This practicum report concerns the elementary mathematics management program initiated by the Coffee County, Georgia, School System which provides for diagnostic and prescriptive learning through the use of a continuous progress plan. Learning objectives' checklists (guides) were constructed for levels Readiness through 6c. Tests were constructed by the teachers in the criterion-referenced format. Students were allowed to progress to the next level of proficiency as they made sufficient pre-determined percentage scores on the tests. Diagnostic sheets indicated student weaknesses in specific areas and signaled reteaching on same material, regrouping and/or other specific instructional prescriptions to remedy the deficient area(s). Management and monitoring techniques included observations and reporting forms that affected all personnel involved. External (county) tests were administered and correlated with the teacher-made tests and standardized and State Criterion-Referenced Tests. Also, a new reporting system was devised that would be consistent with the new continuous progress format. The progress of third age-grade math students from 2.9 (pretest) to 3.79 (posttest) with a learning rate increase of 48.9% (over three previous years) was significant. Another significant success was the fact that the district and four schools showed mathematical improvements as evaluated by State Board of Education Standards. (Author/MN)