The problem is that Success for All's scripting method does not allow for this. Nor do any of the other one-size fits all comprehensive schoolwide reform programs which are just as ineffective. Georgia Hedrick and the other teachers who resisted the use of this program were right, and all the professional associations, researchers, and the U.S. Department of Education who concluded that there was valid research supporting the use of Success for All and comprehensive school reform models in general were wrong. Georgia Hedrick's instincts and observations were valid and she was an outstanding teacher who correctly rebelled at being forced to be a less effective teacher by a too limited program. However, this is not a simple case where a teacher was right and good research was wrong.
Good research describes reality.
The problem here is much worse. The education establishment allowed invalid research by the ones who stood to benefit the most to be disseminated as valid research. There was no oversight by our leaders in the profession, government, or even the research community. Even when my articles began to appear everyone looked the other way and ED continued to fund even more such research by the same group. The first lesson from all of this is that teachers should follow their instincts and should also constantly test those instincts.