayed in the window  2052  in step  2056 . These scale and period settings are similar to those employed in the window of FIG. 90 except that the select settings to view box  2058 , FIG. 92, (compared to box  1852  of FIG. 90) includes the alternate selections “scales and period” (calling for FIG. 92) and “children” (calling for FIG. 93) along with a readiness levels box  2060 . User input is enabled at  2062  and steps  2064 ,  2066 ,  2068 ,  2070 ,  2072 ,  2074  and  2076  are similar to previously described steps  1838 ,  1840 ,  1842 ,  1844 ,  1846 ,  1848  and  1850  of FIG.  72 . In step  2078  a click on “children” in box  2058  is sensed to branch to step  2080  where the children settings, FIG. 93, are displayed in the individual profile settings window  2082 . The window  2082  is similar to the window  1856  of FIG. 91 except for the select settings to view box  2058  and a select children list box  2083 . In FIG. 76, the steps  2084 ,  2086 ,  2090 ,  2092  and  2094  are similar to the steps  1866 ,  1868 ,  1870   1872 ,  1874  and  1876  of FIG.  72 . Step  2096  detects a click on a non-highlighted class listed in the select classes box  1860  to highlight the selected class and to proceed to step  2098  where the children in that class are added to the list of children in the select children box  2083  with the highlighting of the children in this list being set in step  2100  to the most recent settings. Clicking on a highlighted class in the in the box  1860  is sensed in step  2102  which then results in de-highlighting the clicked class and in removal by step  2104  of the children of that class from the list of children in box  2083 . Similarly a child listed in the box  2083  can be selected (highlighted) or deselected (de-highlighted) by clicking. A select all children button  2106  is associated with the box  2083  and clicking on this button is sensed in step  2108  to highlight or select in step  2110  all the children listed in the box  2083 . If “scales and period” in box  2058  is clicked in the window  2082 , step  2112  returns the procedure to step  2056  of FIG.  75 . 
     FIG. 171 illustrates the individual development profile report  2114  which can be printed by step  1910  of FIG. 71 while in the individual profile settings procedure. The heading of the report contains the name of the child and the scale, observation period, class, center and agency are listed. The readiness, “learned”, “ready now”, “ready soon” and “ready later” are set forth in the left column for each of the capabilities in the selected developmental area (scale). If during the settings procedure one or more readiness levels in readiness levels box  2060  are deselected (de-highlighted), those capabilities having such deselected readiness level or levels are left out of the report  2114 . Thus it is possible to print out an individual profile report listing only those capabilities with one or more readiness levels, such as “ready now” or “ready soon”. 
     FIG. 77 includes several agency summary settings procedural steps performed, in addition to the common report settings steps of FIG. 71, when developmental summary is selected in the reports menu  622  in FIG. 26 along with selection of agency summary in the corresponding submenu (not shown but similar to agency profile in submenu  624 ). Step  2120  opens an agency summary settings window (not shown but similar to the agency profile window of FIGS. 90 and 91 except for the title and the absence of the knowledge area list box) which is titled “Agency Summary Settings”. In step  2122  the report name is set to “agency development summary”. The remaining steps  2124 ,  2126 ,  2128 ,  2130 ,  2132 ,  2134 ,  2136 ,  2138 ,  2140 ,  2142 ,  2144 ,  2146 ,  2148 ,  2150 ,  2152 ,  2154 ,  2156  and  2158  are similar to the corresponding steps  1810 ,  1836 ,  1838 ,  1840 ,  1842 ,  1844 ,  1846 ,  1848 ,  1850 ,  1854 ,  1858 ,  1866 ,  1868 ,  1870   1872 ,  1874 ,  1876  and  1878  in the agency settings window procedure of FIG.  72  and function in a similar manner. An agency development summary report  2160  is shown in FIG.  172  and includes various average scores such as developmental level score, normal curve equivalent, percentile and standard score for the students of the selected agency in the selected developmental area and developmental level. 
     When a center development summary report is requested from the reports menu of FIG. 26, the open center summary settings procedure of FIG. 78 along with the basic reports settings procedure of FIG. 71 is called. Step  2170  opens the center summary settings window  2172 , FIG. 94, step  2174  sets the report name to center development summary, and step  2176  displays the scales and period settings within the window. The window  2172  and its associated window  2178  in FIG. 95 with the centers and class selection boxes are similar, except for their title and the absence of the knowledge areas list box, to the windows  1812  and  1856  of FIGS. 90 and 91. Additionally, steps  2180 ,  2182 ,  2184 ,  2186 ,  2188 ,  2190 ,  2192 ,  2194 ,  2196 ,  2198 ,  2200 ,  2202 ,  2204 ,  2206 ,  2208 ,  2210  and  2212  are similar to the corresponding steps  1836 ,  1838 ,  1840 ,  1842 ,  1844 ,  1846 ,  1848 ,  1850 ,  1854 ,  1858 ,  1866 ,  1868 ,  1870   1872 ,  1874 ,  1876  and  1878  in the agency settings window procedure of FIG.  72  and function in a similar manner. The report produced by the center summary report procedure is similar to the agency summary report of FIG. 172 except for its title and the scores which are an average of the selected center and classes in the center. 
     A class summary settings window procedure is shown in FIG.  79  and includes step  2220  for opening a class summary settings window (not shown but similar to the agency profile window of FIGS. 90 and 91 except for the title and the absence of the knowledge areas list box) which is titled “Class Summary Settings”. In step  2222  the report name is set to “class development summary”. The remaining steps  2224 ,  2226 ,  2228 ,  2230 ,  2232 ,  2234 ,  2236 ,  2238 ,  2240 ,  2242 ,  2244 ,  2246 ,  2248 ,  2250 ,  2252 ,  2254 ,  2256  and  2258  are similar to the corresponding steps  1810 ,  1836 ,  1838 ,  1840 ,  1842 ,  1844 ,  1846 ,  1848 ,  1850 ,  1854 ,  1858 ,  1866 ,  1868 ,  1870   1872 ,  1874 ,  1876  and  1878  in the agency settings window procedure of FIG.  72  and function in a similar manner except that selection of more than one class results in a report for each selected class instead of a single report on a single agency. That is, a report similar to report  2160  of FIG. 172 with average scores for each selected class having children within the selected age range is produced. 
     Steps employed in the individual summary report settings procedure along with the basic report settings functions of FIG. 71 are illustrated in FIGS. 80 and 81. In step  2260  the individual profile settings window  2262 , FIG. 96, is opened. Next the report name is set to “individual development profile” in step  2264  and the scale and period settings, FIG. 96, are displayed in the window  2262  in step  2266 . These scale and period settings are similar to those employed in the window of FIG. 94 except that the window  2262  includes the select settings to view box  2058  with the alternate selections “scales and period” (calling for FIG. 96) and “children” (calling for FIG. 97) instead of the view box  1852 . User input is enabled at  2268  and steps  2270 ,  2272 ,  2274 ,  2276 ,  2278 ,  2280  and  2282  are similar to previously described steps  1838 ,  1840 ,  1842 ,  1844 ,  1846 ,  1848  and  1850  of FIG.  72 . In step  2284  a click on “children” in box  2058  is sensed to branch to step  2286  where the children settings, FIG. 97, are displayed in the individual profile settings window  2288 . The window  2288  is similar to the window  2082  of FIG.  93 . In FIG. 81, the steps  2290 ,  2292 ,  2294 ,  2296 ,  2298 ,  2300 ,  2302 ,  2304 ,  2306 ,  2308 ,  2310 ,  2312 ,  2314  and  2316  are similar to the steps  2084 ,  2086 ,  2088 ,  2090 ,  2092 ,  2094 ,  2096 ,  2098 ,  2100 ,  2102 ,  2104 ,  2108 ,  2110  and  2112  of FIG.  76  and function in a similar manner. FIG. 173 illustrates the individual development summary report  2318  which can be printed by step  1910  of FIG. 71 while in the individual summary report procedure. The heading of the report contains observation period, center, agency, and class. A list of selected children in the selected class or classes is printed together with their developmental level score, normal curve equivalent, percentile and standard score for each of the selected scales (developmental areas). 
     Selection of an agency progress report from the reports menu runs the procedure of FIG. 82 along with the basic report procedure of FIG.  71 . In step  2320  the agency progress settings window  2321  in FIG. 98 with the title “Agency Progress Report Settings”. Besides the title, this window differs from the previous report setting windows in that the window  2321  contains both a select first period selection box  2322  and a select second period selection box  2323 . The agency scores in the selected developmental area during the first and second observation periods are compared in the agency progress report. In step  2324  the report name is set to agency development progress and in step  2325  the scale and period settings are placed in the window. The following steps  2326 ,  2328 ,  2330 ,  2332 ,  2334 ,  2336 ,  2338 ,  2340 ,  2342 ,  2344 ,  2346 ,  2348 ,  2350 ,  2352 ,  2354 ,  2356  and  2358  are similar to the corresponding steps  1836 ,  1838 ,  1840 ,  1842 ,  1844 ,  1846 ,  1848 ,  1850 ,  1854 ,  1858 ,  1866 ,  1868 ,  1870   1872 ,  1874 ,  1876  and  1878  in the agency settings window procedure of FIG.  72  and function in a similar manner. The window  2360  of FIG. 99 shows the agency progress settings window with the select centers and select classes boxes displayed in step  2344 . A report  2362  of FIG. 174 is produced with vertical bars illustrating the beginning, intermediate and advanced state average score of the students in the selected centers and classes of the agency for the selected first and second observational periods so that the progress of the development of the students in the agency is illustrated. 
     When a progress report on a center is selected in the reports menu, step  2370  of FIG. 83 opens a center progress settings window (not shown but similar to the agency progress settings window of FIGS. 98 and 99 except for the title) and step  2372  sets the report name to center development progress report. The following steps  2374 ,  2376 ,  2378 ,  2380 ,  2382 ,  2384 ,  2386 ,  2388 ,  2390 ,  2392 ,  2394 ,  2396 ,  2398 ,  2400 ,  2402 ,  2404 ,  2406  and  2408  are similar to the corresponding steps  1810 ,  1836 ,  1838 ,  1840 ,  1842 ,  1844 ,  1846 ,  1848 ,  1850 ,  1854 ,  1858 ,  1866 ,  1868 ,  1870   1872 ,  1874 ,  1876  and  1878  in the agency settings window procedure of FIG.  72  and function in a similar manner. Again a center progress report, similar to the agency progress report of FIG. 174 but with a different title and the name of the agency listed, is printed with bar charts comparing the development status of the children in the selected center for selected first and second observational periods. 
     A class progress report can be printed by selection in the reports menu. Step  2410  of FIG. 84 opens a class progress settings window (not shown but similar to the agency progress settings window of FIGS. 98 and 99 except for the title) and step  2412  sets the report name to class development progress report. The following steps  2414 ,  2416 ,  2418 ,  2420 ,  2422 ,  2424 ,  2426 ,  2428 ,  2430 ,  2432 ,  2434 ,  2436 ,  2438 ,  2440 ,  2442 ,  2444 ,  2446  and  2448  are similar to the corresponding steps  1810 ,  1836 ,  1838 ,  1840 ,  1842 ,  1844 ,  1846 ,  1848 ,  1850 ,  1854 ,  1858 ,  1866 ,  1868 ,  1870   1872 ,  1874 ,  1876  and  1878  in the agency settings window procedure of FIG.  72  and function in a similar manner. A class progress report, similar to the agency progress report of FIG. 174 but with a different title and the names of the agency and center listed, is printed with bar charts comparing the development status of the children in the selected class for the selected first and second observational periods. 
     When the user selects a screening report and IDP from the reports menu, step  2450  opens the individual screening report settings window  2452  of FIG. 100, step  2454  sets the report name to screening report and IDP, and step  2456  displays the select period and planing times list boxes  1831  and  2060  in the window  2454 . User input is enabled in step  2458  permitting the user to select an observation period from the period box  1831  and to select planning times in the planning times box  2060  for which learning capabilities are to be printed, that is, the report will list only the learning capabilities for which the child has the selected planning time or times. For example the user may wish to have a printed report listing learning capabilities for which the child or children are “ready now”. Step  2460  senses the clicking on children in box  2058  and results in step  2462  displaying the window  2463  of FIG. 101 with the select children list box  2083 , the select class list box  1860  and the select centers list box  1862 . In step  2466 , selection of a center (clicking on a non-highlighted center) in the center list box  1862  is detected to result in step  2468  adding the classes in the selected center to the class list box  1860  with the highlighting of those added classes in accordance with the most recent previous settings using such added classes. Clicking on a highlighted center in the center list box is sensed in step  2472  to remove the corresponding classes from the class list box in step  2474 . Clicking on a non-highlighted class in the class list box is detected in step  2476  and causes the children in the selected class to be added to the children list box  2083  in step  2478  with the highlighted or selected children in the added names being in accordance with the most previous selection. When a highlighted class in the class list box is clicked, step  2482  responds to remove the children of that class from the class list box in step  2484 . Clicking on the select all children button  2106  results in step  2488  highlighting or selecting all the children listed in the children list box  2083 . When scales and period is clicked in the box  2058 , the program returns to the step  2456  and the window  2452  of FIG.  100 . Clicking on the print button returns back to the basic report settings functions of FIG. 71 to print out the report  2492  of FIG. 175 which includes the name of the student in the title, the various scores for the standard test under the heading “screening results”, and the list of learning capabilities (objectives) with the students learning or planning status (planning goals) listed in their corresponding knowledge areas. 
     Steps employed in the individual learning plan settings procedure along with the basic report settings functions of FIG. 71 are illustrated in FIGS. 86 and 87. In step  2500  the individual learning plan settings window (not shown but similar to FIGS. 92 and 93 except for the title and the conversion of “readiness levels” and “ready” to “planning times” and “plan”) is opened. Next the report name is set to “individual learning plan” in step  2502  and the scale and period settings and the planning times are displayed in step  2504 . User input is enabled at  2506  and steps  2508 ,  2510 ,  2512 ,  2514 ,  2516 ,  2518  and  2520  are similar to previously described steps  1838 ,  1840 ,  1842 ,  1844 ,  1846 ,  1848  and  1850  of FIG.  72 . In step  2522  a click on “children” in the select settings to view box is sensed to branch to step  2524  where the children settings (similar to FIG. 93) are displayed in the individual learning plan settings window. In FIG. 87, the steps  2525 ,  2526 ,  2528 ,  2530 ,  2532  and  2534  are similar to the steps  1866 ,  1868 ,  1870   1872 ,  1874  and  1876  of FIG.  72 . Steps  2536 ,  2538 ,  2540 ,  2542 ,  2544 ,  2546 ,  2548  and  2550  are similar to steps  2096 ,  2098 ,  2100 ,  2102 ,  2104 ,  2108 ,  2110  and  2112  in FIG.  76  and function in a similar manner. FIG. 176 illustrates the individual learning plan report  2552  which can be printed by step  1910  of FIG. 71 while in the individual learning plan settings procedure. The heading of the report contains the name of the child, and the scale, planning period, class, center and agency are listed. In the settings for the report  2552 , the planning times, “plan now” and “plan soon” (same as “ready now” and “ready soon”) were selected so that only the learning capabilities (objectives) having the readiness levels of “ready now” and “ready soon” are listed in the report as categorized first by the selected developmental level (scale) and further under each developmental level by the knowledge area. 
     In the individual observations record settings procedure of FIGS. 88 and 89, step  2560  opens the individual observation record settings window  2561  of FIG.  102 . The window  2561  is similar to the window of FIG. 90 except for the title and the select settings to view box  2058  in place of the box  1852 . Next the report name is set to “individual observation summary” in step  2562  and the scale and period settings are displayed in step  2564 . User input is enabled at  2566  and steps  2568 ,  2570 ,  2572 ,  2574 ,  2576 ,  2578  and  2580  are similar to previously described steps  1838 ,  1840 ,  1842 ,  1844 ,  1846 ,  1848  and  1850  of FIG.  72 . In step  2582  a click on “children” in the select settings to view box  2058  is sensed to branch to step  2584  where the children settings in the window  2585  in FIG. 103 (similar to FIG. 93) are displayed in the individual observation record settings window. In FIG. 89, the steps  2586 ,  2588 ,  2590 ,  2592 ,  2594  and  2596  are similar to the steps  1866 ,  1868 ,  1870   1872 ,  1874  and  1876  of FIG.  72 . Steps  2598 ,  2600 ,  2602 ,  2604 ,  2606 ,  2608 ,  2610  and  2612  are similar to steps  2096 ,  2098 ,  2100 ,  2102 ,  2104 ,  2108 ,  2110  and  2112  in FIG.  76  and function in a similar manner. FIG. 177 illustrates the individual observation record report  2614  which can be printed by step  1910  of FIG. 71 while in the individual observation record settings procedure. The heading of the report contains the name of the child, and the scale, class, center and agency are listed. The report  2614  lists the learning capabilities grouped by knowledge areas. Check boxes beside the capabilities are conveniently provided for an observer to check as learned. Boxes for the capabilities that have previously been learned are printed with a check mark. 
     Selection of lesson plans from the plans menu, FIG. 23, performs steps  2620  and  2622  in FIG. 104 whereupon step  2624  is found true to proceed to step  2626  where the display the open a plan window procedure of FIG. 105 is called. In the first step  2628 , the open a plan window  2630  of FIG. 106 is displayed. The window  2630 , initially opens up in the page  2632 , “Open a Plan”, which includes a what do you want to do selection box  2634  with the choices “write a new plan” and “edit an existing plan” and includes an edit control box  2636  which, for the selection of “write a new plan”, enables entry of the new plan title and, for the selection of “edit an existing plan”, is a list box for selecting a plan from a list of plans. The page  2632  also includes a starting date selection calendar  2638 , an ending date selection calendar  2640 , an import plan button  2642 , a delete plan button  2644 , a copy plan button  2646 , a help button  2648  and a close button  2650 . After initially opening the open a plan window, the program in step  2652  looks for a lesson plan linked to the current class. If no lesson plan linked to the current class is found, step  2654  branches to step  2656  where the “write a new plan” is automatically selected in the box  2634  and the procedure returns to FIG.  104 . The write a new plan window is similar to FIG. 106 except that the buttons  2642 ,  2644  and  2646  are deleted and the edit control box  2636  is changed to an enter a new plan edit control. If a lesson plan is found in step  2654 , the “edit an existing plan” is selected in step  2658  and the name and dates associated with the most recent plan are displayed in the selection box  2636  and the calendars  2638  and  2646  in step  2660 . User input is enabled at  2662  to enable editing the plan including changing the starting and end dates by steps  2664  and  2666 . Under write a new plan, the starting and end dates are initially set to the dates of the next Monday and following Friday, respectively. 
     If the import plan button  2642  is selected, the program in step  2670  branches to step  2672  where the display import plan window procedure of FIG. 123 is called. In step  2674  of FIG. 123, the import plans window  2676  of FIG. 124 is opened. The window  2676  includes a select the type of plan selection list box  2678 , a list box  2680  containing a list of plans having the plan type selected in box  2678 , an ok button  2682 , a cancel button  2684 , and a preview button  2686 . In step  2688 , it is determined if the database contains any lesson plans series for the selected developmental level, and if true, step  2690  puts all such lesson plan series in the list for the type of plan selection list box  2678 . In step  2692 , it is determined if the selected class is a member of a planning group, and if true, step  2694  adds the classes of the planning group to the list for the type of plan selection list box  2678 . Lesson plans series are universal lesson plans that are stored in the database while the classes (teachers) of a planning group develop and store lesson plans which are shared with other classes in the planning group. User input is enabled in step  2696 . In step  2698 , the user selects one of the lesson plans series or classes in the selection box  2678  resulting in step  2700  displaying the lesson plans in the box  2680  which are included in the selected series or class. The user can then select one of the lesson plans listed in the box  2680  to highlight that lesson plan. 
     Clicking on the preview button  2686  results in step  2702  calling a conventional preview lesson plan procedure in step  2704 . For example, the lesson plan  2706  of FIG. 178 can be displayed. This display of the lesson plan includes the name of the lesson plan, the start and end dates, the goals of the lesson plan, and the plan activities for each of the days covered by the plan. Each days activities are classified by the class areas. Additionally notes may be added to the lesson plan as reminders. Referring back to FIG. 123, step  2708  is true when the user selects the ok button  2682  to cause the program to branch to step  2710  where the selected lesson plan is copied to the current class and to step  2712  where current plan is set as the imported plan. Following importation of the lesson plan or if the user selects the cancel button  2684  in step  2714 , the program returns to step  2662  of FIG.  105 . 
     If the user clicks on the copy button  2646 , FIG. 106, step  2716  branches to step  2718  where the selected plan is copied to a new lesson plan with the name “Copy of . . . ” In step  2720  the name of the new lesson plan is placed in the edit control box  2636  with the cursor enabled to edit or change the name. Clicking on the delete button  2644  is sensed in step  2722  which then branches to step  2724  asking to confirm the deletion of the selected lesson plan. If the user confirms the deletion, the program in step  2726  deletes the plan from the files and updates the database. When step  2722  is false the program returns to step  2622  of FIG.  104 . 
     Selection of the index tab “goals” in the window  2630  of FIG. 106 is sensed by step  2728  of FIG. 104 to branch to step  2730  where the display the goals window procedure of FIG. 107 is called. In step  2732  of FIG. 107, the page  2736 , FIG. 108, is displayed in the lesson plan window  2630 . Step  2738  displays the title of the current lesson plan in the page  2736  and step  2740  displays a list of all goals, if any, associated with the current lesson plan in a selected lesson plan list and edit control box  2742 . The page  2736  additionally includes an add goal button  2744  and a delete goal button  2746 . User input is enabled in step  2748  and step  2750  detects selection of the add goals button  2744  to proceed to step  2752  where a display goals window procedure of FIG. 109 is called. 
     In step  2754  of the display goals window procedure, the add goals window  2756  of FIG. 10 is displayed. The window  2756  has a developmental area selection and edit box  2758  with associated add developmental area button  2760  and delete developmental area button  2762 , a knowledge area selection and edit box  2764  with associated add knowledge area button  2766  and delete knowledge area button  2768 , a goal edit control box  2770 , a goal list box  2772  with associated learned list box  2774 , ready now list box  2776 , ready soon list box  2778  and ready later list box  2780 , an add goal button  2782 , a delete goal from list button  2784  and a close button  2786 . In step  2788  the developmental area is set to “Early Math ages 3-5” and this selection is displayed in the select developmental area box  2758 . The knowledge area and the select knowledge area box  2764  are set in step  2790  to the first knowledge area in the list of knowledge areas associated with the selected developmental area and the corresponding readiness levels in boxes  2774 ,  2776 ,  2778  and  2780  are set to the current class readiness levels. Also in step  2790 , the goals (learning capabilities) associated with the selected knowledge area are displayed in the goal list box  2772 . Step  2792  places checkmarks beside any goals in the box  2772  that are in the current lesson plan. User input is enabled in step  2794 . 
     The developmental area selection box  2758  includes a developmental area list display button  2795  which can be clicked to call up a list (not shown) of the developmental areas (scales=developmental level or age grouping+developmental area) which can be individually selected or highlighted by clicking to render step  2796  true and to branch to step  2798  where the first knowledge area in a list of knowledge areas associated with the newly selected developmental area is set in the knowledge area selection box  2764 . Additionally step  2798  displays in the box  2772  the goals (learning capabilities) associated with the newly selected knowledge area and displays the readiness levels of the current class in the readiness boxes  2774 ,  2776 ,  2778  and  2780 . In step  2800 , checkmarks are placed beside goals in the box  2772  which are in the current lesson plan. The knowledge area selection box  2764  includes a knowledge area list display button  2801  which can be clicked to call up a list (not shown) of the knowledge areas associated with selected developmental area. Clicking on one of the display knowledge areas in the list is detected in step  2802  to highlight the newly selected knowledge area and set it in the selection box  2764 . The program then in step  2804  displays the list of goals (learning capabilities) associated with the newly selected knowledge area in the goals list box  2772  and displays the corresponding current class readiness levels in the readiness boxes  2774 ,  2776 ,  2778  and  2780 . Checkmarks are placed by step  2806  beside goals listed in the box  2772  which are in the current lesson plan. 
     Step  2808  senses a click on the add developmental area button  2760  to place a cursor in the edit control box  2758  by step  2810  enabling the user to type a new developmental area to be added to the current developmental level (age group). Once the user finishes typing the new developmental area, a second click on the add button  2760  adds the new developmental area to the list of developmental areas associated with the current developmental level in step  2812 . Similarly a knowledge area is added to the list of knowledge areas associated with the currently selected developmental area by step  2814  sensing a click on the add knowledge area button  2766 , step  2816  placing the cursor in the knowledge area edit control box  2764 , and step  2818  adding a newly typed knowledge area to the corresponding list of knowledge areas. Step  2820  senses a click on the delete developmental area button  2762  to proceed to step  2822  where the highlighted or selected developmental area is deleted from the corresponding list, preferably after requiring confirmation (not shown). Similarly a highlighted or selected knowledge area can be deleted from a list of knowledge areas by clicking on the delete knowledge area button  2768  whereupon step  2824  is true to branch to step  2826  to delete the selected knowledge area. 
     Clicking on the add goal button  2782  is sensed in step  2828  to branch to step  2830  where it is determined if there is a highlighted goal in box  2772  which is the same as the goal in the edit control box  2770 . The user can click on the box  2770  to place the cursor in the box and write a new goal or edit an existing goal. Also the user can click on a goal in the goal list box  2772  to highlight the selected goal and place that goal in the edit control box  2770 . If the goal in the edit control box  2770  is the same as a highlighted goal in the goal list box  2772 , step  2832  places a checkmark beside the highlighted goal and adds the goal to the current lesson plan. If the goal in the edit control box  2770  is not the same as a highlighted goal in the goal list box  2772 , step  2834  add the goal from the edit control box  2770  to the in the goal list box  2772 , highlights the newly added goal and updates the database before proceeding to step  2832  where the checkmark is placed by the newly added goal and the newly added goal is added to the current lesson plan. Clicking on the delete goal button  2780  is sensed in step  2836  to branch to step  2838  where the highlighted goal is deleted from the list of goals associated with the selected knowledge area in step  2838  if the highlighted goal is not in the current lesson plan or otherwise simply deletes the goal from the current lesson plan. Preferably confirmation (not shown) of the deletion is required. 
     When the close button  2786  is selected by the user, step  2840  proceeds to step  2842  where the goals window  2734  of FIG. 108 is restored and the program returns to step  2748  of the goals procedure of FIG.  107 . In step  2844 , the selection of the delete goal button  2746  is detected to branch to step  2846  where confirmation of the delete goal request is required before proceeding to step  2848  where the highlighted goal is deleted from the lesson plan. When the steps  2750  and  2844  are both false the program cycles through the basic lesson plan functions of FIG.  104 . 
     Step  2854  senses clicking on the index tab “activities/materials” to branch to step  2856  where the display activities/materials window procedure of FIG. 111 is called. Step  2858  in FIG. 111 opens the activities/materials page  2862 , FIG. 112, in the lesson plans window  2630 . The page  2862  includes a box  2864  displaying a tree view of the class areas with associated activities and materials in the current lesson plan, an add activities button  2866 , an add materials button  2868 , a delete button  2870  and an add area button  2872 . In step  2874  it is determined if the current plan includes class areas and if so, these class areas are displayed by step  2876  in a tree view in the box  2864  with step  2878  placing a “+” indication beside each area with associated activities or materials. These associated activities can be displayed in the tree by clicking on the class area. If step  2874  is false, the program proceeds to step  2880  where it is determined if the current class has a class area list, and if so, step  2882  displays this class area list in the box  2864 ; otherwise step  2884  displays a default class area list in the tree view of box  2864 . User input is enabled in step  2886 . 
     Clicking on the delete button  2870  is sensed in step  2888  to proceed to step  2890  where deletion of a selected (highlighted) item in the tree view of box  2864  must be confirmed. Step  2892  determines if the selection for deletion is a class area, and if so, step  2894  deletes the highlighted class area and the associated activities and materials. If the highlighted selection is an activity, step  2896  is true to proceed to step  2898  where the highlighted activity and any associated materials are deleted. If the selection is a material step  2900  deletes the material from the displayed tree. 
     If the add activities button  2866  is selected, the step  2902  branches to step  2904  where the display add activities window procedure of FIG. 113 is called. In step  2906  of FIG. 113, the activities window  2908  of FIG. 114 is opened. The window  2908  includes a class area selection list box  2910 , day of the week boxes  2912  for selecting one or more days of the week for the activity, a goal (learning capability) list box  2914 , a developmental area (scale=developmental level+developmental area) selection box  2916 , a knowledge area selection box  2918 , an activity edit control box  2920 , an activity selection list box  2922 , an add activity button  2924 , a preview activity button  2926 , a delete activity button  2927  and a close button  2928 . The user in step  2930  sets the class area for the activities/material selection using the display list button  2931  to display a list of class areas from which the user can be set a class area in the selection box  2910  by clicking. In Step  2932  goals previously set in the lesson plan are displayed in the goal list box  2914 . User input is enabled in step  2934 . The user can search for activities by (1) selecting a goal to be achieved and find activities which can be performed to accomplish the goal, (2) selecting a developmental area to find a general list of activities relating to that developmental area and (3) selecting a knowledge area which finds a more specific list of activities pertaining to the particular knowledge area. Step  2936  senses when a goal in the goal list box  2914  is selected to proceed to step  2938  where the associated developmental area is displayed in box  2916 , the associated knowledge area is displayed in box  2918 , and the activities relating to the selected goal are display in the activity list box  2922 . In the next step  2940 , checkmarks are placed beside all activities which are in the current lesson plan. Step  2942  senses when a developmental area is selected in box  2916  which contains a list control button  2943  to display the list of developmental areas for selection. A first knowledge area associated with the selected developmental area is displayed in box  2918  and activities associated with the developmental area are display in the activity list box  2922  by step  2944 . In step  2946  checkmarks are placed next to any activities that are already in the current lesson plan. If the user operates the knowledge area selection box  2918  with its list control button  2947  to select a knowledge area, step  2948  is true to proceed to step  2950  where the activities associated with the selected knowledge area are displayed in the activity list box  2922  and then to step  2952  where checkmarks are placed beside any activities listed in box  2922  and which are already in the lesson plan. 
     Selecting the add activity button  2924  renders step  2954  true to proceed to step  2956  where it is determined if a highlighted activity in the box  2922  is the same as the activity displayed in the edit control box  2920 . The user can select an activity from the list in the list box  2922  which highlights that activity and transfers the selected activity to the edit control  2920 . When step  2956  is true, the program in step  2958  places a checkmark beside the highlighted activity in the list box  2922  and then in step  2960  adds the highlighted activity, days in boxes  2912 , and associated materials to the current lesson plan. The user can change or write a new activity into the edit control. Then step  2956  would be false and the program proceeds to step  2962  where the new activity is added to the activity list and the database is updated with the new activity before proceeding to step  2958  and  2960  where the new activity is checkmarked and added to the lesson plan. 
     When the preview activity button  2926  is selected, step  2964  branches to step  2966  where the procedure of FIG. 66 is called to display the highlighted activity. In step  2968 , selection of the delete from list button  2927  is detected to proceed to step  2970 , preferably after confirmation (not shown), where the highlighted activity is deleted from the list and the database is update. Selection of the close button  2928  returns the program to the open activities/materials window procedure of FIG. 111 at step  2858 . 
     In the FIG. 111, selection of the add materials button  2868 , FIG. 12, is detected by step  2974  to proceed to step  2976  where the display add materials window procedure of FIG. 115 is called. In the initial step  2978  of FIG. 115, an add materials window  2980  of FIG. 116 is opened. The window  2980  includes a class area selection box  2982 , an activities list box  2984 , a material edit control box  2986 , a materials list box  2988 , an add button  2990 , a delete from list button  2992  and a close button  2994 . The user in step  2996  can select a class area in the selection box  2982 , using the display list button  2997 , in which the materials are to be used. In step  2998  the activity list in the current lesson plan is displayed in box  2984 , and in step  3000  the list of materials for the current class are displayed in the box  2988 . User input is enabled in step  3002 . If the user selects a class area in the box  2982 , step  3004  becomes true to proceed to step  3006  where the activities in the lesson plan associated with the selected class area are displayed in the activities list display box  2984 . Selection of the add button  2990  is detected in step  3008  to branch to step  3010  where it is determined if the highlighted material in the box  2988  is the same as the material set in the edit control box  2986 . If the user clicks on a material item in the list of box  2988 , the item is highlighted and also copied to the edit control box  2986 . If step  3010  is true, the program in step  3012  places a checkmark beside the material item in the box  2988 , and in step  3014 , adds the material to the selected activity. The user can change or write a new material in the edit control box  2986 . Then in step  3016 , the material in the edit control  2986  is added to the class material list and the database is updated before proceeding to step  3012  and step  3014 . If the delete from list button  2992  is selected, step  3018  branches to step  3020  where the highlighted material is deleted from the class list, preferably after confirmation (not shown). Selection of the close button  2994  results in step  3022  returning the program to the activities/window procedure of FIG.  111 . 
     When the add area button  2872  of FIG. 112 is selected, step  3024  of FIG. 111 branches to step  3026  where the display class areas window procedure of FIG. 121 is called. In step  3028  of FIG. 121, the edit class areas window  3030  of FIG. 122 is opened. The window  3030  includes a class area edit control box  3032 , an areas list box  3034 , an add button  3036 , a delete from list button  3038  and a close button  3040 . In step  3042  it is determined if there is a class area list for the current class, and if true, the class area list for the current class is displayed step  3044  in the area list box  3034 . If step  3042  is false, step  3046  displays a default class area list in the area list box  3034 . User input is enabled in step  3048 . Step  3050  detects selection of an area in the list of box  3034  to proceed to step  3052  where the selected area is displayed in the edit control  3032 . The user can change or type a new area in the edit control box. Step  3054  detects selection of the add button  3036  to proceed to step  3056  where it is determined if the highlighted area item in the box  3034  is the same as the class area display in the edit control  3032 . If step  3056  is false, the area in the edit control  3032  is added to the class area list in the box  3034  and the database is updated to include the new class area. If step  3056  is true or after step  3058 , step  3060  determines if the activities/materials page  2862  of FIG. 112 is open, and if true, step  3062  adds the new class area to the bottom of the activities/materials tree in the box  2864  of FIG.  112 . Selection of the delete from list button  3038  is sensed by step  3064  to advance to step  3066  where the highlighted area in the box  3034  is deleted from the list and the database is updated to remove the deleted area from the class list of areas. Selection of the close button  3040  results in step  3068  branching to step  3070  where it is determined if the present procedure was entered from the main menu (class areas—menu  558  of FIG.  23 ), and if true, the program returns to the display main menu procedure of FIG. 13; otherwise, the program returns to the activities/materials window procedure of FIG.  111 . 
     Referring back to FIG. 111 when all the steps  2888 ,  2902 ,  2974  and  3024  are false, the program cycles through the basic lesson plan functions of FIG.  104 . Step  3076  in FIG. 104 detects selection of the “notes” index tab in a lesson plan window  2630  to branch to step  3078  where the display the notes window procedure of FIG. 117 is called. In step  3080  of FIG. 117, the notes page  3084  of FIG. 118 is opened in the lesson plan window  2630 . The page  3084  includes a notes heading edit control box  3086 , a headings list box  3088  with associated add button  3090  and delete button  3092 , a note edit control box  3094  and a cancel changes button  3096 . In step  3100  it is determined if there are any notes associated with the current lesson plan, and if true, the notes are inserted into the notes edit control box  3094  by step  3106 . Step  3104  determines if there is a note headings list for the current class, and if true, displays this class list of headings in the headings list box  3088 . User input is enabled in step  3108 . If the user clicks on a heading in the heading list box  3088 , the selected heading is highlighted and inserted in the heading edit control box  3086 . The user can change a heading or write a new heading in the edit control box  3086 . Clicking on the add button  3090  is detected in step  3110  to branch to step  3112  where it is determined if a highlighted heading in the heading list box  3088  is the same as a heading written in the edit control box  3086 . If step  3112  is false, step  3114  adds the text in the edit control box  3086  to the list of headings in the class heading list box  3088  and updates the class list of headings in the program database. In step  3116  the selected heading is added to the text in the notes edit control box  3094 . Step  3118  detects selection of the delete button  3092  and proceeds to step  3120  where deletion must be confirmed prior to proceeding to step  3122  where a highlighted heading in the list box  3088  is removed from the list and the database is updated. The user can edit and write new text in the note edit control box  3094 , such as adding a note after insertion of a heading by the add button  3090 . Selection of the cancel changes button  3096  is sensed by step  3124  to branch to step  3126  where any text added to the text edit control box  3094  since opening the page  3084  is removed. Step  3124  updates the database to reflect changes in the notes edit control box  3094  prior to cycling through the basic lesson plan functions of FIG.  104 . 
     Clicking on the index tab “print” in window  2630  is sensed by step  3130  of FIG. 104 to branch to step  3132  where the display the print window procedure of FIG. 119 is called. In step  3134  of FIG. 119, the print page  3136 , FIG. 120, is displayed in the lesson plan window  2630 . The page  3136  includes a lesson plan list and selection box  3138 , a paper size selection box  3140 , a preview print button  3142 , a print plan button  3144  and an export plan button  3146 . In step  3148  it is determined if the database includes any lesson plans for the current class, and if true, step  3150  displays the list of lesson plans for the current class in the lesson plan selection box  3138  with the current lesson plan highlighted. User input is required in step  3152 . The user can select (highlight) any of the plans listed in the box  3138 . Selection of the preview plan button  3142  is detected in step  3154  to branch to step  3150  where the data for the selected plan is retrieved. In step  3158  it is determined if legal size paper is selected in the select paper size box  3140 . If legal size is true, step  3160  sets the report name to lesson plan legal, and if false, step  3162  sets the report name to lesson plan letter. Subsequently step  3164  calls a conventional preview print procedure to display the lesson plan. Selection of the print plan button  3144  is detected in step  3166  to branch to step  3168  where the data for the selected plan is retrieved. In step  3170  it is determined if legal size paper is selected in the select paper size box  3140 . If legal size is true, step  3172  sets the report name to lesson plan legal, and if false, step  3174  sets the report name to lesson plan letter. Subsequently step  3176  calls a conventional print procedure to print the lesson plan. Selection of the export plan button  3146  is detected in step  3178  to branch to step  3180  where the data for the selected plan is retrieved. In step  3182  it is determined if legal size paper is selected in the select paper size box  3140 . If legal size is true, step  3184  sets the report name to lesson plan legal, and if false, step  3186  sets the report name to lesson plan letter. Subsequently step  3188  calls a conventional export print procedure to write the lesson plan to a file. In the absence of a current selection of one of the buttons  3142 ,  3144  and  3146 , the program continues to cycle through the basic lesson plans functions of FIG.  104 . 
     If the help button  2648  in the window  2630  is selected, the program at step  3190  branches to step  3192  where the display help window procedure of FIG. 147 is called. Step  3194  in FIG. 147 opens the program help window  3196  of FIGS. 149 and 150. In step  3198 , it is determined if the help procedure was called from the main menu of FIG.  18 . If not as in the present case of being called from the lesson plans window, the program proceeds to step  3200  where the help title is set to the window from which help was called (in the present case—lesson plans). Then in step  3202  the selected or set title is displayed, such as the lesson plans window help window  3204  of FIG.  179  and in step  3205  user input is enabled. The window  3204  includes instructions on what to do in the lesson plan window along with a copy  3206  of the lesson plan window. Clicking on any of the items in the display copy of the lesson plan window produces a pop-up display of an explanation of that item. For example, clicking on the copy  2636 ′, of the plan edit control box brings the pop-up message: “THEME: The theme of the lesson plan is displayed here. To view a previously saved plan, click on the down arrow in the right side of the box, then click on the name of the plan you wish to review. If you do not wish to enter a theme, enter a title such as ‘Week 1’.” The window  3204  also includes a contents button  3208 , a find button  3210 , a back button  3212 , a print button  3214  and an options button  3216  which are sensed in the respective steps  3218 ,  3220 ,  3222 ,  3224  and  3226 . It is noted these function buttons are similar to the similarly named function buttons of FIG.  70  and that the steps  3218 ,  3220 ,  3222 ,  3224  and  3226  perform similar functions to the steps  1766 ,  1768 ,  1770 ,  1774  and  1778  of FIG.  67 . 
     The window  3196  of FIGS. 149 and 150 contains either a contents page  3230 , FIG. 149, or a find page  3232 , FIG.  150 . The window  3196  includes an open, close or display button  3234 , a print button  3236  and a cancel button  3238 . If the open program help window procedure is found, in step  3198 , to have been called from the main menu, step  3240  determines if the contents page was last displayed, and if true, proceeds to step  3242  where the contents page  3230  is displayed and then to step  3244  where user input is enabled. Step  3242  and the steps following step  3242  are also called by step  3218  when the contents button of a topic display window, such as button  3208  of FIG. 179, is selected. The contents page  3230  includes a selection box  3246  containing a listing of the general topics such as “How do I . . . ”, “Program Windows”, etc. When the contents page  3230  is first displayed, the first general topic is highlighted and the button  3234  is an open button. Any other listed general topic can be highlighted by clicking. Clicking on the open button  3234  is sensed in step  3248  to proceed to step  3250  where the listing in the box  3246  is expanded to include the subtopics under the highlighted general topic. When the subtopics of a highlighted general topic are listed, the button  3234  turns into a close button and clicking on the close button is sensed in step  3252  to branch to step  3254  which causes the subtopics of the highlighted general topic to be removed from the box  3246  and the listing in the box to shrink along with converting the button  3234  back into an open button. If subtopics include sub-subtopics, then highlighting such a subtopic cause the button  3234  to be an open button and clicking on the open button causes such sub-subtopics to also be listed. Clicking on the print button  3236  is detected in step  3256  to branch to step  3258  where a highlighted subtopic, or the subtopics associated with a highlighted topic, are printed. When a subtopic having no further breakdown or sub-subtopics is highlighted, the button  3234  becomes a display button and clicking on the display button is sensed in step  3260  which branches to step  3202  where the highlighted help title is displayed and the program proceeds to steps  3205 ,  3218 ,  3220 ,  3222 ,  3224  and  3226 . For example, clicking on the button  3234  when a subtopic “Enter new students” is highlighted results in display of the window  3262  of FIG. 151 explaining how to enter a new student into the database. 
     Step  3264  of FIG. 148 is called from FIG. 147 by step  3220  being true, step  3240  being false, or step  3266  detecting a click on the “find” index tab in the window  3196  of FIG.  149 . The step  3264  displays the find page  3232 , FIG. 150, in the help window  3196 . This find page  3232  includes an edit control box  3268 , a matching words selection box  3270 , a topic display and selection box  3272 , a topics found number display box  3274 , an options display box  3276 , a clear button  3278 , an options button  3280 , a find similar button  3282 , a find now button  3284 , and a rebuild button  3286 . Step  3288  enables user input. Clicking on the “contents” index tab of FIG. 150 is sensed in step which causes the program to branch to step  3240  of FIG.  147  and the contents page procedure described above. The user can type in a key word or words in the edit control box  3268  which the user believes may be in a topic or help window. Clicking on the down button in the box  3268  displays a list of the most recent previous terms used to conduct a search and the user can click on one of the listed previous search terms to transfer that term to the edit control box  3268 . Clicking on the clear button  3278  is detected in step  3292  to branch to step  3294  which clears the edit control box  3268 . When the user clicks on the options button  3280 , step  3296  branches to step  3298  which calls a conventional options menu (not shown) enabling the user set various parameters of the search, such as whether the search is to limited to all words in any order, at least one of the words, exact order of words, matching phrases, showing words that end, begin or contain characters typed in the edit control, or begin search immediately after each keystroke or after a pause or only after the find now button. The find similar button is enabled when matching phrases are a selected option and enable the user in step  3300  to call step  3302  to find and display topics associated with selected matching phrases. The find now button  3284  is enabled by the corresponding option and step  3304  detects the user clicking on the find now button to conduct the search in step  3306 . The options allow the searching to be done automatically as a search term is typed and such option disables steps  3304  and  3306 . The rebuild button  3286  is selected after the help topics have been changed to call the rebuild procedure of step  3310  which constructs an index of search terms. After a search has been conducted, the topics which contain subject matter found by the search are displayed in the topic selection window  3272 . The user can scroll through the displayed topics and select a topic to be displayed. Step  3312  detects selection of the display button  3234  to call the step  3302  where the help window, such as window  3262  of FIG. 151 or window  3204  of FIG. 179 is displayed. The selected topic can be printed by selecting the print button  3236  which is sensed by step  3316  to call a conventional print procedure  3318 . Selection of the cancel button  3238  is detected by step  3320  in the find window procedure, FIG. 148, or by step  3322  in the contents window procedure, FIG. 147, to proceed to the corresponding step  3324  or  3326  where it is determined if help was called from the main window, and if true, the program returns to the main menu procedure of FIG. 13; otherwise the program returns to the displayed help topic of the calling procedure, for example FIG. 179 from which exit back to the calling procedure is made by the conventional close “X” button. 
     Referring back to FIG. 104, when the user selects the close button  2650 , FIG. 108, step  3330  branches to step  3332  where the information in the lesson plan window is saved, and then to step  3334  where the lesson plan window is closed and the program returns to the main menu procedure of FIG.  13 . 
     Referring now to the open lesson plan series window procedure of FIG. 125 called by the step  578  of FIG. 15, step  3340  opens a lesson plan series window  3342  of FIG. 126 which includes an edit control box for entering the name of a series of lesson plans, a lesson plan series list box  3346  which lists the all of the series of lesson plans associated with the current class, an add button  3348 , a rename button  3350 , a delete button  3352 , a make plans button  3354  and a close button  3356 . In step  3360 , the names of the all lesson plan series for the current class are displayed in the list box  3346 , and in step  3362 , the first series in the list of box  3346  is selected or highlighted. User control is enabled in step  3364 . The user can type in a name of new lesson plan series in the edit control box or transfer the name of a series in the box  3346  to the edit control  3344  by double clicking. Step  3366  senses selection of the add button  3348  to branch to step  3368  where any name of a new series in the edit control  3344  is added to the list in the box  3346 . Selection of the delete button  3352  is detected in step  3370  to proceed to step  3372  where confirmation of the deletion of the highlighted series of lesson plans is required before proceeding to step  3374  where the highlighted series in the box  3346  is deleted with updating of the database and selection of the next series. Step  3376  responds to the selection of the rename button  3350  to branch to step  3378  where the user is permitted to rename a highlighted series in the box  3346  through use of the edit control  3344 . The user can select the make plans button  3354  to cause step  3380  to call step  3382  which, in turn, calls the open a plan window procedure of FIG. 105 enabling the user to add and edit lesson plans in the selected series. Step  3384  detects selection of the close button  3356  to return to the main menu procedure of FIG.  13 . 
     The planning group procedure of FIG. 127 is called from the plans menu at step  576  of FIG. 15 which enables a teacher access to lesson plans of other classes. In step  3390  the planning group window  3392  of FIG. 128 is opened. This window  3392  includes edit controls  3394  and  3396  for entry of a planning group password twice, a class list box  3398  of classes of the center in planning groups, an add password button  3400 , delete password button  3402  and a close button  3404 . In step  3406 , the classes of the current developmental level in center are displayed in the list box  128  and checkmarks are placed beside those classes having planning group passwords. Step  3408  selects or highlights the first class in the list and step  3410  enables user input. When the add password button  3400  is selected, step  3412  is true to branch to step  3414  where text (hidden behind xxx) typed in the password boxes  3394  and  3396  is compared with each other. If there is a match, step  3416  adds the password to the class and updates the database with an encrypted password. Step  3418  places a checkmark beside the class and step  3420  selects the next class in the list. If step  3414  is false, step  3422  issues a message that the passwords are not confirmed. Step  3424  detects the selection of the delete password button  3402  and to proceed to step  3426  where the database is updated to reflect deletion of the password and then to step  3428  where the checkmark is removed from beside the highlighted class. Selection of the close button  3404  results in the program at step  3430  returning to the main menu procedure of FIG.  13 . 
     When the user selects “schedule” in the plans menu  558  of FIG. 23, the daily schedule procedure of FIG. 129 is called via steps  564  and  574  of FIG.  15 . Step  3434  opens the daily schedule window  3436  of FIG. 130 which includes start time edit controls  3438 , end time edit controls  3440 , times selected box  3442 , times list box  3444 , add button  3446 , delete button  3448 , activities select and edit control box  3450 , activities list box  3452 , add button  3454 , delete button  3456 , clear all button  3458 , save button  3460 , close button  3462 , preview button  3464  and print button  3466 . In step  3470  it is determined if there is a current schedule for the current class. If true, step  3472  displays the schedule times and activities in the respective list boxes  3444  and  3452 . Step  3474  sets the times in the time edit controls  3438 ,  3440  and  3442  to predetermined times or the first times in the list box  3444 , and step  3476  enables user input. If the user changes the start or end time in controls  3438  or  3440 , step  3478  is true to proceed to step  3480  where the time edit control  3442  is updated to reflect the changed time. If the add button  3446  is selected, step  3482  branches to step  3484  where the time in the edit control  3442  is added to the list in the box  3444 . Step  3486  sets a new start time in the edit controls  3438  and  3442  to the end of the newly added time and step  3488  sets the end time in the edit controls  3440  and  3442  to a time after the start time equal to the duration of the previous period of time. Step  3490  detects selection of the delete button  3448  and proceeds to step  3492  where the highlighted or selected time is deleted from the list in the box  3444 . When the add activities button  3454  is selected, step  3494  branches to step  3496  to add text in the edit control  3450  to the list in the box  3452  and then clears the edit control  3450  for entry of another activity. Step  3498  senses clicking on the delete button  3456  to branch to step  3500  where a highlighted activity in the box  3452  is deleted. Selection of the clear all button  3458  is detected by step  3502  to proceed to step  3504  where the time and activity list boxes  3444  and  3452  are cleared and the program then proceeds back to step  3474 . When the save button  3460  is clicked, the program in step  3506  branches to step  3508  where the database is updated with the new or modified schedule. Clicking on the preview button  3464  results in step  3510  branching to step  3512  where it is checked that the time and activity information is saved, to step  3514  where the report name is set to “daily schedule”, and then to step  3516  where the report is displayed for preview by the user. Selection of the print button  3466  is sensed by step  3518  to branch to step  3520  where any unsaved information is saved, to step  3522  where the report name is set to “daily schedule” and to step  3524  which prints the daily schedule. When the close button  3460  is selected, step  3526  branches to step  3528  to save any information that has not previously been saved and the program then proceeds back to the main menu procedure of FIG.  13 . 
     The general anecdotal note procedure called by step  614  in FIG. 16 is shown in FIG. 131 where step  3530  opens the general anecdotal notes window  3532  of FIG.  132 . This window includes a title bar  3533  with the name of the selected child, a select child box  3534 , and observation date edit control  3536 , a teacher edit control box  3538 , an observation period select box  3540 , a note text edit box  3542 , suggestions  3543  for possible notes to include in the box  3542 , a delete note button  3544 , a save note button  3546 , a print/export button  3548 , and a close button  3550 . In step  3552 , the observation period which includes the current date is selected and displayed in the box  3540 . In step  3554 , the text of any saved note, if any, for the first child in the current class list and for the current observation period is displayed. Step  3556  inserts the current date at the end of any note in the text box  3542  and sets the cursor for adding text in the box  3542 . Step  3558  highlights the first child listed in the current class list in the child list box  3534  and adds the selected child&#39;s name to the title bar  3533 . User input is enabled in step  3560 . If the user changes the observation period in the select box  3540 , step  3562  branches to step  3564  where the text in the notes box  3542  is changed to the text of saved notes, if any, for the selected observation period. Selection of the save note button  3546  is detected by step  3566  to branch to step  3568  where the database is updated to include any changed or added notes. Step  3570  detects the selection of the delete note button  3544  to proceed to step  3572  where confirmation of the deletion is required prior to proceeding to step  3574  where the highlighted note in the box  3542  is cleared and the database is updated. When the print/export button  3548  is selected, step  3576  branches to step  3578  where the report name is set to “anecdotal note” and then to step  3580  where the report is printed or saved to a file. The user can select any child listed in the child list box  3534  to cause step  3582  to branch to step  3584  where the selected child&#39;s name is placed in the title bar  3533  and the note box is changed to include notes, if any, concerning the selected child. Clicking on the close button  3550  renders step  3586  true to branch to proceed to step  3588  where any unsaved note information is saved followed by return to the main menu procedure of FIG.  13 . 
     When the user selects “notes on the child&#39;s day” from menu  602  of FIG. 25, step  616  of FIG. 16 calls the child&#39;s daily note procedure of FIGS. 133 and 134. In step  3490  the child&#39;s daily note window  3600  of FIG. 135 is opened. The window  3600  includes a title bar  3602  for receiving the name of the child, a child selection and list box  3604 , a date box  3606 , a class name box  3608 , a nap time box  3610 , a class areas enjoyed box  3612  with associated insert button  3614 , a what I did box  3616 , a what I ate box  3618 , a comments text box  3620 , a needs edit control box  3621 , a needs list box  3622  with an associated add button  3624  and delete button  3626 , a open note button  3628 , a delete note button  3630 , a save note button  3632 , a print/export button  3634  and a close button  3636 . In step  3640 , the children in the current class are listed in the box  3604  and the first child in the list is selected. Step  3642  places the name of the selected child into the title bar  3602 . User input is enabled in step  3644 . When the user selects the open notes button  3628 , the step  3646  branches to step  3648  where the pop-up window  3650  of FIG. 136 is displayed. The window  3650  includes a list box  3652  containing a list of previously saved notes for the selected child, along with an ok button  3654  and a cancel button  3656 . User input is enabled in step  3658  for the window  3650  so that the user can select one of the notes listed in the box  3652 . Step  3660  detects selection of the ok button  3656  to branch to step  3662  where the window  3650  is closed and to step  3664  where the information of the selected note is placed in the appropriate boxes of the window  3600 . When the cancel button  3656  is selected in window  3650 , the program at step  3666  proceeds to step  3668  where the window  3650  is closed without further transfer of any information. 
     Clicking on the delete note button  3630  results in step  3670  branching to step  3672  where the delete note pop-up window  3674  of FIG. 137 is displayed. The window  3674  includes a list box  3676  containing a list of previously saved notes for the selected child, along with a delete note button  3678  and a close button  3680 . User input is enabled in step  3682  for the window  3674  so that the user can select one of the notes listed in the box  3676 . Step  3684  detects selection of the delete note button  3678  to branch to step  3686  where the selected or highlighted note is deleted from the note list box  3676  and the database is updated to reflect the deletion of the note. When the close button  3680  is selected in window  3674 , the program at step  3688  proceeds to step  3690  where the window  3674  is closed. 
     Step  3692  responds to selection of the add button  3624  to proceed to step  3694  where a need typed in the edit control box  2621  is added to the list of class needs in the box  3622 . Step  3696  responds to selection of the delete button  3626  to proceed to step  3698  where one or more highlighted needs listed in the class needs list box  3622  are deleted. When the user clicks on a class area in the box  3612 , a checkmark is placed, or removed, next to the class area. Selection of the insert button  3614  is detected by step  3200  to branch to step  3702  where any checked class areas in the box  3612  are added to the comments box  3620 . Step  3704  displays prompts  3706  for assisting the user to type in further comments in the comments box  3620 . Double clicking on one of the class areas in the box  3612 , sensed in step  3708 , has a similar effect of selecting a class area and then adding, step  3710 , that selected class area to the comment box  3620  with display of the prompts  3706 , step  3712 . 
     When the user selects the save note button  3632 , step  3714  proceeds to step  3716  where it is determined if the current information is from a note retrieved by the open note window  3650  or if the current information is from writing a new note. If it is a new note, the note name is set to the date in the box  3606  in step  3718  and added to the database in step  3720 . Step  3722  clears the edit controls in the window  3600 . If step  3716  finds an edited version of a previously saved note, a pop-up menu with the selections of “save as a new note” and “save changes to the current note” are presented in step  3724  requiring user selection. If “save as a new note” is selected, step  3726  branches to step  3718  to create the new note, otherwise, the current note is saved in step  3720  with the changes. 
     Selection of the print/export button  3634  is detected by step  3728  to branch to step  3730  where a pop-up menu having the selections of “all children” and “currently selected child” are presented. If the user selects “currently selected child” the program proceeds through step  3734  to step  3736  where a print saved note window (not shown) having a list box similar to boxes  3652  and  2676  containing a current highlighted note with ok and cancel buttons is displayed. The user in step  3738  can select information from a different note in the list box and/or can select the ok button in step  3740  to proceed to step  3742  where the report name is set to the child&#39;s daily note. Then in step  3744  a conventional report options window (not shown) presenting options of preview, print, export and cancel enable the user to proceed accordingly. A sample report  3746  is shown in FIG.  180  and includes corresponding titled areas with printed information entered into the respective boxes of the window  3600 . If the user selects the cancel button in step  3748 , the print/ export procedure is terminated. If “all children” is selected in step  3732 , step  3750  is called to retrieve information for all the children in the class with saved notes for the current date. The daily note information for each child is set in the report in turn by step  3742  and printed out in step  3744 . 
     Step  3752  senses selection of the close button  3636  to call step  3754  where any unsaved information saved and the program returns to the main menu procedure of FIG.  13 . 
     When step  460  of FIG. 13 calls the backup procedure of FIG. 138, step  3760  opens the backup the active database window  3762  of FIG.  139 . The window  3762  includes an edit control  3764  for displaying the path and name of the current database, an edit control  3766  for displaying the path and name of a backup, a browse button  3768 , an ok button  3770  and a cancel button  3772 . Step  3774  displays the name of the active database in the box  3764 . It is determined in step  3776  if a backup name has been previously set, and if true, step  3778  displays the path and name of the previous backup in the box  3766 . User input is enabled in step  3780 . Clicking on the browse button  3768  is detected by step  3782  to branch to step  3784  which displays the backup pop-up window  3786  as shown in FIG.  140 . The window  3786  includes a folder or path name select box  3788  with associated conventional display back one level button  3789 , display desktop files and folders button  3790 , list files and folders button  3791  and show file and folder details button  3792 , a file/folder selection list box  3793 , a file name edit control box  3794 , a file type edit control box  3795 , a backup button  3796  and a cancel button  3798 . User input is enabled by step  3800 . If the cancel button  3798  is selected, step  3802  removes the window  3786  and returns the program to the backup procedure using window  3762  of FIG.  139 . Step  3804  senses selection of the backup button  3796  to proceed to step  3806  where the name in the file edit control  3794  with its corresponding folder path is set as the backup path and file name before removing the window  3762  and returning to the backup window of FIG. 139 where step  3778  then displays the set backup path and filename in the box  3766 . Selection of cancel button  3772  is sensed at step  3808  to return to the main menu procedure of FIG.  13 . If the ok button  3770  is selected, step  3810  proceeds to step  3812  where it is determined if the active database path and file name is the same as the backup path and filename. If true step  3814  displays a message that the backup cannot be made over the current database. Otherwise it is determined in step  3816  if a backup file or files of the same path and name exists, and it true, step  3818  copies the current active database over the prior backup file or files. If step  3816  is false, step  3820  makes a new file or files with the backup name and copies the active database to the new file or files before returning to the main menu procedure of FIG.  138 . 
     Step  3822  in the active database procedure of FIG. 141, called from step  462  of the main menu procedure, opens the set active database window  3824  of FIG.  142 . The window  3824  includes an edit control  3826  for displaying the path and name of the current database, an edit control  3828  for displaying the path and name of a new active database, a browse button  3830 , an ok button  3832  and a cancel button  3834 . Step  3836  displays the name of the active database in the box  3826 . It is determined in step  3838  if a new active database name has been previously set, and if true, step  3840  displays the path and name of the new active database in the box  3828 . User input is enabled in step  3842 . Clicking on the browse button  3830  is detected by step  3844  to branch to step  3846  which displays the backup pop-up window  3848  as shown in FIG.  143 . The window  3848  includes a folder or path name select box  3850 , a file/folder selection list box  3852 , a file name edit control box  3854 , a file type edit control box  3856 , an activate button  3858  and a cancel button  3860 . User input is enabled by step  3862 . If the cancel button  3860  is selected, step  3864  removes the window  3848  and returns the program to the set active database procedure using window  3824  of FIG.  142 . Step  3866  senses selection of the activate button  3858  to proceed to step  3868  where the name in the file edit control  3854  with its corresponding folder path is set as the new path and file name before removing the window  3848  and returning to the set new database window of FIG. 142 where step  3840  then displays the set new database path and filename in the box  3828 . If the ok button  3832  is selected, step  3872  proceeds to step  3874  where the message “must make new agency, center and class selections”. Step  3876  calls the display selection window procedure of FIG.  37 . 
     The program mail procedure of FIG. 144 is called by step  464  and begins with step  3880  which opens the program mail window  3882  of FIG. 145 including a text editing box  3883  where the user types in a new report. A pop-up “file” menu  3884  of FIG. 146 is called when “file” is selected in the menu bar of window  3882 . User input is enabled in step  3886 . When the user selects “preview new e-mail report” in the file menu  3884 , step  3888  branches to step  3890  where a convention folder and file selection window (not shown) including “cancel” and “open” buttons is displayed. User input for the file selection window is enabled at step  3892  for the selection of a previously saved report file. If the user selects “cancel” the program returns to the program mail window  3882 . If the user selects “open” the program proceeds to step  3898  where the selected report file is displayed. Selection of “preview current report” in the file menu  3884  is sensed at step  3900  to proceed to step  3902  where a report name is set for the report in the box  3883  and then to the step  3898 . Selection of “print current report” in the file menu  3884  is sensed at step  3904  to proceed to step  3906  where a report name is set for the report displayed in the box  3883  and then to step  3908  where the report is printed. Selection of “export current report” in the file menu  3884  is sensed at step  3910  to proceed to step  3912  where a report name is set for the report displayed in the box  3883  and then to step  3914  where the current report is saved to a file. Step  3916  detects selection of exit to return to the main menu procedure of FIG.  13 . 
     Selection of program guide in the help menu  650  of FIG. 28 results in step  660  of FIG. 17 calling the procedure of FIG. 152 beginning with step  3920  where the program guide window  3922  of FIGS. 154 and 155 is displayed. This window  3922  contains either a contents page  3924 , FIG. 154, or a find page  3926 , FIG.  155 . The window  3922  includes an open/close/display button  3928 , a print button  3930  and a cancel button  3932 . Step  3934  determines if the contents page was last displayed, and if true, proceeds to step  3936  where the contents page  3924  is displayed and then to step  3938  where user input is enabled. The contents page  3924  includes a selection box  3940  containing a listing of the general topics such as “Introduction”, “Agency, Center, and Class Information”, etc. When the contents page  3924  is first displayed, the first general topic is highlighted and the button  3928  is an open button. Any other listed general topic can be highlighted by clicking. Clicking on the open button  3928  is sensed in step  3942  to proceed to step  3944  where the listing in the box  3940  is expanded to include the subtopics under the highlighted general topic. When the subtopics of a highlighted general topic are listed, the button  3928  turns into a close button and clicking on the close button is sensed in step  3946  to branch to step  3948  which causes the subtopics of the highlighted general topic to be removed from the box  3940  and the listing in the box to shrink along with converting the button  3928  back into an open button. If subtopics include sub-subtopics, then highlighting such a subtopic causes the button  3928  to be an open button and clicking on the open button causes such sub-subtopics to also be listed. The button  3928  becomes a display button when a subtopic with no further hierarchal lower topics is selected or highlighted. Clicking on the print button  3930  is detected in step  3950  to branch to step  3952  where a highlighted subtopic, or the subtopics associated with a highlighted topic, are printed. 
     Clicking on the “find” index tab is detected by step  3954  to proceed to step  3956  of FIG. 153 where the find page  3926  of FIG. 155 is displayed in the help window  3922 . This find page  3926  includes an edit control box  3958 , a matching words selection box  3960 , a topic display and selection box  3962 , a topics found number display box  3964 , an options display box  3966 , a clear button  3968 , an options button  3970 , a find similar button  3972 , a find now button  3974 , and a rebuild button  3976 . Step  3978  enables user input. Clicking on the “contents” index tab of FIG. 155 is sensed in step  3980  which causes the program to branch to step  3936  of FIG.  152  and the contents page procedure described above. The user can type in a key word or words in the edit control box  3958  which the user believes may be in a topic or help window. Clicking on the down button in the box  3958  displays a list of the most recent previous terms used to conduct a search and the user can click on one of the listed previous search terms to transfer that term to the edit control box  3958 . Clicking on the clear button  3968  is detected in step  3982  to branch to step  3984  which clears the edit control box  3958 . When the user clicks on the options button  3970 , step  3986  branches to step  3988  which calls a conventional options menu (not shown) enabling the user set various parameters of the search, such as whether the search is to limited to all words in any order, at least one of the words, exact order of words, matching phrases, showing words that end, begin or contain characters typed in the edit control, or begin search immediately after each keystroke or after a pause or only after the find now button. The find similar button  3972  is enabled when matching phrases are a selected option and enable the user in step  3990  to call step  3992  to find and display topics associated with selected matching phrases. The find now button  3974  is enabled by the corresponding option and step  3994  detects the user clicking on the find now button to conduct the search in step  3996 ; the options allow the searching to be done automatically as a search term is typed and such option disables steps  3994  and  3996 . The rebuild button  3976  is selected after the guide topics have been changed to call the rebuild procedure of step  4000  which constructs an index from the word base and topic associations. After a search has been conducted, the topics which contain subject matter found by the search are displayed in the topic selection window  3962 . The user can scroll through the displayed topics and select a topic to be printed or displayed. Step  4002  detects selection of the print button  3930  in FIG. 155 to branch to step  4004  where the selected topic is printed. 
     Step  4006  of FIG.  152  and step  4008  of FIG. 153 both detect selection of the display button  3928  to branch to step  4010  of FIG.  152 . In step  4010  the selected or set guide topic is displayed, such as the window  4012  of FIG.  156 . User input is enabled in step  4013 . The window  4012  includes the text  4014  of the selected topic along with a contents button  4016 , a find button  4018 , a back button  4020 , a print button  4022  and an options button  4024  which are sensed in the respective steps  4026 ,  4028 ,  4030 ,  4032  and  4034 . Step  4026  branches to the step  3936  to call the contents page; step  4028  branches to the step  3956  of FIG. 153 to call the find page; step  4030  branches to step  4036  to return to the previously displayed topic; step  4032  branches to step  4038  which prints the displayed topic; and step  4034  branches to step  4040  to display the options menu (not shown) where a standard options menu is displayed. 
     Selection of the cancel button  3932  in FIG. 154 or  155  is sensed by the respective step  4042  of FIG. 152 or  4044  of FIG. 153 to return to the main menu procedure of FIG.  13 . 
     In the open report options window of FIG. 157 which is called by step  3744  in FIG. 134, step  4050  opens the pop-up window  4052  of FIG.  158 . The window  4052  includes a preview button  4054 , a print button  4056 , an export button  4058  and a close button  4060 . User input is enabled in step  4062 . When the preview button  4054  is selected, step  4064  branches to step  4066  which opens the previously named report. Information is then placed in the report at step  4068  in accordance with the report settings and the previously selected note or record. Then in step  4070  the report is displayed in a conventional preview window with buttons to print, export, change the view of the report or close. Selection of one of the options results in the corresponding action and closes the report in step  4072 . Selection of the print button  4056  is sensed in step  4074  to proceed to step  4076  where the previously named report is opened and then to step  4078  where the information is placed in the report. Step  4080  opens a conventional print window enabling the printing of the report after which the print window is closed in step  4082 . Selection of the export button  4058  is sensed by step  4084  to call steps  4086 ,  4088  and  4090  which are similar to the printing steps  4076 ,  4078  and  4080  except that the report is written into a file selected or created in step  4090 . Step  4092  closes the print window. Clicking on the close button  4060  is detected in step  4094  and results in closing the report in step  4096 , closing the report options window  4052  in step  4098  and returning to the previously open window in step  4100 . 
     The open password protection procedure of FIG. 159 is called from the program menu  474  at step  494  of FIG. 13 to set up passwords for the system. In step  4104  the password protection window  4106  of FIG. 160 is opened. This window  4106  includes edit controls  4108  and  4110  for entry of a password twice, a list box  4112 , an add password button  4114 , a delete password button  4116  and a close button  4118 . In step  4120 , the administrator and classes of center are displayed in the list box  4112  and checkmarks are placed beside those listed requiring passwords. Step  4122  selects or highlights the first name in the list and step  4124  enables user input. When the add password button  4114  is selected, step  4126  is true to branch to step  4128  where text (hidden behind xxx) typed in the password boxes  4108  and  4110  are compared with each other. If the two typed entries do not match, step  4130  displays a message that passwords are not confirmed and the user must try again. If there is a match, step  4132  determines if the password is unique or differs from all the other passwords. When the password is not unique, a message that the password must be unique is displayed by step  4134 . If step  4132  is true, step  4136  updates the database with the encrypted password. Step  4138  places a checkmark beside the name in the list and step  4140  selects the next name in the list. Step  4144  detects the selection of the delete password button  4116  causing the program to proceed to step  4146  where the database is updated to reflect deletion of the password and then to step  4148  where the checkmark is removed from beside the highlighted class. Selection of the close button  4118  results in the program at step  4150  returning to the main menu procedure of FIG.  13 . 
     A modification of the observations procedure (steps  530 ,  532 ,  534 ,  536 ,  538 ,  540 ,  542 ,  544 ,  546  and  548  of FIG. 14) is illustrated in FIG.  161 . When “observations” is selected in the main menu, step  530  branches to step  532 ′ where the modified observations menu  4160  of FIG. 162 is displayed. Selection of “set observation periods” is the same as in previously described steps  536  and  538 . Selection of “maps observation scales” in the menu  4160  is sensed by step  4162  to proceed to step  4164  where the modified observations window  4166  is displayed. This observations window  4166  differs from the observations window  1432  of FIG. 61 by including a data source selection control box  4168  and a scale (developmental level +developmental area) selection control box  4170  as well as removing the notes box which can be called from the file menu  1511 , FIG. 164, of a notes button on the tool bar. A modification of the procedure of FIG. 57 is shown in FIG. 190 wherein step  4169  is included in the procedure to sense use of the data selection control box  4168  to change the data source in step  4171  which is associated with each learning capability subsequently changed by the user. A modified update menu  4172 , FIG. 165, can be popped up by selection of “update” in the menu bar of window  4166  and replaces the selection “estimate” of the menu  1474  of FIG. 60 with “establish baseline capabilities”, and “update planning level”. The “establish baseline capabilities” operates the same as the previously described “estimate” in that checkmarks in the boxes  1450  (indications of learned capabilities) and the planning indications in the buttons  1452  are set in accordance with the previously described mathematical computation based on the position of the slider  1466  in the estimate box  1436 ; learned capabilities noted by direct observations can be changed. The “update planning level” also uses the previously described mathematical computation but only to change planning indications in accordance with the checked boxes, i.e., in accordance with the score computed from the number of learned goals or learning capabilities. The menu  4172  also contains the selection “automatically update planning levels” which toggles automatically updating the planning indications in the buttons  1452  when a box  1450  is clicked to place or remove a checkmark. 
     The menu  4160  also includes the item “set data source categories” which when selected causes step  4178  to branch to step  4180  where the set data source categories window  4182  of FIG. 167 is displayed. The window  4184  includes a data source edit control box  4184 , a source list box  4186 , an add button  4188 , a delete button  4190  and a close button  4192 . The user can click on a category listed in the box  4186  to highlight the category and to copy that category to the edit control box  4184 . Also the user can type a new category in the edit control or edit an existing category in the edit control. Selecting the add button  4188  adds any new or edited category to the list in the list box. Selection of the delete button  4190  deletes a highlighted category in the list box  4186 . The close button  4192  closes the window  4182  and sets the selected data source category in the data source box  4168 . Additionally the data source category can be selected from a pop-up list displayed by clicking on the down button in the selection control  4168 . The view menu  4193  of FIG. 166 includes an item “view data source information” which can be selected to view and print a listing of the learning capabilities in the current scale with the data source listed next to each learning capability. 
     Selection of the item “set scale selection options” in the observations menu  4160  is sensed by step  4194  to branch to step  4196  where the scale selection window  4198  of FIG. 168 is displayed. The window  4198  includes a list box for displaying a list of all the scales in the database, a deselect all button  4202 , a select all button  4204  and a close button  4206 . Scales selected to be used have a check mark beside the title. The user can select additional scales or deselect selected scales by clicking on listed scales. Clicking on the deselect button  4202  deselects all of the listed scales while clicking on the select all button  4204  selects all of the listed scales. After closing the window  4198  by clicking on the close button  4206 , the user can only select a scale in the selection box  4170  from those which were selected in the window  4198 . 
     Step  4208  senses when “copy a scale” is selected in the menu  4160  to branch to step  4210  where the copy a scale window  4212  of FIG. 169 is displayed. The window  4212  includes an edit control box  4214 , a scale list box  4216 , a copy button  4218 , a delete button  4220  and a close button  4222 . Any of the listed scales in the box  4216  can be copied to the edit control  4214  where the title of the copy can be changed. Clicking on the copy button  4218  completes the copying by inserting the title of the copy into the list in box  4216 . The delete button  4270  is used to delete any highlighted copy in the list box. The original scales cannot be deleted. When the close button  4222  is selected, the window  4182  is removed and any last copied scale is placed in the box  4170 . 
     In a modified child information window  1012 ′ of FIG. 181, there is added to the window  1012  of FIG. 45 a special needs edit control box  4230 , a special needs list box  4232  with associated add button  4234  and delete button  4236 , an enrollment date edit control  4237  and a drop date control  4238 . Special needs, or none, of a child can be noted by clicking on the corresponding item or items listed in the special needs list box  4232  to place a checkmark beside the item. New items can be typed and existing items can changed in the edit control box  4230  and then added to the list in the list box  4232  by clicking on the add button  4234 . Highlighted items in the list box  4232  can be deleted by selecting the delete button  4236 . Additionally the enrollment date and the drop date of a child can be entered and saved in the database using the edit controls  4237  and  4238 . 
     In a modified scales and periods window  1812 ′ of FIG. 182 employed in the agency profile settings procedure, a modified scales selection and list box  1832 ′ contains a list of items each of which combine the developmental level (age level) and the developmental area. This eliminates the need for the separate developmental (age level) selection box  1828  of FIG.  90 . Similar combining of the listing of developmental levels and developmental areas can be made in other windows providing for selection of developmental level and developmental area such as in the windows of FIGS. 92,  94 ,  96 ,  98  and  102 . 
     A modified centers and classes window  1856 ′ in FIG. 183 includes a special needs list selection box  4240  in addition to the boxes of FIG.  91 . The special needs selection box  4240  enables the user to select (highlight) special needs to provide a report similar to FIG. 170 but of children having the selected special need or needs. By default, all the items in the box  4240  are selected so a report produced when the user makes no selection in the box  4240  covers all the children in the corresponding group, i.e., agency, center, class, etc. This special needs selection box can be included in other windows which provide for selection of classes and children such as FIGS. 95 and 99. The modified window  2082 ′ of FIG. 184 illustrates that the special needs box  4240  can also be included in the children&#39;s windows such as FIGS. 93,  97  and  101 . Additionally the children&#39;s windows can include a deselect all button  4242  as illustrated in FIG. 184 for enabling the user to deselect all the children in the list box  2083  with a single click rather than clicking on each child. 
     A modified open lesson plan window procedure, modified from FIG. 104, is shown in FIG.  192 . Modified step  2730 ′ calls a procedure (not shown but similar to previously described procedures) to display a modified goals page  2736 ′, FIG. 185, in the lesson plans window  2630  wherein the add goals window of  2756  of FIG. 110 is combined with the goal page  2736  of FIG.  108 . The modified page  2736 ′ includes all the items and functions of both page  2736  and window  2756  except that the add goal button  2744  of FIG. 108 is deleted because the adding of goals to the lesson plan in the modified page  2736 ′ is performed by the add goals procedure of clicking on a goal item in the goal list box  2772 . 
     The activities/materials page of FIG.  112  and its associated add activities window of FIG.  114  and add materials window of FIG. 116 are replaced by an activities page  4250  as illustrated in FIGS. 186 and 187. The activities page  4250  combines and rearranges features of the activity/materials page  2862  of FIG. 112, the add activities window  2908  of FIG.  114  and the add materials window  2980  of FIG. 116 as indicated by the items in FIGS. 186 and 187 identified by the same numerals in FIGS. 112,  114  and  116 . The activity/materials tree box  2864  of FIG. 112 is made a pop-up window  2864 ′, FIG. 187, and includes the delete key  2870  to enable highlighting and deleting items from the tree displayed in the window  2864 ′. A close button  4252  is added so that the pop-up window  2864 ′ can be closed. When the window  2864  is closed, a show tree button  4254 , FIG. 186, is exposed so that the user can call back the activity/materials tree window  2864 ′. 
     Additionally, the page  4250  includes a create activity button  4256  and an edit activity button  4258  which when selected call an open activity maker window procedure of FIG.  191 . In step  4259 , the procedure displays an activity maker window  4260  shown in FIG.  188 . The activity maker window  4260  includes an activity edit control box  4262 , a library selection and edit control box  4264 , a developmental area (scales) selection box  4266 , a knowledge area selection box  4268 , a class area selection box  4270 , a goals list box  4272 , an add goals button  4274 , a related developmental area selection box  4276 , a related knowledge area selection box  4280 , a related knowledge area list box with associated add area button  4282  and delete area button  4284 , a procedure text edit box  4286 , an add materials button  4288 , an ok button  4290  and a cancel button  4292 . In step  4261  it is determined if the procedure was called from the edit button, and if so, step  4263  places the data of the current activity into the edit control boxes  42262 ,  4264 ,  4266 ,  4268 ,  4270 ,  4272 ,  4276 ,  4278 ,  4280  and  4286 . If step  4261  is false, step  4265  places the current developmental area into boxes  4266  and  4276 , the current knowledge area into boxes  4268  and  4278 , and the goals of the current knowledge area into the goal list box  4272 . User input is enabled in step  4267 . The user types the name of a new activity in the box  4262  when creating a new activity, or edits the name in the box  4262  when editing a activity. Edit control box  4264  is used to select or create a library in which the database stores the activity. The primary developmental area, the primary knowledge area and the class area for the activity are selected or changed using the selection boxes  4266 ,  4268  and  4270 . Selection of the add goals button  4274  is detected in step  4269  to branch to step  4271  where goals in the selected knowledge area are added to the list of goals in the goal list box  4272 . The user uses the related developmental area selection box  4276  and select knowledge area box  4278  to select any related knowledge areas to be associated with the activity. Clicking on the add area button  4282  is sensed in step  4273  to branch to step  4275  where the selected related knowledge areas is added to the listed related knowledge areas in the list box  4280 . Selection of the delete area button  4284  is detected by step  4277  to delete a highlighted item in the box  4280  from the box in step  4279 . The user types in or edits the procedure for the activity in the text edit box  4286 . Selection of the add materials button  4288  is sensed in step  4281  to proceed to step  4283  where a pop-up window with a material edit control box, a material list box, an add button, a delete button and a close button similar to boxes  2986  and  2988  and buttons  2990 ,  2992  and  2994  of FIG. 116 is displayed and a procedure similar to FIG. 115 is performed to add materials to the current activity. 
     When the ok button  4290  is selected, step  4294  branches to step  4295  where the newly created or edited activity is saved in the database and added to the list in the list box  2922  of FIG.  186 . Selection of the cancel button closes the activity maker window without saving the information in the window. The activities window of FIG. 187 is then displayed and its procedure performed. 
     Returning to FIG. 192, step  4298  detects clicking on an index tab of an individualization page  4300 , FIG. 189, added to the lessons plan window. Step  4299  calls the individualization procedure of FIG. 193 which then opens the individualization page  4300  in step  4301 . This page  4300  includes a lesson plan selection box  4302 , a copy button  4304 , a lesson plan goals list box  4306 , a lesson plan activities list box  4308 , a children list box  4310 , a readiness levels list box  4311  and an individualization note text edit box  4312  with associated add button  4314 , cancel changes button  4316 , and clear button  4318 . In step  4320  the goals and activities of the current lesson plan are displayed in the lesson plan goal box  4306  and lesson plan activities box  4308 , respectively. In step  4322 , the children in the current class are displayed in the children box  4310 . Readiness levels are displayed by step  4324  in the readiness levels box  4311 . User input is enabled in step  4326 . The user can use the box  4302  to display and select a lesson plan having a previously created individualization note. Clicking on the button  4304  is sensed in step  4328  to branch to step  4330  where the individualization note of the selected lesson plan is copied from the previous plan to the edit box  4312 . The user can edit or create text in the edit box  4312  to create an individualization note added to the current lesson plan. The user can select one of more goals in the goals list box  4306 , activities in the activities list box  4308 , children in the children list box  4310  and readiness levels in the readiness level list box  4311  to select (or deselect) items. Clicking on the add button  4314  is sensed in step  4332  to proceed to step  4334  where the text of the selected items in boxes  4306 ,  4308 ,  4311  and  4310  is added to the text box  4312 . When less than all the readiness levels are selected, the children in box  4310  having the selected readiness level or levels are automatically selected. Clicking on children in the box  4310  can select non-highlighted children or deselect highlighted children. When the user clicks on the cancel changes button  4316 , step  4336  branches to step  4338  where current changes made to text in the box  4312  are erased. Selection of the clear button  4318  results in step  4340  branching to step  4342  which clears the text box  4312 . 
     Various other modifications, changes in detail and variations can be made to the above described embodiment of an instructional management system without departing from the scope and spirit of the invention. The illustrated system with its hardware and software as described above is only illustrative of one or more embodiments of the invention, and various other systems with differing hardware and differing software can be devised to provide similar structure, functions and/or results. The number of screens, the items and their arrangement in the screens, the procedures and their content and arrangement, the procedure steps and their order and arrangement, and the number of functions provided in the system are matters of choice; so it is intended that the present disclosure be interpreted as disclosing general concepts relating to instructional management systems and that the present invention can be incorporated into many different applications in many different forms.