ERIC ED481700: Direct Instruction News: Effective School Practices, 2003.

80 Pages·2003·1.7 MB·English

by  ERIC

DOCUMENT RESUME
CS 512 513
ED 481 700
Tarver, Sara G., Ed.
AUTHOR
Direct Instruction News: Effective School Practices, 2003.
TITLE
Association for Direct Instruction, Eugene, OR.
INSTITUTION
ISSN-1068-7379
ISSN
2003-00-00
PUB DATE
78p.; Published semi-annually. Some articles are copyrighted
NOTE
from other sources and are not available from ERIC. For
(2002 issues), see CS 512 512.
Volume 2
Association for Direct Instruction, P.O. Box 10252, Eugene,
AVAILABLE FROM
Tel: [phone]
OR 97440 (annual subscription rate, $25) .
(Toll Free); Web site: http://www.adihome.org.
Research (143)
Serials (022) -- Reports
Collected Works
PUB TYPE
Direct Instruction News; v3 n1-2 Spr-Fall 2003
JOURNAL CIT
EDRS Price MF01/PC04 Plus Postage.
EDRS PRICE
Case Studies; *Classroom Techniques; *Educational Practices;
DESCRIPTORS
Educational Research; Elementary Secondary Education;
*Instructional Effectiveness; *Reading Instruction; *Teaching
Methods
*Direct Instruction; Engelmann (Siegfried)
IDENTIFIERS
ABSTRACT
The mission of the Association for Direct Instruction is to
promote the improvement of effective educational methods. This journal,
"Direct Instruction News," is their publication. The Spring 2003 (Volume 3,
Number 1) contains the following articles: "Implementing DI
Successfully" (Sara G. Tarver); "Textbooks: What?" (Bob Dixon); "Introduction
to Implementation Companies"; "Seeing Is Believing versus Believing Is
Seeing: The Fundamental Problem in Education" (Martin A. Kozloff); "Top Ten
Teaching Errors" (Don Crawford); "Successfully Decoding Unknown Words: What's
the Teacher's Role?" (Don Crawford); "Amanda's Story" (Linda Carnine); and
"Review of the 'Reading Mastery Training Series'" (Kathleen M. Waldron-Soler
The Fall 2003 (Volume 3, Number 2) issue
and Angela Przychodzin-Havis) .
contains these articles: "Formula for Success: A No-Excuses-for-Failure
Attitude, Competent Curriculum Development, and Technical Proficiency" (Sara
G. Tarver); "2003 Excellence in Education Awards" (Amy Griffin); "How to
Achieve Excellence?" (Richard Russell); "An Administrator Who Really Is an
Instructional Leader" (Curtis D. Jasper); "City Springs Sets the
Standard...Again" (Kurt Engelmann); "Technical Proficiency, Direct
Instruction, and Educational Excellence" (Martin A. Kozloff); "What to Do
When Students in 'Reading Mastery III' Have Comprehension Problems" (Don
Crawford); "Response to 'Time' Magazine's Report on Dyslexia" (Zig
Engelmann); "Emos Thuogths on Dydlexai" (Bob Dixon); "The Failures of a
Teacher Education Program: A Need for Change" (Tina Errthum); and "Mastery--
Why and How" (Dale Feik) .
(NKA)
Reproductions supplied by EDRS are the best that can be made
from the original document.
Direct Instruction News: Effective School Practices,
2003.
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
A G44,A
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
1
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
0 This document has been reproduced as
received from the person or organization
originating it.
0 Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
BEST COPY AVAILABLE
Q S
oc stZ.
Direct Instruc
A T1 T
Effective School Practices
als that accompany published DI pro-
Implementing DI Successfully
grams contain a wealth of information
that the new teacher can study to get
started. Beyond this, however, there is
much to be learned. Knowledge of the
nized by ADI are described in this
In this issue of DI News, we recognize
kinds of errors that many teachers
issue. Each of them has played critical
individuals and groups of individuals
make as they are getting started can
who have contributed to successful
roles in successful implementations.
serve to prevent many of those errors.
implementations of DI in significant
What these companies are accomplish-
In this issue, Don Crawford describes
ways. First and foremost, we recognize
ing is critical to the continued growth
succinctly the 10 most frequently
the contributions of Zig Engelmann.
of Direct Instruction. To the many
occurring teaching errors that he has
As all of us old-timers know, Direct dedicated individuals in these compa-
observed in his teacher training experi-
Instruction was born of his creativity,
nies, we say "Congratulations, and best
ences. Moreover, he also shows how
analytical genius, and devotion to chil-
wishes for continued success!"
dren's learning. The kind of intelli-
continued on page 3
We know that intensive teacher train-
gence, integrity, and fortitude that Zig
ing in specific teaching techniques
has displayed across the years is rare
having to do with classroom organiza-
in the field of education. As senior
SPRING 2003, Volume 3, Number 1
tion and teacher presentation of les-
author of more than 100 instructional
In this issue
sons is essential to successful DI
programs, his productivity is unparal-
implementations. A series of video-
leled. Without those instructional
A View From Askance
tapes that can be used to communi-
programs, there would be no Direct
3
cate the techniques used in the
Instruction as we know it today.
Although Zig has received a number of
beginning level of Reading Mastery is
Siegfried Engelmann Receives
6
reviewed in this issue. When I used
awards in the past, his work has not
Award
yet received the recognition that it
these videotapes in my methods
classes last semester, I found them to
New American Schools
deserves from the mainstream of edu-
Welcomes NIFDI
be a great help in teaching undergrad-
cation. The fact that he was the 2002
recipient of the Council of Scientific
uates about signaling, pacing, correct-
An Introtluction to
8
ing, etc. The five expert teachers who
Society Presidents' prestigious Award
Implementation Companies
serve as models on those tapes do an
for Achievement in Education
outstanding job. Congratulations to
Research is indicative of growing
Martin's Musings
15
those teachers! Thanks to Palfreman
awareness and appreciation of his
work (see announcement in this
Film Group for producing the tapes,
Top Ten Teaching Errors
Juniata Foundation for funding, and
issue). Congratulations, Zig!
19
SRA for distributing the tapes. And
With increased emphasis on accounta-
thanks to Kathleen Waldron-Soler and
Successfully Decoding
21
bility has come increased demand for
Angela Przychodzin-Havis for review-
Unknown Words:
instruction that works. With increased
ing the tapes for DI News.
What's the Teachers' Role?
demand for instruction that works has
Hundreds, if not thousands, of teach-
come increased demand for Direct
Amanda's Story
23
Instruction. To meet the need for more
ers who want to use DI programs find
themselves in the unfortunate position
Direct Instruction implementations
Review of the Reading
26
where neither professional consulta-
across the country, experts have formed
Mastery Training Series
companies that provide comprehensive
tion nor training matefials (such as
professional development and consulta- training videotapes) are available to
Little Rock Success Story
28
them. Fortunately, the teaching manu-
tion. Four companies that are recog-
3
ADI Publication Editors
Direct Instruction News
Contribute to DI News:
Sara Ilirver
,
University of Wisconsin, Madison
Madison, Wisconsin
Journal of Direct Instruction
DI News provides practitioners, ADI members, the DI community, and those
new
Nancy Marchand-Martella
Eastern Washington University
to DI, with stories of successful implementations of DI, reports of ADI awards,
Cheney, Washington
tips regarding the effective delivery of DI, articles focused on particular types of
Mmothy Slocum
instruction, reprints of articles on timely topics, and position papers that address
Utah State University
current issues. The News' focus is to provide newsworthy events that help us
Logan, Utah
reach the goals of teaching children more effectively and efficiently and commu-
Board of Directors
nicating that a powerful technology for teaching exists but is not being utilized
in most American schools. Readers are invited to contribute personal accounts of
Bob Dixon
Classical Learning
success as well as relevant topics deemed useful to the DI community. General
Olympia, Washington
areas of submission follow:
Susan Hanner
From the field:
Submit letters describing your thrills and frustrations, prob-
Co-Author
Creswell, Oregon
lems and successes, and so on. A number of experts are available who
may be
able to offer helpful solutions and recommendations to persons seeking advice.
Gary Johnson
Co-Author/Independent Consultant
News:
Report news of interest to ADI's members.
Portland, Oregon
Nancy Marchand-Martella
Success stories:
Send your stories about successful instruction. These can be
Eastern Washington University
short, anecdotal pieces.
Cheney, Washington
Milly Schrader
Perspectives:
Submit critiques and perspective essays about a theme of current
Elk Grove School District
interest, such as: school restructuring, the ungraded classroom, cooperative
Elk Grove, California
learning, site-based management, learning styles, heterogeneous grouping, Regu-
Timothy Slocum
lar Ed Initiative and the law, and so on.
Utah State University
Logan, Utah
Book notes:
Review a book of interest to members.
Don Steely
New products:
Descriptions of new products that are available are welcome.
Oregon Center for Applied Science
Eugene, Oregon
Send the description with a sample of the product or a research report validating
its effectiveness. Space will be given only to products that have been field-
The DI News is published semiannually by
tested and empirically validated.
the Association for Direct Instruction. The
mission of the Association for Direct
Tips for teachers:
Practical, short products that a teacher can copy and use
Instruction, as stated in the by-laws, is to
immediately. This might be advice for solving a specific but pervasive problem, a
promote the improvement of effective edu-
data-keeping form, a single format that would successfully teach something
cational methods.
meaningful and impress teachers with the effectiveness and cleverness of Direct
The Association for Direct Instruction was
incorporated in 1981 in the state of Oregon
Instruction.
for educational purposes. ADI is a non-
profit, tax-exempt corporation under Sec-
Submission Format:
Send an electronic copy with a hard copy of the manu-
tion 501(c)3 of the Internal Revenue Code
script. Indicate the name of the word-processing program you use. Save drawings
and is a publicly supported organization as
and figures in separate files. Include an address and email uldress for each
defined in Sections 170(b)(1)(A)(ii) and
author.
509(a)(1). Donations are tax-deduCtible.
A copy or summary of the current financial
Illustrations and Figures:
Please send drawings or figures in a camera-ready
statement, or annual report, and registra-
form, even though you may also include them in electronic form.
tion filed by ADI may be obtained by con-
tacting: ADI, P.O. BOX 10252, Eugepe, 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 © 2003
ADI Publications
Association for Direct Instruction.
PO. Box 10252
ANNUAL SUBSCRWTION RATES: $25
Eugene, OR 97440
U. S.; $30 (U. S. currency) Canada; $40
Europe; $60 airmail co Europe.
Acknowledgement of receipt of the manuscript will be sent by email. Articles are
(ISSN 1540-0026).
initially screened by the editors for placement in the correct ADI publication. If
Managing Editor: Amy Griffin
appropriate, the article will be sent out for review by peers in the field. These
Publisher: The Association for Direct
reviewers may recommend acceptance as is, revision without further review, revi-
Instruction
sion with a subsequent review, or rejection. The author is usually notified about
http://www.adihome.org
the status of the article within a 6- to 8-week period. If the article is published,
Layout and Design: Beneda Design,
the author will receive five complimentary copies of the issue in which his
or her
Eugene, OR
article appears.
2
Spring 2003
4
use of Direct Instruction. We recognize
included in this issue. We hope that
DI Successes...
continued from page I
and congratulate all and encourage all
other principals will follow Karen's lead
to share their stories with the readers
and let us know of their successes.
the errors are intertwined, such that
of DI News.
one error results in another error, and
Some of the most successful DI imple-
so on. Careful study of this short arti-
menters are parents of children who
And thank goodness for Bob Dixon's
cle is recommended for all inexperi-
have the most difficulty learningchil-
ability to communicate educational
enced (as well as experienced) DI
dren with disabilities of one kind or
absurdities through entertaining and
teachers. In another article in this
another. The story of Amanda and her
illuminating satire. In this issue he
issue, Don helps us to understand the
mother, Marsha, is a particularly inspir-
describes his thoughts about the non-
role that the teacher plays in teaching
ing story of what their psychiatrist
instruction in his daughter's math
students to decode unknown words
called a "miracle" (in this issue, sub-
textbook (as well as other textbooks).
and, in the process, he debunks the
mitted by Linda Carnine). Such stories
Thanks, Bob, for providing us with an
faulty teaching practices of whole lan-
of miracles with individual children are
occasion to chuckle at the sad state of
guage and/or its descendant called
as important as stories of great success
many of today's textbooks.
"balanced reading instruction."
in schoolwide implementations, for
Thanks, Don, for sharing these
I'm happy to announce that Martin
they demonstrate that even the most
insights that can be so helpful to the
Kozloff, a long time advocate of DI,'
difficult-to-teach children can learn to
many teachers who have to "go it
has agreed to contribute a column to
read at or above grade level if provided
alone" in their struggles to become
each issue of DI News. Martin is one of
Direct Instruction by someone who is
successful implementers of DI.
the few individuals I know who knows
committed to learning to use Direct
the tiniest details of DI practices and
Instruction properly. They also show
Too few principals take an active lead-
also understands the "big picture" hav-
that our schools' expectations for such
ership role in implementing DI and
ing to do with politics and educational
children usually have been much too
disseminating results that show suc-
wars. In this issue, Martin shares his
low. Amanda and Marsha are represen-
cess. Karen Sullards is an exception. As
musings about skirmishes, battles, and
tative of many who have had similar
Principal of Scott Elementary in
experiences. Also printed in this issue
wars. If you'd like to respond to Mar-
Pulaski County in Little Rock,
is a letter from the grandmother of a
tin's column or any other article in this
Arkansas, she proudly submitted glow-
issue, please pen a letter to the editor
student in Pearl, Mississippi, whose
ing test results after only 1 year of a DI
implementation. Those results are
ability to read has transformed with the
and send to ADI. API.
BOB DIXON
*4111Wek
What, exactly, is the contribution of
the picture of Mt. Everest to the text-
book? Well, it helps,edd more pages,
Textbooks: What?
which in turn helps create the illusion
that the book has value (because it has
volume). It adds to the cost of the
book. It creates a nice little break
between problem 23 and problem 24.
Every so often, I sit back and look at a
above the problem is a picture of Mt.
textbook, and wonder, has someone
Everest. Someone associated with the
I can't even begin to imagine the
gone completely nuts? If that's the publisher had to first find the picture,
instructional value of that picture in
then submit the paperwork to get per-
case, then it's an epidemic. Textbooks
that book. It contributes nothing to
mission to use the picture, and then
look back at me and scream, "I think
teaching math. I don't believe kids even
make sure the picture got credited
you're an idiot!" They say that to me,
look at it, and if they do, they're just
to the teachers who use themanyone
properly and legally in the textbook.
being distracted from the tasks at hand.
All this is a lot of trouble, given espe-
who looks at them.
cially that the mother companies of
Speaking of "contributes nothing to
I'm not exaggerating. My daughter's
most textbook publishers have very
math," my daughter's math text has
sixth-grade math book has a word
deep pockets. A little,mistake on the
some good examples of taking political
problem involving Mt. Everest. Right
correctness to its furthest extremes. It
credits could cost a gCnuine fortune.
Direct Instruction News
3
of
Use each digit only once. The sum
had to figure out when a couple
sticks in cultural passages and pictures
cannot be equal to or greater than 1."
trains, leaving opposite coasts and
here and there, with no attempt what-
going different speeds, would meet
soever to connect the passages with
This is the same book that tries very
up. The problem wasn't all that
math. One passage, for example, is
hard to make math "authentic." And
authentic, but I think the algebra for
about Bessie Smith. There isn't the
interdisciplinary. "Maureen has a leaf
solving it was. I have nothing against
slightest doubt (in my view) that
collection. She has 15 willow leaves,
the "Jane is 7 years..." problem per se.
Bessie Smith's contribution to music in
If you've taught the algebra for solv-
10 oak, 7 maple, 11 dogwoods, and 17
the twentieth century was extraordi-
miscellaneous leaves. Make a bar
ing...just about anything...then no
nary, and not limited solely to blues. I'd
graph showing this data." This prob-
problem. But in my daughter's text,
absolutely put her at the top of my list
"critical thinking" means "something
lem is clearly labeled as "science." Is
when it comes to music history, music
this authentic, because a kid has a
relatively difficult to do that we
appreciation, and musicology in general.
haven't taught anyone how to do,
leaf collection, just like my daughter
mostly because we don't know how to
and all the other kids in the class, or
I suppose the passage is in a math book
do that."
is it showing the relationship between
because Bessie was an African Ameri-
science and math? None of the above.
can. I have a suggestion for the pub-
Ah ha! Here's one of those cultural
lisher: if its editors are sincerely
passages that relates to mathematics.
interested in doing sompthing positive
It's about the former Treasurer of the
for any group of child:ten, including
Do the authors or editors
United States, Katherine Davalos
especially low socioeconomic children
Ortega. She supervised over 5,000
of this- textbook want
of any descriptionpublish a textbook
employees. Five thousand: that's math,
that teaches kids how to do math.
to do something to really
right? Do the authors or editors of this
Start there, then add frills, as you
improve the future prospects
textbook want to do something to
deem necessary, to market the thing.
really improve the future prospects
and choices for Hispanic
and choices for Hispanic kids? First,
This same textbookwhen it comes to
kids? Erst, teach them
teach them to do math.
mathdoes something that convinces
to do math.
me that the editors aren't really that
It's very difficult to open this book at
concerned about the well-being of kids.
random and not find something ridicu-
In any set of practice problemsany
lous. Just about every assignment has a
set at allthe last few problems in the
portfolio...something or other. I don't
If they took the "science" label off of
set require kids to do math that the book
know what to call these things.
the problem, I'd say it was as good as
hasn't taught them how to do! This "fea-
They're numbered, like 1 through 25
anything for practicing bar graphs.
ture" of the text must be one put in
are problems adding fractions with
Doesn't seem very authentic to me,
consciously (to use the term "con-
unlike denominators, and number 28 is
though: wouldn't a really good leaf col-
sciously" loosely). I suppose the ration-
"Portfolio: Identify a problem from
lection have one really good example of
ale is based on complete ignorance of
this chapter that you found particu-
many varieties of leaves, including
the concepts of generalization and
larly challenging, and put it in your
especially rare ones? That's what I
transference: kids can, through magic,
portfolio." WHAT!?!?!? (Honestly, I'm
would recommend, with the leaves
generalize outside of the range of a
not making any of this up.) For
arranged in some way that highlights
starters, nearly all the problems in the
generalization they have been taught.
various classes of leaves. Maybe the
chapter are challenging because the
best thing about such a collection is
And speaking of asking kids to do
book doesn't give teachers anything to
that it would be really easy to show it
something they haven't been taught,
help teach the math. I'd put the whole
on a bar graph.
"critical thinking" problems are a regu-
book in my portfolio, and then I'd find
lar part of the text. Those problems
a special place for the whole portfolio:
They have these "critical thinking"
are much like the ones we'd see in a
an inflammable place.
problems along the lines: "Jane is 7
book of brainteasers. Here's one:
years older than her brother, and the
Are these types of problems limited to
"Work with a partner. [Good idea,
sum of their ages, plus 5, multiplied by
math textbooks? Not hardly. (I sup-
especially if your partner is an adult
4, is the age of their house. How old is
pose, technically, that "not hardly" is a
everyone and everything?" The people
who knows how to do problems like
double negative, so...) Hardly. One of
who author these books are the same
this.] Arrange the digits 1, 2, 3, 4, 5, 6,
my "favorite" examplesmeaning a
7, and 8 into two decimals so that
ones who look back derisively at my
very painful onewas in a science
mathematics education because we
their sum is as close to 1 as possible.
6
BEST COPY AVAILABLE
Spring 2003
4
the next day at school. I wouldn't
Exercise 1 of that lesson has students
text. It was in a chapter on convec-
want to be party to that.
tion, a very good concept to teach in a
choose between nominative and objec-
science text. The particular part I was
tive pronouns: 15 sentences. In most
People who think of DI in terms of
looking at dealt with convection on
of the 15 sentences, the pronouns are
scripts are welcome to go ahead and
volcanoes. There was, on one of those
in compounds, which is good, consid-
turn this thing into DI. The introduc-
pages, a small box with a suggestion
ering that's the only time they're a
tion might look a little like this:
for an activity for special education
problem for anyone. That's the up
students: have them make a volcano
side. It is also true that the answer to
1. THE NOMINATIVE CASE PRO-
out of paper mache. Convection is a
every exercise is the objective form of
NOUNS ARE USED AS SUB-
critical concept in several branches of
personal pronouns, which are conve-
JECTS AND SUBJECT
science, and it can be difficult for the
niently listed on the page. In short,
COMPLEMENTS.
average student. I don't quite see how
students can do this exercise without
removing special education kids from
2. EVERYBODY, TELL ME WHAT
a clue about nominative and objective
instruction can really help them learn
THE NOMINATIVE PRONOUNS
case of pronouns. (I'm not talking
and master this critical concept.
ARE USED FOR. (Pause, possibly
about the grammatical terminology.
for a very long time.) GET READY.
Here's a couple of interesting exam-
(Signal) "Subjects and subject com-
ples of noninstruction from a language
plements."
arts program, sixth-grade level. The
Publishers spend huge
Doesn't really help much, does it?
title of the program is, "If it's on Your
Garbage in, garbage out. Scripting
Adoption List, We Teach it." Well,
amounts of money developing
wouldn't save this book, by a long shot.
there is little doubt in my mind that if
this stuff, where instruction
Well, it could help a little. One instruc-
something in language arts is on your
tion in the book says, "Invite volun-
is the least of their concerns,
adoption list, this program "covers" it
teers to write their four questions on
or "touches on" it or something like
if a concern at all.
the board." An advantage of a DI-type
that. Teaches it?
script, if we're consistent with all DI
programs, is that no one gets any invita-
There is a chapter in the book on pro-
tions. The book doesn't say anywhere
nouns. That itself is interesting at
I'm just talking about learning which
what to do if students happen to
sixth grade: most native speakers of
form of a pair of pronouns to use.)
respectfully decline the invitations.
English use all the English pronouns
by the time they hit kindergarten, or
The book offers teachers a suggestion
So what's my point? That textbooks
earlier. For non-native speakers, this
for this Exercise 1. It's in a little sec-
aren't very good? You already know
chapter isn't going to cut it. With
tion of its own, in the margin of the
that, I'm sure. Concrete examples
respect to most students in most
teacher's edition. Among other
just make the idea more humorous
schools, the most interesting instruc-
things, it says: Remind students that
and more depressing. Publishers
tional challenge is teaching kids to use
nominative case pronouns are used as
spend huge amoul>ts of money devel-
pronouns correctly that they are likely
subjects and subject complements,
oping this stufftWhere instruction is
to use incorrectly. Native speakers don't
whereas objective case pronouns are
the least of their concerns, if a con-
agonize over "I" versus "me" in sen-
used as objects. First, I don't think
cern at all. At the very tippy top of
like candy. On the
tences such as:
reminding the students of this is nec-
their list is political correctness.
other hand, sixth-grade native speak-
essary, given that certainly not one
Words like fat and man and cat seem
ers and many adult native speakers
got it the first time it was men-
like pretty good beginning reading
might get confused with: If you give
tioned. Second, as I said above, stu-
examples to me, but they are all
dents can ignore that stuff and just
the package to Jake and
, we'll
potentially problematic, in terms of
select the pronouns that are listed on
deliver it for you.
political correctness, or more pre-
the same page as the exercise. And
cisely, in terms of political correct-
If we're going to teach that, then...
personally, I'm not entirely sure I'd
ness gone berserk. "Fat" might offend
we'd have to teach it, as in providing
choose "subject complements" as one
someone overweight (like me). "Cat"
some instruction such that students
of my highest priority language arts
might offend dog lovers, or, possibly,
content items. Let's just say they
learn when to use I and me and we
beatniks. "Man" is inherently sexist,
succeeded in teaching kids to say, for
and us and she and her and that sort
although it seems we can get around
example, "This is she" when some-
of thing. Back to "Something for
that last one if we (a) have 49% of
one calls, asking for ;Judy. It's just my
Everyone," there is one lesson on
the characters in a book be male and
guess that Judy might get beat up
"Personal PronounsObjective Case."
5
Direct Instruction News
7
The most practical application of any
and probably won't ever. I don't know
51% be female, and (b) always show
of this is in reference to textbook
the men putting flowers in a vase or
how to do that, myself.
adoption. I'm a bit cynical, however,
cooking or having a baby.
when it comes to adoptions. I've
All I'm really interested in here is the
in
seen many sets of adoption criteria
Don't send notes about this (to me),
priorities that govern the content of
which the notion of children learning
please. I'm well aware that not that
textbooks. If a textbook is, first and
was not a part. I've seen cases where
long ago, we had instructionally worth-
foremost, instructionally sound, and
"having blending" scores the same
less textbooks with illustrations of
effective, and efficient, and otherwise is
number of adoption points as "having
white people only, such as Dick and
a highly sophisticated tool for teachers
high quality photographs." And then
Jane, and even mostly white dogs
to use, then what the heck: buy rights
there is the idea of a "current copy-
(Spot). Even the white people weren't
to some nice photographs. But no num-
right." That's some stupid require-
representative of all white people. In
ber or quality of photographs or essays
ment that schools voluntarily impose
reality, I don't object at all to political
or pictures of minorities (racial or oth-
upon theimelves, thereby ensuring
correctness, especially when it hasn't
erwise) or invitations or cooperative
that schools will always have to
gone berserk. It's an easy thing to
learning suggestions or anything like
spend substantially more on text-
accommodate. It doesn't require a
any of these things is going to make a
books than necessary.
mind like Zig Engelmann's. Basically,
textbook instructionally more sound.
all it requires is the ability to count.
No number or quality of noninstruc-
Among the many recommendations of
tional prioritieseven very important
the whole language guru's at one
Actually, it might be more challenging
onesadds up to good instruction.
point was that of dispensing with
than that. It isn't easy to both at the
textbooks altogether. That might
Even scripts and choral responding are
same time (a) make the textbooks
have been as close as they ever got to
pretty stupid if the instruction underly-
authentk, and to (b) create an idealized
giving good advice. AD".
ing this isn't pretty good.
vision of society that doesn't exist now
Oregon's Direct Instruction Follow
Siegfried Engelmann Receives Award
Through model, which outperformed
all other comparison models in acceler-
for Achievement in Education Research
ating the performance of at-risk children
in Grades K-3. In 1997 he founded
NIFDI, a not-for-profit corporation that
assists schools implementing Direct
CSSP in Washington, DC in
The Council of Scientific Society
Instruction schoolwide. In a study of
December, 2002.
Presidents (CSSP), the country's lead-
24 instructional approaches published
ing science leadership development
by the Educational Research Service in
In notifying Engelmann of the award,
institute and advocate of policy on sci-
1999, the comprehensive model of
CSSP's President, Dr. Martin Apple,
ence, has named University of Oregon
Direct Instruction was found to be only
wrote that Engelmann was selected
Professor of Education Siegfried (Zig)
one of two comprehensive reform
"because of the high quality
Engelmann the 2002 recipient of the
models with a strong record of improv-
of...research designs, high quality of
CSSP Award for Achievement in
ing the performance of students at
research execution, innovative discov-
Education Research. Engelmann, cre-
the elementary level. The National
eries, and measurable impact on the
ator of Direct Instruction and founder
Institute for Direct Instruction has been
learning of students."
and Director of the National Institute
endorsed by New American Schools as
for Direct Instruction (NIFDI), is the
one of the country's top providers of
Engelmann is the senior author of more
fifth person to receive the award since
comprehensive school improvement
than 100 instructional programs. He is
its inception in 1998. The award is
designs. NIFDI joined the New
the author or co-author of more than
American Schools collective of affili-
given annually for education research
100 articles and chapters of professional
ated organizations in October 2002.
that has been shown to improve chil-
books, and more than a dozen profes-
dren's learning and understanding
CSSP was founded in 1973 to provide
sional books and monographs. He served
measurably. Engelmann received the
a forum for communication and joint
as the co-director of the University of
award at the national meeting of the
Spring 2003
6
For more information on CSSP, visit
the quality of public education has
action by the country's leading scien-
its web site at www.mdsg.umces.edu/
grown in recent years. In his message
tists. CSSP is composed of the presi-
CSSP/home.html. For more informa-
to U.S. President George Bush in
dents, presidents-elect and immediate
tion on the National Institute for
November 2000, CSSP President Dr.
past presidents of nearly 70 scientific
Direct Instruction (NIFDI), visit its
Apple identified education reform as
societies and scientific federations,
web site at www.nifdi.org or call
one of the country's top policy issues
whose combined membership numbers
affecting science.
exceed one million. CSSP's interest in
1-877-485-1973. Mg--
9
piece that accompanies each of the fol-
An Introduction
lowing DI curricula: Corrective Reading,
Expressive Writing, Reasoning and Writing,
Companies
to Implementation
Spelling Through Morphographs, and Con-
necting Math Concepts.
C.A.R.E. lists the following advantages
for working with their network to
discipline and behavior of the school
Professional development companies
implement DI in the middle grades:
(the Positive Behavior Support Model)
provide experience and expertise in
is generally a component of a C.A.R.E.
implementing effective, research-
1. Sustained academic growth.
implementation. C.A.R.E. has been in
based strategies for improving school
operation for 3 years, has the capacity
performance. The following informa-
2. Sustained professional growth for
to work with 20 school districts, uti-
tion is an introduction to four of these
teachers. Teachers have opportuni-
lizes the services of 30 consultants,
companies and their characteristics.
ties to become host coaches, work-
and currently works with schools and
shop presenters, site coordinators,
and leaders in the state and the
The Center for Applied
districts located in Florida, California,
nation.
Research in Education
Hawaii, Kansas, and Oregon.
(C.A.R.E.)
3. Progress monitoring process for sus-
By guiding the school in establishing
Founded by Bonnie Grossen of the
taining the quality of the imple-
and coordinating a progress-monitoring
University of Oregon, the focus of
mentation, troubleshooting, and
system for setting goals and problem
solving problems formatively.
C.A.R.E. is to provide initial training,
solving to remove obstacles on a con-
in-class coaching, support, and consul-
4. Group-administered placement test
tinuous basis, C.A.R.E. will help a
taiion that will give educators the
for resource-efficient placement of
school, or a district, achieve their
knowledge and assistance necessary for
students into groups (requires one
goals. The C.A.R.E. professional devel-
them to implement DI programs and
class period and electronic scoring).
opment model utilizes side-by-side
research with integrity in upper ele-
5. Access to knowledge gained from
coaching with teachers from initial cur-
mentary, middle school, and remedial
experience and data gathered in
riculum training to follow-up with
high school. The instructional pro-
large-scale implementations.
teachers in the classroom to improve
grams utilized by C.A.R.E have 30
6. Culture of data-based decision-
the technical delivery strategies. This
years of experimental comparison
making at the classroom level,
results in a very efficient training
research supporting the remedial com-
school level, and national level.
model and immediately "makes it rele-
ponents and 20 years supporting the
vant" for the participants. The
standards-based programs. C.A.R.E. is
7. Shared expertise of a highly experi-
involvement of actual students, com-
listed as an implementer approved on
enced team of teachers, trainers,
pleting the lesson they were on that
the national Good Schools list of the
researchers, and leaders.
day, sets the C.A.R.E. training model
Northwest Regional Laboratory. In
When selecting an implementation
apart from the rest. C.A.R.E. offers a
addition to instructional programs,
company, C.A.R.E. suggests that a
comprehensive progress-monitoring
schoolwide systems for managing the
Spring 2003
10
8