Comer School

Koala

Emily

Melody

Selina Amiee

Comer School

Koala(Wang Zhen)

Emily(Jiang Yan)

Melody (Li Xiuhua)

Selina(Tong Lingtiao)

Amiee(Li Minlim)

Dr. Comer, the founder of the Comer School Development Program in 1968.

The program promotes the collaboration of parents, educators, and community to improve social, emotional, and academic outcomes for children that, in turn, helps them achieve greater school success. His concept of teamwork is improving the educational environment in more than 500 schools throughout America.

WHAT IS IT?

James Comer's School Development Program, also known as the Comer Process, is intended to improve the educational experience of poor minority youth. Improvement is attained by building supportive bonds among children, parents, and school staff to promote a positive school climate.

Social background

lack of developmental support in their homes and communities

expect all students to meet the high standards dictated by today’s workplace and citizenship needs

tracking and lowered expectations of minority and ESL students.

Three principles underlie the Comer Process:

1. Three Guiding Principles:"NO FAULT“builds trustbe truthfulbe direct with respect2. COLLABORATIONcreates opportunities to address•power issues•personal feelingscreates process for the team to move forward3.CONSENSUSlisten to all sideslet go of your own opinionsupport team agreement

•physical, • cognitive, • psychological, • language,• social, • ethical.

six developmental pathways

The SDP school community uses the six developmental pathways as a framework for making decisions that will benefit children. In schools using the Comer Process, far more is expected from the students than just cognitive development

Basic framework

develop a comprehensive school plan, set academic, social and community relations goals coordinate all school activities, including staff development programs. create critical dialogue around teaching and learning and monitors progress Members of the team include administrators, teachers, support staff and parents.

1.The School Planning and Management Team

promote desirable social conditions and relationships. connect all of the school’s student services, facilitates the sharing of information and advice, addresses individual student needs, accesses resources outside the school and develops prevention programs. Serving on this team are the principal and staff members with expertise in child development and mental health, such as a counselor, social worker, psychologist, or nurse.

2.The Student and Staff Support Team

involve parents in school developing activities support the school's social and academic programs.select representatives to serve on the School Planning and Management Team.

3.The Parent Team

Related approaches to school restructuring include Henry Levin's Accelerated Schools and Robert Slavin's Success for All. All three approaches use staff collaboration, parent involvement, and expectations of high student achievement to improve schools. Where Levin's program focuses on providing an enriched and accelerated curriculum for disadvantaged students, and Slavin's program stresses cognitive practices that increase learning, the Comer Process emphasizes improved school climate.

How does it compare to similar programs?

Curriculum setting

A social skills curriculum of Inner-City Children.

Four bases of curriculum social forces, human development, learning, and knowledge.

Organize schools around child development.

Dr. Comer, the founder of the Comer School Development Program .

Dr. Comer

The Comer Process is a type of school management that allows the staff, parents, and the community to have input in the decision-making process.

What is it?

Social background

components 6 developmental pathways 3 guiding principles·  3 teams 3 operations:

Comprehensive School Plan Assessment & Modification Staff development

Model of the Comer Process

Assessment & Modification

Staff Development

Parent Team(PT)

Student & Staff Support Team

(SSST)

School Planning &

Management Team

(SPMT)

Comprehensive School Plan

Child & Adolescent Growth along the Six Developmental Pathways

Guiding Principles

Relationships

comparing

Curriculum setting

Successful model

Child & Adolescent Growth along the Six Developmental Pathways

Guiding Principles

Relationships

Consensus ·· Collaboration ·· No-fault

Parent Team(PT)

School Planning &

Management Team

(SPMT)

Student & Staff Support Team

(SSST)

Comprehensive School Plan

Assessment & Modification

Staff Development

Physical

Cognitive psychological

Language

Social

ethnical

physical cognitiv

e

ethnical

social

language

psychological

physical

•Physical health

•Nutrition

•Energy

•Physical rest

•alertness

cognitive

•Academic learning

•Class performance

•Flexibility of thought

•Acquisition, application,and generalization of knowledge

•Ability to make meaning of the environment

psychological

•Self-worth

•Self-awareness

•Emotional management

•Scholl adjustment

•School adjustment

•Academic self-concept

language

•Competency in expressive and receptive language•Situationally appropriate language•A bridge for relationship building•A tool for self-reflection and learning

social

•Empathy

•Appropriate conduct

•Social competence in diverse settings

•Ability to interact well with people of all backgrounds

•Friendships

•relationships

ethnical

•Respect for rights and integrity of self and others

•Making choices based on self-interest and the collective

•Conduct that promotes fairness and justice

•Commitment to the well-being of the community

Curriculum, instruction, and assessment

Social and academic climate goals

Sharing of information between school and community

Comprehensive School Plan

Periodic assessment creates new information & identifies new opportunities; permits orderly change or adjustment.

Assessment & Modification

Created by needs identified in goals of the Comprehensive School Plan.

Staff Development

Based on the training and information needs of staff and parents.

Social backgroundLack of developmental support in their homes and communities

Lowered expectations of minority and ESL students.

Expect all students to meet the high standards dictated by today’s workplace and citizenship needs .

Three Guiding Principles

1.No fault • builds trust • be truthful • be direct with respect

2. COLLABORATION • creates opportunities to address • power issues • personal feelings • creates process to move the team forward

Three Guiding Principles

3.CONSENSUS • listen to all sides • let go of your own opinion • support team agreement

Three Guiding Principles

Basic framework

• Develop a comprehensive school plan, set academic, social and community relations goals

TheSchool

Planning and

Management

Team

• Members of the team include administrators, teachers, support staff , parents, and a child development specialist.

• Coordinate all school activities, including staff development programs.

TheSchool

Planning and

Management

Team

• Create critical dialogue around teaching and learning and monitors progress

TheSchool

Planning and

Management

Team

Promote desirable social conditions and relationships.

The Student and Staff Support Team

The Student and Staff Support Team

•connect

•facilitate

•address

•accesses

• Develops prevention programs. Team members should have expertise in child development and mental health.

The Student and Staff Support Team

• involve parents in school developing activities

The Parent Team

• support the school's social and academic programs.

• select representatives to serve on the School Planning and Management Team.

Focus on providing an enriched and accelerated curriculum for disadvantaged students

How does it compare to similar programs?

Henry Levin's Accelerated Schools program

Stress cognitive practices that increase learning.

Robert Slavin's Success for All program

• Comer Process emphasizes improved school climate.

Comer Process

All three approaches use staff collaboration, parent involvement, and expectations of high student achievement to improve schools.

Curriculum setting

A social skills curriculum of Inner-City Children.

Four bases of curriculum social forces, human development, learning, and knowledge.

Organize schools around child development.

School studentparent

comer school