EFFECTIVE School Practices Noeeend Par $5.00, Faun 155 i FOCUS: DEVELOPING PROFESSIONALISM FROM THE FIELD Response to Reading Recovery issue: Educraty Toilet Sext ‘Debra Sounders, Sam Francisco Chronicle 4 Something Gocd is Happening! “Tan Sheets, Porand Puble Schools Sue Williams, Porland Public Schools s CONFERENCE NEWS How Businesses Can Help Education Learn About Accountabili "sDougas camine, Usiversity of Oregon 7 SJocelya Wacren,Asoiate ator »v | | techn in Sond ange of enmers—ioues nd Es ‘Dot C Vilren 1296 Sasie Wayne Shoah Winner. 1s IMPLEMENTATION NEWS ending Takes Contr Stage in Baore “Kathy Lally ane San 7 Diin Alabsina ‘Kevin Donahue, Couterpant Schoo! wide Implementation in San Diego ‘Stacey Kasendont, Science Research Associates B /P Astoriates ‘Ea Schaefer, Cape Henlopen Schoo! District, Lewes, Delaware 5 case sTuby Using & Cumulative Programming Strategy for nal Language Instruction: A Case Study ‘Marion Eso, Utah State University ‘Borjamin Lignugaris /Kraft, Uah State University at RESEARCH Should Method of Tenching Beginning Reading Be Matched tothe Student's Learning Siyle? ‘Sara Tatver, University of Wisconein Madison a tics of Videotee instruction on Geometxy Achievemien! ina Mainsieamed Native American High School Clase ‘Thomas A. Fichor & Willam R-Kitz, University of Wisconsin-Oshkosh ‘Sara Tarver, University of Wisconsin Madison » INTERNATIONAL Why Alex Can't Winter The Intemational Perspective ‘Natale Kramer, Depastmentof Labor, Washington, D.C. sn 50Philosophy of Effective School Practices 1, Teachers are responsible for student learning, 2, The curriculum is a critical variable for instructional effectiveness. 3, Effective teaching practices are identified by instructional research that compares the results of a new practice with the results of a viable alternative. 4, Experiments should not be conducted using an entire generation of Americans. The initial experimentation with a new practice should be small in scale and carefully controlled so that negative outcomes are minimized. 5. A powerful technology for teaching exists that is not being utilized in most American schools. fete Slo! Petes published quarteny by the Assoition for Direct insnaction. The mission the Ascoition for Diet istston a5 tated fn thety-lawe to priate the improvement of ‘sucationa method. "Theme Det struction orgiated wi the ‘igh eltcive instrvetonal made rst developed 121g Engeoar in Projet ollow Trvough during President jonon’s Gren Society legislation Although the evaluation of Proje allow Though ‘Showed he Direc Instruction melo be fr more lective than the ober model on every identieg tuteome education in Ameca remained gonrally snchange "Aen educators impressed by the extraordinary sls ofthe eign Direct struction mode and tbe programs that were developed as DI evolved formed the Assoiatin foe Dies intrcton in 1861 “Today, ths oganaation sa vanguard promot ing sehool practices that have bee validated ae efictive rough the us of te sone method kn cational resesch. ‘The Associaton for Dies Instruction Ws ino porate in 981 in the state of Orgon for educa -Nonal purpews. ADIisa nonprofit accept ‘corporation under Section 50(¢) ofthe Internal [Revenue Code and i a publi supported organisa- tion as defined in Sections 170(6)2WAN) and 509(a)Q). Danatons are tax-deductible. ‘copy or summary ofthe current financial statement o anal report, and registration fled by ADI may be obtained by contacting: ADI, PO 10252, Eugene, OR 97440 (505-185793). “ADI is repieored with the state of Oregon, nt of asics, 173+ 126751. Copyeight © 1996 Associaton for Dect Ineuction [ANNUAL SUBSCRIPTION RATES: 529 U. $525 (U.S currency o equivalent) Canada; $30 Europe; $10 airmail to Europe. {OSBN 1068-7575. FEdI¢OF so neesenneraneee Bonnie Grosser. ‘Associate Editor. Jocelyn Warren ‘Associate Editors for Research Jerry Silbert Russell Gersten Geoff Colvin Ed Kameenui Proofreading and Typing . jocelya Warren Layout, vwcenon Fesey Mare Printing, Springfield News email: BGrossen@oregon.uoregon.edu"esr ON Leone From the Field Lertsrs To THE EDITOR To the editor: have reed Dr. Bonnie Grossen’s Evaluation of Reading Recovery on her web page (Ntp:// ddarking voregon edt/~bgrossen/). This isa truly ‘Shocking exspone of what can only be described asa imajor publ sandal Reading Recovery has been by large numberof eduestion authorities nd applied tohundceds of thousands of children in the English-speaking world, including Britain, on the basis of claims which are f put it politely) misleading, andattotally disproportionate cost. Of Course many ober people have said the same thing ‘Bout Reading Recovery, But no perhaps with the same author. "Ths whole episode ralses a fundamental and Important question. How can it happen thet ‘many apparently rational snd publiespsited people Could have been beguiled into adopting something fo obviously Oawed? “There has to be something fovten in asystem where such tingscan happen. It fan only be supposed that Reading Recovery em bodies particular features which make it specially trative to fhe sort of people who have taken toit So precipously. Taking a somewhat eynical view ‘furan nature tis not dificult to imagine what these might be 1. RRletstheteachers ffthehook.Ibpresup= poses that all chldren are given every Possible chance to lear teread inthe lass- oor, and that any child fling behind st be suffering from some kind of dis- billy which can only be overcome by use ‘fhighty specialized techniques tnfactihe holelanguagemethodsprevalentinmost tour lasrooms inevitably eavea num= berofehildsenstruggling.GvBarbadosand ‘ther places there systematie phonics are ‘used tually allchildren rereading welt bythe age of seven, but this is something ‘which oureducatin etablisament prefers hol te kaow. RR helps to conceal this Inghly snsatsfactory sate of ears. 2, RRpreservesthemmyththatlearing tread {sa mysterivs process which ony highly Uesined profersionals could possibly un derstand, ‘The reality i Wat untrained Amateurs, fee fom the dogmas of whole language, az often as good a the profes: sionals or even better, as Bonnie Grossen shoves 13. The fac hat RE is astronomically expen svewould pot deter the professionals. is ‘oticsble hat er represenativeshavea, Strongtendency osupportanything which {involves the goverment spending more money in the schools, regardless of the result in edocational tens. 44 Thethoughtofspending several monthsin tusiningfollowelby kappy oneoroneses- Sons with the elldven is obviously an ‘This isnot to say thatthe idea of giving children tneto-one help with their reading is bad idea, Finving spent thelastsixteen years doingjustthaton ft voluntary bass ina local school three times = feck, I would say tet there i serious question ver whethera primary lasscoom is realy the best Sha most custesietive place in which ta each el. (dren to road, If T were given dictatorial powers 1 ‘would enact that ne eld would be allowed into ‘School before it could read to a certnin standard, ‘There would bea deafening outery from all the bloeding heats bst when that had died down the local communities would buekle down tomake sure that ll hele childen learned to read in ecood ime, Stewact Deuchar Milton Keynes, England 106136.171deieompuserve.com Tothe editor em the mother of a second grade son and a tutor fof a second grade gir At our school 51% of our Second graders are getting eeading help. Twenty- ight of 70 are seeing a Title I reading teacher and light have been identified forte tutoring program. ‘My som happens tobe ithe highest level reading froup in his classroom but he cannot read what Ethers consider tobe fist grade material. He isjust Ieaminghow tosound out a word and he CANNOT SPELL, period. Therefore, I Rave grave concerns About the reading skis of the entire second grade Eereecrve Scwoou Pcie, 1516), Fati, 9984 1a aHL Woutclass and the whole school in general. Fifty percent (5/76) of our third graders have now qualified for an after-school zamedial program because of low test scores. The reading sls of stodents across the ‘county ane mot good. There are many parents sth the same concems ‘Our director of Early Childhood Education Is very much an advocate of developmentally appro- brite practices” (She happens tebe invelved with ‘consulting im "on the side” that worke with other School systems interested in implementing DAP i fanly grades) She was the teacher ofthe tutoring ‘lass ad the progzam is obviously based on the ‘whole language approach. At a follow-up work shop for the tutors a couple of weeks ago, she in- forte us that "Phonics ls an abstract Ideasome- thing children cannot lesm until fourth or fith grade.” However several of us have goneto includ {ng phonics in our tutoring. The problem is cleartg Parent in North Carolina othe editor am very pleased to see so much about Dron the Intemet. [teach at Marti Luther King Elementary School in Fort Lauderdale, Florida. I have been or yours. It usec Uo be Very frustrating toteachatmy schoolbeesase so many children were s0farbelow gradelevel, and seemed tobe unable to leam. The children woul become very frustrated snd angry so they wouldactout. Well aboutS years go our curriculum coordinator cameintomy class= oom and asked me lo ty anew program. She gave ‘methemanual forFastCyeleand 've been soldever since. [now teach 4th grade, [havea RM¢ and a RMB group. Agroupof schools n our county isnow knownas The Alliance for Quality Education. These schools use Reading Mastery, Corrective Reading Decoding, Spelling Mastery, Reasoning and Waite ing, Expressive Writing, and some use DI Math “Most ofthe teachers that talk to are very pleased. Some complain about a Ick of comprenension ac. tivities but Thave not sotied that 1 be problem. Anyway, could go on and on about my excitement ‘over DI. Thelive tha ithas given our kids chance. By the way, at our school, wehave very few behav iorproblemsnow. Wehaveseen our testscores rise, and most of our children are reading at or above ‘rade level. Mery Jefferson, Teacher, Grade & MLL, King Elementary, Ft. Lauderdale, Floride 2 Biverrve Senoor Pracrcts, 15(4), Fats, 1996 The following letter was writen to Joni Sommers, reseures eur at Big Piney Middle Sel, Wyo- ‘ing. Ms. Sommers has contributed to Elective Schoo Practices and was recepited for her work thie stm atthe Eugene ADI conference. [See Atards, pig} Dear Jonita Tam writing to express my eternal gratitude for leaching my son to fead, and giving him his self festeem back. At the start of 6th grade his reading was atalow ath grade level. He truly believed he ‘was incapable of| to read. believe with the Direct Method teaching pro- (gam Mike made remarkable progress, where an the Chapter 1 Reading program his progress was very slow. He seemed to be geting farther and farther behind in the other subjects at school a well 8 the reading Alter 6 weeks of your tutoring using the Direct Meta programm Mike was not only reading much better, bt hus behavior in the class room hed i= proved so drastically that several of his teachers Ientioned this tome. Inshorthe began beliving in imself agin Before your tutoring we were facing programin the school that was to teach "alternate methods to function in Ife without knowing the basics". Class rates wer reeding fo him Guring class so hecould complete his assignments. He was so humilsted at having to be read to in class im front of everyone he never mentioned this to me. T found out about it later from another parent. Had Tkaown this was happening | would have puta stop toit ‘The reasoning behind this action was to stop ‘embarrassment of the individual by not placing ‘hem in special classes. Meanwhile Mike walling facther and farther behind ard becoming a pablem to his teachers, himself and his pareats by dierupt- ing class with obnoxious, loud behavior. T stil believe he was doing thisto cover up thefact athe couldn't zead, and dois assignments by becoming the class wise guy and clown. Keeping children in the main stream classroom to minimizehunlation and ostracizing is ludicrous compared to teaching themtovead,spelland write. Afterall it's only afew weeks oF maybe years they go to a diffrent class than the others, but i's a lfetine they have to live without being able to read and wits ‘Tm just very thankful that you were there for Mike and taught him to read when he was totally convinced he was incapable of ever reading. Tthink the Direct Methedd Program is Wonderful, and you arean excellent caring teacher. You taught Mike so uch more than Reading,Coenen “The following is excerpted from a leter from Jon Reardon who recefaad wx Excellence is Eduention toed atte Eugene DI Confrence. [See Awards, p10) ‘Dest Zig, Bob, and the AD! Board, T want to thank you so:mch forthe award that you gave ment his year's Direct Instruction confer- Une T was thillad to find out that Thad been ‘nominated by my friends and colleagues in Wash Jngion, but even more honored to be selected by ‘hese of you who have admired forsolong. Tamso igaeful for the kaowledge regarding instruction, sirategien you have so willingly shared over thé seats fay fee! at your book articles and mate- Finis have made me a much beter teacher. "want outa know you' veal beens major part ‘of my profesional fe, especially your optimism hd belie that al eildren can learn if we teach them wwell My only disappointment, and yours I'm sure, js that more feachers don't believe and use learner ‘alidated materials and methods. Sincerely, Jan Reinhaedtsen {ir cxcellent programe and Ute research ineffective Now available at a discount to ADI Members... Research on Direct Instructio: 25 Years Beyond DISTAR By Gary Adamis & Siegfried Engelmann ‘Table of Content ‘Chapter 1; Teaching: The Roots of Direct Instruction (Chapter 2; Features of DI Instructional Programs Chapter a: Myths about Direct Instruction Chapter 4: Background for the DI Meta-Analysis Chapter &: Results ofthe DI Meta-Analysis Chapter 6: Project Follow Through ‘Chapter 7: Additional Documentation Appendix A: List of Direct Instruction Programs ‘Appendix B: List of Direct Instruction Articles by Category References ‘Through special arrangement with the polisher, ADI is able to offer Uhis book at 2.00 per opy (pas 4.00 per eony shipping) ‘Toorder fil gut the form below and send i to ADI or ell 1-800-895-2464, Ploaie send me __ cops of Research on Diet Instruction: 25 Years Beyond DISTAR at $20.00 each, ‘Shipping charges are ¢00 forthe frst copy; 2.00 for each additional copy. Thue eeclaeila check in the amount of or Please bill my ered card in the amount of. ‘Gueleone: VISA” Mastercard Number 3 Signature and Expiration Date Ship to: : ‘Name, Neen a ‘Strovt Address: — SUProv Zip/Postal Code City ——— Errecive Senox Phacncts,15(8), Fait 1996 3Educrat’s Toilet Seat Debra J. Saunders, Reprinted from The San Francisco Chronicle, Sunday, March 2, 1997, ‘with the author's permission. Retnecovenm apron dened pre went reading faliure—ie to education what the $600 toilet seat was tothe military. Except that ne fone ever sald the S600 follet seat dida’t work as promised Tike the toilet sent, Reading Recovery—a tutor ing program designed to help first graders inthe bottom ith of thee clas to ead better—is pricey. And ashappened with he gilded tolletsext, caucrat ‘brass seem to have had no problem forking over faxpayer dollars to pay for Reading Recovery’s 30 Fours of instruction-an amount that “exceeds the ational average pes pupil expenditure for one Full, Yyearofschooling"accordingto Bonnie Gressenand Gail Coulter ofthe University of Oregon. Estimates ofits peice tag run as high a8 $9,211 per successful Student, A San Bernardino Unified School District fut found that Reading Recovery cost $7,000 per student, not including teacher training ‘There are individuals in this country ‘who are more wedded to methods of instruction than to the objective of teaching children to read, just as there are cigarette companies who insist that smoking does not cause cancer despite decades of research to the contrary. Yet apiece Groseen and Coulter wrote for Efe tive Sohal Practices noted “success in Reading Ro covery rarely means the child is 9 reader ‘New Zealander Marie Clay designed Reading Recovery in1976 help young retders. Used nthe mt grate, Reading Recovery is designed to help shildsen when they begin to fil xt reading. Inthe United States, Reading Recovery generally Is used to bring children in the lowest 20 percent of their lass up tothe inssroom average. Selected children received an extra half hour of one-on-one tutoring ally. ‘Sounds great. Yet Grossen and Coulter figured thata school could spend more than $125,000 to put 20 students in Reading Recovery, and “only one rvecrive Scxoot Prscrics, 254), Fatt, 1996, would be reading at rade level in authentic toxt by the end of the your A couple of years dovin the road, that teensy victory may be lost Timothy Shanahan of the University of Winols wrote last year, "By Grade 4, the relative gains ace sill appar ft but they are co minuscule that iti diffient to Srguefortheic educational or economicsigificance.” Slat with the premise. Bringing students up.te lags average #8 nothing to.crow about in many Scllools Consider Oakland and Sen Francisco ‘both Reading Recovery users—where the GPA for black sadents is 1.8. Bringing the bottom ith of {hee casser up toaverage simply ist enough. ‘Within the sae School distr tutors might ai tobring Johany in the projects up to D-work, but to being flim thebills toa level shat would win A's in Johnny's school. ‘Taeanawer sto improvelearaing forall students, insuch schools. Barbara Foorman ofthe University ff Hous lon conducted wonderful research that shove that switching losystematic explicit phonics in the whole clasroom-—which i mach cheaper— increaced literacy more than Whole language, supple tented with an unlicensed one-on-one reading re Ccovery-styletwtoring program, ininnercty schools. ‘Are you listening, pro-ttoring president? FRead-roc enthusiasts may tell you that the pro- gram includes phonics, But studies found that the program's Lite books too frequently rely on pic- fares and cepeliins to give students clues a8 to ‘what thebooks say. Take away the picture, the kids fal flat. (Grossen and Coulter even cited a 1991 study that found that teaching assistants with no training and ‘minimal materlalsoutperformed professional Read tng Recovery teachers. (Next program reading r= ‘Why not teach children by the best method? Footman probably answered the big question last year when she wrote: “There are individuals in this Country who are more Wedded to methods of ine Stuctionthanta the objective ofteaching children to ‘ead, justastherearecigatettecompanies whoinsst that stoking does not cause cancer despite decades of research to the contearySomething Good Is Happening! Jan Sheetz and Sue Williams Schbol Psychologists, Portland Public Schools ‘Portland, Oregon “Prbega afte shal yens asin pas Sod Zeflet about the business of education in the schgole where we work. As school psycholdgtst, ‘pe generally meet with students ata point where Tey have been unsuccessful in general education. ‘They are refered for evaluation, perhaps fouhdl ‘ghle for Special Education, and we do not see then again ina formal situation until thetr three year reevaluation comes due AlLisboften we fin hat they continue to qualiy for special services, thay have not made enough academic progres to Work themselves out of thelsystett. Even) mes ‘Sito isthe plight of those who find themselves {hou classroom setup te meet the needs of ‘ents with behavior problems. Tse nor-ealago7 ‘al claetroome, called Structured Learning Centers for Behavior SLC-B') inthe Portland district are ‘Konto students with arange of Eogritiye abilities tnd a variety of handicapping conditions. Their Common denominators at they have shandlicaD- Pingcondition and are urablate be successful in the Fepulas education seting, due to behavior prob: Tema Putting them in an SLC classroom and focusing on teirbehaviovalneedsofton means ie imal casing on their acadeatic nels, even though Mstudentshave academe goals'on tel: EP. What Spiess surprise this pring to fin enSL.C-Belass hon mudents were aot only: working oh thie Denavioral gals, but were actually making marked endemic guns! How could this be, and does any- Body notice? ret if happened that a pasticular Portland elemen tary choo! (School A), which housed an SLC-B for foutllvand fith-gradess had anextiemely igh - beref referrals ond r-evaluationsduring the course tthe school year. Anextra schobl psychologist wes Susigned to asist the regular schoo psychologist in Completing the nuarber of evaluations in theschocl {Ihe fstcavehappened tobea Begrader fromthe SRCIB clase It was noted) that even thopah Ris ogaltve silty was inthe Deficient range, he had. sue gen of 19 ponte on his reading score, a8 31 pointson his math ecore from his previous eval Emon a standardized achieverient est Sincé tis twat a classroom supposedly focusing on behavior Winton academies thls was asyrpriping finding “Achat with theregular school psychologistrevesled {hat this was Sots lone incidence; throughout the Year the re-evaluations done on students rom that 2rC'S class had shown thatthe students in that ass hhadmadeconsistentacademie gains. Tas called for some sort of investigation. "The esiting school psychologist had memories of working for many years at another Portland el- fmantary School, where there wae lao an §LC-B ‘ith students at thesame grade evel. Theze was no Iemory of any cates where students had made cademic gaing in the class, although some had Thaintained atthe same acadersiclovel as when they. fad gone info the class. A review ofthat classroom (during the 1995-26 school year showed thatonly one {tudent ad gone through the three-year reevalua- fon process The student had an 1Q within the Low [Average range. He had been given the Woodcock Joheison: Revised (WR) Tests of Achievement in 9a and wasgiven the Wechsler Individual Ackieve- RESTGE (WAT in 1996 While the testeare not ‘Sally equivalent, theyare the twomost commonly (Giea bosburesofseademieachiovementin the Port land cists and yield standaed scores which are secepled as genesal equivalents. Standard scores in {rling are not reported, since atthe second-grade ltvel he time of the first evaluations), the writing ‘Cores are not deemed reliable. The student inthis SUB clase received the following standard scores 1999 (WER) 1996(WAT) Broad Reading 74 n Broad Math 75 a “This student ead not an exception to the general ‘beervation, that students in the SLC-B classes ei- {herheld their academe ground, or lost it but gene rally dd not make gains Tn’School Ay in the class where students mad agains, five students had been reevaluated during {fe course of the year. Previous achievement test roses on two shadents tere unavailable for cOm- [Pation pusposes, The ther thee student, labeled Euident % Gtudent ¥, and Student Z, oblaiied the following acaderic assessment results, all on the Wyk: veecrve Scwoot Paacrces, 154, Fat, 19965ys 1996 | Student X: (Cognitive ability = Deficient) Broad Reading 63 2 Broad Math 6 2 Student ¥: (Cognitive ability = Average) Broad Reading 69 st Broad Math 86 8 Smudent 2: (Cognitive ability = Average) (his student had gone from a regular classroom toa treatment center, where he received his educa~ Sonforsyerandonc hal and wascvauned upon ‘Scores {rom all three evaluations are reported.) 1993 1995. 1996 BroadReeding 66 «774 Broad Math Ba? 108 Student Zactually appears tohave lost groundin the treatment program, which he was able fo gain backand then some in theSLC-B program. Student ‘appears fo have just maintained in the area of math Allothersubless show academic gans,some fof them substantial. Thisis quite unheard of! These students not only performed beter on standardized achievement measures, but they had strategies for Spproschingte academic tasks they made attempts to sound out unfamiliar words, they usod context clues help then determine meaning, and they used a variety of strategies to help them compute lrthetc problems correctly. What was going on to help thee students with Behavioral needs leare academic skills? "Their teacher, who pursued her graduate degree 7 Brreorve Scxoot Pracres, 15, Fa, 1996 in eduention # the University of Oregon, uses the Levels System for helping the sidents develop ap- propriate assroombehatiorsincommon with other feachers in SLC-B classrooms, ‘The SLC-B classes have flexbilityintheiracedemic approach and this teacher is frm believer in Direct Instruction. Un~ UkeanostotherSLC-B teachers, she uses the DISTAR ‘cariculum in seading and sath, and has been able to keep her students focused and imbued with a {ling of doing meaningful academic work. Her teaching methods provide the students with lear and organized goals; they may appear to be de- rmanding, but this approach, with is clear, instruc flonal techniques, provides the students with an pproprinte framework for making mensurableaca ‘demic progress. she cares deeply about her stir Gents, and by providing them with Direct Intruc- tion, she gives them the proper tools fr building thelr academic self esteem, and to begin to think of themdelves as competent learners. ‘We acknowledge that our sumple case'study is small, and ig sll i is infancy, since this SLC-B teacher is just completing her second year of teach ing in that program. But as school psychologists who are concerned about children, and like t0 be- lieve that all Special Education is traly spedal and sects the needs of the children, we would like to {Challenge the district to do some type of valuation, fm any oral of ts specal programs, to determine ‘whether academic grin arebeingmade. How s the istrict measuring gains? “How ae the programs Secourtable? Ana if program is found Sucessful ‘singaspecifccurriculum, whatattemptsazemade toinfluence ther teachers fousethesame model? If Disect Instruction techniques work with behavior- disordered children should thatbe theinstructional ‘model for other SL.C-B elastrooms? Would it work ‘other special education classrooms? Ithas given us personal ané professional satisfaction this Yeas, to ee that some students have truly benefited from specifically designed inetriction, Using Direct In- struction methods. If Dizect Instruction isthe an- wet, can we spread the success around?om, see nee Keynote Address. How Business Can Help Education Learn About Accountability Dougl: Carine University of Oregon | srockaboutsoo,c00 yeas forznan to advance rom chipped rork to an arrowheud. nihe lst one hundred years, we have created alsplanes, dios, movies, TVs, mass-produced au fomoblles,antbioles, Xray, the computer, CAT cans, nuclear energy, and now thecloning of sheep, ‘Tis astounding progress iaduelargelytotheapplt- ‘ation of scien thinking and rational methods, ‘hich emezged in the 1728 Century. Tbelleve we needa plan ofaction eatbeings education through {he 17th Century an then into the 1890s, This quote fxplaine the relevance ofthe 1830s: ‘Thebistonyafthe profession] hasneverbeen 1 partially attractive subject In (profes Sonal) education, and one reason fo: tis {hat It is 90 uncllovediy deplorable a story. Forcentary altercentury, all the way int the Foote millennia of is oie, [the Proes- ‘long got along by sheer. guesswork sod the ‘ratet sort of empiricism. Ieishard tocon- elve of a less ecentife entorprse among, human endeavors. Virtually anything that ould be though up for teatnent was tried tut at one lime oF énother, and, once tried, {usted doses or even centuriesbeforebelng iiven up, Itwae,nseeospectthemesteivo™ ous and lrvesponsfble kind of human experimentation, bared on nothing. but tial fn error, and usually ering in precisely tha sequence. (e159) ‘You probably think 'vebeen describing education, Let me continue ths quote by De. Lewis Thomas, former president of the Memorial Sloan-Kettering Cancer Center: Bleeding, purging, cupping, the administra tion of iafuslone of every Known plant, Solutions of every known metal. most of these basedonthe weirdest imaginings about the cause of disasseconcocted outofnothing bout tin ae—this was the heritage of med- Cine up unl Ute over century ago 15 Sstounding thatthe profession survived 50 long and gotaway withsomuch withsolitle uty. Almosteveryone seems to have Been (akenin (pp-159-160).tberenkrevoltion i rodicine did not begin with the inode Honofscesceintomedicine. Thateame years Inter, Lites good many revolutions this one ‘Began withthe destruction of dogma. Tas ‘Eiscovereg sometime inthe 1850s, that the ipreser part of medicine was nonsense e159 ‘The whole language debacle in California Ulus- trates te noncenseof teaching eading. How ebout Gilornia math? A relatively small publisher de- ‘ignd ts mathematics program to lign completely ‘wkinthe "whats" and "hows" required by the Call» Tomia Curriculum Commission. The program re (Gelvedg score of96. The next highest sore vas 20 ‘The program captured about 6D ofall the Califor- fla sles in the firt adoption year. “otha ineresea in the program asked the publishes for research data on the progeam: “Total #oftudents used for comparison =18 ‘Total of students excluded from compari- von=7 Perceslege of shidents making gain or no thange = 6176 Percentage of stents witha loss = 99% ‘Average gai ofstudento= 19percentle points ‘Averngelossofebadents=22percentilepoin's “Ahighscorefrom the Curriculum Commission ends {Dmlionsofdollrsinsales. TheCalifomis Depart. ent of Education explained the Curriculum Commission's scoring system in tls 5): Regarding your question of whether Die De- Dpefanent has any data "o suggest that a [rogram receiving. a very high score on the Eftera would produce superior student pe formance,” the answer is of cours that the Department dossnathavesuchinformaticn "he SBE [ate Board of EAucation) has soe averted that any specific score comme {ies with equality or potential success of pardcular program. rrecrve Senoos Paacriss,15(4h, Fatt 1956-7‘This nonsense at the state level dominates dec: sion making atthe local level. Widespread concern About losing focal control of education tothe federal {government has masked whati poelbly the great= ft lass of local control in US. history, that, othe ‘sate level because of property tax equalization and state standards, assessment and accountability ‘One group thatrecognized thesignficanceo this shift was the Governor’ Basiness Council in Texas ‘They realized that poor standards, asessmen, and sccountability would mean poor achievement. And they realized that helping schools isnot a matter of philanthropy. Iisa matter of corporate and social survival, Peter Drucker has sald that knowledges the new currency of capitalism. Level of education has be- come 2 prime determinant for our economic and scial wellbeing. From 1970-1990, high school op ute save thelr family income drop over 30% The decline for ahigh school graduate was about 27% ‘Texas businesses and foundations (Band F) fea ite schools must respond to changing demograph= lcs, projected tobe 8% Hispanic by 2090, Yet with low levels of educational atainmen, Hispanic fase ily income dropped 5.1% in 1995 alone Over the next several years elementary schools actoss the US, will row by 45 millon students One out of nine will be Anglo. But changes in demographicsisnotthe el story. Poverty is. iow ‘wealth child comes to-sehool with 36 hours of litt racy experience; a high wealth chil, 1000 hour ‘Whatisthelikalinood of graduating iomhigh cho forachildof poverty golngtoschool with other poor children, who has been retained one year and is ‘reading a year below grade level? NEAR ZERO. ‘Many Band F feared that 19th Century educe- tion profession would undermine Texas in the Ist Contry. What did they do? They formed the GBC to counter poor decision making atthe state Level tnd to support important initiatives athe local level, For example, Texas has launched a zeading initiative based on the vast esearch ofthe National Institutes of Health, just es California hes done California has excellent laws and ample funding, Dut California businesses and foundations are nat ‘organized to work together to support the imple. mentation of reading legislation and ensure that student achievement in reading will improve. Bill Honig, former Calforaia Superintendent of Publle Instruction, estimates the research willbe imple= ‘mented in $to 10% of California's fst grades ‘When businesses and foundations work in Lola tion and without eurent,-trsstworthy information. theycan end up supporting local projets of dubious value while overlooking Important opportunities 8 Brcie Senooe Pescrcs, 154), Fas, 1996 ‘such as those olfered by the California Reading Initiative, In Texas, the GBC takes avery sophist= ‘ated, cial look at education problems such 25 ‘reading and techer preparation, The GBC is bipar- Uisan, originating under the Democratic governor ship of Ann Richards and continuing under Gover: norBush. TheGBCeonductsreading suinmitsacross the state onthe implications of the NIH research for teaching reading. Even more impoctant, because B and F members of GBCave up-to-date about edu tion priorities in the state they will wark om those iniatives privately by mecting with key «chool oficial, “The GBC has leamad several lessons Unt night bbe transferable to other states ‘Lesson L.A relatively small numberof key bus nesses and foundations are making big diferenee in Texas education because they have agiead 19 ‘work together tough the GBC and ace saying the course. Businesses contribute indiferentways eps large etal chains give money but do not take Sigh profile positions), Lesson 2. The GBC ishighly effective with a very small staf of highly competent people (eg, whien Critical legislation comes up, the members of the GBC call an the lobbyists ofthe member organiza. !ons rather than GBC phaving its own lobbyist. “sson3, Therehasbeena ritie mass ofcommit- iment und support [ou Band Fo fund this sal Staff and to use lobbyists and influence to support the Governor's Reading Initative ‘usson 4. The staf and Key CEOs in the GBC understand the culture of education. Without this understanding, Band F would fund many question: ableprojectsand overlook otherimpostant opportu. nities related to the Governor's Reading lnitve, Lessin §. GBC established priorities and keeps focuses. "How did the GBC get started? 1 Terecruted several high lvel CEOs. The govermor, speaker of the House, or prea dentolthesenate would call suitabieCEOs andaskthem obepartoftheGBC.Foliow- ‘up came from the GBC stat. .CBOs would explain the implication of State-wide priorities to their contributions ‘managers. The implications often ade essed local schools The contebutions managers would aban- don low priority activities that dissipate tffort and funds so as to focus on ext goals 4 Band F came to understand (and commu nieate 0 the publie) that education controversies arenotidledebatesbut often sre central to the survival of communities.Lacaltevel Actions "What about husinesees and foundations that want too it alone? The pre-scientiic thinking of educa- {ioe sales questions for B and F that contin to Workby themselves and fund individval education projects. ‘Which education projects aresafetofund? Which projects are likely tobenelit students and commani- Hes? The ERT, NAB, and US CC have banded together for a national education initiative toad ‘dress these questions, The three organizations are ‘exploring ways tohelp Band Fdecice whether they ‘want ta fund vxperiments to leam more about how {improve education orto fund improvement ef fortsthatarebased on research Inadaition, they are exploring the idea ofa database Band F could tum tein order to find out about various education approaches (eg. whetherthey are untested, inffec- tive or effec, Conclusion, ‘Whether businesses and foundations work collaboratively orby themelves, groups such asthe ‘GaC and the joint Business Round Table, National ‘Alliance of Business, and United States Chamber of ‘Comuacee initistive offer valuable lessons about die diligence in the world of education. ‘Think of {due dligence in education with this metaphor. fe lumber company in Northern California wants to ful timber they will probably Rave to conduct an ‘cvionmental impact study to determine the pos- ‘ble effectson the marbled murzeletoron thenorth- fem spotted ovi. Yet the state of California will {introduce new materialsand approaches tomilions bf children without any systematceafeguards. Mass experimentation ie the opposite of due diligence Businesses and foundations can be an enormous help to education by helping thers understand due Giigence. In addition, businesses and foundations Imust not fund dogma and mst work together to Support research-based initiatives such as the Call> fornia Reading Initiative "We ean and should be optimistic about bringing seducatin through the 185s nto the 21st Century. ‘Oncemedicine sbandoned dog, the sage was set for pid progress, Ponder the difference between Lewis Thomas and his father. Alte several years at the Yale University Medical School, Lewis Thomas ‘became president of Memorial Sioas-Kettering Can ter Center in New York City. Dr. Thomas won the National Book Award in 1974 for his collection of essays, The ive ofa Cel. Lewis Thowas' father was {famous diagnostician for yellow fever. His tect ‘ique was tonguesqueezing, andhedidn’twash his Ihands between patents rrecrv Seno. Paacmees, 156), Fat, 19969Annual Excellericé in Education Awards Jocelyn Warren, Associate Editor TT aster on te ayn Carin Student Improvement Award presented or thefirsttine af the 1996 Eugene DI Conference. Both Ronnie ‘Kimbrough and Chris Gay erehigh school sticents and bot have demonstrated enthusiasm and com imitment to learning dean cles. Two Rone Kiri years ago, Rorele couldn't read. He ras in the fighth grade and working hard in clas, but he Wwasn'tmaking progress and asked forhelp. Ronnie “ras put in the Coreective Rending Program (Decod Ing A) ona tral basis, and, inorder to ensure his succes fie worked alone eachamorning on the tasks he would encounter in the ernoon group lesson. ‘Attheend ofthe yess, Roanis requested tozemainin thedth grade, "Sol willbe xbeterresderbeforeT go to high school.” Now in the tenth grade at Gibbs High School, he's made reading instruction hs top piloriy. Supervisor Shirley Johnson says moving fom sounding out to rending the fast ay a5 2 sajochurdle for Ronnie, but the extra practice and persistence pe olf and heis elated with she gains o's made. “Ronnie's progress seems to contradict thenotion that older studants plateau snd that pro- fessionals should only teach compensatory oF Sur. vival shill" she says. (Chris Gey was identified as learning disebled in clementary school and since had been in selfcon- {sined LD clasres when he was assigned to Patricia ‘Voight’ clas at Princess Anne High School in Vir- sini Beach, Virginia. Ms. Voight was impressed ‘rth Chris desitetocooperstesnd found that, though A) Enrezrve Scoot Pacnces, 152), Fatt 1996 his reading level was low, he was able to progress through grade appropriate material. That rst year, Chris built his reading comprehension skills and paraphrasing abt. "The following year Chris tras able to take his first edit class outside PE and tlectves-Sasie English 9, Using Direct Instruction programs inhis resource classes, Chris worked with Enttons, ward proolemsinvolvingtabls, ratio word problems and fables, geometry and algebra prob- fens involving angles, intersecting Lines, ‘circles, fces and perimeter Ins waiting class, he wrote laborate parageapie Using al the sills presented ln Expreseive Writing, This yearhe's taking rogu- lar education math and English classes, He is also fevolled in a halftime carpentey program. “Ms. Voight saysitsbeen amazing soe the transforma- ‘on in Chls, academically as well as socaly. "e's ney to ery, theoretiealy, a student's selfesteem rows when he feels successful, Its quite another thing to see happen..Cheis will always be one of iy brightest stars” "The fest annual Susie Wayne Scholarship vas awarded to Dosis Villaeal who is pursuing her Masters of Education at Texas A&M Universty- Corpus Christiand plans tograduatein May 0199, Dosis has been leaching for 21 years in the Stnton Independent School District. She iscurrentlyteach- ing second grade and participating in a pllotpro- {raminvalving looping” in which eachersoontinue ‘withthe saave group of etadents to the next grade Doris YahSt Kramer lelel Doris approves ofthe prograin saying, “The [Rents were mucky more exclied about coming SENT ato esnuse they were already Familie Thine ihe clessoom environment the clas ales, wad he oxpectaone have for them." Doris says She nas been fortunate tg have the support of an SMistanding pandipal, Mes. Shisley Koether, and Ropes one day to be effective, sn administator FORA (Doris winningessay, "Teaching the Brod 1 estnore Issues an Ethies,” follows on. ) ‘nadditiontothe Wayne CamineSiudent Achieve 2 Susie Wayne Scholarship, % Firat hs yene-the Excellence ehgsaien Intertinal Aveazd. Gail Whitham is Jie Specks Education Teneher at St. Mary's Gite Schoelin Kariayup, Western Australis, Univetslty Sean professor, Dt. George Sugal, says Gals Saceplonal tintegratingcassroom instruction with Pohuvioe management ae spends a great deal of eel Jes Kramer time with her students, but she doesn't stop there CoE Lae ccyond the borders of her oven classroom ostire ner knowledge and expertise with other ‘e.EReS notary infer own schoo but onthe state Td nttonal evel, too. Gul hs been instrament {ie implementation of DI throughout the state of ‘Western Australi, ‘Gor yours advoceies for deaf education havebeen ca foe higher literacy and better standards but avant given touches the tools to achieve those tds, Two teachere i theDes! and Flasd of Hearing (programy af Univessity High Scho i irvine, Fosal hgve figured toutfor hemselves, Since 1992 Joan KelemersadScottKramernavebetn adapting ‘birec Instruction programs fof use with their st ents and the fesuits have been’ phenomenal says Kathy Madigan who has consulted in their lass sear Bbemthing in Scotts and jeans classrooms Dr. Bob Renscler oe ts signed, including student responses which Sey eet sean by sight the fast wry! Sx years a0, Pusduntng clstes nthe Deafand Hard of ering Brogrun were revdg at the thsd or fourth grade Peg thay re now ceading athe fnth grade level Jeansays adapting the programs for se with her faders hasbeen a emendouslearaingexperience SEED sppoctunty for pretessional growth, Seott Sha jenn have demonstrated that deaf edeabion can thd should behelas the same staadardzas regsls cducagon 7 ae Baxbara fokuson, Peograen Sbecnlis for Montery County SELPA, hus been providing teachers with oooh techelca support fr struction onal lev ce lom introductory #0 advanced, for over fiteen Sears Her engagement in te classroom fas en+ Yipes the success of DI programs and, ultimately, ‘hesuceessof thestudents Barbara says he Progress recrve Seroce Pracrets, 150, Fatt, 1996 HLeta Sommers of student Special Ediation ie mostimpressive- tne teacher reported three years growth inone yeer, ther studehis who were fold they would neversead fre reading, “These kids have beter writing skils than those in regula las," Barbainéays. Which, as the teachers and students know couldn’thave Rap pened without the expertise, exergy and good hu ‘ror Barbara bring t th classroom. ‘As principal of Mutrayfeld Elementary Sehoolin ‘Massuchusetss, Dr Bobs Reaschler, Jr anlated and uceesfully inipleftieted & Dig Ineraction eur Foulum wilhaltskshodents despite rexstancefrom {eechers id adguedsteators who tdvorated holistic fund developiantaliysppropuate methods. Teacher Diane Ouimet'sy$ the process began with one first grade student whose patents were concerned that thechild didn’ know allher levers by the end of the Year, Bob suggested he use Reading Mastery with the student over the stinier and parents were very Ala aftr (oo, Paacries, 154), Fat, 1996 plessed with hed progress This led feiddoption of theprogramby the Resousseteacher.Thenakinder- garien feachar and thint/fourth grade teacher also Blopted Reading Mastery and otter Di programs. ‘Though parents questioned why Kinderpatten st. ents read better (han many second praders holistic Sdvocates ill ese staunch i thelz defense oftheir “adopted custiculam” and increasingly etieal of Bob's leadership In the face of this oppysition the School Improvement Counell approved Direct In- Suction programs for use with at-risk students Mo. Ouimet says the currevlum is being used i four clases at Murrayfield and lives ow is the ab- Senco ofits initiator who setuened to West Virginia lwhere he now servesae Principal Mentor and Direc: ‘of Administrative structions Services forthe Pensleton Schoo! Dis ‘As a basic skills teacher at Big Piney: Middle ‘School in Wyoming, Jonita Sommershes earned the Roberta Baer respect of fellow educators ad the arte of Srbenisand ther paces inher rem reading Sa ah prog ent es high expectations for Aotudert sa tn wopks energetically witboth the stant and porte ome these expectations. Bit ten, guidance soegecor AF Big Dine, sys Joni gos tt fu every sedent Joni ees [tr sunt, bilo sl contgener, remedies the problem, pushes fakin he regular classroom Tr gucetl suds ane also els the fo Be Sccesil Young ath sn women inthe workforce reves ableto fo on callege to tan a degree” Shee implementing Dist Bg Piney 1985, Jon he documented ft sores and stident guns ard ‘aspuincpal Bob Hencerss says she erable co tne program “However Be sys “Speaking reader tn Sommers proven raul were SeAirey Nobo Burke voices ofthe commusiy whosechildren had worked swith, Sommer," [Setters From The Field inthis sue] ‘flan Hofieste is he Director of the Cente for Information Teensology at Utah State Univesity. [Rearezegrher,Alannag demonstrated tremendous [nwgrity in the developiient and als of insirue- onal progeams including the DI videodis-based nati iesiction progrsiafound in over 200school buildings nationwide, eis commited toeffective teaching practices and she appleation of echnlogy touke needs of public stools, By spending great (Seal tne i te shupls Manele he encurasthat tograoa ae lable sfeshnologyisaccesible "9 lachers and students, Alas has been widely recog ‘ited for his cntrbutlon to the education of chil den ith dissbilies: He has held leadership positions in sate and natonal organizations and FeSservedasthe National President forthe Assocs fon for Special Education Techology. "Roberta Bender isthe Resource Specialist Pro- gram Teacher at Carmel River School in California ‘Beapite kniations in terme of space and suppor, Rotects somehow is always sb to provide a rich Savrigrunentfocheratudents. hehasbeen wsing DI ‘rogram for well over twenty-five years and rein~ Forces lessons with games, worksheets end art ‘rojees of her own design, Roberta focuses on the Ffadeats she serves and gives them all her energy Sha creativity. She's likened her vole to running 2 Zoup Ktesen in Bosnin, "There may be & war all round shessid, "bu ere are Kdsright here and they need soup” Roberta gives them a feast, “Audees Nobort-Burle iste resource teacher at Wooderidge Elementary School in Roseville, Cali- Torna, Fortes principal, Molle Gelder says Audrey {auitalto he athoo!smoralebecause teachers know they an depend on er for whatever materials and ren supporttheyneed. Audrey now organizes theschook rile reading prograis Molle initiated. Mollie says fer own tole in ft diminished soon after Audrey ame to the school because Audrey was s0 thor Sushly competent, Though Woodbridge students seevredorinantiy from low-income families, DRudbey_ won't allow this as an excuse for poor Eihierement Shemonitocseachchild'sperformance loely and tutors on her own Hane to see Ut each ‘Ra reaches his of hex potential. Awdcey also Gronks with parentstoengurestudentsucces,tress- Tag that education is more important than conver Tan fleinhardtsen began ber cazees 35.» 9 edueaiion teacher at Chula Study and Treatmen ‘Canter in the Cloves Park Sehool District, Washing: tors b 66. Since that time, as teacher, professot, Consulant, administintor and supervior, Jan has ‘Sdvoctted for spacial education and abiskstudents Shainsiss on research-based instruction. Wiule she ie foremost a teacher, ar is also a researcher and sv manages federal esearch project, Collaborw Caray Slider") tive Responsibility Bstablishing School Terms (CREST) to med the needs of students wth seHi0us (Gtotionldsturbaneesand /orbehavioralproblems uowgh managerent stategies apd effective in- rutin eluding theuse of DIprogras, Selo seoedinafeg 4 Sumner Institute using Digest In- Strucion the Evergreen School Dats} For four SRhonGis Jan has a tepstation for Being t93g wed eesulls and reputation forgeneroatyinsharingher own consideveBlsimow! edge and experience i achleving-thove zest. ‘Theseis simply noway tocaleuatethenam- berofpeople ane DiNapoli and Carolyn Schneider Favelelped taroughout eeiriong careers in DI. AS Scvoo. Paces, 1514), Fars, 198818, reece{young women, they were among the frst group of Zonsultants trained in 1972 at Pheasant Rus outside ‘Ghucago. Both went on to become consultants for Science Research Associates (SA), Janein the East- fun Division, Carolyn the Southern Division, and they've maintained both a professional and per- oral relationship through the years a a result of, their work with DI. ‘easier tolist the states Carolynhassot worked in. "The implementations she headed in Texas were often dane on extremely tight budgets, but the qusl- fynever sulferedfromit, She was the initial trainer af Wesley Elementary School in Texas that has been ff high-performing school for twenty yeers and = Snodel Di school for 10 years. Pietsch Elementary in Beaumont reseived formal recognition for bringing owincome Aidan Amercan stents to exception evel of peformance in rending and math. Wesley and Pietich are only two of a sumber of record king schools Caployn has worked with. Alter any years with SRA and abriefhiats,Carolyn set Up fer own freelance conuling business called DI Consultants. The evidence of Carolyn’s ability 258 Consultants demonstrated each day by the teachers She's trained. Not oly ae they firmly grounded in ihe fundamentals of Dl but each also exits those Monmnechantzed aspects that have to co with reat ing © children Chris Gay Ta Biecrre Senoot Peacmces, 15(4), Fatt, 1996 Jane's career in DI bebin with Project Follow ‘Through as & consultant for the Bridgeport, Conneticut site and, later, for the Cemden, New Jsey ste. Since that Hime, theusmnds of children fave profiled from Jare’s talent, dedication and Cahulaam, Jane was the lead consultant in SA's Easter Division for over 20 years.. In NewYork, Jane organized the Queens Borough Academy in ‘ihlahtwenty eight highechoolopartcpated, Within Gachachoolwasa"Dl schoo!” and the Academy stil Servesasa model forhigh school Di programsin the State. From 1982 Gough 1989, Jane ran the Center {br Direct Instruction which operated private ater- ‘School eaters in Staton Island, Brooklyn ané Lat land. Ea 1991, she and Paul McKinney founded J7P Associates which has been contractedby over 60 Ufstrcts and individual schools in 9 states to de~ ‘elopelfective schools. (See “/P Associates,” pp. 25 Tile ase) Jane says there isnot one aspect of her Iie that Dizet Instruction has not touched. “T met ty husband because ofDI," she says "Tmet my best WSbecause of DL. Thomeschooled my daughter twith Di snd now she's in nw school.” Jane saysthe Thon atstying thing about her work has been the ‘Success ofcdaren rural districts. Without DI she Jays, hey wouldnt have had a chance-pow they'#e Leising tow grade level Jane and Carolyn both fave played important roles ia Direct Instruction fiom ihe beginning and continue to help schools tchlave excellence in eduestionTeaching the Broad Range of Learners—Issues and Ethics Doris C. Villareal +1996 Susie Wayne Scholarship Winner Expense, ion are plagued earners, The Diet Instruction method i TEU Guenion How ean Toenchench paced consent De leh can be Eby thats ol opr Whllethereareno quicker wed hal ow toidentfy giddinny case ueston ee ceamumberat | pus of awe ASSO ‘and speakingin eran corebyancductertoeasire at SOU aa tophenet- thing that cepaeanequaoppartniy frleeing, «ey, Planding 6, ‘whole word reading. This is cyan anne eT ines teinforced wih, sores With wards greltinnsoommnanagenens.ehasbeenoundithat Hamel Pe Sty Tevwon, The students make 3 goodelasrone etter ike clroom, te ene Tata progrelon On 7 ‘words using & se etuenor as contol econducvatolmmnng, consistent, acher dune meses “struction, somerville arent yperelcuacple/ Theories ar simple a sePruhs with ames of Thee 2 grtegistatean be ved by educa, USL manegemen! smEiClaseFiuner;Dobeonand As the GI higher level oF {or ear at they fel are tre best FLAN a ation factual Se Castro en Tae aa = nthe ietlo sathodt of pastors management is consaesey SOT PASTS ‘he tory matter in this evel frm good cngsonm MANGES omuences acing seal nany socal tucies. sed okay Studer ines, poet ena ine SNS TI reading Pe This when they td warts sould Oe coor They STE A ey grouped In der a is and ey as Teme tr owe grouped in reading and host ea eget thesalesony ately ey opto eve: If students donot eam wine Negra ele taught tis epested to some student ey WNinconotuble Regard> A day sven uni everyone bas mastered tod ce wl pea neers motte eta on Bepen to a higher group oF MOVE pet z so lower group as needed. While the chi ls of he Oe Seca csrooms, Gren are grouped by sbi, thee SSE i et change om yeurto year becaue ey understand bat they are working st say hare a etsecoke coh dent at eve haba est FBO fre een recannotallow oureves Ostade of eacing, Direc etsy 7 ee feevan Asesucon gamed cecmtancre yh the whole anh AS AO) BT the TR le Gy Oe De wich ac gee nameless comer Fe} nao, Rate checng 0F ce onomicenvirorment ee, detuning snd NES Telndocelng what te lec ow ssa are lected by many 15 Beng GR Ton method of we Hoo yccamolconrol Weeanratietiiem — faskngbesns ensures that everyone hat lea SNe e things as excuses for not learning If vearratanding ofthe conceptbefore guided orinde we Pi gece fo oar students fo each them pendent PS or ‘there ere still aneor two Sn ae onogs which adversely a IC whe teacher can tenes Asecucators wearost teach ourstudents seater the esa with her while the restof the cass fet tn ar scadeic newds without aking, Work depen, [eo Toatieration thei Homelife or background. pect Instruction is not the “cure al!” for to consideration Oyseoradents ae tg i the aLoureducaona i era clan, concise prim ay nile ng, Direstnstuction method of ecting which wil be beneficial 10 all third ees Paethod for teaching and reaching all studens vecrv Schoo Pract, 152), Fas 138838Finally, teacher involvement and caring givestuc dents the meseage that someone really does. care About them. So many of our students come from hhome that are filed problems that we a educetors have no contol over. While we canmot let these probes interfere with the stsdents’ learning, we Ent totaly ignore them. We have tobe sensitive to what's going on with all of our students and get them so involved in the learning process that they forget their problems, if only for 2 litle while. We fannot alow students to use thele problems as ex- uses for apathy in the classroom. The teacher Should focoson the childs strengths and how those ‘Strengthucan lead tosuccess. Themaingoalofevery 6 ezrve Scnooe Pazcnces, 15), Fat, 1996 ‘educator should be to make each student a succes ful-sesponsible individual in thebrief time that they ae together. By following these steps: good classroom man- agement, aceptance ofeach cl as an individual, ‘Psentation of material and a caring atrude, an Educator can ensure that he/she will each and teach every student that comes through the class- oom. Regardless of the current set of problems faced by our students, one thing remains constant, allehldrenmusthave good edveation tobe success= taa Reading Takes Center Stage Kathy Lally Reprinted from The Baltimore Sum, February 28, 1997, with permission. peri! ole are et mew Nghlysrucure arta pins oud enly resus Fomartable he ely orhing yaiens and quits have aed evo eagury raised hands and sped recttigna’ Maple sounds are bouncing off the TREE toors and eeinent block walls of General ‘Wole Elementary Schools Upper Fells Fol. Mioleare tue sound orien enning fo ead acd nals yer iy vers more offen longed fo" Rg Heard in lve Bator schol which ss i ‘Ratively, hard by the corner of Wolfe ard Gough Teele é erat Wolfe iso oF x ity schoots dat have adopted a new coral, melding ighly struc Meee divand phone sed reading instruction ‘Sih edepih study of such subject & geography, PEA Gnd scence. The Baltimore Core Curciew NEEL Fencodced only in Sepember, but pence STG Re cl sig of progress are remeshable ssc have o group of rcrgrades who ate ge Vora a rade four book” says Clayton Bee ene apa of Gaferal Woe “Tt sounds 2 Teriibigood tobe rue {keep waking uPatnight inking trust bea 6h” ‘Dhi nows falure wae more predictable than ones at General Wolfe, Last yar, only ore of 28 TE ESaa cage to atau a score of satisfac, tte tee eadng porto ofthe Maryland Schoo! Povfornance Assessment PORE “hfe blocks weet he sare Hendy sense of © ‘nutoton i sweeping over Bemice Wheichel pin. "Bor cay Spring Eeseniny School. AbOUtEO rotoltersecondgeadersbegan theschool Year PTSD read By tas sony 62 pecent ofthe UREN grade was able (6 fend at of above grade Ter ten percent was sl one yest below grade [Evglad 25 ponent eas 3 noi ekind Watsesstfe?” Woeiche! acai “T's fantase “General Wolfe and City Springs are the kinds of schools that are at the heart of the debate over ‘meres’ future. President Clinton, in his State of io Graon addess, said the national interest de ‘RR aded a goal of teaching al children to read st ride level by hit grade, Unban school systems Eiloss the cbunity have been inable fo do that Te year Robeit C Embry jr president of the ‘Abell Foundation, inapzed by the succes the pri he Calvere School cugrculsin was Raving atthe thy Barclay and Carter Godwin Woodson Sebeatrtes, decided to erate 2 cwricilum, He farmed to offer lero any city schools tht were Perested, He hired Dr. Muriel Besieley, a by ‘Richer with experience in social science resent, ‘She produced the Balmore Care Curriculum, with detailed, daily lesson plans, adapted from ‘wo frograins, Sicschools chose to take ton for 8 five eae ins ‘With help from’ Abel and AmeriCorps voli eons City Springs and General Wolfe have reduced ser dertpe w a maxim of chilaven. The FRG AEs is provided training forthe teachers Dicer Intrution,amethod developed by Siegiied —_— President Clinton, in his State of the ‘Union address, said the national interest demanded a goal of teaching all children to read at grade level by third grade, Urban school. systems ‘across the country have been unable to do that. —_— Engelmana, an education expert afisted with the University of Oregon. “Grpeetona’s method, Berkeley soy, depends mallgroups teacher traning andskilandzeguls, SRiaibbte ae spent on instruction, Reading les ono are carefull eripted-nestly every word the teacher says is presribad, having been bases on (scorch, tested and rewatten again and agai. “Ghuren ane taught sounds and how to blend themso they can sound out words. Children repeat rece Seibor Practices, 15(8), Fat, 199637 MAN NOLLVLNAWS TANT elSeen ee ne EEE ‘words is unison until he teachers sees each one of ther Is geting i ‘Berkeley began her curriculum research against strange lnndecape. Though US. schools Aave tried tends ways of teaching zeading, they have been Founaly unsuecessal with many children. And ‘Solid evidence of how anything works is hard to come by. ‘One tend leads to another, and Berkeley says the sezzarch looks far from delve You go to look for what works,” she says, “and ‘here's no one to sort out." sinew many schools aretuming against Whole Language, themostrecent rend, which emphasized sight reading rather than phonics, Children read [iterate eather than stories specifically designed to feach reading. Iresistible stores are expected to ‘ive them the incentive to learn, 1h Baldanore and many other cts, that has not worked, Often, strategies have been abandoned before they had ime to work-including Direct In- struction. For 25 yeas, Anayezuka Ahidinna was a sot of gusta fighter for Direct Instruction in Baltimore She was a young teacher when it was introduced, and hed such success with it she stuck with it Underground, duringalltheyearsitfellout of favor. ‘Today, she supervises the projet at Cty Speings. In those years teaching, sbe learned a painful lesson. “Just becaute domething is elfective," Ahidiana says, “doesn't mean we use i” ‘She hac seen a demonstration lesson Engelmann {gavein Baltinovein 1863, and she was entranced by FRow well hi methods worked. he tried it, and it ‘worked for her, too, even with the most dificult chiléren, “One year theschool board called mein and gave sme 2 ciation," she says. "l was realy ticked of ‘They thought Las having success because it was sme, Lwanted them lo generalize sbost what 635, doing” ‘She went from schoo! to school, always using DDirectinsruction successfully and never being able te spread it, Anidiana says. “Twas underground every place I've gone," she says. "People hide me because 1 dos’t do what's mandated.” ‘She felt she had at ast been heard orhen she was hired to supervise Direct Instruction at City Springs. ‘And Whelehel has become an enthasistic convert 5 Errerie Seo. Pascrcs, 15(2, Fatt, 1996 For25 years, Anayezuka Ahidiana was a sort of guerrilla fighter for Direct Instruction in Baltimore, She was a ‘young teacher when it was introduced, and had such success with it she stuck with it, underground, during all the years it fell out of favor. ‘When Whelchel considered the Baltimore Cur. riculum Project, she wns desperate. Last year was dns fest as principal of City Springs, and the school ‘was a disaster Like General Wolf ts performance ‘was so poor the state had put iton its warning listof chops that would be taken over unless they ane proved. ‘was ata point whese had to try something,” ‘Whelchel aya, "We car change everything over- sight butwe'remaking progress. And we'e giving the children a formula they ean use forthe rest of the Lives” “The math portion ofthe new cuzeiculum willbe phased in next Year, and the yeading segment has ‘pot yet been evaluated. The children willbe tested in the spring. But Whelchel and Lewis say thelr chools already have changed. ‘The ehilaren are fngaged, discipline has improved and learning is boing on DDising the first semesterlast year, Lewis sys, 41 children were refered tothe office for disruptive Dehavier. This year, it's down to 22 ‘Upsais, Lina Frost sis infront of five hire sraders and two fourthegraders, who are siting [Tosight up and fll of coneentation even 9 830 “Next word, what word? she calls out “Mammoth,” the children reply. “Greece is # small country that isnear Italy" the cuildsen recite, "Its nore of Egypt. Its west of TTarkey.” ‘Across the corridor, &-year-old Brandy Thoinss looks intently atthe word before her. "Stu" she begins tosound out and telumphandy blends with the next thre letters to fead "stand perfectly. "case Rodrigues, 7, beams. "This is great,” he ‘confides. "irmakes me happy.”Reading Method Rooted in Phonics and Drills Draws Strong Results for Students with Learning Disabilities Kevin Donahue Reprnia from Cousntezpoint, Volume 17, Number 2 Winter 1996, with permission. ‘An Alara schoo dsr iwsing Direct Instruction tohepsti irae sl [git Aaa nent tering de Shilties ave reading. A concerted push by the dire o interes leashers in Dicect nstroction-an Interactive, dellrbased scripted method of tea Ingels finding success and winning converts “The Lee Counly Sehool System now hosts work: shops and demonstrations for special education teachers thcoughout the stte, explaining how the progeam can work for ther. Terry DiChiara, Lee County coordinator of #d- sninistgative services and speclal education, was ERfanllay wil) Disect Instruction until someone pointed out that reading scores differed throughout Eig dlawet, withsome eschess’ students fa exceed: Ingothersin thelsscores. Heinvestigatedandfound tht those teachers held master degrees in earning Abilities from nearby Auburn University. In the {ehabiltaion and special education department there, no one graduates unul they are proficient in Direct instruction Sit eceme pariculaly good for kids who neod centr tinforceaent orlesringisabltiesandnen~ fai setardation” DiChiara sald. However, if was Hesigned at the Univeslty of Uneis more han 30 fate ago forcildren without disablities. Stated By ig Engelsann, nov a professor atthe Univer: yal Oregorsit has continved o grow. whileat the fase tine failing to counter the growth of whole {dguage asthe prefered reading method in the country ‘Whos DiChisca speaks throughout the ste, he wal teachers“ you gee reading fc tdcational fiber of chl’s body-like social stug= fe selence and math the vime rate, their employ” reotafter highschool thasthe case, why aresfe feaching reading Uke any other subject?" "He seudnehasbeen smnazed atte different ways, teachers decice what is the best way for ther to staring abies gai teach reading-relying on thelr college professors, the person th whoa they di thelr student each agar going as far back asthe leacher who taught tidin read. There ie ite continuity in each teacher's sources for instruction, leading to ttle (Sktinuly for students as they move through the srades ‘Dircet Instruction has been proven by research to bemoreeffectivein rising duldres'sreading sores nthe Woodcoek-Johnson Review Reading Test "National studies show kids fare quite well when casing Direct instruction and there isa data base for SORE iSapproschy” sid Auburn Universty’3Pro- fessee Calg Dareh, the director ofthe learning dis Sites progeam and clini there, "So because = ‘ave of research exists eitbeter everytime? (38y ee eifecuve for most kids and particularly those Mth learning cisbilities because itis sequenced Td dhe children aze not inundated with so much {ormation that they have no ability to ei mas ty. “hes very motivating for children because they are quchiy involved in mastery and they ster en- Pipalgschool again. We've ad good success with (Ea intensive, structured programs” ‘Dutbetoretoacherscan pickitup, they relly nee some taining hesald, And theseed to purchase the program and materials has been @ barrier fo its Widespresd use soe administrators assume when youleavecol- ge you ae ead to teach and they don’t want 1 shone money for anew programy” DiChiara sald. ‘Given Ingeasn 4 special education teacher ot pesusegard Elementary School, aid she didn’t feeh eady te teach after earning her bachelor degree, 50 Shestayed at Auburn fora masters degree. Shesaid Darch’s program placed her atthre practicum sites Pertwe hours day. She has used DI with all age vecrve Sexo Paacries, 15(8), Fatt, 198819SNe Leone Ea eves, down o kindergarten. She spent hundreds thous in lineal supervision before se shed the program, ‘ ‘ecole she savy the good results she gotten shevashicedby Le County sheused the reading Ki the dsc ad already purchased-though few feiches used it “Alot ofthe teachershad the materials, but were not tained ini” Ingram sald She has since ob- thind he Dispeling, language and math progiams tovue with her students. “Bt I aheaye bad he abilty the se the fete iguesinany aren even without the material,” she ot ‘Teaching Techniques Are Specific ‘And what are those tecvnigues? They re numer- ‘ous and quite specific ‘Toe basic teaching components are: script, slg- nals corrections criterion teaching, group respond ing, classroom management, organization of tne snd materials acceleration and praise, and positive reinforcement "Teachers follow sequence and s script and there's reasons for everything,” DiChiara said. ‘Where leamingto read in most classes starts with the ABCs, Direct lnteuction is more concerned that childsen lear the sound ofthe eter, "Because when youblend them together you make words and then {ou're reading, We don’t introduce the letters [ABC sequence, but inthe way researchers say-asing the mos! frequently used letter frst and the least frequently used Ins” DIChiara said, Tn the work books, he letters “b" and “dl” are writen dif, truly. Thesmall"b"asaround dele, whilethe"” ibmade withen ovabshaped cc “veo kids dont ge ther conto, sald. Hs he same with end” ‘ise hldgen start wth leering sal elles and move on octal eter later. rs not impocant that they know is ealed cpr cave and lover case o big and litle but that, Ry ean ort sound it maka 8 Gunes techniguer weed in wating words help cildget with pronsncleton. Asilent“e" attheend Staword appears twice as sal ‘rat way the cl sees ithas tobe there butyou dont make the sound. Gradually t gots biggee” Dichire explained All of the eccommodstons spade tobelp children gt though the etl tages re phased out over Ee a¢-they become more Protcene i “Teachers moststriveforYatoiately," which ia Di means a clé must be exposed toa concept at leas 30 tines before he or she will atomatcally ‘owt Tusktcachershow many cin guaratethatthey expose every cild to's new concept at least 30 tenes” Dichlara ssid, "You're leaving up to Shane that they get that exposure. In Direct Inetroction is guaranteed sowe've given the Kida ‘Bterchencealaening that: Nowung elt opt chance” Mocelingsalso important teacher wil tench theleter bby making everyone listen ther say it {couple of tine before they ony together ichiara land evategis. ‘comprehension skis and strategie. Ten Empirically Based Truths about Direct Instruction Dis ofectve at teaching higher order cogitve probler-slving, es well as basic ececemic sks {Sina postive etfecton students’ set-concepts anc affective lemming, Academic suocess ft actool promates posiive feelings af cll-vorth Di reading programe aa elective at teaching both reading decoding and reading Dis Sfecive at teaching disadvantaged students and students ith rid debits. Dis appropiate for averape-actieving students Diteachers ave conoemed with both the What of teaching (the content ang euriutum design) ‘ac the how af teaching (preseptaton tecriques), * rogressas Hom eiveutos teacher rected lessons to ess and less siructired insenenent peatnork teaches students fo apply depen what they have learned in structures leseons. Dinas langHasting postive eects, Students taught with Dn the early grades maintain ‘chievelnent gains drop out o high scheal ess often, and apply and are acted to calloge ‘mare often. 9, Dlis arpropriate fro preschoal, elementary, seconary and postsecondary students 41a. Dlis oth chalonging anc rawardg for teechers. Teachers can continue to eam ore about Direct Instruction ard how to implement k more and more efectvely throughout tel careers. 2 3 4 5 6. 7 ap Eacrive Scnoos Peacriss, 15(4), Fat, 1996Tuner’ “Teacher also use ape signals to dst = spaslantotaderteMawordhasthees)abl, CPeteacnerlasup one fingers she aye the Ee spb he word a then a second and ted Fee ae fes the wore fo indie the sy Inble bred eer cucton works best in groups of it ter acne son reqs students fo respond ‘Shy anatogetha de acnercan itn fone whe se nlterdkeconcpt Thenshecahmake he group ty the eeercise' again. ‘without singling. any- ‘lbpite Repetition, Room for Fu TUitsounds lotlike phonics and dis. its. And. ‘even though the sdone sre caveflly scripted, Darch Selieves there is room for a teacher tobe czeaive in hooting reading materials. Se rajor advantage for teachers Is the fun of seeng hds leeen” he sn "The program doesn’t ‘How teachers fo go off on a tangent, but we can’t Hit these kids. They're already behind in school” ‘Despitetheintensityandrepeitivedils, "here's aot of loghter in he classroom.” Darch said, ‘thar’ peal wh Kis are successful.” ‘DiChlare believes the “constant positive reln- forcement” gives childgen hundreds of opportuni= essnane lsum i Hien teacher's compliment oct Resuis Hake Teachers Bativess teaming cages program graduates abut 30 people seat. They can then serve 38 Srodels footers wo may become ineested in DI Dectuse ey sete resin oh 2 eallengue tak about “The ajo of Le County's special education teachers tise DL. DiChiaeia said those who have been {Sihed extensively gat the best resus, But even eel ut receive gow hour of taping and TaN JOD materals produce beter readers than those aces xing whele language. “Hesolected dats ovaasworyen period and st ‘no ffrence between he auecestes for svldeen Mes mend rardath gpd ose, ith larg Sisal Te ae geting som ans co males the ex> tionality Bichisa said "LD students (picly see butts justasellectvewithboth groups.” “Fe fectveness also arid overt julor igh andhighihocistdensiho use Daetlnetrvctions Conectioe Reading mated "ichars ose fo be fleast if he could ste nidogree child wh «lean disability move ome io reaingevelioS6by tend ofthe ea rene “But Direct Instruction Kids average a yess and two months in gbias and often higher” he sti herve getting double what we were geting with fur DI. One U0th-grade student gained 77 grade Jevels in reading sls in one yea,” be said. ——— [As to arguments that DI represses the creativity of children, a8 ° one Superintendent alleged in a 20/20 television program aired a couple of years ago, “I say what's so inherently. ‘Geativeaboutbeingilliterate?” Gollotte retorts. 1 —_— igh School Students Make Gains Unseen in Years “lina GollotetetchesDiretInstratonatSaiths Station High School in Lee County. Forhigh school Studer, te basal Docks called Correctne Reding ‘titha much stronger emphasison decoding haron comprehension "Pre students ork with may have compreheny sion poblins bu thls maj problem's decoding, td that's whete pst ny emphasis” abe sid." {is decoding is stesightened out they doa’ have Towork en comprehension. ‘They can understand things if we're talking to them. The problems rot ‘eing able tink, but being ableto read” ‘Most of het LD stadents are two to sx grades below eadinglevel Shebasseen incredible gains in their reading sili Se ike they got to the thid-grade level and never gotany better, Youmay never gettheto he igh ethoo level, but you've done something with theirredingfoctefirsttimein many years,"Gallote sald , ‘She is now running a pilot program to Wain 8 group of certified tenchers hired by the district to weft toa regular education Strgrade students Bint tine, The teachers will receive about 3 hours PP fbaining. The students Rad To have scores a of ‘elow tne ed percentile onthe Stanford SAT tests equal fers ths pilot program. See sreening them 20 see is « decoding problem” she sic If the students nee to parte ie they will skipan elective ike home tronics Patiysieeducstontowork opDI They will work Sir the teachers for an entire Year and willreedve ‘redit for their reading work; ab sd enuse the stateof Alabama requires students 0 pases waitien earn, a8 Wel as earn 22 cxedis to vvecrive Sco Paacriess, 15(0), Fat, 1956 2Airaduate, Goliote feels challenged to help these Fide and her LD students make the cut. If they can’t, pas the exam, they receive only a certificate of Attendance, which won’tget them intoacommunity College or the military. She said DI has helped the Gleeit cut the mumber of students who stay in school but don’t earn a alploma, "Most Alabama dstiets have given up on work ng with there kids and are Warking more on transi- on to supported employment for them,” she said. Thave stacents who have goneon to junior college trade school and who are employed on their own: "The slow popularity of DI and the eitcsm fram whe language supporters wo stress comprehen bon and good literature se the best way to drave lulezen into reading ierltates Gollote, a true be ever tained by Dareh, “it true at Im not very creative when using Direct instruction because i's very structured, butt you'rebeing cresiveanc i’snotcausingstudentsto ie succesful, why are you doing it?” [Ast argument tat DI represses the creat ofchildren,as onesuperintencent alleged in a 2020 television program sired @ couple of years ago, fay whats so inherently cteative sbout being itr: Ste?" Gollote stort, CCurticulum Costs Can Have Long-term Benefits DiChiara seid beyond taining, DI materials cost about $169 for an intial classroom kit The curicu- lum is sold by SRA as either Rending Mastery or Corrective Reading. “Tne yearly expense is workbooks and we throw that into our yearly textbook costs.” Hepointsoutthat thelong-term savingsare worth the investment because ofthe need for less special serves to help remediate students if thay cam all eam to read while stil i elementary.school ‘Maa of the stories inthe curriculum are about Iistoricl events, famous people fom the pastorare pisces of itersture by well-known writers, The Cnrriculum was updated e year ago, DiChiara ssi For mote information, contact Larry DiChiara, Lee County Board of Education, P.O. Box 120, ‘Opelika, AL 36803-0120, (800) 652-9770 Direct Instruction: A Look at Its Features and Benefits FEATURES BENEHTS RE OR Te as econ ona 7 aks Sd a ated pa GT realy bythe earn Hag RpGaT a sven ia. ProqessTe Haniee Moe ena Tang rar ETE Ts ear moby MUSSINA OB By exsanaton. TST ve SSN ear fore Thr > toach and tne on to ungertan Teacher se OGY wae ne nic use simsarPeconaton tomate sat Aiea sone ae GAL Loss preparaon fine te invod forte teacher, Heeng un teaching fine. The consstert use of ngs ianguage tnatee ease forthe ahi loa Signa ae wei lias a pup arponeS “Tea shniga Tatas ay Lae Ha GOODE ‘Stanton and ercuoe tal exch eh tink fo" hm ot foveal, Tacs Gomuod oral oop Home op an Ths pond acral paces foreach ST and _Gueathe fencer meld feedback on he ‘EHS ne fe instton Saal anny RESTS ae HOGA RST oriole sequence tough mierscons Sateen the ochor sas easton ORGS TOS RaPOTSRS TO rogatve veteran Treas Suan acer oads a ReTaaERT ‘Spectanay of achievement ER aR SER cs Every an es al be Tes fan VSS, errand weiter, Br Bivscrve Seve aacrits, 15(8), Fatt, 1996 ‘hata wi rae vase orp! poToTaTeS ‘ano aughtin the same ou.School-wide Implementation in San Diego Stacey J-Kasendorf, M.A. Science Research Associates [fgg Be Te even ten Leng hae fer School opened its doors ase year-round, char ter school with Diet Instruction throughout its ‘Guriculum I wes red by SRA to froin teachers, sand othe support sta as wells to mot hasrooms and pfovide ongoing raining and asi (asee, The implesientation wae successful insofar ts the students increased in reeding,langwege and Spelling atthe end of 7 months of Instruction in ‘Reading Master, Carrective Rending, Ressoning & Writing and Spaling Mastery. The teachers are con- UUnuing the use of il3 programs agen this school year “The demographics ofthe school areas follows: +The student and teacher population was hole Pawns Pi Bispanié [5 Asian fe Native American sinters + gereentiated teachers 5 credentials not cleared asparsedveators 1 Resource Specialist “The planned implexaiation consisted of staff tranngis une by beSRA representative, om pace Sent tong, Ordering was completed at that tine nfl 1095s salt members attended the ADI Coterencein gene Ofegon. Iwas abletodiscuss fhe upcoming txnings th the principal whllein Eugene, Fase at the Saaft enters who were in shendarce. ‘Upon el rete teachers eelve inwevicng from 258A consultant ages of Ring Va IEey, Corrects Roodng,Remoing and ring and < Spling Mastery. Sei erick anys were planned forthestatt Theschoo!sinstruttional sheds was! esigned at tis tne, a8 yell. Jone’ 1995. sstaffeaningen placementtests “ouuiculum materials ordered six staff members attended (Ozegan Conference Jaly 1995 school instructional ehedile designed ‘monitoring and feedback 1 “tphedule designed staff taining in all four programs August 1955" ‘Throughout the year, the teachers and pars-eu- ators vere monitored and given corrective feed- ‘ack on a weekly basis, A nonvevaluative observ tion form was ullized asa tool fr teachers to keep. ‘otes oftheir implementation and for he consultant fo deep tiack ofeach teachers progress. Achert was apt, noting lesson progess as Toward the end of the school yar, teachers were asked to give comments about ther feelings on the ‘rogram implementation, The benefits of the pro- rar far outweighed the challenges, as seen by the fall. Some of the comments from the teachers Were bellows + Teachers have a concrete evel ofstidents! oding rate slant on adaily bass “eats give students confidence. Daly graufeauon forme Iewas wonder “This method definitly reaches the chil~ ren who have atrugaled with reading (Shing the Whole Language approach Did not prevent my creas. Caesroom management was improved. ‘Good sound phonics Students were modivated. (Goed language instruction. Challenges toe non-verbal students, Tam tomy sold oni ‘The challenges were expected from fist year Implementors. They included some of the fllow- ee * Too any chests. 1 Avalablity of materials, + Did not moet all eaming sys. 1 Thess programs were alot forthefirst year 1 tine consuming geting started Ereecrve Scridot Peace, 1514, Fa, 18862‘Although the implementation was deemed suc ceful bythe consultant ana the stati, here were Challenges with the implementation. ‘Some vere {nial and others were angoing. To begin with, the testing results were inaccurate, thus pacing many students at an inappropriate level. The materiale Gidnotarrive as expected and thus, plementation Iwas delayed. There was no system for dissemina {Gon of materials nor stovage of hers. And unforti ately, several fears were negative and decided otto uve te Diet instruction materials ‘Os an ongoing bass, the materlals did not keep up with the progrers of the stadents. As students moved from one level to the nex, oftentimes the imotecials were not ready. There was considerable teacher tnd para-eduentor Remover, This requited festhing for new staf and Ss, wasted valuable feaching tine ‘Considering the challenges and the huge under- taking of implementing 3 new DJ. programs in rades £4 the fis! year implementation was Suc stu Teachers werebeerd saying, "Wow, thisprogrem really works” a6 thay saw some of their students jump? gradelevelr within ?months. Forexample, Haine th gnders whobegan Corrective Reading 81 {@pproxiztely 2nd grade reading level) in October GEEDipin Reading Maciesy V Gth grade level) by May. Some second graders who began in Reading Mastery H (and grade reading level) in October ned up in Reading Mastery (Sth grade reading level) by May. And many kindergarten students wore reading by the ene of the year. ‘September has arrived and the fohnson Urban League Charter School has begun DE, again. Teach- rs and para-educators began the reading Program nthe second Monday ofschool September, 1996) Groupsareall reading t6:159:15 inthe momingso to alow deployment of students from ane class to ‘enext. Reasoning and Wiritng and Speling Mastery is ght in the moming for primary gradesand in the afernoon for upper grades Watching Direc instruction grow at school site isan exciting process. With each new day comes the txpectation that mere students will be reading on [Bede level by June than ever before! ‘An update Is cow March i the second year of implemen. tation Johnson Schoo! ino longer #charier school bute district run sehool, emphasizing a space and computes technology. Alistudentsarereadingclose fognedelevel. There sonly one Corrective Reading froup, consisting often students. The others are in Reading Mastery levels ellher at oF one year below fhels aston! grade level, One fith grade shuert, whobegan in CRY A (approximately 1st grade read- Ingleveb in November, 1995, reached Reading Mas- eV, leszon 90, (grade 57), by February, 1997. Students throughout the day are approaching me witha request tobe tested for ahigher level. They Ere excited and READING! ‘Some of the intial problems have been corrected asa result ofa DI Coordinator onsite dally. Materi- Sse inventoried and are ordered aneado inet [nce the needs of the clasroom teachers. Groupsare Frartanged on weekly bass or Whenever the need ses. Teachers are feeling comfortable with the programs and are asking very advanced questions. ‘Phere isan atmosphere ofccess at johnson School ‘ow thanks to an excellent curriculum, ood teach- (rand a hard-working sta ig decoding Sars, 1895-97, anginal rex “alll I ‘ia Enver Sentoox Prscness, 1514), Fat, 1996J/P Associates Ed Schaefer ‘Supervisor of Special Programs, Cape Henlopen School District Lewes, Delaware Hots any ffectce schools musty tobe preuadal of theeduabilly fal hldren?Sfycur ane is more tha one en I suggest that it have your on reasons or belieong tha learn {Sinore a matter of fel background than the schools response to fansly background i ava Know tre tan ecg fo ednteeny hid whose education i of terest us Whetheror not we swe do abo, heft hat we a "ofr eats Ron Edenonds madethisstatement more then 10 years ago. Since then, nether alarming reports about the sate of Ameziean schools, nor increased funding overall, nor faddishswings ofthe fdoestion pendulum have done anything signi ant to mest Edmonds’ challenge or alter the funds mental landacape of American education. Whilthe bverclss pulls away froa the mainstream into the patvileged sanctuary of privateschools the majority Gf Americe’s children consinue to attend public Echools awash ina "iddofmnediocrty.” Meanwhile, the uinderclas, mostly children of color and others whoosupy txlowestsgeio‘economicstiats, haunt Schools for which even medierity would bea great Improvement, Gives'the economic and political teallss ofa new elle, the ineffectiveness of ‘Ainercy's schools poset serious threat our fun- damental wellbeing as aviable, democratic society. ‘The sihiaion ls urgent unless we meet Edmonds’ Challenge, the promise and hope of the "American ‘Deeam” ay not survive the 2ist century /P Associates understands the urgency ofthis situation and recognizes pur responsibilty to “use ‘hat wealready know” to "educate allour children well?” We have made it our business to use the Dowerful empirically detived research base refer- Enced by Edmonds to render our ellent schools sige fifcanly more effective forall students. Infact, J/ Assoriates is esponsiblfors numberof increas- ingly effective schools in Moss Point, Mississippi: Pine Blulf, Azkanses;: Chattanooga, Tennessee; Wilmington, Delaware; ana Comden, New fers. “ll these schools have d things in common! 4. thypredatainantlyseryethe" underclass”; 2 they subserbe tothe model of effective Schools espoused by Ron Edmonds and Supported by more han 0 years of empire acne er olden el depend sto how ve fel about, and ther on what Ron Edmonds 5: they use “Direct Instricion” as a system fe framework for curriculum and Instruction; 4 they adhere cloelyto the implementation guidelines ofJ/P Associates ‘The elements ofan eflectiveschool as researched bby Edmonds and others, are shown in the above lagrams. Each elementis anecessary, but not sufi= tient condition for school success. As an oxpanized whole however, the elements constitute both the iecestary and sfficient conditions for a high per~ fotauance school, The foreton of his model, fom the perspective of)/P Assocate, isto prioritize the clement of an effective school and identify thelr {elatiotthip to student schievement. ‘The innermot cle in the above diagram repre- cents he cinssroomand its bere that studentachieve rent fs determined. Uliately, dis is where the Dattle for "work-eass standards is won or lost “Thus, the fist prot for any serious school reforan ‘Hort mst be pve otis crucial innermost circle the aystem af curriculum and instruction thatneeds to characterize every classroca in the school Unfortunatly, many reform efforts fous fisston. theoutermost cree. That, they give frst priority to implementing various "site-based decision mak ing” schemes within schools that have never dem- ‘onstrated either the sblity or the wil toeducate all Shadents Wel, especially the childres of the ‘underclass, Although collaborative organizational processes” are a validated clement of effective EEhoola the isue here is when, net whether, such processes become a pelonty. Aflet more than = Rtcade ofsuch "reforms", its cleathat"empower- lng" schools that postess nether the requisite in- sticetionel tools nor the knoveledge to create them is neither empowering nor effective: recive Scuoo. Practices, 158), Fai, 1985 25Leen “The Elements of School Effectiveness Just as unfortunate are the mare recent reform cidorts that, wide giving prosty to the innermoct Circle, replace the sesearch-based elements of the Elfecive Schools Model with the larest educational fadasuchas "wholelanguage’ new “nev math’, oF ‘various Rome-grown, “integrated” teaching units erived {com popular notions of “constructivist” philosophy. Typical ofthe fullure-driven swings of bye pendulum in American education, such conten- porary “innovations” as the NCTMStandards (and fhe methods preserbed by NCTM to mest those standards) ae admtediy rooted in tie more than pinion and phlosophy-as opposed to emplzically derived research, The debacle with “whole lax~ guage” and thenew “new math" in Californiaschools {tagially demonstrates the danger (not the hur ‘bas of giving precedence to politically correct opi fon (ho matter how "exper”) over empisial re search asa bass for school reform. T/P Assoolates places its fist and highestprionty condeveloping and coordinating the elements ofthe Jmermost cicl of the Effective Schools Mode that Ig on ereting effective classrooms. We recognize that the system of curriculum and instruction that ccharecerices such castroome must be demonstr=- Llp effective, with a solid zesearch base. Teachers ‘ust be provided with the best instructional teel~ ology avellable, and they must be thoroughly trained to apply that technology fo benefit all tue dents. The core of ha tecology i Disc Instruction. ‘Dicestinstnertion (DIDhasitsorigins inthe highly successal Bereter-Engelmann Preschool at the ‘University oflinisin the 1960's. Dibecamie more Fully developed as a teaching system under the susploes of he USOP's Pollow-Through Program. {in 1967, the Office of Education invited Seigfied Engelmann (by then, atthe University of Oregon) land others todevelop mode! programs that could be Spplied in Kindergarten through third grade as 8 Follow-up to Head Start. Eventually, the Follow ‘Through Project became 2 multimillion colle, planed variation experiment to empirically dete nine effective inetractional practices in kindergac- {entheough third grade, Literally hundreds of schools tnd thousands of students from every geographic fren and demographic strata of the country took portin this unprecedented study. Its interesting to ote that many ofthe models thatcompeted against Direct Instruction in the Follow-Through Project ‘were remarkably similar to contemporary innova Sons such a integrated learning units, new math, whole language, shild-centered classrooms, and Sevelopmentaly appropriate practices, Tollow-Throughigorously assessed oxtcomesin thyee areas basie skills such as word cecognition tndimath computation higher-order cognitive skis such as reading comprehension and math problem Solving and aifective competencies suchas selfs 26 Ervecrve Scoot Pracrects, 15(8), Fa, 1985 —renal teem snd locus of contzo). The overwhelaing ex Jevidence showed theDiretinstzicionModel Eo themost successful of themany approsches stud {edi across all models and by aarge margin, Direct frstection tanked fist inal eee areas ‘Continued progeam development and rigorous field testing over the past 23 years have expanded ‘henumber and sophistieatio of I programs, and ‘ublished Disect Instruction as an effective in- ‘fractional lechnology that acelerates learning for Michildven, Ths ls precisely whet Edmonds was {efertng to when he stated that “we aleady know ‘enough to eduette any child ware education i of feces fo us.” Taking Edmonds end 90 years of ‘enpirical data seriously J/P Associates places Dix fectinstruction at the heart of our reform efforts “The eesuls of ]/2'3 experience with Direct Ie~ struction over many years have been grating, Consistent withthe Foliow-Tazough Project of two ‘eeades ago, and, not surprisingly, jastas Edmonds Dredicted. For example in Pine Buff, Arkanses, K- #Estudents in the Holly Geove Elem. School yrs, with 1/P “Assocates) averaged gains of 15.0 NCE points in Reading, 1780 NCE, points in Mathematics ‘Waiter Hlem. Scn00i (2y7= wih] /P-Assoc hts) averaged gains af 725 NCE points in Reading, 2475 NCE potats in Mathemat- fc, 1850/NCE points in Language: Fest Ward Elem Scho (2yxswith]/PA8iO- ates) averaged gens of 725 NCE potnts Infeading, 975NCE poitsinMatherat- igs, 9251NCE points in Language: ‘Overall Average Gain of 10.0'NCE pointsin "Rewding, 1745 NCE pots in Nathemat- {sy 11.40 NCE polnssin Language. (Dats desived fron the Stanford # Assesment Sete and provided By the Arkansst DEpAry ‘pent of Publication) Direct Instruction, however, is not enough. Bev ‘cause most American schools function as “loosely Coupled system" o litle more tan a collection of laseroome bordering a common parking Jot in- Siruetional change alone is not suificient. Under Suchelreumstances, merely having a powerfultech- ology of instruction does not guarantee that it will be implemented wel, or even at all. To guarantee ‘ceess for every studentover time every Sassr0om {nthe school must perform well and do so consis- tently. This requires the school bea highly coor, ‘inated organization, or "ghtly coupled syste." ‘The entre school inust be consistently organized and directed in support of the innermost cle Eltecive schools ar such tightly coupled systems they develop and coordinate the elements of the foulermott eels in support ofthe core technology Of the innermost clsle-ll this to effectively direct Gnd reinforce the work of students and teachers in the classroom. High performance sckcols are that way ot Bensuse Hayle high prforeng hs, ut becuse Uy ae holy orgnized in support ofa demonstrably fei technology of uzecaliom and instaton. "The eansfozmation tox high performance schoo! demands a serious commitinent to statfand organi- (ational development. For most school, this re- Quire nothing less than a long term contract 10 hange. Unfostunatly, most schools ae not able to ‘Sake such radical traneformations without sigaif- tant outside guidance and support. 1/2 Assocseteshasthe knowiedgeand experience to provide such guidance and support. Thus every contract with /P Assoetetos represents five year ‘commitment io: 1. implement an elfecive technology of cor ‘eulum and istrction, 2 develop the supports ad organizational feaJeranip to refine that tectnlogy Over time, and 43, become an authentic effective school that ‘etolly works for al its cldren | Associate’ Diet instruction and, Accelerated Cogntiee roa nplementation Plan provides acom- prehensive, detalied set of guidelines that govern [hd direc the Sear transformation toan effective choo! + Tnthefirst2-3yearsof the plan, schoolstatt are leaning to master the D! technology tnd tocoordinate the claments ote lec. five Sehools Model in support of that ‘During this phaseo thetrans- Formation, 1/P Associates exercises sigalfleant direction ove the instructional Leo the shoo) ie, over the elements of the two innermost cirves. This “Making ‘ver"on thepartof]/P Associates spre Shted upon thefacthatchangesin teachers” ‘assroom practices lead to changesin tic lenis’ academic achievement and self {concept which, tur lead to changes in {aches bliss and atitudes (such as lo- Enecrve Sooo. Paacriess 154), Fan, 1996 - 27ee ‘us of contol, responsibilty, and owner: Ship). Unimately, the staf will oven the transformed school butnotuniltheschoo! fe in fact tranaformed to tha benefit of all ste cule, From Day ,]/P Associates ecrultsexcep- ‘sonally competent staf to join with the Schoo! principal in "leadership cadre" ‘vanced training for thiscedre isan inie~ ial past of the Suyene plan. From the Sed {rough the sth year of the transformation, theleadership cadre gradually retaescoo- tnolofthe school einstructional fe fror]/ P associates “Although significant amount of staff de- elopment takes place in "workshop" stings outside the classroom, the over. Srhelming impact on. instructional Enprovement comes from a commitment {oaupporttheteacher nthe classroom, Since sucessful “application” isthe classroom. {B the crux of choo reform, “coaching” at te heast of every J/P Associates imple- entation, and reflects J/P's consistent {aliance on empirical research (in hisease, fhe work of Brace Joyce) a5 2 guide Implementation planning and follow through. As the chart below inst, the slgnifieance of coaching cannot be overes- timated! How effective i the implementation plan of/P ‘Associates? A case in point would be the Kreole lementary Schoolin MossPoiny, Mississippi. Kreole saXe-Gschoal located in the heart of the Mississippi Delts. Ninety-nine percent of Kreole students are minority (predominantly black) ikewise,allbut 1% bfthestudentbady qualifies for “ireelunch.” Kreole fies an instructive history relative to both Direct “ through 1978, Keeole had no association ‘with Diset Instruction or] /P Associates; + in1979,Keeolobegenanselhinitsted imple: ‘mentation of Disect Instruction rom’79 > "85 they received minimal external sup- port relative to thele DI program; + in 1986, Kreole was force to drop Direct Tstuetion because it was “politically in- comet «+ in 1991, Kreole entered into contract with, UP Associates to guide the schools ze {implementation of Direct Instruction. “The dats from Kreole Elementary School are impor- tant for sbvera! reasons: + Theough 1978, and from 1986 to 1990 (the ‘nome! periods) he level of performance for Keecle saenta was around the 20th percentile, Thisistypea of children fom sographicbackaroundsikeKreole and gives ceain credence to the validity of these scores ax baseline menses “TheDjeectinstruction periods present per- ferance prters Ut nceclearly superior tate now periods ‘Krvole Elementary challenges the no- tion that Dect Instruction is only for Tow achieves, that it works for baste shilsbutnet forhigher-order cognitive processes orthatitsomehow stifes the Erenviy of teachers and students «+ TheresultsofthetwoDiperiodsarecleerly sotuifort The sellimplemented period (1985) hows lgge gis in eading ane la Instruction and ]/P Associates: iguageortsperfornance Sriand 34th “Training Stops Knowledge Wastery — SRI Acquisition Oncthe- dab eation, ‘Theory com 10% 2% ‘Theory + Demo 0% 25% 2% Treaty + Demat Practce/Foucback 80% 0% 5% ‘Theory + Demot Practceredback = ‘Coach 50% 80% 80%. coaching ___go% _ag%e___ate___ a Ervecrve Seuoct Pracrices, 15/4, Fat, 1996(Ai pt fit soe ies! pron, Mitslsipp adacsters a shdardtand, marmot bate alt ‘igri the score repored abe ar fom ase aesemens percentiles respectively) zelativeto the sourcestocontractwith]/P Associates, the frst non-DI period, ana ls alo supe- Overall lel of funding at Kreole Elamen- Hor to the stecnd nor-DI period tary during the JP Associates peviod as The J/P Associates period (1991-94) considerably Below the average for most {ieldad achievement scores (672 ant ‘Amesicn schools oth percenlerespectvely that were (ice high athe aelhimplemented + Xieole di not intially crene a site-based period anda to 8 times higher than team to make global decisions about tithe ofthenon-Dipereds. Infact in structional matters; rather, the staff $994, Kresla fourth groders-had: the pasipatedinalong-trm systematic and 2nd highest ending sores and the BS Fighly structured development programy highest language ats scores in the an- tnd allowed a formatted setof procedures fin state of MisisippL foranticpatingand zesponding tothe per- ‘ormance of teachers ana stadests, + Kocole’s performance indicates the poten tial of Direct Instruction to accelerate "There was no premature emphasis on it Teaming toweed the achievement of world rae (though a DI itesture program classstandarce-ifthe Diprogeamsazevell was established during the 2nd yenr of {implemented and the requisieechoolwide inmplementation osupplementand extn! supports are in place. the basie reading euriculus), no lrer- soa in "whole language,” and no global + Thedifferencesinstidentperformancebe- erting a4 process” Nonetheless, the tween the two DI periods appears to reading and language ats performance of ‘nlldatetheimplementationscheme of]/? ‘Assocsts, Reports fom Kreoe stall indi- ese students lieraly sare! ‘atethay ding the)/P Associates petiod, + Acomparisanofthe to Diperiods clearly teaching was more elfectiveand more unk ‘demonstrates the value added by J/P Ase form throughout the early grades; also, socates and its implementation of Diect there were more support and gually Tnstrucsons within the Effecive Schools ‘control measuresin place io assure thatthe Model. ‘The probrbilty of schocls with ldren'sprogresevasindeedaccelerate. populations sirlar to Kreole achieving, Such success on their own is suggested by «+ Relatively love funding isnot the cause of the namber of schools that have done it schoo! fare alinough Kreole Bad Boece (Gow many can you think of?) 15, 15(8), Fa, 1986829Hlow many efctce soos must you se fo be persuaiet References ‘Abt Associates (1977). Edwaton a Experimintaton: A Planned Variation Mode! (Vol, 1V). Cambridge, MA Becker, W, Engelians, 5, Caen, Dd Rhine, W. (0980), Direct Instruction Model. In WIR. Rhine (el) Making Sols More Elective: New Direc: ‘Sons rom Folio Through (pp. 95-15), New York: ‘Academie Pres. Ccamine, D, Granain, A. & Becket, W: (1988), Diet Truction. In]. Grade, J Zine eM, Curt (Ede) Allerg Education Delory Systems: Enlace Instructional Options for Ail Studants (pp. 327-39), Washington,DC: National Astocaton of School Peychologis Carine, Grossen, 8 & Sibert J. In Press. fn). Block, T Guskay & S. Everson (Eds). Chacsng Resurch Base Scho improuementIecetions. New Yorke Schoasti (Camine,D. & Kameons, E, (1992). Tanching Higher (Order Thinking to ll Students, Austin, TX: Pro“, ‘Delpit LD. (988), TheSilenced Dialogue: Fowerand ‘Pedagogy in Bavcating Osher Poople's Chien, Hlaroard Etucation Review, $8, 280.208. [Bdmnonds, (1979), Effesve Schools for the Urban. ‘Poot Eiuationa Leatersip, 38,1527. Eliot SN. eStapizo, ES. (1990), Intervention Tech- gues and Program for Academic Performance Problems, In. Gutkin & CR Reynolds (Eds), ‘The Hanoy Sool Pyctalgy, New York John Wiley & Sons Geren, R, Desc, C. te Gleston, M, (1988). The "Bifeciveass of Academie Kindergasten for Lon Tncame Students Analysis nd Discussion. El ‘mentary Sco Jura. 0 Enverve Senoos Pracicts,15(0), Fatt, 1996 ee Good. Brophy, (96. Sehoe Een MC ‘Wiltrosk (onda Rear Teaching rd ‘) lew Yorks Maca any, W. (1977. Rena allow Trough Parent ‘el Ther Dia, Btn: Paonia Joyce 8 i). A Memorandum othe Per. Dion Peterson (Sta Delomend Oger. fos Desloment Alanis, VA Associaton or Supevaien and Curiam Developnent. Joyce Be Shower, 8. (1988). Sade Accom Teng if Drlpment. New vows Longman Lowsis Horley, 5 Heyer (1985). Am Acton Ger el pine. Aland VA Ax soc fr Superviin and Gare Deve pi Wel, Mi, Halinger, 0. & Mitman, A {its Shel ifecvenes A Concept Psa Wrrk.Eitaial onan 45,0074 Roseshine 6 (1976. Cleroemnstricton. nN Gage) Th Pca Teshing Mtg Ser sn. NSE Yeabonk pp 2557), Ching Ulver of hag Frese Stebin, St Pare Proper, E, Anderson, Re Ce-E 977, Eduaonts Experimentation A PannedVaraton Model: Vol 1 AD. Ene sono alco Trough Canbage, MAS At Forinformationon te work of)/? Associates, please Jase Feinberg DiNepelt ot 11 Foster Avene Valley Steam, NY 11580 (516 561-789 (Voss) ($16) 561-066 (Fan) Pat McKinney 6719 Radbume Deve Baldwins, NY 13027 (G15) 536-1023 (Ves) ~ (215) 636-168 Fee)