Rigid Structure in Success for All (02:59)
Robert Slavin created a comprehensive reading and math program called Success for All in the mid 1980s. Although teachers who used the program complained of its rigid structure, Slavin claims the structure is based on educational research.
Success for All Defined (01:55)
The program primarily focuses on helping all students reach academic success. It provides professional development for teachers. Other subjects exist in the program but most schools just use the reading and language arts portions.
Motivations for Creating Success for All (06:12)
Slavin spent many years as a special education teacher in impoverished schools. He felt frustration about the inefficient education many students received in these schools and he created Success for All as a way to reach and care for all children.
Success for All: Researched-Based Program (04:11)
Slavin compares test results from Success for All schools and schools who do not use the program in order to determine the program's effectiveness. Slavin groups students by reading ability, rather than age, and regroups them every eight weeks.
Success for All: Success Motivates Students (02:53)
Slavin asserts that success is the best motivator. Students experience many opportunities for success when teachers group them by ability rather than age. Test results enable teachers to alter or modify instruction to ensure student success.
Relentlessness: Goal of Success for All (03:40)
Slavin says teachers must be relentless to ensure that students achieve at high levels and continually find success. Teachers in the program find it very challenging but essential to include the entire curriculum in the ninety-minute reading block.
Many Pathways in Success For All (03:21)
Students learn information in many ways such as reading, listening, singing, and touching. Slavin uses the analogy that teachers in Success for All schools are performers because they perform the curriculum for students by using many pathways.
Success for All: Importance of Tutoring (01:25)
Despite the effective curriculum and instruction in Success for All, some students will still struggle and need tutoring. Tutoring ensures that all students will succeed.
Success for All: Importance of Phonics (02:57)
Slavin pushes phonics in his program because he says the research shows it is more effective than whole language in teaching students to read. Slavin stresses fast track phonics in his schools.
Comprehension Strategies Critical in Second Grade (01:33)
First graders must be able to decode and read fluently. In second grade, students must make a transition into learning more difficult reading comprehension skills. Much of a student's future academic success depends on learning these skills.
Criticisms of Success for All (02:57)
Most teachers feel the Success for All program is too scripted and rigid. Slavin says that he has revised the program to allow for more teacher creativity. It now stresses goal- focused implementation rather than process implementation.
Slavin Reflects on the Comer Process (01:49)
Slavin respects the Comer Process and incorporated many of its organizational approaches within Success for All. The two programs differ in that Success for All focuses much more on the fine details of curriculum.
Success for All and Similarities with Other Educational Models (01:57)
Most educational models have high expectations for students. They all have standards for student performance and ways of assessing children. Teachers have a common mission and vision of what the school should look like.
Cost of Success for All (02:31)
This program costs districts about one hundred and fifty dollars per student per year. Many districts have difficulty finding the money to support this program.
Slavin Reflects on KIPP Model (01:27)
Slavin says KIPP and Success for All have many philosophical similarities. They both believe in the capability of all students. The highly motivated teachers and administrators continually display a relentless attitude toward helping students succeed.
Slavin Discusses No Child Left Behind (03:59)
Slavin has mixed feelings about the No Child Left Behind legislation and it has had a negative effect on his program. He feels the emphasis on using researched based data to drive instructional strategies is great but it is ignored in practice.
Importance of Reading in First Grade (03:41)
If a student fails at reading in first grade it may have disastrous results for later schooling. Students who fail in reading at an early age will often begin to misbehave out of frustration.
English Language Learners and Success for All (03:14)
This program has had a strong influence on English language learners. The program uses many research-based teaching strategies including cooperative learning.
Replication of Success for All Program (03:51)
Slavin says public schools are not using all of the effective strategies that they can. He says that replication of the Success for All Program is possible on a wide scale.
No Single Most Important Element of Success for All (00:42)
All aspects of the program are equally important. Each part works together to create the whole package.
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