Next, the focus moves to how districts can choose the best reform model for their district. The staff of each school needs to evaluate its strengths and needs, carefully consider the reform options, and build full and active support for the program. The authors use the analogy of choosing a prescription drug for a patient. Penicillin, aspirin, and chemotherapy may all aid the sick, but they are not appropriate for every patient. Some comprehensive reforms strive to improve reading in first-graders, while others try to foster higher order thinking in teenagers.
Schools can also design their own program.
Chapter 4 details important elements such as curriculum and instruction, programs for at-risk students, and family support. Finally, the report discusses how to implement schoolwide reform. ERS suggests ways to avoid implementation problems, such as including parents and the community in the process, and setting clear standards for the program. After Six Years. Established in July 1991, NAS's goal was to develop whole-school designs that would help schools to enable their students to reach high educational standards.