Workshop 9
School-wide Restructuring: Comprehensive School Reform
Speakers:
Sam Stringfield, Professor, Johns Hopkins University, Baltimore, Maryland
Myra Whitney, Principal, Douglass Elementary School, Memphis, Tennessee
William Kincaid, Project Manager, Comprehensive School Reform Demonstration Program, U.S. Department of Education
Moderator:
Gerald Tirozzi, Assistant Secretary, Office of Elementary and Secondary Education, U.S. Department of Education
Abstract:
In schools where a large percentage of students are from low-income homes, the median reading achievement is frequently low. The recent National Research Council (NRC) report summarizes research that suggests the effectiveness of clearly articulated, well-planned schoolwide efforts that build from coherent reading instruction. The NRC report recommends that, in situations of poor schoolwide performance, school restructuring designs with a focus on both organizational matters and coherent reading instruction should be seriously considered.
This workshop will address why and when high poverty schools should consider a schoolwide restructuring strategy, reviewing research findings and the early results of the Memphis City Schools district-wide effort to adopt comprehensive reform models. The workshop will focus on research-based schoolwide reform models that integrate strong reading instruction techniques. Participants will learn about the key components of a successful schoolwide improvement strategy, including curriculum and instruction, student assessment, teacher professional development, and family involvement. Participants will explore the process of adopting a schoolwide reform strategy through data-based needs assessment, selecting effective programs that best meet school needs, reallocation of resources to support reform, and evaluation for continuous improvement. Participants will also learn about federal funding and technical assistance resources that are available to support schoolwide restructuring in high poverty schools.
Notes
Dr. Tirozzi was the moderator and opened up the discussion by briefly explaining the CSRD program and introducing the panelists. He assured the audience the CSRD concept would find it?s way into reauthorization. He asked the panelist to discuss how CSRD can impact on reading programs.
Sam Stringfield opened the discussion by quoting Thomas Jefferson. ?Nothing more than education advances the prosperity, the power and the happiness of a nation.? Of course according to Stringfield Jefferson was ridiculed for claiming that public education for all children would make America a world power. Stringfield said that in the most educated nation there is strong pressure for education reform. In large part due to the 8 billion dollars that is up for grabs every five years the research base is building and it get better every year. He talked about the difference between whole school reform and sub-targeted populations. There are no silver bullets and schools are facing tremendous challenges but all children can learn at higher levels. Title I needs to develop sustained programs. He issued several warnings for those considering schoolwide programs. Think through the reform before you begin. Long term professional development is critical. Don?t reinvent the wheel, rely on externally developed designs. The potential for stabile improvement is much higher with national designs. Don?t burn out your energy at the design stage. In order for reform to succeed a school needs goals and publicly verifiable measure of progress, the design, sustaining capacity and incentives. It helps to have a new principal.
Myra Whitney, a principal, followed talking about the impact ?success for all? had on her school. According to Whitney reform is all about using people, space, time and resources differently. ? American students will have the best chance of success when they are no longer serving time but when time is serving them.? Buy in is the most critical element for success.
Bill Kincaid concluded by saying the CSRD is research-based reform. Changes are made at the school level. There are federal resources available to support and provide incentives. He talked about the nine requirements and the technical assistance the Department of Education provides. He briefly mentioned the 17 design models in the legislation.
The scintillating discussion never really focused on the impact on reading though all agreed that reading programs are a critical element for sustained reform. The audience was curious about reform programs for high schools and results and trend data from Myra Whitney?s school. They wanted to know about other programs besides success for all. Springfield said they are fewer high school designs and mentioned New American Schools as a good alternative to success for all. Northwest lab has a catalogue. Schools must research other schools that have tried similar programs.
The last question focused on the annual price tag for success for all. It is different for everybody.