## COMPREHENSIVE SCHOOL REFORM PROGRAM

**[CONTINUUM FOR ASSESSING THE COMPREHENSIVENESS OF SCHOOL REFORM
PLANS]{.smallcaps}**

**Introduction**: The Comprehensive School Reform Program is designed to
assist schools in implementing comprehensive, schoolwide reforms. One of
the consistent questions asked of this program is, "what is a
comprehensive reform program?" The CSR legislation answers that
question, stating that a comprehensive school reform program "integrates
a comprehensive design for effective school functioning, including
instruction, assessment, classroom management, professional development,
parental involvement, and school management, that aligns the school's
curriculum, technology, and professional development into a
comprehensive school reform plan for schoolwide change designed to
enable all students to meet challenging State content and student
academic achievement standards and addresses needs identified through a
school needs assessment."

The key elements in column one on this continuum matrix reflect this
definition of a comprehensive design. Design components that fit the
description in the column headed *Most Comprehensive* best represent the
spirit of the CSR program. Reforms described in the *Somewhat
Comprehensive* column should be strengthened to better address the
requirements of the legislation. Reform efforts that reflect the
descriptions in the *Not Comprehensive* column are inadequate to meet
the requirements of the CSR program.

SEAs and LEAs can use this matrix to assist schools in strengthening and
broadening their reform efforts to achieve true comprehensiveness.

+----------+------------------+-------------------+-------------------+
| **Key**  | **Most           | **Somewhat        | **NOT             |
|          | Comprehensive**  | Comprehensive**   | COMPREHENSIVE**   |
| **El     |                  |                   |                   |
| ements** |                  |                   |                   |
+==========+==================+===================+===================+
| **CSR    | The school's     | The school's      | The school's      |
| Design** | comprehensive    | reform program as | reform program    |
|          | reform program   | a whole addresses | does not address  |
|          | addresses and    | and integrates    | all eleven        |
|          | integrates all   | all eleven        | components in the |
|          | eleven           | components of     | CSRD framework,   |
|          | components in    | into a coherent   | or it does        |
|          | the CSR          | design for school | address how the   |
|          | legislation.     | improvement.      | components are    |
|          | Each component   | However, while    | integrated into a |
|          | is addressed     | coordination is   | coherent reform   |
|          | both             | an objective of   | design. Little or |
|          | individually and | the design, the   | no attention is   |
|          | in relation to   | implementation    | given to          |
|          | the others.      | plan does not     | coordinating and  |
|          |                  | outline clear     | integrating       |
|          | The program      | strategies for    | various reform    |
|          | being            | coordinating and  | activities into a |
|          | implemented has  | integrating new,  | comprehensive     |
|          | been found,      | expanded, and     | whole.            |
|          | through          | existing reform   |                   |
|          | scientifically   | activities.       | The program being |
|          | based research,  |                   | implemented is    |
|          | to significantly | The program being | not based on      |
|          | improve the      | implemented has   | scientifically    |
|          | academic         | not been found,   | based research    |
|          | achievement of   | through           | and has not been  |
|          | participating    | scientifically    | shown to          |
|          | students as      | based research,   | significantly     |
|          | compared to      | to significantly  | improve the       |
|          | student in       | improve the       | academic          |
|          | schools who have | academic          | achievement of    |
|          | not participated | achievement of    | participating     |
|          | in such program; | participating     | children, nor     |
|          | or has been      | students, but     | does it           |
|          | found to have    | does show some    | demonstrate       |
|          | strong evidence  | evidence that it  | strong evidence   |
|          | that such        | will.             | that it will.     |
|          | program will     |                   |                   |
|          | significantly    |                   |                   |
|          | improve the      |                   |                   |
|          | academic         |                   |                   |
|          | achievement of   |                   |                   |
|          | participating    |                   |                   |
|          | children.        |                   |                   |
+----------+------------------+-------------------+-------------------+
| **All    | The learning     | The learning      | The school reform |
| Students | needs of *all*   | needs of all      | program was       |
| Served** | students in the  | students in the   | developed to      |
|          | school are       | school were used  | serve only a      |
|          | addressed by the | to develop the    | limited number of |
|          | school's         | school\'s         | students, such as |
|          | comprehensive    | comprehensive     | those with low    |
|          | reform program   | reform program    | achievement in a  |
|          | and the          | and to select its | particular        |
|          | selection of     | sci               | subject matter    |
|          | scientifically   | entifically-based | area.             |
|          | based research   | research based    |                   |
|          | based            | strategies and    | Only a few grade  |
|          | strategies.      | practices.        | levels or a few   |
|          |                  |                   | students in each  |
|          | ####             | However, the      | grade level are   |
|          |                  | instructional     | to be served by   |
|          | #### Wh          | design, goals,    | the program       |
|          | ile there is a s | assessments,      | designed.         |
|          | trong emphasis o | strategies and    |                   |
|          | n raising the ac | services of the   | Student           |
|          | hievement of the | program are       | subpopulations    |
|          |  lowest-performi | applied primarily | within the school |
|          | ng students, inc | to one subset of  | (*e.g*. students  |
|          | reased learning  | students.         | with limited      |
|          | for all students |                   | English           |
|          |  is emphasized.  | Some              | proficiency or    |
|          |                  | consideration is  | students with     |
|          | The              | given to the      | disabilities) are |
|          | comprehensive    | needs of          | marginalized by   |
|          | program          | subpopulations    | this program; it  |
|          | specifically     | within the        | demonstrates      |
|          | addresses the    | school, *e.g*.    | little or no      |
|          | needs of         | students with     | evidence that     |
|          | subpopulations   | disabilities or   | their learning    |
|          | within the       | those with        | needs will be     |
|          | school, (*e.g.*  | limited English   | met.              |
|          | students with    | proficiency.      |                   |
|          | limited English  |                   |                   |
|          | proficiency and  |                   |                   |
|          | those with       |                   |                   |
|          | disabilities).   |                   |                   |
+----------+------------------+-------------------+-------------------+
| *        | The school\'s    | The school's      | The school's      |
| *Aligned | comprehensive    | comprehensive     | reform plan does  |
| Curr     | reform plan      | reform plan       | not include an    |
| iculum** | includes an      | includes an       | integrated        |
|          | integrated       | integrated        | curricular scope  |
|          | curricular scope | curricular scope  | and sequence, nor |
|          | and sequence, or | and sequence, or  | a clear strategy  |
|          | a clear strategy | a clear strategy  | for developing    |
|          | for developing   | for developing    | one. Reform       |
|          | one, that covers | one, that covers  | initiatives focus |
|          | each core        | some subject      | primarily on      |
|          | subject area and | areas and/or some | after-school or   |
|          | all grade        | grade levels. The | pull out          |
|          | levels. All      | curricula for     | activities, and   |
|          | curricula is     | some core         | not on core       |
|          | clearly aligned  | subjects and/or   | academic content. |
|          | to state and     | some grade levels | Little attention  |
|          | local academic   | are aligned with  | has been given to |
|          | content and      | state and local   | aligning the      |
|          | achievement      | academic content  | school curricula, |
|          | standards and    | and achievement   | even in core      |
|          | assessments.     | standards and     | subjects, state   |
|          |                  | assessments.      | and local         |
|          |                  |                   | academic content  |
|          |                  |                   | and achievement   |
|          |                  |                   | standards and     |
|          |                  |                   | assessments.      |
+----------+------------------+-------------------+-------------------+
| ##       | The              | The comprehensive | The school reform |
| ## Instr | comprehensive    | reform program    | program does not  |
| uctional | reform program   | addresses the     | address teaching  |
|  Program | addresses the    | instruction of    | and learning      |
|          | instruction of   | only some         | activities in     |
| ##       | all students. It | students and/or   | core subjects.    |
| #### Ins | references       | some core         |                   |
| truction | methods and      | subjects. The     | Reform activities |
|          | strategies in    | methods and       | are limited to    |
| -        | teaching,        | strategies        | those that do not |
|   **Asse | assessment, use  | described in the  | affect the        |
| ssment** | of technology    | program show only | regular classroom |
|          | and classroom    | some evidence of  | teaching and      |
| -        | management that  | being             | learning process. |
|   **Tech | are based on     | scientifically    | The proposed      |
| nology** | scientifically   | research based or | design does not   |
|          | based research   | of proven         | describe the role |
| -   **C  | and effective    | effectiveness.    | of technology or  |
| lassroom | practice.        | The program       | classroom         |
|     mana |                  | addresses some,   | management will   |
| gement** |                  | but not all of    | play in improving |
|          |                  | the component     | student           |
|          |                  | parts of          | achievement.      |
|          |                  | effective         |                   |
|          |                  | instruction, i.e. |                   |
|          |                  | teaching,         |                   |
|          |                  | assessment, use   |                   |
|          |                  | of technology,    |                   |
|          |                  | and classroom     |                   |
|          |                  | management        |                   |
|          |                  | practices.        |                   |
+----------+------------------+-------------------+-------------------+
| **Prof   | The school's     | The professional  | The school\'s     |
| essional | comprehensive    | development       | professional      |
| Devel    | reform plan      | activities in the | development       |
| opment** | incorporates     | school\'s         | activities are    |
|          | continuous,      | comprehensive     | not part of a     |
| **Prof   | ongoing,         | reform plan focus | comprehensive     |
| essional | high-quality     | primarily on      | plan. While       |
| Devel    | professional     | staff in some     | individual        |
| opment** | development for  | core subjects or  | teachers pursue   |
|          | all teachers and | at some grade     | professional      |
|          | administrators   | levels.           | interests, the    |
|          | in the school.   | Professional      | school lacks an   |
|          | Regularly        | development       | overarching       |
|          | conducted needs  | addresses         | vision and        |
|          | assessments      | isolated          | purpose for its   |
|          | shape the        | instructional     | professional      |
|          | content of this  | strategies and    | development.      |
|          | professional     | does not draw     | All-staff         |
|          | development; it  | connections       | professional      |
|          | addresses        | between strong    | development does  |
|          | instructional    | teaching and      | not necessarily   |
|          | content and      | assessment,       | focus on the      |
|          | methods, as well | instructional     | instructional     |
|          | as assessment,   | technology, and   | program or other  |
|          | instructional    | management        | components of the |
|          | technology, and  | issues.           | school's reform   |
|          | management       | Professional      | program. The plan |
|          | issues necessary | development       | provides for a    |
|          | for the faithful | activities are    | limited number of |
|          | implementation   | scheduled         | training or       |
|          | of the school\'s | periodically but  | awareness         |
|          | plan. The design | their quality     | sessions, perhaps |
|          | and delivery of  | varies and they   | early in the      |
|          | professional     | lack continuity   | school year,      |
|          | development is   | and               | rather than       |
|          | shaped by        | reinforcement.    | continuing        |
|          | accepted         |                   | professional      |
|          | professional     |                   | development over  |
|          | development      |                   | the course of the |
|          | standards, and   |                   | entire school     |
|          | time for ongoing |                   | year.             |
|          | professional     |                   |                   |
|          | development is   |                   |                   |
|          | embedded into    |                   |                   |
|          | the school       |                   |                   |
|          | calendar.        |                   |                   |
+----------+------------------+-------------------+-------------------+
| **       | The school's     | The school's      | The school reform |
| Parental | comprehensive    | reform program    | program           |
| Invol    | design provides  | addresses parent  | marginalizes      |
| vement** | for the          | involvement, but  | parents and       |
|          | meaningful       | limits their      | minimizes their   |
|          | involvement of   | activities to a   | importance in     |
|          | parents in       | supporting role   | school            |
|          | planning,        | only. (E.g.       | improvement. It   |
|          | implementing and | spaghetti dinners | contains only a   |
|          | evaluating       | and clerical      | limited number of |
|          | school           | support).         | strategies that   |
|          | improvement      | Although parents  | bring parents to  |
|          | activities. It   | are often invited | the school or     |
|          | articulates the  | to participate in | engage them in    |
|          | responsibilities | school            | activities.       |
|          | for student      | improvement       |                   |
|          | learning that    | activities, this  |                   |
|          | schools and      | program does not  |                   |
|          | parents share.   | involve parents   |                   |
|          | The              | in their          |                   |
|          | comprehensive    | planning,,        |                   |
|          | reform program   | implementation,   |                   |
|          | provides for     | or evaluation.    |                   |
|          | training and     | The plan does not |                   |
|          | materials for    | clearly           |                   |
|          | parents and      | articulate the    |                   |
|          | addresses        | role of parents   |                   |
|          | barriers to      | in supporting the |                   |
|          | involvement. In  | learning success  |                   |
|          | the most         | of their          |                   |
|          | comprehensive    | students.         |                   |
|          | design, parents  |                   |                   |
|          | are taught ways  |                   |                   |
|          | to contribute to |                   |                   |
|          | the academic     |                   |                   |
|          | success of their |                   |                   |
|          | children.        |                   |                   |
+----------+------------------+-------------------+-------------------+
| **Benc   | Each major       | While the school  | The reform        |
| hmarking | element in the   | has established   | program proposed  |
| and      | school\'s plan   | measurable goals  | by the school     |
| Eval     | has measurable   | and benchmarks    | lacks articulated |
| uation** | goals and        | for the major     | goals and         |
|          | specific         | elements in its   | benchmarks. The   |
|          | benchmarks to    | plan, it does not | school monitors   |
|          | track progress   | regularly track   | activities, but   |
|          | toward achieving | progress toward   | does not base     |
|          | those goals.     | achieving them.   | program decision  |
|          | They are aligned | There is only     | making on         |
|          | with state and   | marginal evidence | identified        |
|          | federal          | that the school   | progress or lack  |
|          | benchmark        | adjusts its       | of progress.      |
|          | requirements.    | strategies or     |                   |
|          |                  | modifies          | Evaluation is     |
|          | The school       | benchmarks on a   | limited to an     |
|          | monitors         | regular basis.    | annual review of  |
|          | progress         |                   | school            |
|          | regarding both   | The school has a  | performance data  |
|          | program          | written           | (e.g.,            |
|          | implementation   | evaluation plan,  | school-level      |
|          | and student      | but makes little  | assessment        |
|          | achievement.     | reference to it   | results,          |
|          | Each year the    | on a regular      | attendance rates, |
|          | school assesses  | basis. There may  | etc.).            |
|          | its progress     | be an emphasis on |                   |
|          | toward achieving | either formative  |                   |
|          | the benchmarks   | evaluation or     |                   |
|          | and revises      | summative         |                   |
|          | them.            | evaluation, but   |                   |
|          |                  | little balance    |                   |
|          | The school has   | between the two   |                   |
|          | an articulated   | is indicated.     |                   |
|          | plan for both    |                   |                   |
|          | formative and    |                   |                   |
|          | summative        |                   |                   |
|          | evaluation of    |                   |                   |
|          | both the         |                   |                   |
|          | implementation   |                   |                   |
|          | of its CSR       |                   |                   |
|          | design and its   |                   |                   |
|          | impact on        |                   |                   |
|          | student academic |                   |                   |
|          | achievement.     |                   |                   |
+----------+------------------+-------------------+-------------------+