CLASS SIZE REDUCTION

Reducing class size K-3 to 15-17 students. Improves student achievement particularly in high poverty schools. Higher percentages of classroom time spent on instruction; discipline problems decreased. Commitment by staff essential.

National and state studies indicate significant academic improvement over larger classes. State studies include Tennessee, Indiana and California. Longitudinal studies found similar results in achievement. In two of the three states, researchers indicated discipline problems decreased.

DIRECT INSTRUCTION

Scripted lessons emphasize clear instruction that rule out misinterpretation. This model is based on the DISTAR model published in 1968.

Numerous studies have shown improved achievement. Studies also show high teacher resistance to highly scripted approach.

READING RECOVERY HIGH IMPACT

Intensive early intervention literacy program. Grade 1 children who score in the lowest 25 percent of their class are chosen to participate. Regular classroom instruction is supplemented with daily tutoring sessions for 12-20 weeks with specially trained teacher. Classroom instruction follows same accelerated strategies to ensure student success. Includes Literacy Network to monitor students K-6 and collaborate on literacy solutions.

Numerous national studies indicate grade level achievement. Longitudinal studies indicate achievement holds through Grade 4.

SUCCESS FOR ALL

Restructures high poverty elementary schools to increase reading achievement. Specific curricula and instructional materials are required. Must have 80% staff buy-in.

Large number of studies completed indicate good reading gains.