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Turning Around 1,000 Schools: The Story of Success for All

Turning Around 1,000 Schools: The Story of Success for All. Kristin Anderson Moore Lecture Child Trends Robert E. Slavin Johns Hopkins University. The Goal . Create whole-school reform approach for high-poverty elementary and middle schools that is: Effective Comprehensive Replicable

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Turning Around 1,000 Schools: The Story of Success for All

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  1. Turning Around 1,000 Schools:The Story of Success for All Kristin Anderson Moore Lecture Child Trends Robert E. Slavin Johns Hopkins University

  2. The Goal • Create whole-school reform approach for high-poverty elementary and middle schools that is: • Effective • Comprehensive • Replicable • Exciting for kids • Accepted by teachers

  3. Professional Development Approach in Success for All • Extensive professional development and coaching in: • Cooperative learning • Phonics • Comprehension strategies • Vocabulary • Classroom management

  4. Structural Elements of Success for All • Supportive materials, software • Regrouping • School-wide progress monitoring and goal-setting • Tutoring (now computer-assisted) • Facilitator • Embedded multimedia • Schools vote to adopt

  5. Solutions Team • Family support • Integrated services • Behavior, attendance, cooperation, conflict resolution • Social-emotional development

  6. Current Status of Success for All • 1000 schools in 47 states • Average school in program 10 years • About 80% free lunch, Title I schoolwide projects • National network of 120 trainers, total of220 staff • Recently received $50 million i3 grant

  7. Research on Success for All • 35-school randomized evaluation • 120-school University of Michigan study • Many smaller matched studies • Positive effects on reading maintained to 8th grade • Reductions in special ed, retentions • Only whole-school program to meet standards of Social Programs That Work

  8. Precursors of Success for All • 1970-1972: Walking in the rain, WorldLab • 1975-1980: Basic cooperative learning research • 1980-1983: TAI Math • 1983-1985: CIRC Reading • 1985-1987: Cooperative Elementary School; Reviews of research • 1985-1987: Invitation from Baltimore to create SFA

  9. Early Development, Research, and Scale-Up • 1987-1991: Initial implementations: Baltimore, Philadelphia • 1991-1996: New American Schools grants • 1997 Spin-off from Johns Hopkins University, founding of Success for All Foundation

  10. Scale-Up Issues in the 1990’s • Problem: Maintaining quality in a time of rapid growth • Added 50% to network each year • Experimented with partnerships • Capital problems • Hiring problems

  11. Disaster: Reading First • Success for All not supported by Bush administration • Problems with Reading First • Result: Rapid drop-off, 60% cut in staff, financial problems

  12. Stabilization and Innovation in the 2000’s • Substantial refinements to model: • Computerized monitoring • Solutions Team • Embedded multimedia • Interactive whiteboards • Improved middle school, high school • Math programs • Writing program • Leadership programs • Social-emotional learning and cognitive regulation

  13. Investing in Innovation (i3) • Goal: 1100 additional schools over 5 years • Partnerships with districts, states • Grants to Title I schoolwide projects • Building capacity • MDRC evaluation

  14. What Have We Learned? I. Coaching • Build national coaching capacity rather than relying on partners • Provide adequate coaching and monitor quality • Be explicit but adapt to local needs • Obtain informed buy-in from teachers • Use school-based facilitators

  15. What Have We Learned:II. Operations • Stay non-profit • Obtain adequate capital • Avoid depending on grants for ongoing operations

  16. Implications for Policy • SFA demonstrates that reform can happen in ordinary Title I schools at scale • Fund and encourage promising programs • Insist on rigorous evaluations • Help with expertise, capital • Provide grants to schools to adopt proven programs • Proactively disseminates information on proven approaches, effective methods fairs

  17. Vision for the Future • All Title I schools should have opportunity to choose among proven programs • Constant process of development, evaluation, and scale-up of promising approaches • Results: Progressive, irreversible improvement in outcomes for vulnerable children

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