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Kame'enui, Edward J.; Simmons, Deborah C.Beyond Effective Practice to Schools as Host Environments:Building and Sustaining a School-Wide Intervention Model inBeginning Reading.Oregon Univ., Eugene. Coll. of Education.ISSN-0095-66941998-00-0029p.

Oregon School Study Council, 213 Education Bldg., 1571 AlderSt., College of Education, 1215 University of Oregon,Eugene, OR 97403-1215 (nonmember price: $15; member price:$10; discount 10% for 10-24 copies and 20% for 25 or morecopies).Collected Works Serials (022) Reports Descriptive(141)

OSSC Bulletin; v41 n3 Spr 1998MF01/PCO2 Plus Postage.*Beginning Reading; Early Intervention; *EducationalEnvironment; Models; Primary Education; ProgramEffectiveness; Program Implementation; *Reading Instruction;School Culture; Theory Practice Relationship

Suggesting that a missing link between effective practicesand their sustained implementation is the "host environment" into whichpractices, programs, procedures, and pedagogy are translated, this bulletindescribes the need for prevention and intervention models in beginningreading that are anchored to the school as the host environment. The model isdeveloped at the school-building level for a particular host environment andfor the long term; anchored to ongoing student performance in prioritysubject areas; customized by collaborative grade-level teams to fit and takehold at the school-building level; and tethered to a centralizeddata-management system. The paper contains three major sections: (1) aconceptual framework for understanding and mapping the complex and multiplecontexts of schools; (2) a set of "big ideas" for designing effectivebeginning reading instruction for students in kindergarten through grade 3;and (3) the features of a school-wide intervention model customized forbeginning reading. Contains several unnumbered figures and 66 references.(RS)

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Beyond Effective Practiceto Schools as

Host Environments:Building and Sustaining a School-wide

Intervention Model in Beginning Reading--)U.S. DEPARTMENT OF EDUCATION

Office of Educational Research end Improvement

j EDU c ATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organization

I originating d.o Minor changes have been made to improve

reproduction quality.

Pointa of view or opinions stated in this document do not necessarily represent officialOERI position or policy.

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

oTO THE EDUCATIONAL RESOURCES

INFORMATION CENTER (ERIC)

Edward J. Kame'enuiDeborah C. Simmons

INSTITUTE FOR THE DEVELOPMENT OF

EDUCATIONAL ACHIEVEMENTCOLLEGE OF EDUCATION UNIVERSITY OF OREGON

1997-98 OSSC Bulletins are contributed by each of the four research andoutreach centers and institutes at the LIO College of Education

:01111413ulletinOREGON SCHOOL STUDY COUNCILVOLUME 41 NUMBER 3 SPRING 1998

2BEST-CoPrAVAILABLE

OF HOuc,

(A.

tSeyon eoVe Practiceto Schools as

Host rime.Building and Sustainin Sch014,vides:

Intervention Model in Beginning Reading

Edward J. Kaffie'enui

Deborah ^C Simmons

INSTITUTE FOR THE DEVELOPMENT'OF. . .

EDUCATIONAL ACHIEVEMENTCOLLEGE OF EDUCATION UNIVERSITit OF OREGON

199798 OSSC Bulletin's are contribuW by each:of the foilr research andpUtreach, centers and institutes at the U0 College of Education

.

ulletinOREGON SGHOCIL.,S.TUDY COUNCILVOLUME 41 NUMBER -3 SPRING 1998 .

1998 University of Oregon

ISSN 0095-6694

Nonmember price: $15

Member price: $10

Discount 10 percent for 10-24 copies-and 20 percent for 25 or more copies

2

.OSSC Staff

kobeit D. StalickExecutive Director

Janet CurleyGraduate Research Assistant

Bobbie SmithMembershipDesign of text pages

Brenda KameenuiTechnical Editor

OSSC Advisory Board

Bart McElroy,Board MemberSalem/Keizer 'School District

Barbara Rommel, SuperintendentDavid Douglas School District

Elaine Hopson, SuperintendentTillamook School District

Phil McCulhun, PrincipalHarrison Elementary School.South Lane School District

Robert D. Stalick,'Executive DirectorOregon School Study Council

Paul Goldman, AssoCiate ProfessorDepartment of EducationalLeadership, Technology, andAdministration,College of EducationUniversity of Oregon.

Joanne FlintInstruction and Field Services,Oregon Departnient of Education

Cliff KuhlmanOregon. School Boards Association

. OREGON SCHOOL STUDY COUNCIL

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This publication will be made avail-able in accessible formats upon re-quest. Accommodations for people'with disabilities will be provided ifrequested in advance.

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EFFECTIVE BEGINNING READING INTERVENTIONS FOR ALL CHILDREN

IntroductionOur knoWledge of_ effective.: practices for -improving the -academic achievement of studentsin the.priniary and elementary years has-'increased dramatically in the last decade(Simmons & Kameenui, in press;Stringfield, in,press). ,Howeyer, implementing :an effective 2:practice Morie classroom or: in a research contextis very 'different from implementing andsustaining effeCtive practice at the school:building level. There IS. a great deal -of collectivewailing in the'field, these days about the feebleattempts for .trarislate .reSearchInto effectivepractice (Malouf: & Schiller, 1995) that improves';reading: achievement in students who are atserious academic risk.

Iri ..this monograph; we aCknoWledge the:limitations to improving student achievementwhen curricUlum reform focUSeS primarily on thecollettion; :adoption, and implementation ofeffectiyelpractices and programs.- A missing linkbetween 'effective practices and their sustainedimplementation is the "host environinent"' (Zins& Ponti, 1990, cited in Sugar & korner, press)`into which practices, prograins, procedures, andpedagogy:are translated. Too -often; curricularimplementation and accoMmodation effOrts failto mirror the complexities: of schools (Hedges' &Waddington, 1993) We describe; instead, theneed for prevention and intervention -inodelS.. thatare anchored to the school as the "hostenvironMent." We describe a model that is .(a)devel6Ped at the school7building *level for aparticular host environment and for the longterm, (b) anchored to ongoing studentperformance in priority subject areas (e.g.,reading, mathematics), (c) customized bycollaborative grade-level teams to fit and takehold at the school7building level; and (d) tetheredto a centralized data-management sySteritNaturally; curricular and instructional change arenot content free, and involve important subjectmatter, such as reading, rriatheinaiics socialstudies, and science. An important aspect of thisschool - building intervention model is the designof subject matter curricula...'

eyond EffectivePractices to-Schools as

Host EnvirorimentsBuilding and Sustaining

School-wide Intervention

Model in Beginning -Reading

or All Children

Contents.

Introduction

Overview

A Profile: Early.Learning Trajectories PredictFuture Performance

Improving Reading Peiforniance in ComplexHost Environments' Called Schools

OREGON SCHOOL S TUDY COUNCIL

A Conceptual. Framework for Developing aSchool-wide Reading Intervention Program in,the Early School Years

Figure 1 The Contexts Pyramid Model of Reading

Setting Context: The School Building and SchoolDistrict as Host Environments

Summary of Setting, Context:: The SchOol

Situation Organizer or Teacher Context: ThePrimary. Change Agent

SuMmary of Situation Organize!' Cntext:'The Teacher

Learner Context: Diveise Learners and theTyranny of Time

Summary of Learner Context

Task and Materials Context: Using Smart Tools 10

Summary of Task and Materials Contexts 11

Summary of Conceptual Model: The MultipleContexts of Host Environments

9

10

11:

EFFECTIVE BEGINNING READING INTERVENTIONS FOR:ALL CHILDREN

Beyond :Effective Practices toSchools, as Host EnV,ironments:

and,Sustaining A School7iinde

Intervention Model in-Beginning Reading

for All Children

APPlyihg the ConCeptual Model to School-wideImprovement

The Role of Subject Matter In' the 'Concept:11aModel::l3eginning Reading.

Beginning Reading:,-Three Big Ideas.

ASchool::wide Intervention Model (SIM):'Featuresi Examples, and Contexts

'Stage-I: 'Assess-Studeht Perforinance*-UsingDynamic Indicators of "Big Ideas ".

School-Wide Iritervention Model

Stage II: 'Analy