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We help build schools that thrive.

Success for All

Awareness Presentation

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What is SFA and what is unique about it?

Since its inception in 1987, more than three million students have been taught using Success for All.
A proven whole-school reform strategy.
Professional Development and on-site support.

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An incomparable track record improving academic success for kids at all levels of proficiency, even in the most disadvantaged communities.

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SFAF’s mission is to develop and disseminate research-proven educational programs to ensure that all students, from all backgrounds, achieve at the highest academic levels.

Success for all

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5 Integrated Elements

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POWERFUL INSTRUCTION

All instruction is built around a cooperative learning framework that engages

students in rich discussion and

motivating challenges every day.

Tutoring tools provide

individualization and extra

practice time. See page 12.

Leadership for

continuous improvement

School leaders, teachers,

and other school staff work

in collaboration to set

quarterly goals, select leverage

points for improvement, measure

progress, and celebrate successes.

See page 6.

Research and results

The Success for All approach has

been proven to increase reading

achievement; close the achievement gap

between African American, Hispanic, and White students; and prepare teachers to support the needs of English learners. See page 64.

Schoolwide support and

intervention tools

Proven strategies focus on attendance,

parental involvement, positive school

culture, family needs, health issues, and

individual student support to make

sure that students are in school

and ready to learn. See page 52.

Professional development

And coaching

Implementation is supported by

extensive, job-embedded professional

development and coaching that enables teachers and school leaders to make the most of the research-proven approach.

See page 58.

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Leadership for Continuous Improvement

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Leadership for Continuous Improvement

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Leading for Success, our collaborative leadership system, brings school staff together to focus everyone’s efforts on success for every child. Teachers, school leaders, and support staff work together to:

assess current status,
set annual and quarterly goals for growth,
identify measurable targets for short-term improvement,
make a detailed action plan to ensure achievement of

those targets,

review progress quarterly,
celebrate targets met, and
plan the next steps for continuous improvement.

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Leading for success

Schoolwide solutions teams

There are two key areas to consider: academic and non-academic.

This section focuses on the non-academic factors that have a significant impact on academic performance.

Let’s talk about who might be on this team and their areas of interest.

For instance,

Parent and Family Involvement-engage the parents

Cooperative Culture- make sure that everyone is able to solve problems without engaging a teacher.

Community Connections- Engage the community , local businesses to support the goals of the school. It is two fold... maybe we put the name of the business on the marquee

Intervention-

Attendance- the attendance clerk will bring data on students who may be struggling—exploring whether attendance is contributing to those challenges.

Additionally, the Solutions Coordinator, often a lead teacher or counselor, plays a key role and will be an essential member of the team.

With Success for All, you are going to look at alignment across the team.

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Getting Along Together

Getting Along Together was

designed by:

Success for All
Harvard University
University of Michigan

Received the highest rating from

CASEL for demonstrated effectiveness

in improving student outcomes at

the highest levels and supporting

students’ social and emotional

growth through all five competencies.

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Leading for success

Instructional teams

The second focus area is the reading component.

To highlight this, early childhood includes pre-K and K,

while Reading Roots targets students reading at a 1st-grade level. This could include 2nd or even 3rd graders who are still reading at that level. The goal is to get them reading on grade level as quickly as possible.

For grades 2 through 5, we have Wings, which is a 90-minute reading block,

and for grades 6 through 8, Edge provides a 60-minute reading block.

Any student who is not keeping up with the regular instruction will be placed in tutoring, which serves as a second dose of reading instruction to help them catch up.

facilitator, who works full-time, manages data, and ensures the program is running smoothly.

The leadership team—consisting of the principal, facilitator, and solutions coordinator—plays a key role in overseeing this process.

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Powerful instruction

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Powerful Instruction: Components

KinderCorner

(kindergarten)

Oral-Language and Vocabulary
Emergent –

Developing Literacy

Thematic Learning
Social Skills-

SEL Learning

Phonics
Kinder Roots

Reading Roots

(1ˢᵗ grade reading level)

Oral Language
Phonemic Awareness
Phonics –

FastTrack Phonics

Fluency
Comprehension

Clarification
Summarization
Prediction

Curiosity Corner

(pre-kindergarten)

Oral-Language

and Vocabulary

Emergent –

Developing Literacy

Thematic Learning
Social Skills-

SEL Learning

Phonics

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Powerful Instruction: Components

Tutoring with the Lightning Squad

Web-based program for students in grades 1–3
Fluency
Phonics
Word-level blending

Reading Wings

(2ⁿᵈ through 6ᵗʰ grade

reading level)

Phonics – word structure, syllabication
Vocabulary - Academic
Fluency
Comprehension Strategies

Savvy Reader

Tutoring with ThemeReads

Students in grades 4–8
Fluency
Vocabulary
Comprehension

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Powerful Instruction: Components

Level 1

The Reading Edge

(6ᵗʰ through 8ᵗʰ grade reading level)

Tutoring with ThemeReads

Students in grades

4–8

Fluency
Vocabulary
Comprehension

Level 2 – 3

Level 4 – 8

Phonics

Instruction/Word Structure

Academic Vocabulary
Fluency
Research Methods

Comprehension

Clarification, Summarization,

Questioning and

Prediction

The focus is on comprehension vocabulary, fluency, response and critical thinking skills.

RE2 advances students with the same skills developed in RW but also develops students study and research skills.

ANyone not keeping up gets...

Tutoring with Theme Reads:

students in grades 4-8

fluency, vocabulary, comprehension

Discuss.

Regrouping grades 1-6 and how this happens – everyone teaches – all special ed

Assessments – (they need one)

What happens quarterly

90 minutes

Let’s look at what that powerful instruction looks like in a real time lesson.

Show them each section and discuss the highlights. Go to next slide and discuss how each lesson follows the cycle of effective instruction for a formal system of delivery which provides continuity across the grade levels. Consistency allows all players to use the same language and that builds community.

CC – pg 20

KC – pg. 26

Roots – pg. 34

Wings – pg. 40

Edge – pg 45

Tutoring – pg 50

Give participants 5 minutes to observe their particular section. If you have enough time, do a jigsaw technique here and have each numbered head report out his findings of his component.

Take questions from the floor but watch your time!

410298000_SFA_Awareness.pptx

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Powerful Instruction

Cross-grade level grouping for rapid advancement

Uninterrupted ninety-minute reading block (60 minutes in Reading Edge for middle school)

Eight-week assessments

Everyone teaches reading

Tutoring and acceleration

Curiosity Corner and KinderCorner are full day programs

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Curiosity Corner

Greetings, Readings, and Writings
Gathering Circle
Theme Exploration
Rhyme Time
STaR
Learning Labs
15-Minute Math
Stepping Stones
Math Mysteries
Let’s Daydream
Write Away
Let’s Think About It
Home Links

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KinderCorner

Greetings, Readings, and Writings
Gathering Circle
Theme Exploration
Rhyme Time
STaR
Learning Labs
15-Minute Math
Stepping Stones

Kinder Roots

Math Mysteries
Let’s Daydream
Write Away
Let’s Think About It
Home Links

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Reading Roots

Reading a Familiar Story
FastTrack Phonics
Shared Story
Practice with Cleo and Theo
Power Up Partner Reading
STaR
Adventures in Writing
Celebration

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Reading Wings

Targeted Treasure Hunts

Narrative and expository

text strategies

Savvy Reader
Word Power
Fluency in Five
Book Club
Adventures in Writing

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The Reading Edge

Differentiated instruction
Cooperative and Social

Emotional Learning

Media to build background
Engaging interactive

whiteboard lessons

Writing project
Student research projects

in levels 6, 7 and 8

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Success for All Tutoring

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Success for All Tutoring

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Schoolwide support & intervention tools

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Schoolwide Support and Intervention

Proven strategies focus on:

Attendance
Positive school culture
Family needs
Health issues
Community connections
Individual student support

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Schoolwide Solutions Team

Administrators
SFAF facilitator
Counselor
Social worker
Nurse
Lead teachers
Solutions coordinator
Parent liaison
Attendance monitor
Parent representative

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Professional development & coaching

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Professional Development and Coaching

Training and Introduction to SFA
Support for helping schools adopt, adapt and implement SFA approach
Ongoing coaching support for leadership coaching; for leading the Success Network and for goal-directed continuous improvement
Ongoing coaching support for teacher success in the classroom with SFA tools, resources and processes, for data-driven planning and goal-setting, and participation in the Leading for Success Network

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Professional Development and Coaching

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GREATER Coaching model

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Tools for Effective Teacher to Teacher Support

Conducting component team meetings to support teachers with:
Organizing resources
Sharing responsibility of implementation
Become more goal and data driven
Focusing on

student outcomes

Providing component

team agendas,

multimedia tools, and

other resources

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Research & results

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Gold-Standard Evaluations

More than fifty studies have compared Success for All with matched-control schools.
Success for All’s effectiveness in increasing achievement has been recognized in third-party reviews by the:

American Institute for Research,
Thomas Fordham Foundation,
Review of Reading Programs by P. David Pearson

and Steven A. Stahl, and

Comprehensive School Reform Quality Center.

www.successforall.org/research
www.evidenceforessa.org

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The Science of Reading

Word recognition
Phonics skills
Specific sequence of instruction
Fluency
Comprehension building and monitoring
Vocabulary instruction
Variety of texts

It simply is not true that there are hundreds of ways to learn to read….When it comes to reading, all [children] have roughly the same brain that imposes the same constraints and the same learning sequence”

- Cognitive neuroscientist Stanislas Dehaene, 2009.