Library &
Information Science, Course 250: Instructional Strategies.
Dr. David Loertscher
b17.html
27 School Reform Models from "Tools for Schools: School
Reform Models Supported by the National Institute on
the Education of At-Risk Students" -- (April 1998)
*******************************************************
The complete publication is available online at: http://www.ed.gov/pubs/ToolsforSchools/
Comprehensive School Reform Models
==================================
20/20 Analysis: A Tool for Instructional Planning
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
A planning tool for developing an integrative service delivery plan that focuses on giving students who show the least & most progress on significant outcome variables intensive instruction & related service support. The goal of the program is to provide an analytic procedure for identifying students most in need of special help, based on student achievement & other outcome data routinely collected by schools & school districts. By identifying students in the lowest 20th & highest 20th percentiles, 20/20 Analysis pinpoints those students for whom the existing instructional & related service program delivery is least effective, so that it can be adapted to suit their individual needs.
Advancement Via Individual Determination (AVID)
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
An "untracking" program designed to help underachieving students with high academic potential prepare for entrance to colleges & universities. The AVID approach to untracking places previously underachieving students (who are primarily from low income & ethnic or linguistic minority backgrounds) in the same college preparation academic program as high-achieving students (who are primarily from middle or upper-middle income & "majority" backgrounds). AVID features a rigorous academic elective course with a sequential curriculum for grades 7 through 12 that focuses on writing, inquiry, & collaboration as methodologies to accelerate student progress.
Community for Learning Program
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
A broad-based, school-family-community, coordinated approach to improving student learning. The major premise of this school-based intervention program is that the national standards of educational outcomes can & must be upheld for all students, including those who are "at the margins." A centerpiece of the Community for Learning Program is an integrated design framework for a collaborative process of finding ways to harness all of the resources, expertise, & energies in linking schools with other learning environments, including homes, churches, libraries, public- & private-sector workplaces, & postsecondary institutions to support the learning of each student.
Consensus Standards Model
~~~~~~~~~~~~~~~~~~~~~~~~~
A school reform project of the Center for Research on Education, Diversity, & Excellence, University of California, Santa Cruz. The model is based on 5 standards of effective pedagogy for at-risk students. The standards reflect the intentions of the standards-based reform movement to ensure high expectations for all students & those principles of teaching & learning on which educators, researchers, & program developers across theoretical domains agree. They represent consensus in educational research & theory about maximizing teaching & learning for all students, but especially those at risk due to limited-English proficiency, cultural diversity, poverty, race, or geography.
Consistency Management & Cooperative Discipline
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
A research-based, classroom & school reform model that builds on shared responsibility for learning & classroom organization between teachers & students. The program works with geographic feeder systems of schools from pre-kindergarten through 12th grade that includes all students, teachers & administrators in one geographic area of the city. The program provides sustained messages to children about what it means to be self-disciplined. Messages that are changed every year or are inconsistent for every classroom diminish discipline & achievement.
Exito Para Todos (Spanish Biling. version of Success for All)
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
An adaptation of Success for All used in schools with Spanish bilingual classes. Reading curricula in Spanish includes Lee Conmigo (Read with Me), which is used for beginning readers & is begun at the end of kindergarten or in first grade, & Alas Para Leer, which is used at the second grade reading level & above. They are designed to ensure that children are successful in learning to read & write in Spanish in the early grades, & then make a successful transition to English reading in the upper elementary grades. Exito Para Todos can be used in bilingual programs (including 2-way bilingual programs) with transition at any age; it has Spanish reading materials available from kindergarten through grade six. In addition to Spanish & transitional reading programs, Exito Para Todos provides one-to-one Spanish tutoring to primary-aged children having difficulties in reading, family support services, & other elements common to Success for All schools.
National Network of Partnership Schools
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Includes school, district, & state members & provides each with research-based guidance, support, materials, & networking opportunities to assist them in building strong school-family-community partnerships. Partnership programs are based on school improvement goals & the needs & interests of students, parents, & teachers. The main structures an Action Team for School, Family, & Community Partnerships & research-based framework of 6 types of involvement strengthen family & community connections within any school improvement model. The approach also may be used to organize comprehensive whole-school reform using Action Teams & connections with families & communities to guide plans & activities for all school goals & objectives.
Native American Instructional Programs: Standards for Effective Pedagogy
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Develops & evaluates a major model for school reform consistent with the intentions of the standards-based reform movement to ensure high expectations for all students. This model combines research knowledge about effective Native American education with research knowledge about institutional reform standards, & focuses on culturally compatible pedagogy. The projects are guided by 7 standards of effective instruction. These include 5 generally accepted standards for effective pedagogy for all students:
* Joint Productive Activity -- facilitate learning through joint productive activity among teachers & students;
* Language Development -- develop competence in the language & literacy of instruction;
* Contextualization -- contextualize teaching & curriculum in the experiences & skills of home & community;
* Cognitive Complexity -- challenge students toward cognitive complexity; &
* Instructional Conversation -- engage students through dialogue, especially the instructional conversation.
In addition, there are 2 Native American-specific standards:
* Modeling & Demonstration -- include modeling & demonstration by both teachers & peers; &
* Student-Directed Activity.
Roots & Wings
~~~~~~~~~~~~~
A comprehensive, whole-school reform model designed to place a high floor under the basic skills achievement of all students while building problem-solving skills, creativity, & critical thinking. It builds on the extensively evaluated Success for All program, which provides research-based curricula for prekindergarten, kindergarten, & grades 1-6 reading, writing, & language arts; one-to-one tutoring for primary grade students struggling in reading; & extensive family support services. To these, Roots & Wings adds MathWings, a practical, constructivist approach to mathematics for grades one through five, & WorldLab, an integrated approach to social studies & science emphasizing simulations & group investigations.
School Change Model: Basic Principles for School Reform in a Bilingual Context
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
An approach to school-wide reform that aims at improving achievement & other student outcomes by creating a coherent & focused school-wide effort. Although it was developed in a predominantly Latino school with an existing bilingual education program, the model's principles are probably equally applicable in other situations. The model does not describe a specific instructional program. Rather, it identifies 4 key "change elements" that educators can use to help bring about positive changes in teaching & learning at a school:
* Goals that are set & shared,
* Indicators that measure success,
* Assistance by capable others, and
* Leadership that supports & pressures.
Schoolwide Enrichment Model
~~~~~~~~~~~~~~~~~~~~~~~~~~~
Based upon a vision that "schools are places for talent development." The model uses the pedagogy of gifted education to make school more challenging & enjoyable for all students. The Schoolwide Enrichment Model "blueprint" for total school improvement serves as a practical plan for K-12 teachers & administrators to make this vision a reality. While detailed enough to provide educators with the means to successfully implement the program, the model provides the flexibility for each school to develop its own unique program in accordance with local resources, student population, & faculty interests & strengths. Two major objectives of the Schoolwide Enrichment Model include: providing a broad range of advanced-level enrichment experiences for all students & using student responses to these experiences as stepping stones for relevant follow-up.
Success For All
~~~~~~~~~~~~~~~
A structured whole school reform model focusing on students in
grades pre-kindergarten through grade six. The model is
designed to raise the achievement of students in low-performing schools.
The idea behind Success for All is to use
everything known from research on effective instruction for
students in low-performing schools to prevent & intervene in
the development of learning problems in the early years. A
principle thrust is to ensure that every child in the school
succeeds in learning to read at grade level by the end of the
third grade. In addition to reading programs, Success for All
provides one-to-one tutoring for primary-aged children
struggling in reading, family support services, & other
elements. A bilingual Spanish version of the program, called
Lee Conmigo, has been developed.
Talent Development High School with Career Academies
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
A comprehensive multi-phased reform model for large high
schools that have serious problems of student attendance,
discipline, achievement scores, & dropout rates. The model is
specific in the required school organization & curriculum
changes, in contrast to other high school reform
recommendations that emphasize general principles to be
achieved or the reform process to be followed. Nevertheless,
there is ample room for local adaptations & contributions in
the Talent Development High School Model to fit local
conditions & to earn local ownership. The first phase of
Talent Development High School reforms involves changes in
school organization & management to establish a safe & serious
climate for learning & to motivate regular attendance by
students & staff. The second phase, includes improvements in
curriculum & classroom instruction to better engage students
in their own learning & to produce greater growth in student
achievement of higher-order learning goals.
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Message 2 -- "Twenty-Seven School Reform Models"
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Talent Development Middle School
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Based on the belief that all students can learn challenging
material if the right types of support are given. The model
reorganizes & restructures the organization, curriculum, &
instruction of a middle school in order to hold all students
to high standards, but provide multiple pathways, supports &
research- based practices that ensure their success.
Three-Year Transition Program for Native
Spanish-Speaking Elementary Students
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
This 3-year program provides a sustained approach to Spanish &
English development that cultivates & builds on primary
language skills & personal & cultural experiences. The
program is a combination of:
* The Three-Year Transition Program involving 3 explicit
phases: Pre-Transition, Transition I, & Transition II
(optimally, grades 3-5); and
* A specific language arts model for the middle & upper
elementary grades, including 12 specific components built
around the study of literature.
The language arts model establishes continuity of curriculum &
instruction across the grade levels & as students move from
primarily Spanish to English instruction. Four theoretical
premises undergird the program:
* Challenge -- consistently challenge students
academically;
* Continuity -- achieve continuity in curriculum &
instruction as students move from primary to upper grades
& from Spanish to English language arts;
* Connections -- build upon & make explicit connections
between students' knowledge, skills, & experiences & the
academic curriculum to be learned; and
* Comprehensiveness -- address both meaning & skills.
Two-Way Immersion Education
~~~~~~~~~~~~~~~~~~~~~~~~~~~
An educational model that integrates native English speakers &
native speakers of another language for all or most of the
day, with the goals of promoting high academic achievement,
first- & second-language development, & cross-cultural
understanding for all students. In 2-way immersion programs,
language learning takes place primarily through content
instruction. Academic subjects are taught to all students
through both English & the non-English language. As students
& teachers work together to perform academic tasks, the
students' language abilities are developed, along with their
knowledge of content area subject matter.
Urban Learner Framework
~~~~~~~~~~~~~~~~~~~~~~~
An integrated knowledge base that incorporates & disseminates
the most current, promising, & pertinent research concerned
with improving & restructuring schooling in urban districts.
This knowledge base has been organized into a decision-making
framework challenging the sweeping generalizations that have
envisioned the urban learner as deprived, underachieving,
unmotivated, & at-risk. It presents a new vision of the urban
learner as culturally diverse, capable, effortful, & resilient
& represents a major paradigm shift in research & theories of
intelligence & learning.
Urban School Development: Literacy as a Lever for Change
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
A collaboration with a number of Chicago elementary schools on
an initiative called Urban School Development: Literacy as a
Lever for Change. Each school in the collaborative serves an
impoverished community where student achievement is very low.
The network includes 2 "continuing" schools that have been
collaborating with the Center for several years, & 5 "new"
schools (including 2 "probation" schools) that joined the
network 2 years ago. The clustering enables schools to be a
resource to each other. Additionally, to break down schools'
isolation from outside expertise, the program also partners
with the Martha L. King Early Language & Literacy Center at the
Ohio State University. This is the National Center for Reading
Recovery.
======================================
Classroom & Curriculum Redesign Models
======================================
Adaptive Learning Environments Model
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
An innovative educational program designed to meet the diverse
social & academic needs of students in regular classes. A
product of over 2 decades of research, development & school-
based implementation in a variety of communities, the model
serves as an alternative approach to educational reform for
schools striving to be responsive to the learning needs of
individual students with varying abilities, experiences, &
socioeconomic backgrounds. Underlying the model's design is
the premise that students learn in different ways & at varying
rates & require different amounts of instructional support.
The Adaptive Learning Environments Model accommodates & builds
upon these differences through adaptive instruction, in which
a variety of instructional methods are adopted & tailored to
the needs & the learning characteristics of individual
students, & specific interventions are used to increase each
student's ability to benefit from the learning environment.
Curriculum Compacting
~~~~~~~~~~~~~~~~~~~~~
High-ability or high-achieving students are frequently asked
to participate in practice exercises or instruction that they
have previously mastered. Classroom teachers should provide
curriculum that is adapted to the learning needs, rates, &
interests of our above-average students, but often do not have
the needed planning time or guidelines. Curriculum compacting
is a process to "streamline" & modify the grade-level
curriculum by eliminating material that students have
previously learned. In doing so, all learners are challenged,
& students who demonstrate high levels of achievement are
provided with time for differentiated enrichment or
acceleration activities.
Enrichment Clusters
~~~~~~~~~~~~~~~~~~~
Groups of students who share common interests, & who come
together during specially designed time blocks to pursue these
interests. The main rationale for participation in one or
more clusters is that students & teachers want to be there.
All teachers & teacher aides are involved in organizing the
clusters, & numerous schools have also involved parents &
other community members. Adult involvement in any particular
cluster should be based on the same type of interest
assessment that is used for students in selecting clusters of
choice. Everything that students do in the cluster is
directed toward completing a product or delivering a service
for a real-world audience. For example, a cluster might exist
based on flight, as in the following cluster title &
description:
Flight School: Designing & Building Your Own Aircraft
Basic principles of aerodynamics will be studied to learn
what keeps airplanes in the air. You will design, build,
& test fly your own model plane. There will be a contest
to see whose plane flies the highest, farthest, &
longest.
Families & Schools Together
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
A 2-year, school-based, elementary level program which:
* Builds bonds, trust & supportive networks for families &
children;
* Increases parent involvement with children both at school
& at home; and
* Increases resiliency, attention span, & readiness to
learn in elementary school children.
FAST uses an highly structured activity-based approach to
promote the development of school-parent-community-child
partnerships. The FAST curriculum is designed to enhance
parent-child interactions, empower parents & build parent
support groups.
Linking Home & School: A BRIDGE to the Many Faces of Mathematics
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Designed to address the following issues: the effects of
mathematical study groups on teachers' professional
development & pedagogical practices; the mathematical
potential of students' households & activities outside of
school; taking familial knowledge to an abstract level with
potential academic use; & the role of parents in changing
teacher practices.
Talent Development Middle School Mathematics Program
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Based on the idea that all students can learn challenging
mathematical ideas. To this end, the program couples a
demanding standards & research-based curriculum provided to
all students in heterogeneous classrooms with a "double dose"
computer-based mathematics curriculum made available to those
students who need extra help to succeed in mathematics. The
core mathematics curriculum, designed by the University of
Chicago School Mathematics Project, is a demanding mathematics
curriculum intended to deepen & broaden students mathematical
understanding & their ability to use mathematics. The
curriculum develops advanced skills in geometry, data, &
algebra. It is particularly well suited to achieving the goal
of Algebra for all students in eighth grade. Because of the
challenging nature of the Talent Development Middle School
Mathematics curriculum, many students need extra help in order
to succeed. Students needing extra help receive an
accelerated learning class in addition to their regular 1 hour
math class. The "double dose" class replaces an elective
course or gym for at least one quarter of each year.
Talent Development Middle School Student Team Literature Program
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
A model for teaching reading, English, & language arts in the
middle school grades. It changes both the instructional
processes & the curriculum in middle grades reading & language
arts to create a motivational climate & to further students'
reading comprehension & understanding of good literature. The
model couples a demanding, standards-driven curriculum
provided to all students in 90 minute heterogeneous classes
with an "double dose" computer-based reading/language arts
curriculum for those students who need extra help to succeed
in reading & language arts. The core Student Team Literature
program includes:
* Curriculum materials, consisting of award winning novels
& plays;
* Recommended instructional practices, peer assistance
processes & assessments; &
* Staff development, mentoring & advising to support the
curricular & instructional reforms.
Because of the challenging nature of the curriculum, many
students need extra help to succeed. Students needing extra
help receive an accelerated learning class in addition to
their regular 1 hour reading & language arts class. The
"double dose" class replaces an elective course or gym for at
least one quarter of each year.
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Professional Development Reform Models
======================================
Comprehensive School Reform Professional Development Model
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Provides schools & districts with sets of principles,
guidelines, & materials that teachers & administrators can
apply & adapt in order to bring about systemic reform. The
Comprehensive School Reform Professional Development Model
provides guidelines & procedures for the extensive
professional development required for the successful
implementation & scaling up of the whole-school reforms the
Center for Research on the Education of Students Placed At
Risk has developed, including Success for All, Roots & Wings,
Talent Development Middle School & Talent Development High
School.
CULTURES
~~~~~~~~
A university-based in-service professional development model
that prepares experienced elementary & middle school teachers
to be successful teachers in urban schools. This model is
built on the assumption that well-trained, reflective,
culturally responsive teachers can make a significant
difference in the lives of urban public school children. The
CULTURES model provides a supportive, & challenging
environment in which experienced teachers can learn to
transform their classrooms & schools into effective learning
communities for urban poor, immigrant & students of color who
have heretofore experienced only school failure.
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