Adaptation and Implementation of Success for All: Progress Report.

Autor/in	Dianda, Marcella R.
Institution	Far West Lab. for Educational Research and Development, San Francisco, CA.; Southwest Regional Lab., Los Alamitos, CA.
Titel	Adaptation and Implementation of Success for All: Progress Report.
Quelle	(1991), (49 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education Programs; Compensatory Education; Disadvantaged Youth; English (Second Language); High Risk Students; Hispanic Americans; Limited English Speaking; Minority Group Children; Primary Education; Program Development; Program Implementation; Reading Programs; School Restructuring; Spanish; Spanish Speaking; Urban Schools + Suchen Sie Ihr Suchwort? Kompensatorischer Unterricht; Benachteiligter Jugendlicher; English as second language; English; Second Language; Englisch als Zweitsprache; Problemschüler; Hispanic; Hispanoamerikaner; Primarbereich; Programmplanung; Schulreformplan; Schulumwandlung; Spanisch; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The Southwest Regional Laboratory (SWRL) is adapting Success for All, a prominent early-elementary school program for at-risk minority youths, for use with disadvantaged limited English proficient students whose primary language is Spanish. The Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students is collaborating with the SWRL and the Riverside (California) Unified School District (RUSD) in adapting, implementing, and evaluating Success for All in a low-achieving disadvantaged elementary school with mostly Hispanic American students. The program strives to prevent learning deficits through a comprehensive approach that emphasizes early education, improvement in instruction and curriculum, and intensive intervention at the earliest possible stage when deficits first surface. The program includes the following: (1) English and Spanish reading tutors; (2) English and Spanish reading programs; (3) 8-week assessments administered in English and Spanish; (4) English and Spanish preschool and kindergarten programs; (5) a family support team; (6) an on-site Success for All facilitator; (7) grade-level teacher teams; and (8) a building advisory committee. The first year, 1991-92, is a phase-in year for Success for All, with full program implementation planned for 1992-93. This report describes accomplishments to date in the RUSD. Phase-in activities focused on implementing selected Success for All curricular components and key organizational features such as a school-based program facilitator. Joint activities of the SWRL and the Hopkins Center include development of Spanish Success for All materials and staff development. Included are 8 tables; 28 references; and an appendix containing 2 tables, a list of 50 Spanish Storytelling and Retelling (STaR) titles, and a STaR Program description. (RLC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC