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Kame'enui, Edward J.; Simmons, Deborah C.Beyond Effective Practice to Schools as Host Environments:Building and Sustaining a School-Wide Intervention Model inBeginning Reading.Oregon Univ., Eugene. Coll. of Education.ISSN-0095-66941998-00-0029p.
Oregon School Study Council, 213 Education Bldg., 1571 AlderSt., College of Education, 1215 University of Oregon,Eugene, OR 97403-1215 (nonmember price: $15; member price:$10; discount 10% for 10-24 copies and 20% for 25 or morecopies).Collected Works Serials (022) Reports Descriptive(141)
OSSC Bulletin; v41 n3 Spr 1998MF01/PCO2 Plus Postage.*Beginning Reading; Early Intervention; *EducationalEnvironment; Models; Primary Education; ProgramEffectiveness; Program Implementation; *Reading Instruction;School Culture; Theory Practice Relationship
Suggesting that a missing link between effective practicesand their sustained implementation is the "host environment" into whichpractices, programs, procedures, and pedagogy are translated, this bulletindescribes the need for prevention and intervention models in beginningreading that are anchored to the school as the host environment. The model isdeveloped at the school-building level for a particular host environment andfor the long term; anchored to ongoing student performance in prioritysubject areas; customized by collaborative grade-level teams to fit and takehold at the school-building level; and tethered to a centralizeddata-management system. The paper contains three major sections: (1) aconceptual framework for understanding and mapping the complex and multiplecontexts of schools; (2) a set of "big ideas" for designing effectivebeginning reading instruction for students in kindergarten through grade 3;and (3) the features of a school-wide intervention model customized forbeginning reading. Contains several unnumbered figures and 66 references.(RS)
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Beyond Effective Practiceto Schools as
Host Environments:Building and Sustaining a School-wide
Intervention Model in Beginning Reading--)U.S. DEPARTMENT OF EDUCATION
Office of Educational Research end Improvement
j EDU c ATIONAL RESOURCES INFORMATIONCENTER (ERIC)
This document has been reproduced asreceived from the person or organization
I originating d.o Minor changes have been made to improve
reproduction quality.
Pointa of view or opinions stated in this document do not necessarily represent officialOERI position or policy.
PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
oTO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
Edward J. Kame'enuiDeborah C. Simmons
INSTITUTE FOR THE DEVELOPMENT OF
EDUCATIONAL ACHIEVEMENTCOLLEGE OF EDUCATION UNIVERSITY OF OREGON
1997-98 OSSC Bulletins are contributed by each of the four research andoutreach centers and institutes at the LIO College of Education
:01111413ulletinOREGON SCHOOL STUDY COUNCILVOLUME 41 NUMBER 3 SPRING 1998
2BEST-CoPrAVAILABLE
OF HOuc,
(A.
tSeyon eoVe Practiceto Schools as
Host rime.Building and Sustainin Sch014,vides:
Intervention Model in Beginning Reading
Edward J. Kaffie'enui
Deborah ^C Simmons
INSTITUTE FOR THE DEVELOPMENT'OF. . .
EDUCATIONAL ACHIEVEMENTCOLLEGE OF EDUCATION UNIVERSITit OF OREGON
199798 OSSC Bulletin's are contribuW by each:of the foilr research andpUtreach, centers and institutes at the U0 College of Education
.
ulletinOREGON SGHOCIL.,S.TUDY COUNCILVOLUME 41 NUMBER -3 SPRING 1998 .
1998 University of Oregon
ISSN 0095-6694
Nonmember price: $15
Member price: $10
Discount 10 percent for 10-24 copies-and 20 percent for 25 or more copies
2
.OSSC Staff
kobeit D. StalickExecutive Director
Janet CurleyGraduate Research Assistant
Bobbie SmithMembershipDesign of text pages
Brenda KameenuiTechnical Editor
OSSC Advisory Board
Bart McElroy,Board MemberSalem/Keizer 'School District
Barbara Rommel, SuperintendentDavid Douglas School District
Elaine Hopson, SuperintendentTillamook School District
Phil McCulhun, PrincipalHarrison Elementary School.South Lane School District
Robert D. Stalick,'Executive DirectorOregon School Study Council
Paul Goldman, AssoCiate ProfessorDepartment of EducationalLeadership, Technology, andAdministration,College of EducationUniversity of Oregon.
Joanne FlintInstruction and Field Services,Oregon Departnient of Education
Cliff KuhlmanOregon. School Boards Association
. OREGON SCHOOL STUDY COUNCIL
Oregon School Study Council
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The University of Oregon is an equal-opportunity, affirmative-action insti-tution committed to cultural diversityand compliance With the AmericansWith Disabilities Act.
This publication will be made avail-able in accessible formats upon re-quest. Accommodations for people'with disabilities will be provided ifrequested in advance.
Annual subscriptions to the OregonSchOol Study Council include fourissues of the OSSC Bulletin and fourissues of the OSSC Report. Subscrip- _tions are $55 per year'when paid viacheck or money order and $58 peryear if paid via purchase order. Backissues of OSSC BulletinS are available.Contact the OSSC office for a listingof available issues.
EFFECTIVE BEGINNING READING INTERVENTIONS FOR ALL CHILDREN
IntroductionOur knoWledge of_ effective.: practices for -improving the -academic achievement of studentsin the.priniary and elementary years has-'increased dramatically in the last decade(Simmons & Kameenui, in press;Stringfield, in,press). ,Howeyer, implementing :an effective 2:practice Morie classroom or: in a research contextis very 'different from implementing andsustaining effeCtive practice at the school:building level. There IS. a great deal -of collectivewailing in the'field, these days about the feebleattempts for .trarislate .reSearchInto effectivepractice (Malouf: & Schiller, 1995) that improves';reading: achievement in students who are atserious academic risk.
Iri ..this monograph; we aCknoWledge the:limitations to improving student achievementwhen curricUlum reform focUSeS primarily on thecollettion; :adoption, and implementation ofeffectiyelpractices and programs.- A missing linkbetween 'effective practices and their sustainedimplementation is the "host environinent"' (Zins& Ponti, 1990, cited in Sugar & korner, press)`into which practices, prograins, procedures, andpedagogy:are translated. Too -often; curricularimplementation and accoMmodation effOrts failto mirror the complexities: of schools (Hedges' &Waddington, 1993) We describe; instead, theneed for prevention and intervention -inodelS.. thatare anchored to the school as the "hostenvironMent." We describe a model that is .(a)devel6Ped at the school7building *level for aparticular host environment and for the longterm, (b) anchored to ongoing studentperformance in priority subject areas (e.g.,reading, mathematics), (c) customized bycollaborative grade-level teams to fit and takehold at the school7building level; and (d) tetheredto a centralized data-management sySteritNaturally; curricular and instructional change arenot content free, and involve important subjectmatter, such as reading, rriatheinaiics socialstudies, and science. An important aspect of thisschool - building intervention model is the designof subject matter curricula...'
eyond EffectivePractices to-Schools as
Host EnvirorimentsBuilding and Sustaining
School-wide Intervention
Model in Beginning -Reading
or All Children
Contents.
Introduction
Overview
A Profile: Early.Learning Trajectories PredictFuture Performance
Improving Reading Peiforniance in ComplexHost Environments' Called Schools
OREGON SCHOOL S TUDY COUNCIL
A Conceptual. Framework for Developing aSchool-wide Reading Intervention Program in,the Early School Years
Figure 1 The Contexts Pyramid Model of Reading
Setting Context: The School Building and SchoolDistrict as Host Environments
Summary of Setting, Context:: The SchOol
Situation Organizer or Teacher Context: ThePrimary. Change Agent
SuMmary of Situation Organize!' Cntext:'The Teacher
Learner Context: Diveise Learners and theTyranny of Time
Summary of Learner Context
Task and Materials Context: Using Smart Tools 10
Summary of Task and Materials Contexts 11
Summary of Conceptual Model: The MultipleContexts of Host Environments
9
10
11:
EFFECTIVE BEGINNING READING INTERVENTIONS FOR:ALL CHILDREN
Beyond :Effective Practices toSchools, as Host EnV,ironments:
and,Sustaining A School7iinde
Intervention Model in-Beginning Reading
for All Children
APPlyihg the ConCeptual Model to School-wideImprovement
The Role of Subject Matter In' the 'Concept:11aModel::l3eginning Reading.
Beginning Reading:,-Three Big Ideas.
ASchool::wide Intervention Model (SIM):'Featuresi Examples, and Contexts
'Stage-I: 'Assess-Studeht Perforinance*-UsingDynamic Indicators of "Big Ideas ".
School-Wide Iritervention Model
Stage II: 'Analy