The Lifecycle of Comprehensive School Reform

Aladjem, Daniel K.; Borman, Kathryn M.

doi:10.1037/e539892012-001

Cited by 9 publications

(9 citation statements)

References 0 publications

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“…Virtually all students, whatever their ability levels, require evidence-based interventions implemented with sufficient fidelity to achieve intended outcomes (Aladjem & Borman, 2006;McLeskey & Billingsley, 2008;O'Donnell, 2008;Vernez, Karam, Mariano, & DeMartini, 2006). Therefore, sustainable school reform needs to support teacher learning and practice using evidence-based interventions as well as provide administrative support and resources for instructional modifications (Idol, 2006).…”

Section: Classroom Challengesmentioning

confidence: 98%

A Framework for Inclusive Educational Delivery Systems

McCart¹,

Sailor²,

Bezdek³

et al. 2014

Inclusion

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This article introduces a theoretical framework for an inclusive educational delivery system to increase academic, behavioral, and social outcomes for all students with a variety and range of abilities. The framework is a fully braided delivery system that brings together evidencebased practices for individual school systems and structures, district and state education policy, and family and community engagement. We describe (a) systemic and structural challenges to inclusive education, (b) the framework and its evidence-based features, and (c) a technical assistance resource that builds educational agency capacity to independently implement and sustain inclusive educational delivery systems in their communities.

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Section: Classroom Challengesmentioning

confidence: 98%

A Framework for Inclusive Educational Delivery Systems

McCart¹,

Sailor²,

Bezdek³

et al. 2014

Inclusion

View full text Add to dashboard Cite

show abstract

“…The training capacity, coaching capacity, and information systems needed for success often need to be linked in a coherent plan before initiating a new practice (Fixsen et al, 2005; Saldana, Chamberlain, Wang, & Brown, 2012). Initial Implementation is the stage where an organization builds demonstrations of a practice being implemented with impact, and simultaneously establishes the organizational capacity to scale up (Aladjem & Borman, 2006; Fixsen, Blase, Timbers, & Wolf, 2001; Schofield, 2004). Full Implementation is the stage where 50% or more units (e.g., schools) in an organization have adopted the new practice.…”

Section: The Role Of Resource Leveraging In the Scaling Of Evidence-bmentioning

confidence: 99%

Resource Leveraging to Achieve Large-Scale Implementation of Effective Educational Practices

Horner

Ward

Fixsen

et al. 2018

Journal of Positive Behavior Interventions

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Resource leveraging is the process by which the outcomes from initial investment in personnel, materials, and events to achieve a targeted goal result in additional investment toward that goal. The assumption governing this concept is that without an initial, small investment, larger future investments are less likely (Rogers, 2003). Our thesis is that large-scale implementation of evidence-based educational practices often requires that initial implementation investments be used to leverage the size, scope, and sustained investment needed for scaling to occur. The purposes of this article are to offer a more operational definition of "resource leveraging," encourage the measurement of leveraging, and propose that leveraging be considered not just a topic of conceptual interest, but a formal tactic for any long-range implementation plan. We believe that the intentional measurement, planning, and management of resource leveraging will improve our ability to scale up effective practices. It is appropriate to consider the role that resource leveraging plays in education given the current emphasis on adopting evidence-based practices (

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“…District administrators are included in the training to create consensus among stakeholders in the vision for instructional improvement (see, for example, Aladjem & Borman, 2006) and support coaches and principals to work together as a team to plan for the professional needs of teachers at their school. District leaders also participate in the coach training in order to foster district-level understanding of effective reading comprehension instruction and responsibilities of a CFC coach and to encourage principals, through their supervisor's oversight, to support the work of their coach.…”

Section: Content-focused Coaching (Cfc)mentioning

confidence: 99%

Principals’ Sensemaking of Coaching for Ambitious Reading Instruction in a High-Stakes Accountability Policy Environment

Matsumura

Wang

2014

EPAA

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In the present exploratory qualitative study we examine the contextual factors that influenced the implementation of a multi-year comprehensive literacy-coaching program (Content-Focused Coaching, CFC). We argue that principals' sensemaking of the dialogic instructional strategies promoted by the program in light of high-stakes accountability policies influenced coaches' work with teachers. Principals' views of the efficacy of the teaching strategies promoted by CFC for meeting accountability targets influenced how principals socially positioned coaches in schools (i.e., the degree to which they promoted coaches as sources of expertise to teachers), and the extent to which the coaching received by teachers focused on implementing dialogic teaching epaa aape Education Policy Analysis Archives Vol. 22 No. 51 2 practices. Our results also suggest that principals' sensemaking of the program was for the most part consistent across years, even in the face of shifting accountability status and changes in district leadership. Implications of our findings for improving the implementation of coaching programs are discussed.

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The Lifecycle of Comprehensive School Reform

Cited by 9 publications

References 0 publications

A Framework for Inclusive Educational Delivery Systems

A Framework for Inclusive Educational Delivery Systems

Resource Leveraging to Achieve Large-Scale Implementation of Effective Educational Practices

Principals’ Sensemaking of Coaching for Ambitious Reading Instruction in a High-Stakes Accountability Policy Environment

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