ERIC ED467298: Direct Instruction News, 2001.

72 Pages·2001·1.7 MB·English

by  ERIC

DOCUMENT RESUME
ED 467 298
CS 511 241
Tarver, Sara, Ed.
AUTHOR
Direct Instruction News, 2001.
TITLE
Association for Direct Instruction, Eugene, OR.
INSTITUTION
ISSN-1068-7379
ISSN
2001-00-00
PUB DATE
70p.; Published semi-annually.
NOTE
Association for Direct Instruction, P.O. Box 10252, Eugene,
AVAILABLE FROM
OR 97440 (annual subscription rate, $25). Tel: [phone]
(Toll Free); Web site: http://www.adihome.org.
Collected Works
Serials (022)
PUB TYPE
Direct Instruction News; vl n1-2 Spr-Fall 2001
JOURNAL CIT
EDRS Price MF01/PC03 Plus Postage.
EDRS PRICE
Beginning Reading; Blindness; *Classroom Techniques;
DESCRIPTORS
Deafness; *Educational Practices; Elementary Secondary
Education; *Instructional Effectiveness; Professional
Development
*Direct Instruction; Teaching Perspectives
IDENTIFIERS
ABSTRACT
These three issues of a newsletter offer diverse kinds of
information deemed to be of interest to Association for Direct Instruction
(ADI) members--stories of successful implementations in different settings,
write-ups of ADI awards, tips on "how to" deliver direct instruction (DI)
more effectively, topical articles focused on particular types of instruction
(e.g., writing instruction, spelling instruction, etc.), reprints of articles
on timely topics, and position papers that address current issues. The Spring
2001, Volume 1, Number 1 issue contains these articles: "Journey from
Kindergarten to First Grade" (N. Marchand-Martella and R.C. Martella); "The
Power of One" (L.E. DiChiara); "Responding to the Crisis of Education" (M.
Kozloff); and "Teachers' Perceptions of Direct Instruction Teaching" (F.B.
Bessellieu). The Fall 2001, Volume 1, Number 2 issue contains these articles:
"Your State Test Was Not Divinely Inspired" (B. Dixon): "If the Children
Aren't-Learning, We're Not Teaching" (G.A. Clowes); "Teaching Method Makes
the Grade" (M. *Bowler); "A Dozen Suggestions to Make DI Beginning Reading
Implementations Produce More Student Learning" (J. Silbert); "How to Achieve
Excellence" (J. Thompson); "Using Direct Instruction Programs to Teach
Comprehension and Language Skills to Deaf and Hard-of-Hearing Students: A
(J. Kraemer; S. Kramer; H. Koch; K. Madigan; D. Steely); and
Six-Year Study"
"Arkansas School for the Blind Adopts More Effective Curriculum" (D. Hunt; D.
Woolly; A. Moore). The Spring 2002, Volume 2, Number 1 issue contains these
articles: "A View from Askance--Cookie Cutter Curricula" (B. Dixon); "Great
Expectations, Greater Results" (A.J. Borsuk); "Scores Soar at Siefert School
with Aid of Structured Lessons" (A.J. Borsuk); "Giant Leap in Learning:
Teachers at City Springs Elementary Attribute Pupils' Success to Hard Work,
Small Classes, and a New Instruction Method"
(E. Niedowski); "On-Line Staff
Development in Reading Skills" (M.B. Hayden and M.V. Berkeley); "Alex's
Story" (G. and K. Shmerler); "Does Direct Instruction in Phonics Benefit Deaf
Students?" (B. Trezek); and "Myth versus Science in Educational Systems" (C.
Baxter).
(NKA)
Reproductions supplied by EDRS are the best that can be made
from the original document.
Direct Instruction News, 2001
Sara G. Tarver, Editor
Direct Instruction News v1 n1-2 Spr-Fall 2001
Association for Direct Instruction
U.S. DEPARTMENT OF EDUCATION
PERMISSION TO REPRODUCE AND
Office of Educational Research and Improvement
DISSEMINATE THIS MATERIAL HAS
EDUCATIONAL RESOURCES INFORMATION
BEEN GRANTED BY
CENTER (ERIC)
)11... This document has been reproduced as
A. Griffin
received from the person or organization
originating it.
Minor changes have been made to improve
0
TO THE EDUCATIONAL RESOURCES
reproduction quality
INFORMATION CENTER (ERIC)
Points of view or opinions stated in this
o
document do not necessarily represent
official OERI position or policy.
1
2
BEST COPY AVAILABLE
Direct Instruc#
Effective School Practices
A
Voices for Excellence in Education
began to convince others. It all began
about five years ago. Today, every
One By One
school in the district uses DI to some
extent, every teacher new to the dis-
trict goes through a 3-day training in
DI whether they use the programs or
not, and an experienced DI teacher
A warm "hello" to the hundreds of you
tion (e.g., writing instruction, spelling
serves as teacher/coach to other teach-
who are reading this first issue of Direct
instruction, etc.), reprints of articles on
ers. Test scores of at-risk students have
timely topics, and position papers that
Instruction News (DI News). Or, more
risen steadily. In one elementary
accurately, the first of a second series of
address current issues. As editor of DI
school that had been placed on
issues of DI News. As old-timers like
News, I solicit your help in identifying
Academic Alert status because of low
myself may remember, Volume 1,
newsworthy events, writings, and ideas
academic achievement, DI was imple-
Number 1 of DI News was published in
that can help us to reach our goals of (a)
mented school-wide and, after only
September of 1981. Pictures of Doug
teaching children more effectively and
one year of implementation, test scores
Carnine, Wes Becker, and Stan Paine
efficiently, and (b) communicating that
reached the national average and the
were displayed prominently on the first
a powerful technology for teaching
school was granted Academic Clear sta-
page along with an article in which DI
exists but is not being utilized in most
tus. Larry's story demonstrates clearly
News was introduced as a first step in
American schools. I also look forward to
the "Power of One."
the formation of the Association for
receiving your "letters to the editor."
Direct Instruction (ADI). The birth of
Feel free to include both "glows"
Martin Kozloff declares that Edland is
the association was hailed as "The Birth
which state what you liked about the
in a state of crisis and that forces both
of a New Voice for Excellence in
issue or particular article and "grows"
inside and outside of education are
Education." To express our continuing
which suggest what might be changed
reacting to transform education. In his
belief in the power of that voice and our
to make the publication more meaning-
story of how New Hanover County in
belief that the voice of each individual
ful and useful.
North Carolina responded to the edu-
member of ADI makes a significant con-
cational crisis, he tells how the actions
tribution to the louder voice of the asso-
This first issue of the second round of
continued on page 3
ciation as a whole, we titled this current
Direct Instruction News contains several
issue "Voices for Excellence in
articles that exemplify the kinds of
EducationOne By One."
news we want to publish. Nancy
11
-
Marchand-Martella and Ronald
In 1993, the name of ADI's publication
Martella share their story of one fami-
In this issue
was changed to Effective School Practices
ly's search for a school for their daugh-
and continued under that name
ter, Amedee, when she started to
Journey from Kindergarten
4
through 2000. Starting in 2001, ADI
kindergartena story that goes from
to First Grade
members will receive two publications
"bumps in the road" to "smooth sail-
with different namestwo issues of
ing." As you will see, the bumps
The Power of One
6
.Zama/ of Direct Instruction (JODI) and
changed to sails when the instruction
two issues of DI News. JODI, for the
changed from not-Direct Instruction to
mosi.part, will contain research and
Direct Instruction.
Responding to the Crisis
research-related articles. DI News will
9
in Education
provide other kinds of information
Larry DiChiara, Coordinator of
deemed to be of interest to ADI mem-
Curriculum and Instruction, in Lee
bersstories of successful implementa-
Teachers' Perceptions of
County School System in Alabama
14
tions in different settings, write-ups of
Direct Instruction Teaching
tells the story of how special education
ADI awards, tips on "how to" deliver
teacherstrained by one university
DI more effectively, topical articles
professorconvinced him of the
ADI Awards Given
-focused on particular types of instruc-
power of DI and how he, in turn,
AVAILABLE
3
BEST COPY
ADI Publication Editors
Direct Instruction News
Contribute to DI News:
Dr. Sara Tarver
University of Wisconsin-Madison
Madison, Wisconsin
Journal of Direct Instruction
DI News provides practitioners, ADI members, the DI community, and hopeful-
Dr. Nancy Marchand-Nlartella
ly those new to DI, with stories of successful implementations of DI, reports of
Eastern Washington University
ADI awards, tips regarding the effective delivery of DI, articles focused on par-
Spokane, Washington
ticular types of instruction, reprints of articles on timely topics, and position
Dr. Timothy Slocum
Utah State University
papers that address current issues. The News' focus is to provide newsworthy
Logan, Utah
events that help us reach the goals of teaching children more effectively and
efficiently and communicating that a powerful technology for teaching exists
Board of Directors
but is not being utilized in most American schools. Readers are invited to con-
Bob Dixon
tribute personal accounts of success as well as relevant topics deemed useful to
Advantage Schools
the DI community. General areas of submission follow:
Olympia, Washington
Susan Hanner
Submit letters describing your thrills and frustrations, problems
From the field:
Co-Author
and successes, and so on. A number of experts are available who may be able to
Creswell, Oregon
offer helpful solutions and recommendations to persons seeking advice.
Dr. Gary Johnson
Co-Author/Independent Consultant
Report news of interest to ADI's members.
News:
Portland, Oregon
Dr. Nancy Marchand-Martella
Send your stories about successful instruction. These can be
Success stories:
Eastern Washington University
short, anecdotal pieces.
Spokane, Washington
Submit critiques and perspective essays about a theme of current
Milly Schrader
Perspectives:
Elk Grove School District
interest, such as: school restructuring, the ungraded classroom, cooperative
Elk Grove, California
learning, site-based management, learning styles, heterogeneous grouping,
Dr. Timothy Slocum
Regular Ed Initiative and the law, and so on.
Utah State University
Logan, Utah
Review a book of interest to members.
Book notes:
Don Steely
Oregon Center for Applied Science
Descriptions of new products that are available are welcome.
New products:
Eugene, Oregon
Send the description with a sample of the product or a research report validat-
ing its effectiveness. Space will be given only to products that have been field-
The DI News is published semi-annually by
tested and empirically validated.
the Association for Direct Instruction. The
mission of the Association for Direct
Practical, short products that a teacher can copy and use
Tips for teachers:
Instruction, as stated in the by-laws, is to
immediately. This might be advice for solving a specific but pervasive prob-
promote the improvement of effective
educational methods.
lem, a data-keeping form, a single format that would successfully teach some-
The Association for Direct Instruction was
thing meaningful and impress teachers with the effectiveness and cleverness of
incorporated in 1981 in the state of Oregon
Direct Instruction.
for educational purposes. ADI is a nonprof-
it, tax-exempt corporation under Section
Send an electronic copy with a hard copy of the manu-
Submission Format:
501(c)3 of the Internal Revenue Code and
script. Indicate the name of the word-processing program you use. Save draw-
is a publicly supported organization as
ings and figures in separate files. Electronic copy should replace text that is
defined in Sections 170(b)(1)(A)(ii) and
509(a)(1). Donations are tax-deductible.
underlined with italic text.
A copy or summary of the current financial
Please send drawings or figures in a camera-ready form,
statement, or annual report, and registra-
Illustrations and Figures:
tion filed by ADI may be obtained by con-
even though you may also include them in electronic form.
tacting: ADI, PO BOX 10252, Eugene, OR
Completed manuscripts should be sent to:
97440 (541-485-1293). ADI is registered
with the state of Oregon, Department of
Amy Griffin
Justice, #79-16751. Copyright 0 2000
ADI Publications
Association for Direct Instruction.
PO Box 10252
ANNUAL SUBSCRIPTION RATES: $25
U. S.; $30 (U. S. currency) Canada; $40
Eugene, OR 97440
Europe; $60 airmail to Europe.
Acknowledgement of receipt of the manuscript will be sent by email. Articles
(ISSN 1068-7379).
are initially screened by the editors for placement in the correct ADI publica-
Managing Editor: Amy Griffin
tion. If appropriate, the article will be sent out for review by peers in the field.
Layout and Design: Beneda Design,
These reviewers may recommend acceptance as is, revision without further
Eugene, OR
review, revision with a subsequent review, or rejection. The author is usually
Publisher: The Association for Direct
Instruction
notified about the status of the article within a 6- to 8-week period. If the arti-
cle is published, the author will receive five complimentary copies of the issue
http://www.adihome.org
in which his or her article appears.
4
Direct Instruction News
Spring 2001
2
BEST COPY AVAILABLE
Rice. Comments reveal an overwhelm-
Elam's success at Siefert Elementary
Voices for Excellence...
continued from page 1
ing consensus that DI has been benefi-
School in Milwaukee, Woodbridge
cial to both students and teachers.
Fundamental School's success with DI
of outsiders (e.g., legislators, state
They also show the enthusiasm that is
for twenty-eight years, and four stu-
departments of education) impacted
dents' success with DIMatthew
generated when teachers teach and
educators, making it possible for disaf-
students learn.
Akonom, Marti Dunn, Kalijah
fected insiders (DI advocates and their
Hopkins, and Nathan Robertsare all
friends at the local level) to orchestrate
Each year, ADI recognizes the contri-
heartwarming stories that can boost our
curriculum reform in that one county.
butions of practitioners of DI at an
spirits and motivate us to Continue the
He describes step by step how DI was
awards dinner at the ADI conference
hard, but rewarding, work that we do.
gradually integrated into New Hanover
in Eugene, Oregon. Recipients at the
Amy Griffin's summary of the 2000
County and provides specific guide-
2000 conference told their own
ADI awards reports those stories.
lines for others who are attempting to
poignant stories of success despite
do the same in their counties. Don't
many trials and tribulations.
It is my hope that DI News will play an
fail to read these words for the wise
Anayezuka Ahidiana's success at City
important role in helping each of you
from this great sage.
Springs Elementary in Baltimore,
to experience your own success story
Angelica Fazio's success at Central
in whatever capacity you may serve our
Teachers' perceptions of DI teaching
Elementary in San Diego, Ann
children. Please share your story with
in New Hanover County are reported
Fumiko Watanabe's success at The
others in DI News.
in the article by Bessellieu, Kozloff and
Waihee School in Maui, Sarah Martin-
Memorial Service for
University of Illinois. The program was
implemented in 20 communities and
Wesley C. Becker Held
served more than 10,000 students. The
Follow Through grant and most of the
staff moved from Champaign-Urbana,
Illinois to The University of Oregon in
1970. In 1980, Wes became the senior
Dr. Wes Becker died of circulation
was co-director of the University of
founder of the Association for Direct
problems on Sunday, October 29, in
Oregon's Follow Through intervention
Instruction, which provides training
California, where he was undergoing
model, sponsored by the U.S. Office of
and assistance for schools in imple-
medical observations. Wes was 73 years
Education as Project Follow Through,
menting effective programs and behav-
old. A resident of Eugene from 1970
an intervention program for at-risk stu-
ioral practices. Wes was editor of the
through 1993, Wes was a professor of
dents in kindergarten through grade 3.
ADI News until 1993. The ADI confer-
School Psychology, Educational
The University of Oregon model had
ence held annually in Eugene is the
Psychology, and Special Education at
the highest student achievements of all
second-largest annual conference the
the U of 0. From 1978-1989, he was
models in reading, math, language,
city hosts. In July, 2000, more than 840
also Associate Dean in the Division of
spelling, and science. The model also
persons attended the conference.
Counseling and Educational
resulted in students with the most pos-
Psychology. Wes served on the Board
itive self-images.
of Directors for Oregon Research
Institute during the years 1972-1986.
Wes Becker was born in 1928 in
Rochester, New York. After serving in
Wes was a prolific writer, best known
the armed forces, he attended Stanford
for his four textbooks on Educational
University, where he received a BA in
Psychology, and the milestone book for
1951. In 1955, he graduated from
parentsParents are 'leachers. He wrote
Stanford with a Ph.D. in Clinical
more than 100 professional articles, and
Psychology and Statistics. Wes became
was a co-author of what is currently the
a professor of Clinical Psychology at
preferred series for teaching problem
the University of Illinois in 1964. In
readers in grades 4 through 12 (SRA's
1968, he became director of the
Corrective Reading series).
Bereiter-Engelmann program, which
was an early intervention program for
Earlier times, circa 1974. Clockwise, top left:
Wes co-founded Engelmann-Becker
at-risk preschoolers. In 1969, Wes
Zig Engebnann, Wes Becker, Linda Cantina,
Corporation, which is located at 8th
became director of the Engelmann-
Phyllis Haddox, Linda Olin, Laurie Skillman,
and Lincoln in Eugene, Oregon, and
Becker Follow Through model, at the
(center) Doug Carnine, Jerry Silbert.
Direct Instruction News
3
Spring 2001
5
After retiring in 1993, Wes went to
The Association for Direct Instruction has established an award fund in
Sun City, Arizona where he could be
the memory of Wesley C. Becker. Wes died in October of 2000. He was
close to family members. He moved to
an early developer of Direct Instruction as well as the founder of the
Sedona, Arizona in 1999. Wes leaves
behind seven children.
Association for Direct Instruction.
This award fund will be administered as an endowment fund with the
Wes was more than a scholar. He was a
increase in value being given in the form of two $1,000 awards. One
pioneer in the use of behavioral princi-
award will be given for outstanding published research related to DI and
ples in the classroom. His battle cry
the other for best success story related to DI. These awards will be given
was, "Catch kids in the act of being
starting June. of 2002.
good." Those who worked with him
At this time donations have totaled $11,000 and a promise by the
were routinely amazed not only by his
Engelmann Foundation to fund $1,000 per year. Friends, associates and
skill, but the speed with which he
any others that would like to contribute to the fund in memory of
Wes
could do things. Everyone who worked
with him learned a great deal. Perhaps
should send their donations to:
his most impressive quality, however,
Association for Direct Instruction
was the strength of his will. In the face
Wesley Becker Memorial Fund
of terrible setbacks and impossible
PO Box 10252
deadlines, Wes prevailed. If he prom-
Eugene, OR 97440
ised to get something by a particular
ADI is a tax-exempt 501(c)3 organization and all donations are tax
time, it was not only done on schedule,
deduCtible to the full extent of the laW..
but done very well. We will miss him
greatly.
University
NANCY E. MARCHAND-MARTELLA and RONALD C. MARTELLA, Eastern Washington
ents could best teach and reinforce
Journey from Kindergarten
reading at home. Then came the pro-
cedures. Children should read and
to First Grade
reread and reread the "books" sent
by the school at home. These books
From Bumps in the Road to Smooth Sailing:.
included predictable story patterns
"Pumpkins by the fence. Pumpkins
An Educational Journey
by the cat. Pumpkins by the hat.
Pumpkins by the scarecrow.
Pumpkins everywhere." And of
as any child going to school for the first
We did it. We bought the home of our
course pictures accompanied these
time would be. Pictures were taken,
dreams-10 acres, a barn, a house and
phrases or sentences. The teacher
and videotapes were made. We met
matching garage, even white rail fenc-
explained that these books would
with the kindergarten teacher on the
ing. Being professors in special educa-
facilitate reading. If children.came to
first day of school and explained our
tion, we had checked out the public
words they didn't know, they should
daughter's reading program. Reading
schoolswell, it was more like analyz-
be prompted to look at the picture,
Mastery Fast Cycle 1 /11 was discussed.
ing them under an electron micro-
take a running start, substitute a
The teacher explained that she had no
scope. Test scores were reviewed; cur-
word that makes sense, or look for a
experience with the program but would
ricula were analyzed; and teachers and
little word in a big word. They
try to reinforce our daughter's skills at
administrators were interviewed. Still
should also stretch out words, but
school. We left thinking it would be
we bought our house based solely on
sounds were not systematically
okay to have our daughter in a school
falling in love with it. We did not buy
taught. Implicit versus explicit phon-
that didn't use Direct Instruction. Yes,
where the best schools were located.
ics was used in the classroom. For
she would be fine. Our kindergarten
We convinced ourselves that we would
example, the directions on typical
journey had begun.
work with our children at home. They
worksheets would read, "Point to and
would not be hurt at schoolwe
name the target letter with the chil-
We tried to be the perfect parents,
would make up the difference.
dren. Call attention to the P in the
focusing on the good rather than
box with the puppy at the beginning
dwelling on the bad. We attended a
Our daughter, Amedee, would attend
of the row. Ask children to draw a
reading success night early in the
kindergarten the day after we moved
line around each letter P in the row.
year where it was explained how par-
into our new home. She was as excited
6
Direct Instruction News
4
Spring 2001
.
BEST COPY AVAILABLE
Do the same for the puppies and their
Direct Instruction was at this school.
to know her skill performance based on
The teachers from our neighborhood
bowls and balls. Focus on P and p
direct observation of her skills in
when you play a letter recognition
school along with others returned from
school. Was that asking too much? We
game or do a phonics connection
their visit noting the high performance
were told that Amedee did not know
activity from the teacher guide." On
of the students but saying it just wasn't
many of the letter names (not intro-
the other side of the worksheet, the
right for the students in their school.
duced in Reading Mastery to date) and
children were to circle the p at the
said the c sound wrong. When asked
beginning of words such as paint and
We decided to place our daughter into
what the c sound should be, we were
pizza and then write the letters P and
told like the one in "face." Amedee was
the DI school that was 30 minutes away.
p on the lines provided. Our daugh-
This required completing a release form
producing the c like in cake!
ter, who was being taught to read
from our current district. This form
Then the homework came. One activi-
using Reading Mastery by us, began to
asked why we were placing our daugh-
guess at words. She seemed to be
ty was to determine the circumference
ter into another district. We noted that
of a pumpkin she had gotten from
losing ground. Error corrections not
the new school used research-validated
used by us were being used with her.
school and find five items at home that
curricula and instruction. The new dis-
She began to reverse letters and
were as long as the pumpkin was
trict required paperwork too. We noted
numbers. Library books were sent
around. We quizzed our daughter on
that we were placing our daughter into
home that were not on her reading
the meaning of circumference. She did
this district because they used research-
level; after meeting with the librarian
not know. Another sheet came home
validated practices.
and the teacher about what she could
on graphing the length of bears in feet
read, she brought home a book in
and then responding to questions such
We were fortunate to get our daughter
as, "how many bears are five feet or
into Evergreen Elementary, and so
Spanish!
shorter?" or, "how many bears are six another journey began. On the first day
feet in length?" Additionally, our
Our first parent-teacher conference was
of first grade, a Wednesday, Amedee
daughter was to get on all fours "like a
also interesting. We were provided an was assessed on her knowledge of
bear" and measure from her "snout" to
sounds. By the end of the week,
assessment of our daughter's perform-
her "tail" and then convert this to feet
ance. This assessment had our daugh-
Amedee was given placement tests for
and inches. Again, our daughter had no
ter rate her own performance on
Connecting Math Concepts and Reading
idea about measurement, feet, conver-
work/social skills (e.g., be responsible, Mastery. On the start of the first full
sion, inches, length, or the like. The
week of school, Amedee was skill
work cooperatively); reading, writing
grouped for reading and math. During
year seemed to progress in this man-
readiness, and communication skills
ner. When our daughter missed a week
the upcoming year, she will receive
(e.g., knowledge of letters and sounds,
of school, the teacher gathered her
identify sight words, use the traits of
instruction in Spelling Mastery and
homework saying she was missing so
quality writing such as
Reasoning and Writing. She also partici-
much. We spent the next few hours
pates in center activities to extend her
idea/organize/word choice); math skills
doing the pasting, coloring, and cutting
(e.g., read a graph, estimate using num-
knowledge and skills. Science and
that she had missed in school. Again, at
bers); and social, physical, life sciences,
social studies round out the curriculum.
and health and fitness skills (e.g.,
home we were doing Reading Mastery
Of course music and PE are also provid-
food/nutrition, energy, transportation)
ed.
and Connecting Math Concepts lessons.
by circling a "thumbs up, thumbs side-
We were working on handwriting.
Sleepless nights ensued on our part. We placed our two top students (one
ways, or thumbs down." We spent time
undergraduate and one graduate) into
We knew that we were settling for an
reviewing what our daughter thought of
the school to help provide additional
her own skill performance on four
education for our daughter. We were
instruction in the classroom. They
not giving her the best possible educa-
pages of kindergarten goals such as
tion that we could. What were we to describe a setting where all children
these. Interestingly, our daughter rated
all 38 items as "thumbs up" although are learning and expectations are high.
do?
They are ever amazed at what they
we knew she had not learned the skills
have seen in other schools and what
We met with the principal who was
for many of the areas noted on the
they are seeing at Evergreen. They are
special education trained. She had
form. We also reviewed the Peabody
thankful for spending their tuition
visions like we had for education and
Picture Vocabulary Test that was
administered by the teacher. She dis- reform. She sent several teachers to a
money so wisely as they experience a
Direct Instruction school we recom-
model classroom and school. They
cussed all scores in age equivalents say-
mended where we had conducted
ing that our daughter was either 1
appreciate observing and learning from
research and had seen amazing things.
a model teacher, one who is the epito-
month above or below in specified
areas. She asked us what we thought of
This was a model school that served as
me of effective instructional practice.
the scores. We of course were quick to
a training ground for our students, a
We attended the open house for
inform her that age equivalents were
place where DI had been adopted and
Evergreen Elementary one evening
was appreciated. In fact the DI teacher
developmental scores and could not be
in September. During the welcome
interpreted in this manner. We wanted
of the year for the Association for
Direct Instruction News
Spring 2001
5
rq
Mastery. How novel to provide these
showed data from previous years not-
and overview provided by the four
curricular materials for kindergartners!
ing the reading performance of first
first grade teachers, we learned of the
grade students at Evergreen. Data! We
Direct Instruction goals for the class-
Now we will have to take the educa-
had died and gone to heaven. We
room:
tion of our children 1 year at a time.
wanted to leap up and shout "Yessss!"
Students whose neighborhood school
but we thought our enthusiasm might
All children will learn if we teach
is Evergreen, next year and for sub-
be misread for insanity. We kept turn-
them carefully.
sequent years, could bump our chil-
ing around to see the looks on the
The teacher is responsible for stu-
dren out of Evergreen. But we will
faces of the other parents. We were in
dent success.
live for today and worry about tomor-
shock, but were others? It seemed that
row each August.
most just shook their heads and
Mastery is the goal for every stu-
smiled. Can you truly appreciate an
dent.
So what is the moral of this story? Buy
example of something unless you have
Learners acquire knowledge at as
a house in the right district? Don't fall
experienced a nonexample?
fast a rate as possible.
in love with the perfect house? Get
your child into a Direct Instruction
As we are writing this piece we have to
The acquisition of academic skills
school or classroom? Having experi-
smile and feel lucky. Our daughter
builds high self-esteem.
enced a school that does not align with
loves school and feels smart because
Students must be actively involved.
our beliefs about instruction and then
she is smart. Academic success brings
experiencing one that does has taught
improved self-esteem. Listening to her
Curriculum provides a logical and
us several lessons. Chief among those
read in bed at night makes us thankful
systematic means for accountability.
is never compromise on what you
that we made the choice for better
know is best for your child. Have high
education. Saying she will be okay is
The sounds from the Reading Mastery
standards and expectations because
simply not good enough. We want the
program were modeled and practiced
they involve your child and his or her
best for our child. And of course we are
with the parents. A pronunciation
future. Developing a life long learner is
thinking ahead to our son (now 4) who
guide was sent home with each parent.
a fragile thing. We learned much on
is attending a preschool in our depart-
The discipline plan was reviewed. The
our journey in kindergarten. Yes there
ment that we funded through a state
homework plan was discussed. We
were bumps in the road but our jour-
grant. Language for Learning is the cur-
smiled when homework was described
ney in first grade (and with luck much
riculum to be used. When he attends
as additional independent practice
beyond that) is smooth sailing! We are
kindergarten, he will receive not only
(homework would be sent home from
looking forward to this journey.
Language for Learning but Reading
10 lessons ago). The teachers actually
LARRY E. DiCHIARA, Ed.D., Coordinator of Curriculum and Instruction, Lee County School System, Opelika, Alabama
The Power of One
well depends first on how we feel
about, and then on what we do about,
the fact that we haven't so far."
how or that they would be given the
How often have we heard that one per-
This is a story of how a variety of indi-
freedom to try even if they were will-
son cannot possibly make a difference?
vidualsone by onemade a differ-
ing to take the risk of doing what must
In a world as diverse as ours, in a socie-
ence in one school systemLee
be done to make a difference. I am
ty as fast-moving as it is, in communi-
County School System in Lee County,
reminded of the expression: If we
ties and schools grown weary from the
Alabama. It tells how these individuals
always do what we have always done,
pummeling of daily challenges, com-
persevered to successfully install and
we will always get what we have
plex issues, and growing disengage-
implement one or more Direct
always gotten!
ment, it is no wonder that many indi-
Instruction programs and how they did
viduals feel helpless.
it despite many obstacles. Paramount
Ron Edmonds (1983) once said, "How
among the obstacles are the myths,
many effective schools must you see to
Teachers are no different. They face
untruths, and misunderstandings of
be persuaded of the educability of all
complex problems with few simple
Direct Instruction with which we are
children ?...we already know more than
solutions and those problems are not
all too familiar. My story follows a brief
enough to educate any child whose
going away. Many simply do not
discussion of what I call a "Direct
education is of interest to us. Whether
believe that they can make a differ-
Instruction Paradox."
or not we educate all of our children
ence. Nor do they feel that they know
Direct Instruction News
6
Spring 2001
8
AVAILABLE
BEST COPY
-
s
Direct Instruction
a treatment, not because it didn't work,
Darch via Auburn University's
but because it cramped their style, or
Learning Disabilities program. Craig
Paradox
stifled their creativity." This begs the
Darch was a student under the devel-
opers and early pioneers of DIZig
question as to why a patient has the
Direct Instruction (DI) has been
right to expect that doctors or surgeons
Engelmann, Doug Carnine, Wes
described as explicit instruction, a
Becker and otherswhile at the
follow researched and proven proce-
technique, a philosophy, a method, a
dures lest they be charged with mal-
University of Oregon. As Coordinator
highly structured and uniquely
practice, yet we do not hold teachers to
of Special Education in Lee County at
sequenced curriculum, a data-driven
the same standards?
that time, I very often found myself
blueprint of instruction that is both
being verbally assaulted by DI teach-
efficient and effective. DI is something
ers who were appalled at the fact that
of a paradox, however. It has been
Success Story
I, as a school system administrator, was
found, time and time again, in research
allowing other special education teach-
Lee County School System is located
study after research study, to be one of
ers to use a multitude of methods and
in rural east Alabama. The system con-
the most effective methods of instruc-
materials that were "inferior" to DI.
sists of 4 high schools, 2 middle
tion that has ever existed. Yet, today, to
They had data to prove it! And they
schools, and 6 elementary schools.
mainstream educators, DI continues to
showed it to me at every opportunity!
There are 9,100 students (78% white,
be the Rodney Dangerfield of instruc-
22% black). Approximately 42% of the
tional methods.
Finally, I began studying the data and
students qualify for the free or reduced
listening to their mantra, and eventual-
meals program. Yet, on the most
Ellis and Fouts (in Research On
ly I became absolutely convinced that
recently administered SAT-9, Lee
Educational Interventions, 1997) stated,
they were telling me the truth and I
County students scored at the 53rd
"...One seldom finds any written criti-
needed to try and do something to
percentile (50th percentile is the
cism (of DI) from the critics. DI seems
make a difference. One of the teachers
national average). On the STAR read-
to be basically ignored, much like brus-
even said to me, "If you sit back and
ing assessment, only 43% of the coun-
sels sprouts, primarily based on person-
continue to allow this to happen, you
ty's 1st-6th graders read below the
al distaste." This distaste is primarily
ought to be charged with child abuse!"
due to the regimented nature of the
national average (compared to 50%
And she was S-E-R-I-O-U-S!! (Note to
that score at or below average national-
instruction, the scripting, the tight con-
the reader: This ONE person really
trols and design of the programs. But
ly). As revealed by the following story,
made a difference.)
these are integral components without
such scores were not always the case in
Lee County.
which DI would not be the efficient
I began the process of trying to edu-
and effective form of instruction that it
cate and convince others of the power
A whole language-based basal series
is.
of DI. It was not a difficult task to con-
has been the adopted reading text in
vince special education teachers to try
Those who have thoroughly reviewed
Lee County for many years.
it because they were usually desperate
the literature, or better yet, have used
Approximately 5 years ago (1995),
for materials and seemed to constantly
DI with students, remain steadfastly
reading levels were so low that school
search for things that might work with
convinced of its effectiveness. At the
officials decided to invest in a phonics-
their students who were suffering from
same time, educators who think that
based supplemental reading program
dysteachia. Oops, I mean dyslexia.
they know the tenets, philosophy, and
that was primarily used at the k-2 lev-
scope of Direct Instruction (when they
els. It involved music, movement,
In 1996, at a time when I was At-Risk
really don't), often lead the charge to
singing, etc.
Coordinator for Lee County School
keep it out of the "regular" classroom,
System, the State of Alabama's
becaue, "...certainly you know that
Reading scores showed some improve-
Department of Education allocated at-
Direct Instruction is for 'special' stu-
ment, but remained well below the
risk funds to all local school systems
dents; it is a remedial program..." and
national average. The number of at-
based on the number and poverty level
on and on ad nauseam.
risk students continued to grow at all
of students in each district. Because of
grade levels, drop out rates remained
the success demonstrated with special
Many naysayers use the old argument
high, and special education numbers
education students, the county chose to
that DI stifles creativity. One of my
were at 18%, well above the state aver-
invest a majority of its funds into DI
exasperated colleagues often retorts,
age of 12%.
reading programs for at-risk students.
"Would someone please tell me what is
so inherently creative about producing
During this time, regular education
illiterate children!" Ellis and Fouts
teachers and administrators were unfa-
Fortunately, as the At-Risk Coordinator,
(1997) agree, "...it could be argued that
miliar with DI. Only a handful of spe- I was given almost total autonomy to
teacher creativity is not the end product
cial education teachers were using DI.
map out the intervention strategy for
of schooling, student learning is." They
These special education teachers had
the county. We proposed the at-risk
go on to say, "Imagine doctors rejecting
received their training from Dr. Craig
initiative as ASAP (As Soon As
Direct Instruction News
7
Spring 2001
9
not. The training simply made them
because they had become reading spe-
Possible) in order to stress a sense of
better language arts teachers and
cialists. This program served as a year-
urgency. Our Superintendent of
helped them understand the fine
long training and proving ground for
Education was convinced of the initia-
details and complexities of language
these teachers.
tive's potential and approval was
acquisition. More importantly, we had
obtained from the school board.
Because of the success with special
a captive audience that was open-
education and at-risk students, DI
minded and soon came to discover
That's when the real challenge began.
began to emerge in the eyes of many
why DI was so effective and harmless.
How were we going to serve the at-risk
of our teachers and administrators as a
Simply put: The training dispelled the
students with limited funds and reluc-
viable program. DI began springing up
myths that existed about DI and
tant teachers and administrators? We
in after-school tutorial programs, sum-
helped these new teachers to not be
began by contacting unemployed, cer-
mer remedial programs, and so on.
afraid! Our school system now con-
tified teachers who lived in the Lee
Many teachers asked for training.
ducts 2 local trainings and 2 trainings at
County area. We offered them an
Some elementary teachers requested
the State Department of Education's
opportunity to teach reading to at-risk
permission to use it in their regular
Mega Conference in Mobile, Alabama.
students, everyday, at the same school,
classrooms. Some principals allowed it,
Each of these free trainings is typically
to the same students, 5 periods per
others did not. Some Title teachers
attended by between 125-180 teach-
day, for $54 per day, without insurance
began to use DI, while others
or other benefits. We started with 10
ers.
remained leery.
teachers and trained them on Reading
Currently, every school in the Lee
Mastery and Corrective Reading. They
In 1996-97, Loachapoka Elementary
County School System uses DI to
served 6-8 students per period at each
School scored at the 35th percentile on
school, a total of 83 students in grade 4, some extent. At last count, 168 teach-
the SAT-9 Composite Battery. The
51 students in grades 7-8, and 24 stu-
ers were teaching either Reading
school was placed on the State
dents in grades 9-10.
Mastery, Corrective Reading, Language for
Department's Academic Alert list,
Learning, Spelling Mastery,
which meant that if scores did not
When the initiative began, the average
Morphographic Spelling, Reasoning and
improve significantly over a two-year
SAT-9 percentile rank of the 158 at-
Writing, or Connecting Math Concepts.
period, the school could be taken over
Although 168 is 160 more than the 8
risk students was 15. After 106 days of
by the state. Loachapoka had a long
teachers who were using DI just 5
instruction, the average percentile rank
history of low academic achievement.
years earlier, it is still well below the
of the same 158 students was 27a 12-
The school serves approximately 335
number that we hope to reach.
percentile point gain. Remember that
students: 99% minority, low socioeco-
this was accomplished by unemployed,
nomic, majority from one-parent
Because of the numerous DI initiatives
semi-trained, inexperienced, first-year
homes. Because of the Academic Alert
being implemented in our system, we
teachers who had never taught a day in
status, and because of our success with
hired one of our best and most experi-
their lives! Should we not expect even
special education and at-risk students
enced DI teachers to serve as resource
better results if this were being carried
in other schools, the superintendent
teacher/coach to any teacher who is
out by well-trained, experienced, vet-
allowed us to take what appeared at
using DI program(s). This continuous
eran teachers?
that time to be drastic measures. A
assistance and training helps to ensure
team of our best DI teachers trained
the fidelity of the instruction.
During the 1997-98 school year, we
the entire elementary staff at
expanded the program to include 13
Loachapoka. To make a very long story
Also because of the various DI imple-
teachers ($66 per day!) and 252 stu-
short, Loachapoka scored at the 50th
mentations, Lee County Schools
dents. The net overall gain was 9 per-
percentile at the end of that year. The
reduced special education referrals
centile points. In 1998-99, we worked
school was given Academic Clear sta-
from 171 to 108 over the period of one
with 16 teachers and 340 elementary
tus and schools from all over the state
year. The State Department is now
and junior high students. The per-
of Alabama now visit Loachapoka to
partnering with our system to use our
centile gain was 10 points. In
see DI in action. Although DI played a
model as a means of reducing special
1999-2000,16 teachers worked with
major role in this success story, it is
education numbers across the state.
355 students and gained 11 percentile
important to point out that factors
points. All of these gains were taking
other than DI contributed to the suc-
As of July 2000, more than 276 schools
cessfactors such as test incentives,
place while the remainder of the
in the State of Alabama were using DI
school system achieved 1-3 point
university partnerships, weekly faculty
to some extent. According to Dr.
increases or 1-3 point decreases. An
meetings, etc.
Katherine Mitchell, Coordinator of the
interesting side note: Lee County has
Alabama Reading Initiative, this means
The Lee County School System decid-
now hired 40 of the 55 DI teachers as
that over 50% of the schools participat-
ed to require all newly hired teachers
full-time teachers because of their suc-
ing in the Alabama Reading Initiative
to go through a 3-day training in DI
cess and hard work, their dedication
are using DI.
whether they used the programs or
and willingness to sacrifice, and
10
Direct Instruction News
Spring 2001
8