Components of a Comprehensive School Reform Program

Cooperative Grouping –small groups of students working together through interactive instructional practices. Research shows (Marzano, Pickering and Pollock, 2001) that students who work in groups show average gains of 27 percentile points compared to students working on individual projects.

The majority of QTL programs have participants working in groups of two or more, utilize management strategies to organize cooperative learning and the final collaborative project is done as a group.

Differentiation – a responsive classroom environment that actively engages individual student similarities and differences in reading, personal interests, cultural diversity and real-world experiences.

Research shows professional development in working with diverse populations is associated with higher student achievement (Wenglinsky, 2002)

The QTL Program incorporates activities that link famous people with their cultures and uses technology to create a product from that content.

Diversity - the variety of intellectual, physical and cultural aspects brought to the classroom by students. Research shows that professional development in working with diverse populations is associated with higher student achievement (Wenglinsky, 2002). The QTL Program uses activities that directly makes and allows teachers to discover, explore and see other cultures and how to use activities with their students appropriate for such learning.

Multiple Intelligences – a theory recognizing the variety of distinct intelligences individuals have, including verbal, logical, spatial, kinesthetic, musical, interpersonal and naturalistic.

One study of six schools with a Multiple Intelligence curriculum and increased student achievement suggests that the results may be attributed to higher expectations for student learning (Campbell and Campbell, 1999). Schools that implemented the ‘ Different Ways of Knowing Reform’ program (based on Multiple Intelligences Theory) increased their student’s reading achievement by 8 percentile points for every year in the program.

The QTL Program uses a variety of assessments of intelligences and a variety of activities and instructional approached that are modeled throughout the program.

Inquiry Based Learning – an approach that encourages the learning to ask questions, explore and experiment to uncover relationships.

Research shows that having students generate and test hypothesis is associated with a 26 percentile point gain (Ross, 1988).

The QTL Program encompasses a environmental research activity that teachers model and adapt for their classrooms. The use of technology, such as GPS devices, computers and microscopes are used to test hypothesis against reality. Other inquiry based learning activities are included in the QTL Program.

Constructivism – a theory arguing that learning occurs when students build on existing knowledge and actively construct knowledge in authentic situations.

Research shows that the use of hands-on activities in the classroom is associated with higher student achievement (Wenglinsky, 2002). Helping students make connections to previous learning through cues, questions and advance organizers improves student achievement by 22 percentile points (Marzano, Pickering and Pollock 2001).

The QTL program actively engages participants in all activities. Student choice is built into the activities and software is used over and again to organize thinking in advance of activities.

Project Based Learning - a comprehensive instructional method that uses complex, real-life projects to motivate learning and provide learning experiences.

Research shows that students of the Co-Nect program, which uses technology and project-based learning, showed most schools exhibiting increases in student achievement (NCCSR, 2002).

The QTL program includes a field study, which encompasses cross discipline learning, fosters collaboration and results in a full learning project. Participants also create a web site and bio-cube activity.

2. Comprehensive design - A comprehensive design for effective school functioning integrates instruction, assessment, classroom management, professional development, parental involvement, and school management. By addressing needs identified through a school needs assessment, it aligns the school's curriculum, technology, and professional development into a plan for school wide change. The ultimate goal of this design is to enable all students to meet challenging State content and student academic achievement standards.

Capacity First employs a comprehensive design unique to each school and its needs.

1. Capacity First begins with the faculty participating in the QTL Professional Development program. QTL is a research-based professional development program modeling research on what works in the classroom. The strategies employed address:

a.   Teachers learn to improve instruction utilizing research-based best practices;
b.   Teachers learn to consistently assess student progress and learn to shift instructional practices to accommodate student learning;
c.   Teachers use student data to assess student needs, guide instruction so that the needs are directly addressed;
d.  Teachers implement effective Classroom management through engaging and effective teaching;
e.  Teachers use technology as an instructional tool to leverage their capacities and provide challenging content work for all students;
f.   Teachers assess curriculum goals aligned to the state’s standards for content and student achievement.

 

2. C1 facilitates the First Families parent and community involvement element to establish understanding and encourage participation in the Comprehensive School Reform process from the program’s outset.

3. With this strong background, preparation and training, the faculty and First Families will conduct ongoing needs analysis and implementation of solutions facilitated through C1 that relate curriculum, instruction, assessment, school management and parental involvement directly to student activities and ultimate learning.

4. School Management – C1 supplements school management coaching provided by other organizations, such as PEP, where requested.

3.  Professional development - The program provides high-quality and continuous teacher and staff professional development and training. The professional development involves proven, innovative strategies that are both cost effective and easily accessible and ensures that teachers are able to use State assessments and challenging State academic content standards to improve instructional practice and student academic achievement.

Well-designed professional development activities increase all teachers' knowledge of both the academic subjects they teach and effective instructional strategies that are grounded in scientifically based research. They include strategies such as partnerships with institutions of higher education and address such topics as the use of data and assessment; the use of technology; and improving the instruction of special needs children.

This professional development is intensive, sustained over time and classroom focused. Strategies employed are consistent with high- quality professional development as described in Title II, Part A of the ESEA.

Capacity First: Capacity First supports development of a learning community and a collaborative environment for teaching. Professional Development is:

1. C1 Professional Development is sustained over time – In the first year, QTL provides seven intensive days of instruction culminating in establishment of a collaborative project aligned with the school’s school improvement plan, built on student data and designed to accomplish specific, measurable objectives. Similar and advanced professional development are sustained through years two and three.
2. C1 Professional Development uses research-base strategies in a technology enriched environment. Teachers and administrators gain knowledge and skills that help students meet state contend standards and student achievement goals;
3. C1 Professional Development is high quality and classroom focused in order to have a positive and lasting impact on classroom instruction and the teacher’s performance in the classroom;
4. C1 Professional Development is based on modeling how effective, scientifically based strategies can be implemented in the classroom.
5. C1 Professional Development provides training for teachers and principals in the use of technology so that they are effectively used in the classroom to improve teaching and learning in the curricula and core academic subjects;
6. C1 Professional Development is evaluated regularly for its impact on increased teacher effectiveness and to the extent appropriate improved student academic achievement with findings of the evaluations used to improve the quality of the professional development;
7. C1 Professional Development helps teachers understand methods of providing instruction to children with special needs;
8. C1 Professional Development includes the use of data and assessment information to inform and instruct classroom practice;
9. C1 Professional Development includes collaboration in effective school-parent relations;
10. C1 provides follow-up support and training to teachers to ensure that the knowledge and skills learned by the teachers are implemented in the classroom and further enhanced.

4.  Measurable goals and benchmarks - A comprehensive school reform program includes measurable goals for student academic achievement and establishes benchmarks for meeting those goals. The Department encourages LEAs to link these goals to the State's definition of adequate yearly progress (AYP) in Section 1111(b)(2) of the ESEA.

Capacity First embraces student success through the “First Students” initiative. First Students is a collaborative program that brings together parents and faculty teams to build upon the School Improvement Plan realistically evaluates student achievement in terms of:

The collaboration of parents and teachers will identify indicators and evidences that will mark successful program implementation. These goals will link to the state’s definition of adequate yearly progress.

With both a clear vision and understanding of expectations and opportunity for access to capacity building, teachers take on leadership for school change that empowers and accelerates outcomes at all levels. The model further encourages a Performance Centered Process using FirstTeams to address the use of data and the application of best practices.

5.  Support within the school - Teachers, principals, administrators, and other staff throughout the school support the program in a CSR school. They demonstrate this support by, among other activities, understanding and embracing the school's comprehensive reform program, focusing on continuous improvement of classroom instruction, and participating in professional development.

Capacity First: Utilizing a collaborative team effort, the C1 model seeks to impact the culture and climate of teaching and learning throughout the school. As participants experience the model and establish goals for continuous improvement, administrators and teachers are encouraged to assess the school environment and align resources and practices to address the SIP with a unified effort focused on improving capacity for student performance. The school and district are encouraged to engage through the Performance Centered Process.

C1 expects that teachers, principals, administrators and other staff throughout the school participate in the selection of a model and model provider; that all have been involved in the process of understanding and helping shape the school’s comprehensive reform program and goals; and that the plan selected focuses on continuous improvement of classroom instruction and participation in professional development. It is only through a truly collaborative and engaged faculty and community that school reform can be generated and, more importantly, sustained.

6.  Support for teachers and principals - A CSR program provides support for teachers, principals, administrators, and other school staff by creating shared leadership and a broad base of responsibility for reform efforts. The program encourages teamwork and the celebration of accomplishments. These and other means of support are part of the school's comprehensive design.

Capacity First: C1 generates a collaborative climate supporting high quality teaching. Teachers, principals, administrators and other school staff are encouraged and expected to join and maintain a conversation focused on improving teacher capacity to meet student needs and the identification of system level support to assure capacity. A Theory of Change promoting accountability at all levels is made explicit to guide the faculty in its implementation for results. Accountability is a shared process reflecting shared vision and responsibility.

Specific Strategies:

1. All faculty trained in QTL Model; Follow-up Coaching provided
2. Whole Faculty Study Group Training for school facilitators; Ongoing monitoring and support
3. Learning Centered School Conference for school leadership team
4. Instructional Practices Survey to inform current practices
5. Repeated annually to inform the process and monitor overall results
6. Leadership coaching for Principal
7. Ongoing throughout the process
8. FirstTeams conduct ongoing study groups (WFSG) focused on school needs
9. Continuous assessment of needs for capacity building
10. Accomplished by the faculty with guidance from the model provider
11. Theory of Change developed and acts as a guide in key areas.

7.  Parental and community involvement - The program provides for the meaningful involvement of parents and the local community in planning, implementing, and evaluating school improvement activities. In addressing this component, schools create strategies that are consistent with the parental involvement requirements of Title I, Part A. (See section 1118 of the ESEA.) Schools pay special attention to building parents' capacity for involvement and design ways in which parents can be brought into the instructional program and contribute to the academic achievement of their children.

Capacity First: Capacity First brings to bear the synergy of school faculty and staff and parents in the First Families support program. C1 facilitates with staff and parents a family involvement strategy designed to create a positive climate of parental involvement, establish shared responsibilities for high student academic achievement, build capacity for parental involvement and to make the school accessible to the extent practicable for participation by all parents. C1 will work with the school-based and community-based parent team to develop a plan utilizing the strengths of the school and community to engage parents and develop a well informed citizenry aimed at contributing to the success of all students.

The First Families support program will convene parents and school staff to jointly prepare and implement, if not already prepared, a written parental involvement policy establishing the school’s goals for parent involvement. The policy will describe A) how parents will be involved in the process of school review and improvement, B) will provide coordination, technical assistance to assist the school in planning and implementing effective parent involvement activities to improve student academic achievement and school performance, C) will build the school’s and parents’ capacity for strong parental involvement by among other elements:

1. Helping parents understand what is expected of their child and how to monitor a child’s progress and work with educators to improve the child’s achievement;
2. Provide materials and training to help parents work with their children to improve the child’s achievement. This could include literacy training and using technology, as appropriate, to foster parental involvement;
3. Help educators understand the value parents bring to the school and how to reach out to and work with parent to build ties between parents and the school;
4. Ensure that information about school and parent programs are provided in a format and to the extent practicable in a language the parents can understand;
5. May train parents to enhance the involvement of other parents;
6. May arrange school meetings between educators who work directly with children and parents who are unable to attend conferences on a school-time schedule;
7. May create and implement unique approaches to improving parental involvement.
   

8.   External technical support and assistance - The program uses high-quality external support and assistance from an entity that has experience and expertise in school wide reform and improvement, which may include an institution of higher education. The CSR legislation requires that SEAs ensure that funded programs are supported by qualified technical assistance providers that have a successful track record, financial stability, and the capacity to deliver high-quality materials, professional development for school personnel, and on-site support during the full implementation period of the reform.

Capacity First: The Center for Quality Teaching and Learning and Rutherford Learning Group represent external support at the highest levels. Developing a conversation that engages teacher voice through model teaching and experiential learning and providing an adult learning environment that encourages ownership of the issues and application of best practices is consistent with the best in research-based practices. The plan will be structured to address the specific needs of the school community utilizing the resources of the model providers and others as necessary. The strategies that support the faculty in category 6 are strategies that form the base of Capacity First’s external support and assistance

Specific Strategies:

1. All faculty trained in QTL Model; Follow-up Coaching provided
2. Whole Faculty Study Group Training for school facilitators; Ongoing monitoring and support
3. Learning Centered School Conference for school leadership team
4. Instructional Practices Survey to inform current practices
5. Repeated annually to inform the process and monitor overall results
6. Leadership coaching for Principal
7. Ongoing throughout the process
8. FirstTeams conduct ongoing study groups (WFSG) focused on school needs
9. Continuous assessment of needs for capacity building
10. Accomplished by the faculty with guidance from the model provider
11. Theory of Change developed and acts as a guide in key area

9.  Annual evaluation - The program ensures accountability by including a plan for the annual evaluation of the implementation of school reforms and the student results achieved. The evaluation helps ensure that the school is making progress toward achieving its measurable goals and benchmarks and that necessary adjustments and improvements will be made to the reform strategies.

Capacity First: a key concern of the model is ongoing evaluation. Regular reflection on outcomes and reporting to partners throughout the QTL experience guides the model and partnership effectiveness. QTL is keenly oriented to monitoring critical elements and aligning the application of the model to the needs of the system it seeks to serve. Additional evaluation practices are available for inclusion as deemed appropriate to monitor and provide leadership to the partnership.

Evaluation Strategies Instructional Practices Assessment – develops baseline for school wide understanding of current levels of classroom instruction. Repeated annually to determine growth school wide.

1. QTL Pre-survey – determines teachers’ skill and confidence level with technology standard teaching methods and alternative teaching methods.
2. QTL Post-survey – determines growth factors in teacher skill and confidence level with technology, standard teaching methods, alternative teaching methods, changes in practice and changes in philosophy.
3. Annual QTL follow up survey – determines ongoing changes and growth in teacher skill and confidence level with technology, standard and alternative teaching methods, changes in practice and changes in philosophy.
4. Coaching evaluations – Teacher coaches will reflect on teacher practice, student engagement, school culture in reports shared with the principal.

• Principal evaluations – Principal coach will consult with principal on growth and changes in school culture and will also observe and generate a separate observational report.
• Staff will engage in self-evaluation and reporting as part of the Whole Faculty Study Group methodology to determine growth, goals and benchmarks for achievement.

10.  Coordination of resources - The comprehensive program must identify Federal, State, local and private financial and other resources that schools can use to coordinate services that support and sustain comprehensive school reform.

Capacity First: QTL provides opportunity for the integration of multiple resources to develop the climate for comprehensive school improvement. Regular school funds, Title I and Title II, Title V, grant funding, and staff development funds are some of the resources amenable for consideration and collaboration. The Performance Centered Schools process is a partnership for results, all resources are considered to be subject to inclusion for support.

11.  Strategies that improve academic achievement - The program must meet one of the following requirements:

or

• the program has been found to have strong evidence that it will significantly improve the academic achievement of participating children.

  Using all eleven components, schools must create a comprehensive, integrated reform program that affects all subjects, all teachers, and all children in the school.

  Capacity First: As discussed in element one Capacity First integrates multiple components based on a meta-analysis of research findings of what is proven to work in schools. When practice aligns with specific needs, guided by data, student performance can be expected to grow. When teacher capacity is raised to a conscious level in assessing, planning and implementing to meet identified needs, the climate for improvement is in place. C1’s QTL element takes that research a step further by actually ‘modeling’ activities linked to this research. Teachers immediately see how the instructional strategy works and immediately adapt it to their classroom instruction. The change in teachers’ behavior is immediate. Students begin to see change the next day.

  A focus on content, pedagogy, and the use of technology to support high quality teaching and learning across the curriculum helps to generate a conversation within the learning community focusing on the needs of professional staff to develop capacities aligned with student needs.

  All strategies modeled are strictly aligned with research-based strategies that demonstrate results. Alignment of the capacity needs of the student, teacher, school, and system are considered in developing the singular system that serves them all. By modeling, Capacity First, through its Quality Teaching and Learning Program, shows teachers how to effectively use research-based instructional strategies and methods in the classroom through activities utilizing specific strategies.

  Instructional strategies modeled in the program, linked to improved student performance include:

  Brain-Based Learning - learning theory that uses neurological research on how students receive, process and interpret information to change the way learning is structured for students.

  Research (Marzano, Pickering and Pollock, 2001) shows that helping students make connections to previous learning through cues, questions and advance organizers improves student achievement by 22 percentile points. Using non-linguistic representations, such as graphic organizers, shows and increase of 27 percentile points. Also, demonstrating increased student achievement is helping students to organize their thoughts through summarizing and note-taking shows a 34 percentile gain and identifying similarities and differences shows a 45 percentile gain.

  In the QTL program, software programs are used several times to organize thinking in advance of activities. The analysis of narrative, using graphic organizers, is used including comparing similarities and differences. There are also various examples of note-taking strategies used when watching a video, such as jig sawing. Effective questioning strategies are modeled throughout the program.

  Learning Styles – the condition or manner (preferences, tendencies and strategies) under which students learn best.

  Research shows there is some support matching instructional strategies and learning styles that affect student achievement (such as Riding and Grimley, 1999).

  Schools that implemented the ‘ Different Ways of Knowing Reform’ program (based on Multiple Intelligences Theory) increased their student’s reading achievement by 8 percentile points for every year in the program.

  The QTL Program uses a the 4MAT learning style identification chart for teachers to see their learning styles and understand that how they learn can be different from how their students learn. A variety of instructional approaches are modeled throughout the week, identifying learning styles and matching them with learning NEEDS.

  Cooperative Grouping –small groups of students working together through interactive instructional practices. Research shows (Marzano, Pickering and Pollock, 2001) that students who work in groups show average gains of 27 percentile points compared to students working on individual projects.

  The majority of QTL programs have participants working in groups of two or more, utilize management strategies to organize cooperative learning and the final collaborative project is done as a group.

  Differentiation – a responsive classroom environment that actively engages individual student similarities and differences in reading, personal interests, cultural diversity and real-world experiences.

  Research shows professional development in working with diverse populations is associated with higher student achievement (Wenglinsky, 2002)

  The QTL Program incorporates activities that link famous people with their cultures and uses technology to create a product from that content.

  Diversity - the variety of intellectual, physical and cultural aspects brought to the classroom by students. Research shows that professional development in working with diverse populations is associated with higher student achievement (Wenglinsky, 2002). The QTL Program uses activities that directly makes and allows teachers to discover, explore and see other cultures and how to use activities with their students appropriate for such learning.

  Multiple Intelligences – a theory recognizing the variety of distinct intelligences individuals have, including verbal, logical, spatial, kinesthetic, musical, interpersonal and naturalistic.

  One study of six schools with a Multiple Intelligence curriculum and increased student achievement suggests that the results may be attributed to higher expectations for student learning (Campbell and Campbell, 1999). Schools that implemented the ‘ Different Ways of Knowing Reform’ program (based on Multiple Intelligences Theory) increased their student’s reading achievement by 8 percentile points for every year in the program.

  The QTL Program uses a variety of assessments of intelligences and a variety of activities and instructional approached that are modeled throughout the program.

  Inquiry Based Learning – an approach that encourages the learning to ask questions, explore and experiment to uncover relationships.

  Research shows that having students generate and test hypothesis is associated with a 26 percentile point gain (Ross, 1988).

  The QTL Program encompasses a environmental research activity that teachers model and adapt for their classrooms. The use of technology, such as GPS devices, computers and microscopes are used to test hypothesis against reality. Other inquiry based learning activities are included in the QTL Program.

  Constructivism – a theory arguing that learning occurs when students build on existing knowledge and actively construct knowledge in authentic situations.

  Research shows that the use of hands-on activities in the classroom is associated with higher student achievement (Wenglinsky, 2002). Helping students make connections to previous learning through cues, questions and advance organizers improves student achievement by 22 percentile points (Marzano, Pickering and Pollock 2001).

  The QTL program actively engages participants in all activities. Student choice is built into the activities and software is used over and again to organize thinking in advance of activities.

  Project Based Learning - a comprehensive instructional method that uses complex, real-life projects to motivate learning and provide learning experiences.

  Research shows that students of the Co-Nect program, which uses technology and project-based learning, showed most schools exhibiting increases in student achievement (NCCSR, 2002).

  The QTL program includes a field study, which encompasses cross discipline learning, fosters collaboration and results in a full learning project. Participants also create a web site and bio-cube activity.