2 Million Children: Success for All

Front Cover

"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.

 

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Contents

Success for All
1
The Promise and the Plan
2
Chapter 2 Establishing a Structure to Support Success
15
Professional Development
16
The Facilitator
17
A Day in the Life of a Success for All Facilitator
20
The Success for All Foundation Role
22
Curiosity Corner and KinderCorner
32
DataDriven Reform
269
Addressing Family Student and School Issues
326
Composition of the Solutions Network
327
Parent and Family Involvement Subcommittee
330
Attendance Subcommittee
333
Intervention Subcommittee
334
Community Resources Subcommittee
335
A Social ProblemSolving Curriculum
338

Teaching Strategies
33
Objectives
36
Family Involvement
41
Program Components
42
KinderRoots Overview
48
Reading Roots
91
Quarterly Assessments
92
Reading Roots
93
A Reading Roots Lesson
95
Lee Conmigo
130
Reading Wings
181
Cooperative Learning Structures
182
Cycle of Effective Instruction
183
The Reading Edge
209
Metacognition
210
Cooperative Learning
213
Classroom Management
217
Chapter 7 Tutoring Programs
241
Basic Principles of Tutoring in Success for All
242
The Tutoring Process in Reading Roots
243
The Tutoring Process in Reading Wings
257
Tutoring With Team Alphie ComputerBased Small Group Tutoring
258
Other SFA Programs
259
MathWings
263
Success 360
268
Chapter 10 Research on Success for All
343
Longitudinal Studies
344
Reading Outcomes
345
LongTerm Outcomes
346
Quality and Completeness of Implementation
347
Effects on DistrictAdministered Standardized Tests
349
International Evaluations of Success for All Adaptations
353
The Success for All Middle School
354
Roots Wings
355
Changes in Effect Sizes Over Years of Implementation
357
Success for All and English Language Learners
358
Comparing Success for All and Reading Recovery
360
Comparisons With Other Programs
362
Embedding Technology in Success for All
364
Teachers Attitudes Toward Success for All
365
Chapter 11 Success for All and School Reform
367
CostEffectiveness
368
Implications of Success for All for Compensatory Education
370
Comprehensive School Reform
372
Implications for Special Education Policy
373
Success for All Within the School Reform Movement
374
Conclusion
375
References
377
Index
384
Copyright

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About the author (2008)

Robert E. Slavin is director of the Center for Research and Reform in Education at Johns Hopkins University, director of the Institute for Effective Education at the University of York, and the cofounder and chairman of the Success for All Foundation. He has authored or coauthored more than 200 articles and 20 books, including Educational Psychology: Theory into Practice (Allyn & Bacon, 1986, 1988, 1991, 1994, 1997, 2000, 2003), Cooperative Learning: Theory, Research, and Practice (Allyn & Bacon, 1990, 1995), Show Me the Evidence: Proven and Promising Programs for America’s Schools (Corwin, 1998), Effective Programs for Latino Students (Erlbaum, 2000), and One Million Children: Success for All (Corwin, 2001). He received the American Educational Research Association’s Raymond B. Cattell Early Career Award for Programmatic Research in 1986, the Palmer O. Johnson award for the best article in an AERA journal in 1988, the Charles A. Dana award in 1994, the James Bryant Conant Award from the Education Commission of the States in 1998, the Outstanding Leadership in Education Award from the Horace Mann League in 1999, and the Distinguished Services Award from the Council of Chief State School Officers in 2000. He received his BA in psychology from Reed College in 1972 and his PhD in social relations in 1975 from Johns Hopkins University.

Nancy A. Madden is president and cofounder of the Success for All Foundation, a professor at the University of York (England), and a professor in the Center for Research and Reform in Education at John Hopkins University. From 1980 to 1998, she was a research scientist at the Center for Research on the Education of Students Placed at Risk at Johns Hopkins University, where she directed the development of the reading, writing, language arts, and mathematics elements of Success for All. An expert in literacy and instruction, Madden is the author or coauthor of many articles and books on cooperative learning, mainstreaming, Chapter 1, and students at risk, including Effective Programs for Students at Risk (Allyn & Bacon, 1989) and One Million Children: Success for All (Corwin, 2001). She received her BA in psychology from Reed College in 1973 and her PhD in clinical psychology from American University in 1980.

Bette Chambers is currently a professor in the Institute for Effective Education at the University of York in England and at the Centre for Research and Reform in Education at Johns Hopkins University, where she conducts research in early childhood education and early literacy. She also directs the development and dissemination of the early childhood education and technology-embedded programs at the Success for All Foundation in Baltimore, MD. She has authored and coauthored numerous articles, books, and practical guides on cooperative learning, technology infusion in literacy, and early childhood education. Chambers received her BA in early childhood education from Concordia University in 1982 and her PhD in educational psychology in 1990 from McGill University.