717 matches found for How People Learn Brain,Mind,Experience,and School Expanded Edition. in 8. Comprehensive High School Reform Designs
Select a page to see where your word(s) or phrase(s) are located in the OpenBook. Excerpts from the chapter provide context.
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...Comprehensive High School...
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...The previous chapters describe the key features of high schools that...
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...ventions addressing isolated aspects of school functioning and student...
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...experience are not sufficient to move students toward high levels of en-...
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...gagement and achievement. Implementing some of the suggestions made in...
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...Comprehensive school reform models have been created to guide whole-...
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...school, sometimes whole-district, efforts to improve student engagement...
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...and learning. The goal is to put all the pieces together to create a set of...
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...reforms that will support and reinforce each other and be sufficient to...
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...improve substantially student engagement and learning. Designers of school...
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...As a movement, comprehensive school reform has existed for some...
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...ago. The movement gained substantial momentum, however, in 1997 when...
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...sive school designs in school districts nationwide. An additional $134 mil-...
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...more than 2,000 schools to receive grants of at least $50,000 to implement...
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...ENGAGING SCHOOLS...
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...reforms over 3 years. Most recently, reform of secondary schools has begun...
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...to receive attention from other federal and private philanthropic sources....
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...lion for reform of large comprehensive high schools1 and several founda-...
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...tions, such as the Bill and Melinda Gates and the Carnegie Foundations,...
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...In this chapter we summarize a group of comprehensive school reform...
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...models available to high schools. The central features of the various design...
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...models overlap considerably, and one goal is to show the high level of...
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...schools. A second goal is to provide examples of strategies that have been...
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...developed to reorganize high schools in ways consistent with the specific,...
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...� are being implemented in high schools serving economically disad-...
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...earlier chapters of this volume: pedagogy (curriculum and how it is being...
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...taught); school organization, climate, and policies; and connections to the...
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...school students' engagement and learning; and...
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...our criteria include some of the key features of engaging high schools...
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...suggested by the research reviewed in this volume high standards for both...
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...academic learning and student conduct, personalization, meaningful and...
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...engaging pedagogy and curriculum, and professional learning communi-...
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...changing the way counseling is conducted in schools and connecting schools to families and...
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...COMPREHENSIVE HIGH SCHOOL REFORM DESIGNS...
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...whether these four features were (1) not included, (2) recommended and...
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...supported by the design, or (3) central to and required by the design. Table...
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...the models, although not necessarily in all schools that have attempted to...
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...dards for student conduct, and one does not address personalization of the...
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...family's experience. Only three models (Edison Schools, First Things First,...
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...and Talent Development High School) include all four of the features as...
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...central and required elements. Notwithstanding these variations, the con-...
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...clusions regarding some of the qualities of engaging schools discussed in...
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...this volume are remarkably well represented in national school reform...
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...on engaging schools, efforts to implement the models are still works in...
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...and qualified technical assistance providers, and support and consistency in...
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...policies at the district and state levels, implementing these models in the real...
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...Another approach to whole-school reform that incorporates principles...
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...of engagement is the movement to create small schools. The specific goals...
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...and findings related to small schools are discussed in Chapter 4. Although...
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...creating small schools is a prominent reform strategy, it does not fit the...
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...objectives and design. Small schools are also often new schools rather than...
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...reformed existing schools with existing staff, administrators, and students....
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...FROM THE WHAT TO THE HOW:...
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...high school reform, we now turn to the means proposed by the models to...
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...comprehensive school models that met our criteria. Most of the strategies...
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...dent academic performance and ensure equity of opportunity to meet these...
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...higher standards. Some models explicitly state what students are expected...
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...to know and be able to do by subject areas and by grade levels. The support...
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...COMPREHENSIVE HIGH SCHOOL REFORM DESIGNS...
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...schools align what is being taught and the evaluations of student learning...
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...with the higher standards....
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...more personalized, rigorous, and engaging experiences for students, includ-...
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...ing greater access to higher quality student and family services. For models...
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...that explicitly address how to improve behavior, staff work with small...
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...teacher learning communities to help them develop more effective disciplin-...
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...and family experiences. Some models involve reorganizing larger schools...
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...into smaller units (often called small learning communities or academies)...
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...where the same students and teachers stay together for longer periods...
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...during the school day ("block" scheduling) and over at least two school...
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...give students and their families some choice in the noncore curriculum....
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...One of the goals of creating smaller learning units is for teachers to...
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...have fewer total students to know and to teach and for students to see fewer...
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...with students' families and helps identify students' nonacademic needs and...
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...connect students to services in the school or in the community to meet those...
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...All of the comprehensive reform models address how teaching is done...
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...and what is being taught, although they vary considerably in how prescrip-...
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...tive they are. In most cases schools are expected to create schedules and...
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...staff assignments that increase instructional time and, in some designs, to...
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...reduce student-to-adult ratios, especially in language arts and math. Some...
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...The use of technology and project learning, cooperative learning, learn-...
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...ing opportunities that are embedded in real-worId contexts, and other strat-...
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...egies to involve students actively in the learning process are endorsed and...
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...importance of connecting schoolwork to students' own interests, experi-...
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...ences outside of school, and culture. A curriculum that crosses traditional...
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...supporting teachers and helping schools build a community of adult as well...
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...ENGAGING SCHOOLS...
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...as student learners. One of the purposes of the designs that reorganize large...
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...high schools into smaller units is to create teams of teachers who share the...
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...with one another to discuss their instruction, student progress, and gover-...
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...nance and policy issues affecting the school community....
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...Some reform models work with schools to provide small learning...
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...communities with individual and disaggregated student data that are used...
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...professional development opportunities, and some provide in-class and...
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...ongoing coaching. The relative emphasis on project-based learning,...
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...new teaching strategies, curriculum development and implementation, team...
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...building, and leadership training vary considerably among the reform...
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...A remarkable degree of overlap exists among the features and strategies...
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...stressed in comprehensive reform models and those the committee found...
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...many of the conclusions about effective practices are based on soft and...
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...conclusions drawn by different people who have examined existing re-...
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...search and craft knowledge both about what needs to be done and prom-...
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...We turn next to evidence on the success of comprehensive school de-...
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...signs to improve student learning. Because most of the models are relatively...
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...new, and because some require two or more years to be fully implemented,...
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...the data here are both new and thin. Moreover, most of the designs de-...
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...scribed in this chapter are still in the research and development phase....
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...are often studies of moving targets. Studies discussed next, however, sug-...
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...gest that extant comprehensive school reform models show some promise...
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...of improving student engagement and learning....
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...hensive school reform models in the past decade. However, the majority...
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...has focused on elementary and middle schools (Berends et al., 2002; Kirby,...
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...Berends, and Naftel, 2001; McCombs and Quiat, 2000; Supovitz and...
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...the efficacy of the high school designs included in this chapter is consistent...
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...with evaluations of elementary and middle school reform efforts: When the...
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...school and its external partners are successful in implementing the reform's...
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...COMPREHENSIVE HIGH SCHOOL REFORM DESIGNS...
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...on the most long-standing high school reform designs3 as well as more...
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...recent data emerging from internal studies of new high school designs4...
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...dance and parent involvement, and disciplinary problems decline (Ancess...
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...and Wichterie, 1999; Berends, Kirby, Naftel, and McKelvey, 2001; Boykin,...
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...2000; Fine, 1994; Hamilton and Gill, 2001; Institute for Research and...
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...Reform in Education, 2000, 2002; Legters, Balfanz, Jordan, and...
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...McPartiand, 2002; MacMullen, 1996; Nelson, 2000~....
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...fects, suggest that comprehensive school design models show some promise...
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...of increasing high school students' engagement and learning. Two models...
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...a measure of disengagement) Coalition of Essential Schools and Talent...
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...Development High Schools have found decreases in reported crimes after...
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...implementation (Ancess and Wichterie, 1999; Boykin, 2000; Legters et al.,...
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...2002; MacMullen, 1996~. Evaluation studies of high school reform models...
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...further show students taking more advanced academic courses5 (Boykin,...
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...2000; Legters et al., 2002) and having higher levels of enrollment in...
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...postsecondary schools6 (Ancess and Wichterie, 1999; MacMullen, 1996),...
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...improved test scores7 (Ancess and Wichterie, 1999; Berends et al., 2001;...
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...Institute for Research and Reform in Education, 2002; MacMullen, 1996),...
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...increased persistence and graduation rates8 (Ancess and Wichterie, 1999;...
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...Bottoms and Presson, 2000; Institute for Research and Reform in Educa-...
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...tion,2000,2002; MacMullen, 1996), and decreased dropout rates9 (Ancess...
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...and Wichterie, 1999; Bottoms and Presson, 2000; Boykin, 2000; Institute...
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...for Research and Reform in Education, 2000, 2002; Legters et al., 2002;...
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...In addition to assessing effects on individual and diverse indicators of...
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...student engagement and learning and related outcomes, evaluations of com-...
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...3For example, Coalition of Essential Schools and High Schools That Work....
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...4For example, ATLAS Communities, Edison Schools, Expeditionary Learning, First Things...
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...First, and Talent Development High School....
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...5For example, High Schools That Work and Talent Development High School....
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...6For example, Coalition of Essential Schools and High Schools That Work....
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...7For example, Coalition of Essential Schools, Co-NECT, Expeditionary Learning/Outward...
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...Bound, First Things First, and High Schools That Work....
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...8For example, Coalition of Essential Schools, First Things First, and High Schools That...
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...Nor example, ATLAS Communities, Coalition of Essential Schools, Community for Learn-...
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...ing, First Things First, High Schools That Work, and Talent Development High School....
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...ENGAGING SCHOOLS...
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...prehensive school reform designs also seek to answer the more overarching...
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...schools from graduating half or fewer of their incoming freshmen to gradu-...
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...school reform models included in this chapter does improve some indica-...
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...tors of student engagement and learning. Whether these models can achieve...
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...the ambitious goal of improving high school education on a large scale is...
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...HOW TO BRING ABOUT CHANGE: THE PROCESS...
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...No two models look alike with regard to what consumers and investors...
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...should expect in the planning and implementation process, including what...
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...roles various stakeholders (people who are affected by the reform) play in...
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...providing supports and pressure to meet expectations. Documentation of...
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...key features and general implementation goals. Furthermore, conclusive...
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...deeper and more sustained implementation of reform in high schools than...
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...another approach. To organize some information on how these reform...
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...models work with high schools, we list guiding questions about the change...
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...process itself and examples of how reform models diverge in their answers....
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...with ~ high school, and how does the model's organization work with the...
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...school to build commitment to the reform by all stakeholders?...
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...Some reform models require that staff at the school level vote to adopt...
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...advance, instead encouraging district leaders (including the board and the...
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...superintendent), community leaders, and leaders at the school level (includ-...
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...ing administrators, teachers, students, and sometimes parents) to decide...
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...leaders to develop school staff and other stakeholders' commitment to the...
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...design through the planning and implementation process....
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...selected. Most designs engage staff, students, and parents in study and...
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...discussion. They use examples of how the design features have been imple-...
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...mented in other schools and involve stakeholders in shaping local decisions....
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...tions that the design staff bring into their relationship with school and...
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...COMPREHENSIVE HIGH SCHOOL REFORM DESIGNS...
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...students' achievement to levels needed for postsecondary education and...
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...high-quality employment. Most of the models expect all school staff to...
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...participate in study and discussion of the design features and implementa-...
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...tion strategies. Beyond these shared expectations, however, models vary...
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...greatly in what prospective high school and district administrators are...
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...� committing to a set of general principles about what good schools...
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...� adopting specific assessment practices and student certification pro-...
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...� forming thematic small learning communities; and...
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...� selecting from or creating a variety of school structures to promote...
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...Differences in what is and is not negotiable weigh heavily in schools'...
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...and school districts' decisions on whether to adopt one of these designs and...
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...which one to adopt. Some districts value the clarity, credibility, and ac-...
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...advance both the key features and the acceptable pathways to implement-...
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...ing these features. Other districts and schools are concerned that if major...
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...3. How does the reform design use data of various forms to initiate,...
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...inform, monitor, refine, and sustain the reform process?...
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...best practices. However, use of data available from participating districts...
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...and schools and the requirements for new data to be collected as part of the...
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...mance are used in some designs to give teachers and administrators a sense...
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...of urgency about initiating and sustaining reform, to inform instructional...
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...decisions, and to strengthen collective responsibility for student outcomes....
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...tices, school climate, and student and teacher attitudes and beliefs. These...
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...selection of implementation strategies, assessing and improving the fidelity...
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...ENGAGING SCHOOLS...
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...of implementation strategies, and holding individuals and groups account-...
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...4. Where does the change process begin and how much progress is...
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...Even when designs have similar key features and implementation strat-...
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...the reform process, see Berends, Bodilly, and Kirby, 2002; Berends, Chun et...
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...tural change that ensures personalization, then turning to instructional and...
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...curriculum issues. Others lead with instructional and curricular reforms in...
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...decision making and implementation, and if so, how firmly. Although most...
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...5. What role does the design developer pay in supporting panning and...
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...All of the reform models present key design features and strategies for...
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...els vary in focus (what they do), intensity (how much they do), and longev-...
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...ity (how long they do it). This variation stems largely from differences in...
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...the models' nonnegotiables. Models that require schools to adopt new...
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...ture their school into radically different units of work expect to do a great...
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...deal to support these changes, to be involved for multiple years, and to...
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...provide extensive materials and technical training to staff. Models that...
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...encourage schools to decide on the scope, scale, and implementation strat-...
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...egies of the reform can remain more hands off, depart more quickly, and...
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...focus more on sustaining and facilitating processes developed at the school...
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...level than imparting and supporting predetermined content and processes....
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...exposes teachers to theory, research, and best practices and develops their...
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...consensus-building strategies and conflict resolution skills. These models...
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...assume that the mix of knowledge and process skills provide the foundation...
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...for making good decisions about what needs to be done and then getting it...
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...done (e.g., High Schools That Work). Technical assistance providers for...
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...strong encouragement for district and building administrators and teaching...
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...COMPREHENSIVE HIGH SCHOOL REFORM DESIGNS...
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...(e.g., Talent Development High School) have prescribed curricula and ma-...
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...terials that teachers are trained and expected to use....
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...Teachers' unions: Like other major stakehoiclers in school and district...
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...reform, teachers' unions can play a pivotal role in launching and sustaining...
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...or clelaying and undermining high school reform efforts. Districts vary...
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...widely in the percentages of teachers represented by unions and associa-...
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...tions, the negotiating processes used by districts and these organizations,...
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...state law and legislative control over union/management relations, and...
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...existing contractual obligations and flexibilities. These factors, the person-...
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...alities involved, and the histories of relationships between unions and clis-...
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...trict management can all shape how much and what types of influence...
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...teachers' unions have on the course of high school reform in any given...
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...School administrator: Reform moclels also vary in their expectations of...
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...and supports for principals. Some moclels specify only that school aciminis-...
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...moclels school administrators clelegate management cluties to "business cli-...
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...rectors" and focus on getting the reform uncler way and in place....
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...ing full- or part-time school improvement facilitators anchor instructional...
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...coaches. They support planning and implementation of the reform, but...
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...and assistant principals....
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...District leaders and personnel: District involvement becomes more criti-...
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...cal in high school reform than in elementary- or micicile-schoo! reform....
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...First, high schools, especially in smaller districts, are more visible they are...
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...the community's "flagship" schools, where the major athletic and cultural...
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...events occur. Second, high schools are saturated with district, state, and...
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...issues, and specialized programs. Third, high schools face more serious,...
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...wiclespreaci, and visible clisciplinary and social issues than elementary and...
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...micicile schools. Finally, high schools absorb disproportionate resources...
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...because they require more extensive facilities and more administrative and...
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...help the school carry out the mocle! selected by provicling time, professional...
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...clevelopment, and funcling. Other moclels actively engage district personnel...
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...and insist on their commitment to support implementation of the reform...
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...schools or any schools in the district. Examples of these challenges are...
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...ENGAGING SCHOOLS...
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...� district organizational structures where principals and other admin-...
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...istrative positions responsible for improving teaching and learning in schools...
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...� evaluation polices for principals and other central office staff that...
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...board officials) to changing long-standing policies that preserve enriched...
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...opportunities (lower class sizes, more experienced and well-trained teach-...
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...ers) for small minorities of typically high-performing students and more...
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...comfortable teaching assignments for more senior faculty; and...
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...will be required in comprehensive school reform models because resources,...
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...expertise, the student body, and many other variables need to be considered...
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...when implementing a mode! in a particular school. However, as we move...
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...now to our summary and concluding comments on scaling up high school...
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...reform, we will reintroduce the need for greater clarity in what high schools...
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...Lessons Learned...
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...comprehensive school reform implementation in high schools. Much of the...
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...research that does exist blends high school data with middle school and...
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...elementary school data (e.g., Berends et al., 2001; Berends, Bodilly et al.,...
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...2002; Kirby et al., 2001), looks at a small number of high schools (five or...
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...initial implementation of the mode! (Cornell, 2002; Gambone, Klem, and...
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...1. High levels of support and commitment on the part of the teachers...
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...COMPREHENSIVE HIGH SCHOOL REFORM DESIGNS...
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...2. Clear communication between mode! developers and schools: Mod-...
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...els need to effectively communicate the requirements of the design and not...
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...� ongoing follow-up training (Stringfield et al., 19971; and...
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...5. Few competing demands on time from other reform projects by...
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...� backs the reform and makes the reform central to its improve-...
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...� creates rules and regulations that support the initiative and re-...
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...� provides the school with autonomy to do what it takes to get the...
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...� develops a working relationship among school, district, and union...
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...staff; and...
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...7. Schools that focus on making changes to classroom instruction in...
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...order to improve teaching and learning (Cornell, 2002; Stringfield et al.,...
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...SCALING UP HIGH SCHOOL REFORM:...
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...PROSPECTS AND CHALLENGES...
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...ENGAGING SCHOOLS...
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...high schools. Rather than pitting them against one another, we have exam-...
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...ined them as a group and extracted important commonalities and differ-...
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...school reform models that met our criteria in their commitment to some of...
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...engagement and learning....
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...with schools to get schools moving toward these common goals....
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...school or district level, such as having 75 percent of a nonselective urban...
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...high school's students graduate and perform at levels required for post-...
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...secondary education and high-quality employment. Extant research falls...
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...far short of identifying the necessary and sufficient conditions to do so....
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...Scaling up meaningful reform going from one school to many in a...
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...system as complex as public education requires confronting and addressing...
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...a significant set of challenges: diversity within the system of schools and...
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...districts and the populations they serve; the multiple levels of financial and...
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...political influence on the system; and the "forces of inertia" discrimina-...
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...tion (by race and class), lack of accountability, and inadequate and outdated...
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...professional training that keep in place the current resource inequities and...
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...demonstrably ineffective policies and practices. Whereas the "what" of...
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...high school reform is becoming clear, the "how" particularly how to go...
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...issue has been made at the school level; creating new small schools and...
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...restructuring large high schools both show promise as starting points for...
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...at the district, state, and national levels, where hundreds, if not thousands,...
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...of high schools need major overhauls in their structures and instructional...
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...We see high school reform at a crossroads of opportunity and peril....
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...Opportunity comes in two forms: investments and knowledge. Between the...
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...U.S. Department of Education and private foundation initiatives, some...
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...available. This volume and other recent publications and emerging evalua-...
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...tion reports from the Department of Education's research and development...
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...COMPREHENSIVE HIGH SCHOOL REFORM DESIGNS...
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...school reform should look like the conditions that, if put in place, could...
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...really make a difference and some insights into how to do it (see, for...
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...example, Institute for Research and Reform in Education, 2002; Lee and...
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...Smith, 2001; Legters, Balfanz, and McPartiand, 2002; Moinar, 20021....
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...and meaningful high school reform will require additional resources, con-...
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...tinuous learning about the necessary and sufficient conditions for the change...
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...that needs to occur and how it happens, and time for the reforms to be...
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...implemented and studied. We can create the conditions to meet these needs...
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...only with additional public and political will and more cohesion within the...
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..."fixing" our poorly performing high schools. From reconstitution and state...
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...takeovers to privatization and radical voucher systems, citizens and elected...
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...officials are looking for silver bullets and unrealistically fast results. Other...
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...believe (or hope) a focus on early and elementary education, specifically in...
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...the area of literacy, will steel children and youth against the corrosive...
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...effects of large, impersonal, and low-expectation secondary schools. Others...
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...believe that standards, testing, and external accountability will bring high...
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...schools around to working for all students....
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...Unfortunately, these expectations run counter to existing research and...
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...the experience of reform efforts now underway. Bad secondary schools can...
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...undo the best early education and elementary school experience, and high-...
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...stakes, repeated testing against high standards in and of itself guarantees...
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...What is to be done? At the district, state, and federal levels, expecta-...
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...tions and supports around several key issues need to be aligned and imple-...
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...First, to scale up high school reform, agreement is needed at the federal,...
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...state, and local levels on what change needs to occur. For example, at all...
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...levels there must be agreement that all students should leave high school...
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...above a well-defined and shared threshold level of academic performance,...
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...and that high schools in these communities will implement the features...
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...like when achieved in diverse settings and how good is good enough on...
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...now using, and there would need to be some assurance that students achiev-...
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...and postsecondary education. Measures of how well and how broadly the...
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...four key features of engaging high schools are being implemented, and...
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...ENGAGING SCHOOLS...
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...threshold levels of how good is good enough on these measures also would...
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...need to be developed and accepted at all levels....
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...Third, a clear conception of how change is to be implemented is needed....
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...and include school, district, state, and federal mechanisms for motivating...
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...and initiating reform, for getting through planning and initial implementa-...
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...tion, and for sustaining and deepening implementation....
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...resources (human, economic, and political) are needed to implement changes...
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...and how those resources will be provided....
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...Fifth, a timeline is needed that includes the scale-up gradient and speci-...
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...fies which schools, how many, and when. The timeline also should spell out...
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...when interim and long-term outcomes are expected for each school, dis-...
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...trict, and state as well as across the nation....
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...Sixth, a public and visible accountability plan needs to be tied to this...
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...resource map and timeline. It should specify who is responsible for reallo-...
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...cating and providing those resources and for achieving these interim and...
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...long-term outcomes, and it should explain the consequences of not doing so...
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...indicators of change, and results should be made public to promote ac-...
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...engagement and learning. Money is not the answer, but low-budget efforts...
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...to improve schools have taught us that, to some degree, "you get what you...
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...pay for." Support is needed for both start-up costs and for sustaining...
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...This is an ambitious list of prerequisites, and it is probably not com-...
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...plete. But if engaging high schools are to become the rule rather than the...
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...kc and policy makers at the federal, state, and district levels must tackle this...
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...issue comprehensively and with the kind of seriousness this list indicates....
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...COMPREHENSIVE HIGH SCHOOL REFORM DESIGNS...
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...as the National Alliance for Restructuring Education and in its current...
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...and the Economy in Washington, D.C. America's Choice offers an aligned...
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...system of standards, assessments, and curriculum. The America's Choice...
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...performance standards complement and extend the content standards that...
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...the states and many districts have developed. The design includes a strategy...
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...for quickly identifying students who are falling behind and bringing them...
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...back to standard, as well as a planning and management system for making...
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...quickly. The expectation is that all but the most severely handicapped...
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...students will achieve standards in English language arts, math, and science...
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...in order to graduate from high school qualified to do college-level work...
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...without remediation. America's Choice is a New American Schools design...
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...and is currently being implemented in 31 high schools....
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page 205...
...The ATLAS Communities approach (Authentic Teaching, Learning,...
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page 205...
...and Assessment for All Students) was formed in 1992 as a partnership of...
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...four school reform organizations: the Education Development Center in...
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...Boston, the Coalition of Essential Schools at Brown University, Project...
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...Zero at Harvard University, and the School Development Program at Yale...
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...search and examined practice drawn from each of the sponsoring organiza-...
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...tions. Specifically, the approach draws on essential questions and student...
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...exhibitions from the Coalition of Essential Schools; professional develop-...
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...ment and curriculum development from the Education Development Cen-...
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...ter; multiple intelligences, authentic assessment, and Teaching for Under-...
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...standing from Project Zero; and family involvement, school climate, and...
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...management and decision making from the School Development Program....
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...refers to feeder patterns of elementary, middle, and high schools, which the...
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...for each student, from the first day of school through graduation. ATLAS is...
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...ENGAGING SCHOOLS...
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...a New American Schools design and is currently being implemented in 18...
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...high schools....
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...COALITION OF ESSENTIAL SCHOOLS...
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...http://www.essentialschools.org...
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...The Coalition of Essential Schools (CES) was developed in 1984 by...
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...Principles that guide structural, curricular, pedagogical, and assessment-...
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...related change. CES includes a focus on personalized learning, mastery of a...
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...few subjects and skills, graduation by exhibition, and creation of a nurtur-...
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...control and autonomy in interpreting the Common Principles within the...
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...cultural and institutional context of each school. Each school's plan is...
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...suited to their school. The approach of the Coalition is to provide staff...
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...development assistance to school faculties as they seek to design methods of...
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...implementing the principles and to facilitate exchanges among Coalition...
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...schools so that teachers may act as "critical friends" to one another as they...
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...seek to change their schools. CES is currently being implemented in more...
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...than 400 high schools....
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...COMMUNITY FOR LEARNING...
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...Community for Learning (CFL) was developed at the Temple Univer-...
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...sity Center for Research in Human Development and Education (CRHDE)...
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...to draw communities and schools together to bolster student achievement....
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...Collaboration at all levels is a key goal of CFL. Students learn in a variety...
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...education institutions, workplaces, and their own homes. CFL links the...
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...school to these and other institutions, including health, social services, and...
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...law enforcement agencies. The idea is to provide a range of learning oppor-...
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...tunities for students, coordinate service delivery across organizations, and...
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...collaboration extends into the classroom itself, where regular teachers and...
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...specialists (such as special education teachers, Title I teachers, and school...
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...psychologists) work in teams to meet the diverse academic and social needs...
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...of all children. CFL is currently being implemented in 6 high schools,...
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...though it has been implemented in as many as 11 high schools at one time....
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...COMPREHENSIVE HIGH SCHOOL REFORM DESIGNS...
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...nologies Group at the BBN Corporation. Co-NECT is a schoolwide ap-...
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...into instruction, organizing lessons around interdisciplinary projects, and...
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...reorganizing schools into multigrade clusters of students and teachers. At...
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...for results, project-based learning, teaching for understanding and accom-...
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...based school organization, and sensible use of technology. (Q: Six bench-...
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...marks listed, not five.) The benchmarks help schools evaluate their progress...
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...within these benchmarks. Co-NECT encourages and supports extensive use...
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...of the Internet and other modern technologies to support student learn-...
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...ing, supplement training, and strengthen communication across schools in...
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...the network. Co-NECT is a New American Schools design. Information on...
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...the number of high schools currently implementing the mode! is not avail-...
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...EDISON SCHOOLS...
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...http://www.edisonschools.com...
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...The Edison Schools design was founded in 1992 as the Edison Project...
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...by a for-profit company and began operating in schools in 1995. Edison...
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...Schools remain public and are funded by taxpayer dollars after entering...
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...into agreements with superintendents and school boards. The local commu-...
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...million of private capital in a school before it opens. These dollars are...
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...earmarked for technology, instructional materials, and professional devel-...
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...opment. Edison takes responsibility for the day-to-day operation of a school;...
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...lengthens the school year by 25 days and the school day by 1 to 2 hours;...
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...helps reorganize schools into academies, houses, and teams; provides all...
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...Edison teachers with laptops and students in grades 3 and up with home...
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...dards; aligns instruction with assessment; and requires students to stay with...
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...approximately 10 high schools....
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...ENGAGING SCHOOLS...
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...EXPEDITIONARY LEARNING/OUTWARD BOUND...
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...Expeditionary Learning Outward Bound (ELOB) was established in...
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...1992 as part of the New American Schools network of comprehensive...
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...school designs. It is based on two central precepts: students learn better by...
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...doing than by listening, and developing character, high expectations, and a...
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...sense of community is as important as developing academic skills and...
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...knowledge. In ELOB, learning expeditions are at the center of teaching and...
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...learning. Learning expeditions are long-term, in-depth investigations of a...
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...projects that integrate state and local standards. A typical learning expedi-...
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...tion takes most of the school day and lasts 8 to 12 weeks or more. Expedi-...
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...tions involve academic work, adventure, and fieldwork. Students complete...
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...the expedition with a performance or presentation to an audience. Students...
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...in ELOB schools stay with the same teacher for 2 years or more. Schools...
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...use the Expeditionary Learning benchmarks to conduct an annual self-...
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...review of the school's progress and a periodic peer review from colleagues...
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...outside the school. ELOB is currently being implemented in 35 high schools....
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...and Reform in Education and first implemented in 1996. First Things First...
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page 208...
...provides a clear but flexible framework for reform that districts and schools...
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...can adapt to their specific needs. Using the FTF framework, schools and...
In the middle of
page 208...
...and adults; improving teaching and learning; and reallocating budget, staff,...
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...and time to achieve the first two goals. Schools reorganize into small learn-...
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...supporting student success, and improve instruction through staff develop-...
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...ment focused on implementing high-quality, standards-based learning ac-...
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...tivities in every classroom. FTF emphasizes small learning communities as...
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...comes, resource allocation, and professional development activities. Schools...
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...and districts are supported to align instruction and curriculum with their...
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...standards and use multiple assessment strategies to assess those standards,...
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...among students, families, and staff for student success is a fundamental...
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...premise of FTF. Over time, schools implementing FTF are expected to...
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...prepare all students for success in postsecondary education and high-qual-...
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...ity employment. FTF is currently being implemented in 14 high schools....
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...COMPREHENSIVE HIGH SCHOOL REFORM DESIGNS...
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...HIGH SCHOOLS THAT WORK...
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...High Schools That Work (HSTW) began in 1988 as a pilot project of...
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...school students by combining the content of traditional college preparatory...
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...studies (e.g., English, mathematics, and science) with vocational studies. It...
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...should be taught to all high school students, and (2) students understand...
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...and retain academic concepts more readily if they use them in completing...
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...cal assistance, focused staff development, and a nationally recognized yard-...
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...identifies a recommended curriculum to meet the expectations, and sets...
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...1,000 high schools....
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...MODERN RED SCHOOLHOUSE...
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...Modern Red Schoolhouse, a New American Schools design, was devel-...
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...since become the Modern Red Schoolhouse Institute, a separate nonprofit...
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...goal of the Modern Red Schoolhouse design is to take the rigorous curricu-...
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...lum, values, and democratic principle commonly associated with "the little...
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...red schoolhouse," and combine them with the latest advancements in teach-...
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...ing and learning, supported by modern technology. The approach intends...
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...to help schools set high academic standards that are consistent with district...
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...and state assessments and cover rigorous core content. Schools are expected...
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...lum details, scheduling, teacher/student ratios, and time allotted to various...
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...subjects). Modern Red Schoolhouse schools use an instructional manage-...
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...ment system that both tracks student performance and progress and offers...
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...continuous reflection on and improvement to the curriculum. Modern Red...
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...Schoolhouse is currently being implemented in 20 high schools....
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...ENGAGING SCHOOLS...
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...staff development, a newsletter, and other publications. The goal of the...
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page 210...
...living, to think and act critically as responsible citizens, and to continue...
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page 210...
...educating themselves as lifelong learners. Instructional goals are based on...
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...acquisition of knowledge, development of intellectual skills, and enlarged...
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...understanding of ideas and values. These are addressed through three in-...
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...structional approaches: didactic instruction, coaching, and small group...
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...seminars. Schoolwide restructuring is necessary to fully implement all three...
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...mented in 10 high schools....
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...TALENT DEVELOPMENT HIGH SCHOOL...
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...The Talent Development High School (TDHS) was first implemented...
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...Research on the Education of Students Placed at Risk (CRESPAR) and...
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page 210...
...Patterson High School in Baltimore, Maryland. The goal of TDHS is to...
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...improve indicators of student achievement and behavior by raising expecta-...
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...tions for all students and providing the mechanisms to help them meet...
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...for grades 10 through 12 and a Ninth Grade Success Academy. Career...
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...Academies are thematic, self-contained "small learning communities" or...
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..."schools-within-a-school" that integrate career and academic coursework....
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...The Talent Development High School mode! asserts that all students can...
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...learn in demanding, high-expectation academic settings. Essential compo-...
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...nents of the mode! include a demanding common core curriculum based on...
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...high standards for all students, a supportive learning environment to en-...
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...courage close teacher-student relations and an orderly academic climate,...
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...career-focused schoolwork, a college-bound orientation, no tracking, and...
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...flexible uses of time and resources. TDHS is currently being implemented in...
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...39 high schools....
A total of pages of uncorrected, machine-read text were searched in this chapter. Please note that the searchable text may be scanned, uncorrected text, and should be presumed inaccurate. Page images should be used as the authoritative version.