A Comprehensive System of School Reform Based on Student Results.

Abstract School reform is achieved through the collaboration and coordination among educators with the mutual goal of improved learning for all students. Given the complexity within and among educational systems, the need to develop and implement a common framework of school reform based upon mutually agreed-upon goals, standards, outcomes, and competencies must be developed (Hargreaves & Fink, 2000; Senge, 1990). Coordination and continued communication among each of the educational partners (students, teachers, administrators, policy analysts, researchers, community members, and parents) provide valuable input for continuous improvement within this tri-level system of school reform based upon student results (Fullan, 2005). The resulting networks among educators responsible for policy, professional development, local educational programming, and classroom implementation improve student outcomes. This manuscript describes a comprehensive systems approach to tri-level (Fullan, 2005) school reform to improve learning for all students through the use of disaggregated data, researched instructional practices, instructional coaching, and continuous progress monitoring. Several major topics will be addressed, including an inclusive continuum of curriculum and instruction, a standards-based process of professional development, and continuous monitoring of student results through multiple methods, including classroom action research. ********** School reform is achieved through the collaboration and coordination among the multiple educators that are responsible for improved learning for all students. Given the complexity within and among educational systems, the need to develop and implement a common framework of school reform based upon mutually agreed-upon goals, standards, outcomes, and competencies is paramount (Hargreaves & Fink, 2003; Senge, 1990). Coordination and continued communication among each of the educational partners (students, teachers, administrators, state department representatives, researchers, community members, and parents) provide valuable input for continuous improvement within this tri-level system of school reform based upon student results (Fullan, 2005). The resulting networks of educators within state departments (policy, accreditation, curriculum standards, certification), state-sponsored professional development regional agencies (initial and follow-up professional development networks regionally and locally), local school districts, (local responsibilities through school improvement plans, supervision, curricular goals), and teachers and administrators (direct implementation and continuous monitoring of instructional strategies to improve student learning) are critical to improved student performance. At times, however, the agencies and educators dedicated to addressing the needs of students in the name of school reform are often barriers to the same reforms (Fink, 2003). For example, within the last twenty years, special education intervention research has contributed discoveries that have advanced the understanding of the prevention, care, instruction, and treatment of persons with disabilities (Koh & Siegel-Robertson, 2003). However, the research to practice gap in special education continues (Greenwood & Abbott, 2001). The most current research-based instructional strategies and interventions are not often implemented within the context of school reforms. Responsible for this gap may be the same multiple agencies dedicated to school reform. Often, separateness of the legislative, political, research, and practice communities, lack of relevance as perceived by teachers and administrators, and weak professional development opportunities (Greenwood & Atwood, 2001) are cited as reasons that research-based instructional practices are not implemented within the schools during current reform efforts. School reform, then, is measured and reported based upon indices identified within and by educators who conceptualized and implemented the framework of school reform. …