Carlos Burgos Catiana Garcia Arline Reynoso - PowerPoint PPT Presentation

Title: Carlos Burgos Catiana Garcia Arline Reynoso


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Carlos BurgosCatiana GarciaArline Reynoso
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Overview
Success for All (SFA) is a comprehensive reading,
writing, and oral language development program
for pre-kindergarten through third graders. The
goal of the program is to actively seek early
elementary students who struggle as readers and
to do every possible intervention to improve
their reading skills before they get discouraged.
Early intervention means that supplementary
instructional services are provided early in
students schooling and that they are intensive
enough to bring at-risk students quickly to a
level at which they can profit from high quality
classroom instruction.
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• What Youll See in a Success for All School
• 90-minute reading groups
• Grouping by ability
• Cooperative learning
• Continuous Testing and Assessment

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Kinder Roots and Reading Roots (k- 1st)

• Story Telling and Retelling (STaR) 20 minutes
• popular childrens literature selections
• whole group instructional time

• Shared Story 50 minutes
• children read decodable books in conjunction
  with the teacher
• children work in pairs

• Roots level program 20 minutes
• an oral language development component
• (Language Links)

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20-minute segment in ReadingWings is BookClub,
during which students read silently books of
their choice.
20-minute segment in ReadingWings is BookClub,
during which students read silently books of
their choice.
Reading Wings (2nd 3rd)

• Listening 20 minutes
• developing listening comprehension skills

• Core Instructional Time - 55 minutes
• cooperative teams comprised of 4 or 5 students
  each
• Treasure Hunts

• Book Club 20 minutes
• students read books of their choice silently

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Strengths Weaknesses

• whole-school model
• effects appears to end in the middle grades

• literature-rich curriculum
• adapts to current programs
• well-structured
• utilizes all stakeholders
• supported by research

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Research
A study of two schools in Ft. Wayne, Indiana,
found that over two years, 3.2 of Success for
All students were referred to special education
for learning disabilities or mild mental
handicaps. In contrast, 14.3 of control students
were referred (Smith, Ross, Casey, 1994).
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Who will benefit?
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Special Education

• reduce special education referrals and placements
• all students are treated the same
• more effective than special education classes
• neverstreaming philosophy (Slavin, 1996)

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References Ross, S.M., Smith, L.J., Casey,
J.P. (1997). Preventing early school failure
Impacts of Success for All on standardized test
outcomes, minority group performance, and school
effectiveness. Journal of Education for Students
Placed At Risk, 2 (1), 29-53. Slavin, R.E.
Madden, N.A. (2000). Research on achievement
outcomes of Success for All A summary and
response to critics. Phi Delta Kappan, 82 (1),
38-40, 59-66. Slavin, R.E., Madden, N.A.,
Karweit, N.L., Livermon, B.J. Dolan, L. (1990).
Success for all First-year outcomes of a
comprehensive plan for reforming urban education.
American Educational Research Journal, 27 (2),
255-278. www.successforall.org/ www.csos.jhu.ed
u/crespar/techReports/Report41.pdf www.fcrr.org/f
crrreports/pdf/success_for_all_report.pdf