Library & Information Science, Course 250: Instructional Strategies.
Dr. David Loertscher

b17.html

The complete publication is available online at: http://www.ed.gov/pubs/ToolsforSchools/

20/20 Analysis: A Tool for Instructional Planning

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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)

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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

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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

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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

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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

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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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(continued in message 2)

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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

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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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U.S. Department of Education

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