Author: Liesa McAlexander Weaver
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 332
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Book Description
Author: Success for All Foundation, Baltimore, MD.
Publisher:
ISBN:
Category :
Languages : en
Pages : 1
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Book Description
Mississippi elementary schools using the Success for All reading program have once again made outstanding gains on the Mississippi Curriculum Test (MCT) reading scale. Students in grades 2-5 in Success for All schools gained 7.8 percentage points in students scoring at proficient or advanced from 2002 to 2004. Mississippi students as a whole gained 5.4 points. Success for All is the most extensively researched of all comprehensive reform models for Title I elementary schools. It incorporates scientifically based principles of reading, cooperative learning, professional development, tutoring, and family support. This document lists the schools in Mississippi that made particularly outstanding gains.
Author: Robert E. Slavin
Publisher: Corwin Press
ISBN: 1452294666
Category : Education
Languages : en
Pages : 407
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Book Description
"The authors provide many instances in which educators have met or exceeded expectation for growth using the Success for All program, leaving the reader with the feeling that the greatest concern is what is best for the child!" —Pamela Opel, Science Curriculum Coordinator Gulfport School District, Biloxi, MS "The book offers a good background for any school or school system that is considering changing their reading curriculum." —Sandra Kraynok, Kindergarten Teacher Rock Cave Elementary School, WV A proven and powerful model for elementary school literacy! Elementary schools are continuously challenged to ensure that all students become capable readers. Significantly updated with new research and further experience with multiple schools, this enlightening book shows how a school or district can build every child′s literacy skills, based on the real-world strategies of an acclaimed school reform program that has benefited more than 2 million children. Written by the program′s founders and leaders, this resource shows how educators can use the Success for All program to reach at-risk students and promote schoolwide academic achievement. The authors describe how schools can effectively combine prevention, intensive early intervention, and ongoing assessment to promote strong reading skills. This new edition of One Million Children provides updates to all curriculum areas—including multimedia approaches—drawn from the program′s nationwide research and recent advancements. Readers will find: Guidance on developing students′ readiness to learn through preschool and kindergarten programs that promote pre-literacy Reading curricula for each age group, with supplemental information on writing and math Recommendations on professional development that helps teachers and administrators support literacy Advice on removing roadblocks to learning through multidisciplinary Solutions Teams and individualized tutoring programs New adaptations for English language learners These strategies and best practices, based on the experiences of thousands of schools, can help all children succeed in the elementary years.
![Success for All[R]. What Works Clearinghouse Intervention Report PDF](https://books.google.com/books/content/images/frontcover/WZg1vwEACAAJ?fife=w80-h100)
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 52
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Book Description
"Success for All" ("SFA")[R] is a comprehensive school reform model that includes a reading, writing, and oral language development program for students in pre-kindergarten through grade eight. Its underlying premise is that all children can and should be reading at grade level by the end of third grade and then remain at grade level thereafter. Classroom reading instruction is delivered in daily 90-minute blocks to students grouped by reading ability. Immediate intervention with tutors who are certified teachers is given each day to those students who are having difficulty reading at the same level as their classmates. A full-time "SFA"[R] facilitator employed by the school supports classroom instruction by training teachers, overseeing student assessments, and assisting with decisions about group placement and tutoring. Family Support Teams work on parent involvement, absenteeism, and student behavior. This intervention report focuses on the reading instructional component of "SFA"[R], which is often implemented in the context of the highly structured "SFA"[R] whole school reform program. Although the whole school reform program has key components that are implemented in each school, school sites may vary considerably in the number of personnel used to implement "SFA"[R], particularly tutors and family support staff. The reading curricula are essentially the same at all schools, with each school receiving the same training, coaching support, and materials. Ratings presented in this report are not disaggregated by the variations in implementation of whole school reforms. Reading outcomes from all studies included in this report are examined together and formed the basis for a single effectiveness rating for each outcome domain. What Works Clearinghouse (WWC) reviewed 74 studies on "Success for All"[R]. One of these studies met WWC evidence standards; six studies met WWC evidence standards with reservations; the remaining studies did not meet WWC evidence screens. Based on the seven studies, the WWC found potentially positive effects in the alphabetics and general reading achievement domains, and mixed effects in the comprehension domain. The evidence presented in this report is based on available research and may change as new studies emerge. (Contains 26 footnotes.) [The following seven studies are reviewed in this intervention report: (1) Borman, G. D., Slavin, R. E., Cheung, A., Chamberlain, A., Madden, N., & Chambers, B. (2006). "Final reading outcomes of the national randomized field trial of Success for All." Retrieved from Success for All Web site: http://www.successforall.net/_images/pdfs/Third_Year_Results_06.doc; (2) Dianda, M., & Flaherty, J. (1995, April). "Effects of Success for All on the reading achievement of first graders in California bilingual programs." Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA; (3) Madden, N. A., Slavin, R. E., Karweit, N., Dolan, L., & Wasik, B. A. (1993). Success for All: Longitudinal effects of a restructuring program for inner-city elementary schools. "American Educational Research Journal," 30(1), 123-148; (4) Ross, S. M., Alberg, M., & McNelis, M. (1997). "Evaluation of elementary school school-wide programs: Clover Park School District. Year 1: 1996-97." Memphis, TN: The University of Memphis, Center for Research in Education Policy; (5) Ross, S. M., & Casey, J. (1998). "Longitudinal study of student literacy achievement in different Title I school-wide programs in Fort Wayne Community Schools year 2: First grade results." Memphis, TN: The University of Memphis, Center for Research in Education Policy; (6) Ross, S. M., McNelis, M., Lewis, T., & Loomis, S. (1998). "Evaluation of Success for All programs: Little Rock school district year 1: 1997-1998." Memphis, TN: The University of Memphis, Center for Research in Education Policy; and (7) Smith, L. J., Ross, S. M., Faulks, A., Casey, J., Shapiro, M., & Johnson, B. (1993). 1991-1992 Ft. Wayne, Indiana "SFA" results. Memphis, TN: The University of Memphis, Center for Research in Education Policy.].
Author: Lauren Rabb Wells
Author: Lauren Rabb Wells
Author: Terry Ross
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Author: Karen Parker Guillot